Embedded writing instruction in the first year curriculum

Paula Bernaschina, Serengul Smith


For many university students writing is a struggle and this may be more pronounced for students studying the sciences and technology. They may not foresee the need for good writing skills for their future employability. This case study discusses and critically analyses progress so far with integrating the writing process into the wider employability skills framework devised by the School of Science and Technology (S&T) at Middlesex University. It discusses areas of the thinking and writing process and highlights issues that have come to the forefront as a result.


STEM writing; embedding; employability; free-writing; reflective writing

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ISSN: 1759-667X