12.1 CATALYST

http://www.google.com/imgres?q=seed+being+watered

Where and when did I find it: I found this in the article, “Writing to learn across the curriculum: Tools for comprehension in content areas,” Jessica assigned for this week’s reciprocal teaching session. The authors explain the importance of understanding the difference between learning to write and writing to learn, stating, “the purpose for writing to learn is meant to be a catalyst for further learning and meaning” (Knipper & Dugan, 2006, p. 462).

Full citation: Knipper, K.J., & Duggan, T.J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher (59)5, 462-470. 

What it means: The word catalyst in this context means a person or thing that causes an event to occur, in this case, learning or meaning-making. Catalyst is a fairly new word in our language, the origin is early 20th century.

Level of familiarity: I am familiar with the word although I generally do not use this term in my vocabulary.  I have used the word in the past, but somewhere along the road, the word slipped out of my vocabulary. 

Do I want to know this word well and if so why?: Yes, I want to know the word, catalyst, well. As I stated above, it’s become almost a forgotten word. I'm glad I came across the term again, because I  like the way it sounds; it has an empowering ring to it. Writing to learn serves as a catalyst to further learning, and explaining to students the relevance behind the strategy is to expand thoughts, ideas, and questions is important. The strategies discussed in the article start and activate students' thinking. Writing authentically engages students, and it’s difficult to be passive when writing. Connecting the term catalyst with writing to learn also serves as a reminder to create authentic activities that do serve the intended purpose: meaning-making. The authors provide examples of strategies (checklists, quick-writes, framed paragraphs, etc...), all acting as a catalyst to aid in comprehension. I do not think I would remember or learn without being engaged in writing to learn strategies because I have to start something and become engaged. 

Do others need to know this word well and if so why? Yes, I believe students, teachers, and literacy specialists should at least practice the meaning behind the word catalyst, particularly as it relates to the strategies discussed in the article to support students’ discovery in their own learning. I do think that the writing to learn activities assigned should be authentic, not mere activities. They should spur or act as a catalyst of creative, critical thinking, a necessary skill readers and writers will need well beyond the classroom.