| Abstrakt: |
Effectively integrating writing into biology classes gives students the opportunity to develop a better understanding of and engagement with course content. Yet many instructors remain reluctant to emphasize writing. Some are concerned about the time commitment writing assessment requires. Others shy away from emphasizing writing in their classes because they have limited experience doing so and no training in responding to student writing. Here, drawing on both research and direct experience, we address those concerns, providing a justification and concise blueprint for integrating writing into biology classes in such a way as to maximize the benefits to students and minimize faculty effort. As a starting point, we suggest that faculty approach student writing as attempts at communication rather than as texts in need of proofreading. Building on that starting point, we introduce the main classroom practices, assignments, and pedagogical considerations that have yielded benefits, including drafting and revision techniques, rubrics, sample questions, a prioritization scheme for responding to student writing, and time-management tips for faculty. Instructors can use these strategies singly or in combination to add a more significant writing component to their classes. [ABSTRACT FROM AUTHOR] |
