Abstract

This paper examines a pilot study undertaken during the 2022-2023 academic year within a first-year undergraduate comparative government module at Birkbeck College, University of London, United Kingdom. The study investigates the impact of embedding different writing for learning practices within live seminar sessions, on students’ learning and their perceptions of their learning. It introduces and uses different writing-based learning practices (reflective writing, process writing, deep reading together, writing in the zones) to enhance student engagement and learning on the module. A key rationale for embedding these writing practices through classroom activities is to develop students’ reflective and critical thinking skills. Setting aside time within a structured class setting: 1) provides students with opportunities and space to reflect on what has been read/learned, to start the critical thinking process; 2) the writing provides an “opening” for students to become more active participants who engage in their learning; 3) it normalizes reflective practices as a valued part of the learning process; and 4) students begin to see practices as transferable skills to be used in other modules and beyond their studies. The pilot project is evaluating impact through observations of student engagement and learning, and through student self-perceptions of their learning in the module.