Abstract
ABSTRACT This paper presents the findings from a study of the learning experiences of a group of undergraduates enrolled in a writing intensive college algebra course. The curriculum of the course included the usual algebra content; however, the daily teaching and learning practices in this course involved extensive writing to learn activities and journal writing. Many of the writing activities were successful in terms of facilitating student comprehension of mathematical content and could easily be incorporated into any math course. Overall the study revealed that the use of words allowed the student writers to gain ownership of the algebraic content.
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