“…Since the 1970s, a writing-to-learn literature has emerged suggesting that students can learn content, such as scientific theories and historical causes and effects, through writing about it (e.g., Bangert-Drowns, Hurley, & Wilkinson, 2004; Emig, 1977). This literature tradition has advocated the merits of writing activities as diverse as journal writing (Connor-Greene, 2000), note taking (Kiewra & Benton, 1988; McIntyre, 1992), summaries (Friend, 2002; Radmacher & Latosi-Sawin, 1995), short essays (Marshall, 1987; Voss & Wiley, 1997), term papers (Nicotera, Shibley, & Milakofsky, 2001), and “mini-writing” in large classes (Gingerich et al, 2014). Less clear, however, is whether these recommendations have solid empirical support.…”