Improving the Transition of Bioscience Students Through Teaching of Discipline Writing Practices

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Author(s): Stephany Jane Veuger (Northumbria University, UK)
Copyright: 2023
Pages: 25
Source title: Perspectives on Enhancing Student Transition Into Higher Education and Beyond
Source Author(s)/Editor(s): Debra Willison (University of Strathclyde, UK)and Emma Henderson (University of Strathclyde, UK)
DOI: 10.4018/978-1-6684-8198-1.ch007

Keywords: Education / Higher Education / Information Science Reference

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Abstract

There is a need for examples and tools to support bioscience students in the development of their scientific writing that recognise that there is no ‘one size fits all approach'. ‘Writing to learn' as a way to integrate writing with the subject can enable students to improve their outcomes and attainment, a clear benefit to the students and university as a whole. This approach and the strategies described in this chapter seek to support readers in supporting bioscience student writing development through innovations and activities that increase attainment for all and not just those referred for remedial provision.

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Improving the Transition of Bioscience Students Through Teaching of Discipline Writing Practices

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