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Low stakes writing has the goal of increasing how much students think about, understand, and learn the content being taught and is typically ungraded or graded informally. Students in two child development and family relations courses were asked to participate in low stakes writing. Students reported that low stakes writing helped facilitate the transition into the class session, allowed them to apply course content, and helped them to better understand themselves and others. The majority of students reported that low stakes writing questions were valuable and effective. Students provided comments about why low stakes writing was an effective learning tool and identified other benefits for course instructors. Low stakes writing is an easily implemented and effective strategy to engage students in the classroom. The purpose of this paper is to describe how low stakes writing assignments can be used to promote writing across the curriculum (WAC). Elbow and Sorcinelli (2006) have differentiated between high stakes and low stakes writing. High stakes writing includes assignments such as essays, term papers, and other academic writing. The writing is expected to be of a high quality and bears directly on the course grade. In contrast, low stakes writing has a goal of increasing how much students think about, understand, and learn the content being taught. This type of writing is ungraded or graded informally. Examples of low stakes writing include exploratory or focus questions at the beginning of a class or unit, free writing in response to a question in the middle of a lesson, summary writing as a measure of assessment at the end of a class period, or reflective journal writing. We will explain how we used low stakes writing in two higher education courses in child development and family relations (CDFR) and describe the advantages our students identified from engaging in these assignments. Direct correspondence to Dr. Carmel Parker White at whitec@ecu.edu Low Stakes Writing 75

Low Stakes Writing as an Instructional Strategy to Engage Students