MWrite is a project that implements writing-to-learn pedagogies in large-enrollment introductory undergraduate courses to facilitate student understanding of challenging course concepts and disciplinary thinking. Faculty members and MWrite staff develop prompts that ask students to explain these concepts via real-life problems or projects taken up by specialists in the field. Writing Fellows, undergraduates who previously took the course, work with faculty to revise prompts and to support students in brainstorming, drafting, writing, peer reviewing, and revising responses to these prompts.
Impact of MWrite
Develop richer engagement with subject matter through simulation of real-life problems
Foster deeper student learning of challenging course concepts and complex relationships between concepts
Reduce students’ misconceptions and refine understanding of course concepts
Learn about writing-to-learn processes of drafting, peer review, and revision
Enhance students’ capacity for disciplinary reasoning and argumentation
By the Numbers
Since 2016, MWrite has served 34,565 undergraduates; has employed 718 undergraduates as Writing Fellows; has involved 18 faculty members in 65 courses from 12 departments & 5 colleges: College of Literature, Science, and the Arts; College of Engineering; School of Kinesiology; School of Nursing; School of Public Health.
I finally understood p-values when I had to assume the role of a consultant for the US Olympic Bike Team and explain them to the client! — Student
I learned that there’s not just one right way to solve an equation — Writing Fellow
M-Write has created a system that allows substantial writing, with revision and learning embedded in it, to be allowed within a large intro science course — Prof Eric Bell, Astronomy