Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course
DOI:
https://doi.org/10.5206/cjsotlrcacea.2023.1.14439Keywords:
writing, feedback, writing across the curriculum, post-secondary students, tutorialsAbstract
Universities across Canada and elsewhere have a longstanding focus on improving students’ writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data—a discursive analysis and student survey—exploring the impact of writing instruction and support in the context of a required social science research methods course. The course is situated in an institutional context whereby specific courses are targeted for writing support through the provision of additional funds. The results indicate that the structure of the course—featuring components like tutorials and scaffolded assignment design—facilitates gains in student writing. The discursive analysis shows improvements across the three assignments submitted throughout the term and a positive impact of tutorial attendance. The survey indicates that students have an overall positive impression of the supports designed specifically with the learning of writing and research skills in mind.
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