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Research on MWrite

The MWrite Research team has produced more than 20 articles that demonstrate how this program fosters student learning.

Research on MWrite

Brandfonbrener, P.B.; Watts, F.M.; Shultz, G.V. “Organic chemistry students’ written descriptions and explanations of resonance and its influence on reactivity,” in progress.

Finkenstaedt-Quinn, S. A., Petterson, M., Gere, A.R., Shultz, G. Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM. J. Chem. Educ. 2021, 98 (5). 1548–1555 DOI:

Finkenstaedt-Quinn, S.; Halim, A.; Kasner, G.; Wilhelm, C.; Moon, A.; Gere, A.; Shultz, G.V. “Eliciting Student Conceptions of Thermodynamics and Kinetics Using Writing” Chem. Educ. Res. Pract. 21, 922-939. DOI: 10.1039/c9rp00292h.

Finkenstaedt-Quinn, S.; Gere, A.; Dowd, J.; Thompson, R.; Halim, A. Reynolds, J.; Schiff, L.; Flash, P. Shultz, G.V. “Postsecondary Faculty Beliefs About the Use of Writing-based Pedagogies in the STEM Classroom.” Int. J. Sci. Educ. Submitted August 2019.

Finkenstaedt-Quinn, S.; Polakowski, N.; Gunderson, B.; Gere, A.; Shultz, G.V. Utilizing Peer Review and Revision to Support the Development of Conceptual Knowledge Through Writing” Written Communication 38(3).

Finkenstaedt-Quinn, S.; Gere, A.; Dowd, J.; Thompson, R.; Halim, A. Reynolds, J.; Schiff, L.; Flash, P. Shultz, G.V. “Postsecondary Faculty Beliefs About the Use of Writing-based Pedagogies in the STEM Classroom.” Int. J. Sci. Educ. Submitted

Finkenstaedt-Quinn, S.A.;Snyder-White, E.; Connor, M.; Gere, A.R.; Shultz, G.V. “Characterizing Peer Review Comments and Revision from a Writing-to-Learn Assignment Focused on Lewis Structures” J. Chem. Educ. 2019, 96, 2, 227. DOI: 10.1021/acs.jchemed.8b00711

Finkenstaedt-Quinn, S.A.; Halim, A.S.; Chambers, T.G.; Moon, A.; Goldman, R.S.; Gere, A.R.; Shultz, G.V. “Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of PolymerProperties.” J. Chem. Educ. 2017, 94 (11) 1610. DOI: 10.1021/acs.jchemed.7b00363

Garza, N.F.; Finkenstaedt-Quinn, S.A.; Wilhelm, C.A.; Koutmou, K.S.; Shultz, G.V. “Communicating Science to the General Public Through a Biochemistry Writing Assignment” J. Chem. Educ. 2021, 98(3), 930–934. DOI:

Gere, A.R., Limlamai, N.; Wilson, E.; Saylor, K.M.; Pugh R. “Writing and Conceptual Learning in Science: An Analysis of Assignments.” Written Communication 36.1(2019): 99-135.

Gere, A.R.; Knutson, A.; McCarty, R.; Wilson, E. “A Tale of Two Prompts: New Perspectives on Writing-to-Learn Assignments.” WAC Journal 29 (2018): 147-67.

Gere, A.R.; Knutson, A.; McCarty, R.; Wilson, E. “Rewriting Disciplines: STEM Students’ Longitudinal Approaches to Writing in (and across) Disciplines.” Across the Disciplines 15.4 (2018): 63-75.

Gupte, T.; Watts, F. M; Schmidt-McCormack, J.A.; Zaimi, I.; Gere, A.R.; Shultz, G.V. “Students Meaningful Learning Experiences from Participating in Organic Chemistry Writing-to-learn Activities” Chem. Educ. Res. Pract. 2021, 22, 396-414. DOI:

Halim, A.S.; Finkenstaedt-Quinn; S.A.; Olsen, L.J.; Gere, A.R.;Shultz, G. V. “Identifying and Remediating Student Misconceptions in Introductory Biology Via Writing-to-Learn Assignments and Peer Review.” CBE-Life Sciences 2018, 17 (2) 1–12. DOI:10.1187/cbe.17-10-0212

Limlamai, N.; Wilson, E.; Gere, A.R.; Sano, L. “Listening to Students, Learning Pedagogical Content Knowledge: How Writing Fellows in Undergraduate STEM Courses Learning How to Teach Well.” Intl Journal of Teaching and Learning in Higher Education. Under review.

Marks, L.; Lu, H., Chambers, T.; Finkenstaedt‐Quinn, S.; S. Goldman. Writing-to-learn in introductory materials science and engineering. MRS Communications (2022). DOI:

McCormack-Schmidt, J.S.; Judge, J.; Spahr, K.; Yang, E.; Pugh, R.; Karlin, A.; Sattar, A.; Thompson, B.; Gere, A.R.; Shultz, G. V. “Analysis of the Role of a Writing-to-Learn Assignment in Student Understanding of Acid-base Concepts.” Chem. Educ. Res. Pract. 2019, 20, 383. DOI: 10.1039/C8RP00260F

Moon, A.;Moeller, R.; Gere, A.R.; Shultz, G.V. “Application and Testing of a Framework for Characterizing the Quality of Scientific Reasoning in Chemistry Students’ Writing on Ocean Acidification.” Chem. Educ. Res. Pract. 2019, 20, 484-494. DOI:

Moon, A.M.; Gere, A.R.; Shultz, G.V. “Writing in STEM: Faculty Conceptions of Writing and its Role in the Undergraduate Classroom” Sci. Educ. 2018, 1–22. DOI: 10.1002/sce.21454 *Selected for New and Noteworthy Symposium ACS Spring 2019

Moon, A.M.; Zotos, E.; Finkenstaedt-Quinn, S.A.; Gere, A.R.; Shultz, G.V. “Investigation of the Role of Writing-to-learn in Promoting Student Understanding of Light-matter Interactions.” Chem. Educ. Res. Pract. 2018, 19, 807. DOI: 10.1039/C8RP00090E

Petterson, M.N.; Finkenstaedt-Quinn, S.A.; Gere, A.R.; Shultz, G.V. "The Role of Authentic Contexts and Social Interactions in Supporting Organic Chemistry Students’ Engagement with Writing-to-Learn Assignments." In progress.

Watts, F. M., Spencer, J. L., Shultz, G. V. “Writing Assignments to Support the Learning Goals of a CURE” J. Chem. Educ. 2021, 98(2), 510–514. DOI:

Watts, F.; Schmidt-McCormack, J.; Wilhelm, C.; Karlin, A.; Sattar, A.; Thompson, B.; Gere, A.; Shultz, G.V. “What Students Write About When Students Write About Mechanisms: Analysis of Features Present in Students’ Written Descriptions of an Organic Reaction Mechanism.” Chem. Educ. Res. Pract. 2020, 21, 1148-1172. DOI:

Winograd, B.A., Dood, A. J., Moeller, J., Moon, A., Gere, A.R., Shultz, G. V. ‘Detecting High Orders of Cognitive Complexity in Students’ Reasoning in Argumentative Writing About Ocean Acidification. In LAK21: 11th International Learning Analytics and Knowledge Conference. Association for Computing Machinery, New York, NY, USA, 2021. 586–591. DOI:

Zaimi, I. Schmidt-McCormack, J.A.; Shultz, G.V. “’Describing the Mechanism is More Difficult than Drawing the Mechanism’: Organic Chemistry Students’ Mechanistic Reasoning While Writing and Drawing Mechanisms” Chem. Educ. Res. Pract. Submitted July 2020.