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Members of the Physics and English departments at The Ohio State University and Rochester Institute of Technology are involved in an ongoing study addressing issues related to writing activities in the physics classroom. In summer quarter, 2005, the introductory calculus-based physics lab students wrote essays, some sections with and some without explicit writing instruction. We found a student's essay grade for English correlated strongly with that assigned for physics. In addition, we have studied the location and type of comments made by both physics and English instructors on individual student essays, and the statements students made within their essays. The results from the analysis of our data will be presented.
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