A Hard Day’s Write: Teaching Writing in the Lab with a Minimum of Pain and Suffering

 

Suzanne E. Thuecks

Tested Studies in Laboratory Teaching, 2019, Volume 40

Abstract

Washington College, a small liberal arts college of approximately 1400 students, has designated introductory biology as a course that can fulfill part of our undergraduate writing requirement. To fulfill this responsibility, we have incorporated changes in assignments, grading, and small lab activities that have resulted in better quality writing. This article reviews the facets of our current program to support students in their writing before, during, and after the writing process. These approaches can be used separately or together to improve student writing quality.

Keywords:  writing, peer review, revision

The Ohio State University (2018)