"This volume of New Directions for Teaching and Learning traces the authors' move from a focus on disciplinary writing to a focus on students' learning. In these chapters, teachers of writing and teachers of other disciplines explore the use of different types of writing tasks - often called high stakes assignments and low stakes or writing to learn assignments. They see writing not only as improving students' communicative abilities in their disciplines but also as helping students to learn. And once faculty begin to think about students as learners, the road to good teaching is discernible. Writing not only makes learning more visible, it makes teaching more visible and brings teachers' existing practices into the foreground. The result often is a movement toward more reflective, active, and collaborative teaching as well as learning."--BOOK JACKET.