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{"work":{"id":90124268,"created_at":"2022-11-06T11:32:44.843-08:00","from_world_paper_id":219487520,"updated_at":"2025-02-01T16:42:19.013-08:00","_data":{"publisher":"ASEE Conferences","ai_abstract":"This research explores the effectiveness of different writing assignments in enhancing cognitive skills and information retention among undergraduate engineering students. By comparing traditional review articles and structured assignments based on primary research articles, the study investigates whether the format of the writing task influences higher-order cognitive skill development and long-term retention of knowledge. Results indicate that while writing assignments generally improve retention and recall of technical information, the specific format of the assignment does not significantly impact cognitive skill development.","ai_title_tag":"Writing Assignments and Knowledge Retention","publication_name":"2013 ASEE Annual Conference \u0026 Exposition Proceedings"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Improved retention and recall with a peer reviewed writing assignment","broadcastable":false,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [41935232]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":93773329,"attachmentType":"pdf"}"><img alt="First page of “Improved retention and recall with a peer reviewed writing assignment”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/93773329/mini_magick20221106-1-1b90p9c.png?1667763266" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Improved retention and recall with a peer reviewed writing assignment</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="41935232" href="https://virginia.academia.edu/WilliamGuilford"><img alt="Profile image of William Guilford" class="ds-work-card--author-avatar" src="//a.academia-assets.com/images/s65_no_pic.png" />William Guilford</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2013 ASEE Annual Conference & Exposition Proceedings</p><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">10 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 90124268; const worksViewsPath = "/v0/works/views?subdomain_param=api&work_ids%5B%5D=90124268"; const getWorkViews = async (workId) => { const response = await fetch(worksViewsPath); if (!response.ok) { throw new Error('Failed to load work views'); } const data = await response.json(); return data.views[workId]; }; // Get the view count for the work - we send this immediately rather than waiting for // the DOM to load, so it can be available as soon as possible (but without holding up // the backend or other resource requests, because it's a bit expensive and not critical). const viewCount = await getWorkViews(workId); const updateViewCount = (viewCount) => { try { const viewCountNumber = parseInt(viewCount, 10); if (viewCountNumber === 0) { // Remove the whole views element if there are zero views. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); return; } const commaizedViewCount = viewCountNumber.toLocaleString(); const viewCountBody = document.getElementById('work-metadata-view-count'); if (!viewCountBody) { throw new Error('Failed to find work views element'); } viewCountBody.textContent = `${commaizedViewCount} views`; } catch (error) { // Remove the whole views element if there was some issue parsing. document.getElementById('work-metadata-view-count')?.parentNode?.remove(); throw new Error(`Failed to parse view count: ${viewCount}`, error); } }; // If the DOM is still loading, wait for it to be ready before updating the view count. if (document.readyState === "loading") { document.addEventListener('DOMContentLoaded', () => { updateViewCount(viewCount); }); // Otherwise, just update it immediately. } else { updateViewCount(viewCount); } })();</script></div><p class="ds-work-card--detail ds2-5-body-md">AI-generated Abstract</p><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">This research explores the effectiveness of different writing assignments in enhancing cognitive skills and information retention among undergraduate engineering students. By comparing traditional review articles and structured assignments based on primary research articles, the study investigates whether the format of the writing task influences higher-order cognitive skill development and long-term retention of knowledge. Results indicate that while writing assignments generally improve retention and recall of technical information, the specific format of the assignment does not significantly impact cognitive skill development.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":93773329,"attachmentType":"pdf","workUrl":"https://www.academia.edu/90124268/Improved_retention_and_recall_with_a_peer_reviewed_writing_assignment"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":93773329,"attachmentType":"pdf","workUrl":"https://www.academia.edu/90124268/Improved_retention_and_recall_with_a_peer_reviewed_writing_assignment"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div><div class="ds-signup-banner-trigger-container"><div class="ds-signup-banner-trigger ds-signup-banner-trigger-control"></div></div><div class="ds-signup-banner ds-signup-banner-control"><div id="ds-signup-banner-close-button"><button class="ds2-5-button ds2-5-button--secondary ds2-5-button--inverse"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">close</span></button></div><div class="ds-signup-banner-ctas"><img src="//a.academia-assets.com/images/academia-logo-capital-white.svg" /><h4 class="ds2-5-heading-serif-sm">Sign up for access to the world's latest research</h4><button class="ds2-5-button ds2-5-button--inverse ds2-5-button--full-width js-swp-download-button" data-signup-modal="{"location":"signup-banner"}">Sign up for free<span class="material-symbols-outlined" style="font-size: 20px" translate="no">arrow_forward</span></button></div><div class="ds-signup-banner-divider"></div><div class="ds-signup-banner-reasons"><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Get notified about relevant papers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Save papers to use in your research</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Join the discussion with peers</span></div><div class="ds-signup-banner-reasons-item"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">check</span><span>Track your impact</span></div></div></div><script>(() => { // Set up signup banner show/hide behavior: // 1. 