Keeping It Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning

Abstract

Can short, ungraded, free-writing assignments promote learning of course material? We randomly assigned introductory psychology recitation sections (N = 978 students) to writing or thinking conditions. For all sections, teaching assistants presented students with a discussion topic based in current coursework. Students either wrote or thought about the topic for 5 min. All sections then discussed the topic for approximately 10 min. Exams included questions related to the discussion topics. Students in the writing condition attended class more often and performed better on factual and conceptual multiple-choice exam questions than students in the thinking condition, even after controlling for measures of student quality. The results suggested that brief free writing improved factual and conceptual learning.

Notes

^a The χ² statistic reflects a comparison of five levels of year in college: freshman, sophomore, junior, senior, and beyond senior (> 120 credits).