Writing to Learn: A Framework for Structuring Writing Assignments to Support Analytics Course Learning Goals

Abstract

Drawing on the scholarship of writing and learning, this article motivates the use of writing assignments in analytics courses and develops a framework for instructional design that advances both writing skills and discipline-specific learning. We translate a best practices set of foundational writing concepts into a matrix of design levers for analytics instructors and propose an instructional design process that balances discipline-specific learning goals with foundational writing concepts through specific writing activities. We summarize our experience applying the framework to a particular data science course and present some early evidence for favorable outcomes. The positive effect we observe extends beyond learning course concepts and includes increased student engagement and contributions to group work.