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The questions which form the charter of EWI are:</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How Engineering Students Learn To Write: Third Year Findings From The Engineering Writing Initiative","attachmentId":101459247,"attachmentType":"pdf","work_url":"https://www.academia.edu/100715178/How_Engineering_Students_Learn_To_Write_Third_Year_Findings_From_The_Engineering_Writing_Initiative","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/100715178/How_Engineering_Students_Learn_To_Write_Third_Year_Findings_From_The_Engineering_Writing_Initiative"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="100715183" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/100715183/How_Engineering_Students_Learn_To_Write_Fourth_Year_Findings_And_Summary_Of_The_Ut_Tyler_Engineering_Writing_Initiative">How Engineering Students Learn To Write: Fourth Year Findings And Summary Of The Ut Tyler Engineering Writing Initiative</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41634183" href="https://independent.academia.edu/DavidBeams">David Beams</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2009 Annual Conference & Exposition Proceedings</p><p class="ds-related-work--abstract ds2-5-body-sm">He received his BA degree from Gettysburg College and his MA and Ph.D. from the State University of New York at Buffalo.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How Engineering Students Learn To Write: Fourth Year Findings And Summary Of The Ut Tyler Engineering Writing Initiative","attachmentId":101459246,"attachmentType":"pdf","work_url":"https://www.academia.edu/100715183/How_Engineering_Students_Learn_To_Write_Fourth_Year_Findings_And_Summary_Of_The_Ut_Tyler_Engineering_Writing_Initiative","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/100715183/How_Engineering_Students_Learn_To_Write_Fourth_Year_Findings_And_Summary_Of_The_Ut_Tyler_Engineering_Writing_Initiative"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="851638" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/851638/An_engineering_approach_to_teaching_writing">An engineering approach to teaching writing.</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="50537" href="https://uib-es.academia.edu/JoeMiro">Joe Miro</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Proceedings of the 42nd ACM technical symposium …, 2011</p><p class="ds-related-work--abstract ds2-5-body-sm">Being able to write correctly is a valuable asset for future CS professionals and an important learning tool, but teaching to write is difficult both for professors and students. Part of this difficulty is that writing is taught using unverifiable concepts such as style, and is significantly based on intuition. In this paper we present an engineering approach to writing, in which engineering principles are used to teach and assess writing. The results are as good, and much better in some cases, and teaching and learning become easier.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An engineering approach to teaching writing.","attachmentId":5131510,"attachmentType":"pdf","work_url":"https://www.academia.edu/851638/An_engineering_approach_to_teaching_writing","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/851638/An_engineering_approach_to_teaching_writing"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="95635890" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/95635890/Two_Studies_of_Writing_in_High_School_Science_Classroom_Research_Study_No_5">Two Studies of Writing in High School Science. Classroom Research Study No. 5</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="254692353" href="https://independent.academia.edu/AnneWotring">Anne Wotring</a></div><p class="ds-related-work--metadata ds2-5-body-xs">1981</p><p class="ds-related-work--abstract ds2-5-body-sm">Presented are two studies examining effects of using expressive writing in the science classroom. The first study, "Writing to Think About High School Chemistry," was conducted by a nigh school English teacher who enrolled in a high school chemistry course. The course was typical with the exception that students were encouraged to keep a journal in which they were to write whatever they wished, or whenever they were confused or the teacher thought they had gone over difficult material. Analysis of three student jout)als (including the author's) indicates that writing provoked these students to reflect on their own thoughts, take responsibility ,.. .4.4, 0 6 q Writing to Think About High School Chemistry .Anne Miller Wotring 'Further, I am extremely grateful for the support of my thesis committee, Chris Thaiss, Rob Gilstrap and Don Callehr, who encouraged me towiite'a readable work. In addition, I cant to thank the administrators of South Lakes High School, Reston, Virginia, 3 Fairfax County Public School, for permitting MO to conduct my study there. Finally, f want to thank Carolyn Lavallee, who taught me chemistry, and Laura Fanning, Tim Stanard, Jim Jeans, and Piera Pelligrino, my fellow dienastry students, without whose efforts my research question could not have been answered.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Two Studies of Writing in High School Science. Classroom Research Study No. 5","attachmentId":97764052,"attachmentType":"pdf","work_url":"https://www.academia.edu/95635890/Two_Studies_of_Writing_in_High_School_Science_Classroom_Research_Study_No_5","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/95635890/Two_Studies_of_Writing_in_High_School_Science_Classroom_Research_Study_No_5"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="100715177" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/100715177/How_Engineering_Students_Learn_To_Write_The_Second_Year_Of_The_Engineering_Writing_Initiative_At_The_University_Of_Texas_At_Tyler">How Engineering Students Learn To Write: The Second Year Of The Engineering Writing Initiative At The University Of Texas At Tyler</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41634183" href="https://independent.academia.edu/DavidBeams">David Beams</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2006 Annual Conference & Exposition Proceedings</p><p class="ds-related-work--abstract ds2-5-body-sm">in and the Ph.D. from the University of Wisconsin-Madison. He has had over 16 years of industrial experience in addition to his 8 years with UT-Tyler. He is a licensed professional engineer in Wisconsin and Texas and holds or shares four patents.