Response of STEM Students to Academic Writing Sessions: A Case Study

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Despite the many advantages associated with academic writing, there are, traditionally, limited opportunities to develop academic writing at undergraduate level within STEM subjects such as mathematics. Thus, it has become necessary to deliver academic writing sessions in such a way that STEM students constantly see the relevance of academic writing sessions to their learning and career prospects. This paper, through a case study explores a compulsory academic writing module within the first-year of an undergraduate degree programme for mathematics students, which was delivered collaboratively by a learning developer and an academic lecturer. The case provides insights on how first-year mathematics students respond to academic writing sessions, and the association between their attendances to the writing sessions delivered using different teaching methods and their achievement.
Original languageEnglish
Pages (from-to)19-31
Number of pages13
JournalAmerican Review of Mathematics and Statistics
Volume2
Issue number1
Publication statusPublished - 1 Mar 2014

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mathematics
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Keywords

  • Academic Writing
  • Lecture
  • Student achievement
  • Tutorial

Cite this

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Response of STEM Students to Academic Writing Sessions: A Case Study. / Nzekwe-Excel, Chinyere; Pope, Ellen.

In: American Review of Mathematics and Statistics, Vol. 2, No. 1, 01.03.2014, p. 19-31.

Research output: Contribution to journalArticleResearchpeer-review

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AB - Despite the many advantages associated with academic writing, there are, traditionally, limited opportunities to develop academic writing at undergraduate level within STEM subjects such as mathematics. Thus, it has become necessary to deliver academic writing sessions in such a way that STEM students constantly see the relevance of academic writing sessions to their learning and career prospects. This paper, through a case study explores a compulsory academic writing module within the first-year of an undergraduate degree programme for mathematics students, which was delivered collaboratively by a learning developer and an academic lecturer. The case provides insights on how first-year mathematics students respond to academic writing sessions, and the association between their attendances to the writing sessions delivered using different teaching methods and their achievement.

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