Writing to learn is different. In this sense language provides us with a unique way of knowing and becomes a tool for discovering, for shaping meaning, and for reaching understanding. If students' readiness for more involved thought processes is bypassed in favor of jamming more facts and figures into their heads, they will stagnate at the lower levels of thinking. But if students are encouraged to try a variety of thought processes in classes, they can, regardless of their ages, develop considerable mental power.
Writing is one of the most effective ways to develop thinking.
The Consequences of Writing by Robert P. Parker and Vera Goodkin is an especially good resource on writing to learn. Thus, writing to learn can have additional positive effects in helping students mature as effective communicators even though the initial goal is to help students become better learners.