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

Authors

Solaire A. Finkenstaedt-Quinn, University of Michigan - Ann ArborFollow
Field M. Watts, University of Michigan - Ann ArborFollow
Ginger V. Shultz, University of Michigan - Ann ArborFollow
Anne Ruggles Gere, University of Michigan - Ann ArborFollow

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.

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Recommended Citation

Finkenstaedt-Quinn, Solaire A.; Watts, Field M.; Shultz, Ginger V.; and Gere, Anne Ruggles (2023) "A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program," International Journal for the Scholarship of Teaching and Learning: Vol. 17: No. 1, Article 18.
Available at: https://doi.org/10.20429/ijsotl.2023.17118