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"How Engineering Students Learn To Write: The Second Year Of The Engineering Writing Initiative At The University Of Texas At Tyler","attachmentId":101459251,"attachmentType":"pdf","work_url":"https://www.academia.edu/100715177/How_Engineering_Students_Learn_To_Write_The_Second_Year_Of_The_Engineering_Writing_Initiative_At_The_University_Of_Texas_At_Tyler","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/100715177/How_Engineering_Students_Learn_To_Write_The_Second_Year_Of_The_Engineering_Writing_Initiative_At_The_University_Of_Texas_At_Tyler"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="116698637" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116698637/Preliminary_findings_of_the_engineering_writing_initiative_at_the_University_of_Texas_at_Tyler_A_longitudinal_study_of_how_engineering_students_learn_to_write">Preliminary findings of the engineering writing initiative at the University of Texas at Tyler: A longitudinal study of how engineering students learn to write</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41634183" href="https://independent.academia.edu/DavidBeams">David Beams</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World, 2005</p><p class="ds-related-work--abstract ds2-5-body-sm">The Departments of Electrical Engineering and English of the University of Texas at Tyler have launched a longitudinal study to investigate how engineering students learn to write technically and how to facilitate that learning in the course of the undergraduate curriculum. This study, known as the Engineering Writing Initiative (EWI) seeks answers to the following questions:</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Preliminary findings of the engineering writing initiative at the University of Texas at Tyler: A longitudinal study of how engineering students learn to write","attachmentId":112755893,"attachmentType":"pdf","work_url":"https://www.academia.edu/116698637/Preliminary_findings_of_the_engineering_writing_initiative_at_the_University_of_Texas_at_Tyler_A_longitudinal_study_of_how_engineering_students_learn_to_write","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/116698637/Preliminary_findings_of_the_engineering_writing_initiative_at_the_University_of_Texas_at_Tyler_A_longitudinal_study_of_how_engineering_students_learn_to_write"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="82151858" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/82151858/Promoting_Advanced_Writing_Skills_in_an_Upper_Level_Engineering_Class">Promoting Advanced Writing Skills in an Upper-Level Engineering Class</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4260151" href="https://independent.academia.edu/MDavidSmith">M David Smith</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Engineering Education, 2007</p><p class="ds-related-work--abstract ds2-5-body-sm">This paper summarizes the design and evaluation of an instructional approach aimed at improving the writing skills of a group of undergraduate engineering students. We sought to determine whether student performance in difficult writing skills such as argumentation and synthesis could be improved by integrating a single writing exercise into an upper level engineering course. In designing the exercise, we relied heavily on recommendations for best practices from the learning science community, specifically those codified in the National Academy text How People Learn [1]. We found reliable improvement in student performance in many of the areas targeted, demonstrating that the approach taken was effective. Since we modified the exercise a few times before meeting our objectives for student learning, we could compare the effectiveness of different implementations of our approach. Our success and failures provide guidance for others seeking to improve the competence of engineering undergraduates in writing.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Promoting Advanced Writing Skills in an Upper-Level Engineering Class","attachmentId":87950356,"attachmentType":"pdf","work_url":"https://www.academia.edu/82151858/Promoting_Advanced_Writing_Skills_in_an_Upper_Level_Engineering_Class","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/82151858/Promoting_Advanced_Writing_Skills_in_an_Upper_Level_Engineering_Class"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="100715174" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/100715174/Preliminary_Findings_Of_The_Engineering_Writing_Initiative_At_The_University_Of_Texas_At_Tyler_A_Longitudinal_Study_Of_How_Engineers_Learn_To_Write">Preliminary Findings Of The Engineering Writing Initiative At The University Of Texas At Tyler: A Longitudinal Study Of How Engineers Learn To Write</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="41634183" href="https://independent.academia.edu/DavidBeams">David Beams</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2005 Annual Conference Proceedings</p><p class="ds-related-work--abstract ds2-5-body-sm">The Departments of Electrical Engineering and English of the University of Texas at Tyler have launched a longitudinal study to investigate how engineering students learn to write technically and how to facilitate that learning in the course of the undergraduate curriculum. This study, known as the Engineering Writing Initiative (EWI) seeks answers to the following questions:</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Preliminary Findings Of The Engineering Writing Initiative At The University Of Texas At Tyler: A Longitudinal Study Of How Engineers Learn To Write","attachmentId":101459243,"attachmentType":"pdf","work_url":"https://www.academia.edu/100715174/Preliminary_Findings_Of_The_Engineering_Writing_Initiative_At_The_University_Of_Texas_At_Tyler_A_Longitudinal_Study_Of_How_Engineers_Learn_To_Write","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/100715174/Preliminary_Findings_Of_The_Engineering_Writing_Initiative_At_The_University_Of_Texas_At_Tyler_A_Longitudinal_Study_Of_How_Engineers_Learn_To_Write"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="15657193" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15657193/Learning_the_write_way_in_science_and_engineering">Learning