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Writing-to-Learn in Nature: The Power of Writing Outdoors

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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
FullText Text:
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  Data: Writing-to-Learn in Nature: The Power of Writing Outdoors
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  Data: <searchLink fieldCode="AR" term="%22Stephanie+Hampton%22">Stephanie Hampton</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Singer+Early%22">Jessica Singer Early</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22English+Journal%22"><i>English Journal</i></searchLink>. 2026 115(3):30-40.
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  Data: 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
– Name: PeerReviewed
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Outdoor+Education%22">Outdoor Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+Teachers%22">English Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Seminars%22">Seminars</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Environment%22">Physical Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Arizona%22">Arizona</searchLink>
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  Data: 10.58680/ej2026115330
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  Data: 0013-8274<br />2161-8895
– Name: Abstract
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  Data: 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.
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  Data: EJ1505690
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1505690
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        Value: 10.58680/ej2026115330
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      – Text: English
    PhysicalDescription:
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        PageCount: 11
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      – SubjectFull: Teacher Educators
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      – SubjectFull: Middle School Students
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      – SubjectFull: Arizona
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      – TitleFull: Writing-to-Learn in Nature: The Power of Writing Outdoors
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