Improving student writing skills

Abstract

Working with students to improve their writing skills can be frustrating and time consuming for both student and instructor. In a Forest Pathology course I use weekly, short (< 2 page) writing assignments to develop student learning skills and to reinforce major concepts. For example, students are asked to describe one diseased specimen for a student who missed the lab. As students become more comfortable with writing, the assignments focus on active writing and on structuring short writings. Two take home exams and a review paper provide further opportunities for students to improve writing. One of the major keys to getting students to work at writing is the grading rubric. Each paper is graded as +, which indicated good writing; 0, awarded for good effort but the writing needs improvement, or -, an indication that more effort is needed. This eliminates the need to grade each assignment with a “fine-toothed comb” and allows for more subjective feedback. Students can focus more on what they have to say, and less on how to say it. During labs, I meet with students for a few minutes to give them individual feedback, and provide specific examples of stronger writing. This is especially important for students whose native language is not English.