| Title: |
Writing-to-Learn in Nature: The Power of Writing Outdoors |
| Language: |
English |
| Authors: |
Stephanie Hampton; Jessica Singer Early |
| Source: |
English Journal. 2026 115(3):30-40. |
| Availability: |
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Descriptive |
| Education Level: |
Higher Education; Postsecondary Education; Elementary Education; Secondary Education; Junior High Schools; Middle Schools; High Schools |
| Descriptors: |
Outdoor Education; English Teachers; Teacher Educators; Faculty Development; Elementary School Teachers; Secondary School Teachers; Writing Instruction; Interdisciplinary Approach; Middle School Students; High School Students; Seminars; Undergraduate Students; Physical Environment; Language Arts; English Instruction |
| Geographic Terms: |
Arizona |
| DOI: |
10.58680/ej2026115330 |
| ISSN: |
0013-8274; 2161-8895 |
| Abstract: |
This article examines how integrating writing-to-learn strategies with outdoor, nature-based experiences simultaneously strengthens students' literacy skills and deepens curiosity, reflection, and environmental awareness across varied educational contexts. The authors offer a window into the writing-to-learn and nature writing strategies they implemented through the Step Outside Project, a yearlong professional development program for 200 elementary and secondary teachers across the state of Arizona, along with accompanying resources and examples of student and teacher writing. In particular, the authors illustrate how picturebooks can serve as accessible entry points for integrating writing-to-learn strategies into middle and high school outdoor learning experiences. They also document how teachers and students have adapted these strategies within diverse educational contexts, as well as how they have applied them in a university-level nature writing seminar at Arizona State University. These approaches are flexible and can be modified to suit individual teaching contexts and grade levels. |
| Abstractor: |
ERIC |
| Entry Date: |
2026 |
| Accession Number: |
EJ1505690 |
| Database: |
ERIC |