The Roles Of The Intensive Writing Training Course For Postgraduate Stem Students: A Case Study Of An Online-Based Writing Course

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Dos Santos, Luis Miguel

Abstract

Many STEM postgraduate students lack academic writing proficiency due to their previous training and university education. Although some universities offer compulsory writing courses, many students do not meet professional expectations in completing scientific reports and publications. Based on constructivist learning theory, the current study aims to understand the effectiveness of an online-based and semester-long intensive writing training course at a university in the United States. The study was guided by the following research question: Based on the formative and project-based writing assessments, did the learners increase their writing effectiveness in scientific and academic writing? How? From the semester-long intensive writing training with 30 postgraduate STEM students, the participants indicated that the current intensive writing training provided them with the targeted skills as junior-level scientists and postgraduate students. University leaders and department heads may take this study as the blueprint to establish similar intensive writing training for their STEM postgraduate students.

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