Transactive writing involves both the writer and the reader. The writer initiates the action and expects a reaction from the reader, hence the name "transactive." This action can take different forms: to inform, to persuade, to defend, to move to action, to sell, etc. The reader's reaction, then, depends on the purpose of the writing. He may be convinced to do something, to look at something in a new way, to see things the way the writer sees them, etc.
In the classroom, then, transactive writing
• has a focused purpose, an authentic reason for being written besides completing an assignment
• provides a context or reason for giving the information that follows
• moves the reader through the piece with logical organization and appropriate transitional strategies
• leaves the reader with something to think about at the end
Since transactive writing takes real-world forms, teachers should provide students with models of writing actually done in their content areas. The following list is by no means intended to be exclusive but merely ideas upon which teachers can build.
business letter
proposal
review
commentary
handbook
editorial writing
letter to editor
pamphlet
interview
fitness plan
written speech
brochure
manual
booklet
guide
consumer information
lab report for inquiry lab
cost analysis
academic journal article
feature article
instructions
memo
accident report
case study
Do the purposes allow/ encourage the student to use higher order thinking and to connect content to real life?
What real-world forms of writing do you see?
What real-world audiences are students writing to?
What strategies do the writers use to develop their ideas?
Are assignments real-world and authentic or "cookie cutter" ones, based on artificial scenarios?
Do students appear to have some choice (decision-making) in the content, purpose, etc.?
What common problems or concerns do you see overall in the content pieces?