Writing in an engineering course will not only help students learn subject matter, but also enable them to synthesize and organize their thoughts to better retain information learned in the course. When students write to learn, they are actively engaging with material by thinking through and articulating important concepts and issues addressed within the course. Writing studies scholars call this “writing across curriculum” because it promotes writing instruction in courses where students may not expect to encounter writing assignments and courses that students take throughout their undergraduate education. Writing assignments incorporated into engineering courses allow students to both “write to learn” and “learn to write.” The concepts “writing to learn” and “learning to write” are integral to the study of how writing is used in all disciplines across the university. Additionally, the teaching of writing is an entire discipline of study with its own theories and practices that may not be accessible to engineering educators. However, engineering instructors and TAs often struggle to incorporate writing into engineering classes due to a variety of challenges, including class size and the amount of time it takes to grade writing assignments. Writing in engineering courses gives students practice in articulating engineering concepts to different audiences and in engaging with technical communication genres. Writing exercises can be used in engineering courses to promote the deeper learning of technical material and build students’ writing skills. The primary focus here is on “writing to learn” assignments, which leverage writing to improve students’ conceptual understanding of technical concepts. This set of OWL resources aims to help engineering instructors and TAs create and assess a variety of short, low-overhead writing exercises for use in engineering courses. Writing Letters of Recommendation for Students.
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