Abstract
A set of five writing exercises, assigned in a survey course in environmental geology in which multiple-choice tests have traditionally been the only means of assessment, showed that many students who test poorly can nevertheless express themselves clearly on scientific concepts. The students wrote about material from books, journals, and newspapers on topics relevant to the course, and they were graded on both organization and grammar. Many students who “tested poorly” managed to write well enough that their final grades were raised by a complete letter grade. As would be expected, the data from the exercises indicate that no statistically significant relationship exists between (standardized) test-taking skills and expository skills. In addition, the bulk of the students who benefited from the exercises were in the lower half of the grade distribution on standardized tests.
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