Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course
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 inst...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Society for Teaching and Learning in Higher Education
2023-05-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14439 |
| _version_ | 1797385596833890304 |
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| author | Jayne Baker Tyler Evans-Tokaryk |
| author_facet | Jayne Baker Tyler Evans-Tokaryk |
| author_sort | Jayne Baker |
| collection | DOAJ |
| description |
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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| first_indexed | 2024-03-08T21:56:27Z |
| format | Article |
| id | doaj.art-dfd0da2458d5414185f4285463c1f68c |
| institution | Directory Open Access Journal |
| issn | 1918-2902 |
| language | English |
| last_indexed | 2024-03-08T21:56:27Z |
| publishDate | 2023-05-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj.art-dfd0da2458d5414185f4285463c1f68c2023-12-19T19:15:50ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022023-05-0114110.5206/cjsotlrcacea.2023.1.14439Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods CourseJayne Baker0Tyler Evans-Tokaryk1University of Toronto MississaugaUniversity of Toronto Mississauga 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. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14439writingfeedbackwriting across the curriculumpost-secondary studentstutorials |
| spellingShingle | Jayne Baker Tyler Evans-Tokaryk Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course Canadian Journal for the Scholarship of Teaching and Learning writing feedback writing across the curriculum post-secondary students tutorials |
| title | Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course |
| title_full | Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course |
| title_fullStr | Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course |
| title_full_unstemmed | Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course |
| title_short | Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course |
| title_sort | assessing the value of integrating writing and writing instruction into a research methods course |
| topic | writing feedback writing across the curriculum post-secondary students tutorials |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/14439 |
| work_keys_str_mv | AT jaynebaker assessingthevalueofintegratingwritingandwritinginstructionintoaresearchmethodscourse AT tylerevanstokaryk assessingthevalueofintegratingwritingandwritinginstructionintoaresearchmethodscourse |