A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program

Autor/inn/en	Finkenstaedt-Quinn, Solaire A.; Watts, Field M.; Shultz, Ginger V.; Gere, Anne Ruggles
Titel	A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program
Quelle	In: International Journal for the Scholarship of Teaching and Learning, 17 (2023) 1, Artikel 18 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	STEM Education; Content Area Writing; Instructional Design; Concept Formation; Writing Assignments; Peer Evaluation; Revision (Written Composition); College Instruction; Michigan + Suchen Sie Ihr Suchwort? STEM; Schriftliche Übung; Lesson concept; Lessonplan; Unterrichtsentwurf; Concept learning; Begriffsbildung; Korrektur; Hochschullehre
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. (As Provided).
Anmerkungen	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/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01