A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program
Saved in:
| Title: | A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program |
|---|---|
| Language: | English |
| Authors: | Finkenstaedt-Quinn, Solaire A., Watts, Field M., Shultz, Ginger V., Gere, Anne Ruggles |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2023 17(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1524967 DGE1256260 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Content Area Writing, Instructional Design, Concept Formation, Writing Assignments, Peer Evaluation, Revision (Written Composition), College Instruction |
| Geographic Terms: | Michigan |
| ISSN: | 1931-4744 |
| Abstract: | The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence-based WTL assignments. Herein we present a review of the WTL research generated through the MWrite program, situating our findings in a four-dimensional framework of engagement to identify how the MWrite WTL assignment design and implementation has supported students' learning. Our analysis indicates that the multi-faceted design of MWrite WTL assignments supports students' development of conceptual knowledge and disciplinary thinking. The assignments' rhetorical features (i.e., context, audience, and genre) guide how students write about content, and peer review and revision stages encourage a collaborative, knowledge building process between students and their peers. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1393923 |
| Database: | ERIC |
| Abstract: | The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented in the classroom, making it difficult for instructors to identify how to incorporate writing effectively. Drawing on the WTL literature, the MWrite program was established to work with STEM faculty to design, implement, and assess evidence-based WTL assignments. Herein we present a review of the WTL research generated through the MWrite program, situating our findings in a four-dimensional framework of engagement to identify how the MWrite WTL assignment design and implementation has supported students' learning. Our analysis indicates that the multi-faceted design of MWrite WTL assignments supports students' development of conceptual knowledge and disciplinary thinking. The assignments' rhetorical features (i.e., context, audience, and genre) guide how students write about content, and peer review and revision stages encourage a collaborative, knowledge building process between students and their peers. |
|---|---|
| ISSN: | 1931-4744 |
