SMC Author

Tereza Joy Kramer; Joe Zeccardi; Chi-An Emhoff (Kinesiology); Steve Miller (Kinesiology); Krista Varela Posell

SMC Affiliated Work

1

Status

Multi

School

Multi

Department

Multi

Document Type

Article

Publication Date

12-28-2019

Publication / Conference / Sponsorship

Across the Disciplines

Description/Abstract

This study reports on a quantitative assessment of enhancements to a Writing in the Disciplines course in Kinesiology. The assessment coded student writing produced in semesters before and after a Kinesiology course was enhanced with both iterated peer review groups and writing-process scaffolding. These enhancements were developed through a sustained partnership between WAC and disciplinary faculty. Analysis of the results revealed significantly higher scores in five Learning Outcomes developed to align with the Framework for Success in Postsecondary Writing (2011). These findings offer quantitative evidence that adding writing-process pedagogy and iterated peer review improves student outcomes in both writing and critical thinking.

Scholarly

yes

Peer Reviewed

1

Volume

16

Issue

4

First Page

26

Last Page

37

Disciplines

Rhetoric and Composition

Rights

Open Access

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Original Citation

Kramer, Tereza Joy; Zeccardi, Joe; Concepcion, Rebecca; Emhoff, Chi-An; Miller, Steve; and Posell, Krista Varela. (2019). WID course enhancements in STEM: The impact of adding ‘writing circles’ and writing process pedagogy. Across the Disciplines, 16(4), 26-37.

Share

COinS