Repeatable writing assignments to enhance student writing

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. E of written communication skill is a proper objective of undergraduate curricula (Pennock and Scanlon, 1985; Fuccillo, 1978). Several viable W.J. Wiebold and D.R. Scott, Dep. of Agronomy, Ohio State Univ., 2021 Coffey Rd., Columbus, OH 43210, and R.E. Buehler, Dep. of Agronomy and Plant Genetics, Univ. of Minnesota, St. Paul, MN 55108. Received 4 May 1989. 'Corresponding author. Published in J. Agron. Educ. 19:51-54 (1990). methods of improving student writing ability are available. One method is to increase the number of communication courses required of students and thereby shift responsibility of this crucial part of student development to faculty members outside the college of agriculture. An attractive alternative is often called writing across the curriculum (Russell, 1987; Tchudi, 1986). In this method, writing skill enhancement becomes an objective of agriculture content courses. In most instances, students complete several short writing assignments rather than one long term paper. Often, assignments include frequent and timely feedback with possibility of revision. An important aspect of this technique is that the writing assignments are also effective tools to teach course content (Parrish et al., 1985). Students at Ohio State University are similar to students of other universities and possess less than adequate writing skill (Davis and Wolf, 1988; Brumback et al., 1985; Wray, 1983). Employers have indicated that poor writing often interferes with job performance by graduates. This paper discusses the use of three short writing assignments in a junior-senior course in agronomy. The writing assignments were incorporated into the course to improve writing skills of students and to enhance learning of agronomic principles. The specific objective of this study was to determine if the opportunity to revise and resubmit the papers enhanced student writing performance and student acceptance of the writing assignments.