Writing pedagogy to accelerate student success as disciplinary writers and thinkers

Michele Calderon

Chapter 3 in Teaching Critical Thinking in Political Science, 2025, pp 16-36 from Edward Elgar Publishing

Abstract: The US Department of Education reports that American students, particularly from underserved communities, experienced substantial academic backslide due to the COVID-19 pandemic. This backslide is evident in the introductory college classroom, where many first-year students lack foundational writing skills necessary for success. This chapter presents a pedagogical approach aimed at improving writing skills in an introductory political science course at Towson University, designed to build research, writing, and analytical skills incrementally. The curriculum includes ten incremental Writer's Workshops, a peer review, and instructor feedback to help students build a 2,000+ word research paper. Grading based on improvement provides equitable opportunities for students of diverse backgrounds to succeed while strengthening their skills. The chapter highlights the importance of detailed instructions, realistic expectations, and continuous feedback to foster student confidence and success. The approach emphasizes active engagement, critical thinking, and metacognitive processes to enhance learning.

Keywords: Writing pedagogy; Research skills; Incremental assignments; Active learning (search for similar items in EconPapers)
Date: 2025
ISBN: 9781035327539
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