the "write" way in science and engineering</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34842259" href="https://american.academia.edu/TeresaLarkinhein">Teresa L Larkin</a></div><p class="ds-related-work--metadata ds2-5-body-xs">31st Annual Frontiers in Education Conference. Impact on Engineering and Science Education. Conference Proceedings (Cat. No.01CH37193), 2001</p><p class="ds-related-work--abstract ds2-5-body-sm">The educational benefits of adapting a writing approach in the classroom have been widely documented. Writing can serve as a tool to improve the quality of teaching as well as to promote deeper and more meaningful student learning. In this paper we will explore strategies in which writing can be used to enhance student understanding in introductory physics and engineering classrooms. In particular, strategies employed within an introductory physics course for non-majors at American University as well as strategies employed within a freshman introduction to engineering course at the University of Pittsburgh will be described. In both courses, students were asked to prepare and present a professional research paper for a "conference". Highlights of the curriculum developed in each course will be discussed. Through a description of the curricula and strategies developed for use in two very different courses, we hope to provide other science and engineering educators with useful tools to assist them in developing and/or enhancing the use of writing within their own classrooms. Results from feedback questionnaires given to students will also be shared.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Learning the \"write\" way in science and engineering","attachmentId":42994771,"attachmentType":"pdf","work_url":"https://www.academia.edu/15657193/Learning_the_write_way_in_science_and_engineering","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15657193/Learning_the_write_way_in_science_and_engineering"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="18895465" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/18895465/Iterative_writing_programs_may_generate_higher_student_confidence_about_their_ability_to_write_but_not_necessarily_improved_writing_ability">Iterative writing programs may generate higher student confidence about their ability to write, but not necessarily improved writing ability</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="39017471" href="https://monash.academia.edu/TheoPapakonstantinou">Theo Papakonstantinou</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5776058" href="https://shufe.academia.edu/DanaMyers" rel="nofollow">Dana Myers</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Academic Language and Learning, 2014</p><p class="ds-related-work--abstract ds2-5-body-sm">Student writing proficiency is considered to be a hallmark of educational excellence. This study reports on an iterated writing skills development program, incorporating elements of content, form and context, for science undergraduates. The program, which was initiated in first year biology and then iterated through a second year science unit, investigated student confidence about their writing and writing-related skills, and the correlation with actual writing ability in terms of an annotated bibliography and a literature review. Other things being equal, commencing second year students who had completed first year biology, which included scaffolded practice in essay writing, had significantly higher confidence regarding five of the seven skills examined in this study, compared to students who had not. Further, upon completion of the second year unit, the level of confidence was still significantly higher with regard to four of these seven skills. However, there was no significant difference in marks for both second year writing tasks between students who had or had not completed the first year subject. This study demonstrates the considerable value that iterated writing cycles, including feedback and opportunities for revision, have on student perceptions of their writing and writing-related skills. However, students may be overestimating their actual ability to write in a scientific domain, given an apparent disconnect between their self-perceived ability and their actual marks for the assignments. Different explanations of this disconnect suggest different remedies. If it occurred because students are not aware that markers’ expectations increase each year, then clearer instruction about increasing task difficulty, together with assessment and writing guidelines from unit coordinators and ALL staff, are required to better inform students so that their perceptions and actual writing abilities are more strongly aligned. If it occurred because skills developed in writing one type of assignment do not necessarily transfer to writing a different type, both students and teaching staff need to treat each different type as a new writing challenge, to some extent. Either way, the results cast doubt on a common assumption that training in academic skills in first year is sufficient to carry students through their work in subsequent years.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Iterative writing programs may generate higher student confidence about their ability to write, but not necessarily improved writing ability","attachmentId":40315865,"attachmentType":"pdf","work_url":"https://www.academia.edu/18895465/Iterative_writing_programs_may_generate_higher_student_confidence_about_their_ability_to_write_but_not_necessarily_improved_writing_ability","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/18895465/Iterative_writing_programs_may_generate_higher_student_confidence_about_their_ability_to_write_but_not_necessarily_improved_writing_ability"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":93773329,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":93773329,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_93773329" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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