Writing that “orders and represents experience to our own understanding. In this sense language provides us with a unique way of knowing and becomes a tool for discovering, for shaping meaning, and for reaching understanding” (Britton, p. x).
LOW-STAKES assignments involve students in their own learning by teaching them to become active learners and class participants. This encouragement helps them discover what they already know and what they still have to learn, and it allows them to relate subjects to their lives and values and to build a sense of community in the classroom. These assignments help students figure out what they actually think by articulating their thoughts in writing, as evidenced by Syrene Forsman’s (1985) chapter "Writing to Learn Means Learning to Think."
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