An Astronomer out of Water: How Teachers' Disciplinary Background Shapes Science Writing Instruction

• In Event: Marriott Roundtable Session 33
  In Roundtable Session: Writing and Literacies in STEM

Abstract

This presentation presents findings from an exploratory case study investigating science writing instructors who teach in a discipline-specific writing program. The researchers sought to understand how or whether instructors’ disciplinary backgrounds (whether in science or in English) meaningfully shape their approaches to writing instruction. Preliminary conclusions indicate that instructors’ disciplinary confidence, experiences with writing, experiences with mentors, and learning goals for their students are all salient variables. Implications for disciplinary writing programs are explored.

Author

• Megan Callow, University of Washington - Seattle