Repeatable writing assignments to enhance student writing

Abstract

ABSTRACT Enhancement of written communication skill is a proper objective of undergraduate curricula. This paper discusses the use of two short writing assignments and a peer review in Agronomy 411, Grain Crops, to improve writing skills of undergraduate students and to enhance learning of agronomic principles. The specific objective of this study was to determine if the opportunity to revise and resubmit papers enhanced student writing performance and student acceptance of writing assignments. During three quarters: winter 1987, autumn 1987, and winter 1988, students were asked to write two short papers. Grades for the papers were based on writing quality (mechanics and clarity of expression) as well as content. After the teaching assistant and professor graded the papers, students were allowed to revise and resubmit the papers for higher grades. During autumn 1987 and winter 1988, students also wrote a peer review of the second writing assignment. Averaged across three quarters, 63 and 46% of the students chose to revise the first and second assignments, respectively. Although it was difficult to document improvement in student writing quality during a 10‐wk quarter, students gained an appreciation of the writing process. Students learned that the writing process includes multiple revisions and input from colleagues. A majority of students responded that the opportunity to rewrite assignments was useful and use of writing assignments like those used in this study was an appropriate method for improving written communication skills.

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