The Effect of Student Prior Experience, Attitudes, and Approaches on Performance in An Undergraduate Science Writing Program

Abstract

Designing a program to teach writing within the science curriculum may not be effective if we do not understand what factors influence success in the writing process. We therefore collected data to create a profile of the characteristics of our incoming undergraduate science students with reference to their prior experiences, attitudes and approaches to writing. Significant correlations were found between the extent of prior experience, positive attitudes and type of approach to writing. Comprehensive prior experience and a positive attitude correlated strongly with subsequent success in the first semester writing program in biology. Students without these characteristics may therefore be entering our program with a clear disadvantage. The data were used to propose changes to the writing program particularly in the areas of preparation, practice and feedback phases of the cycle of learning. These curriculum changes are designed to create a more positive student perception of the teaching and learning context so that students can adapt a more effective approach to writing in the sciences and hence improve the quality of their learning outcomes.