Improving the transition of bioscience students through teaching of discipline writing practices

Stephany Jane Veuger

doi:10.4018/978-1-6684-8198-1.ch007

Improving the transition of bioscience students through teaching of discipline writing practices

Stephany Jane Veuger^*

^*Corresponding author for this work

Applied Sciences Department

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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.

Original language	English
Title of host publication	Perspectives on Enhancing Student Transition Into Higher Education and Beyond
Editors	Debra Willison, Emma Henderson
Place of Publication	Hershey, Pennsylvania, USA
Publisher	IGI Global
Pages	143-167
Number of pages	25
ISBN (Electronic)	9781668481998
ISBN (Print)	9781668481981
DOIs	https://doi.org/10.4018/978-1-6684-8198-1.ch007
Publication status	Published - 10 Jul 2023

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10.4018/978-1-6684-8198-1.ch007

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Improving the transition of bioscience students through teaching of discipline writing practices. / Veuger, Stephany Jane.
Perspectives on Enhancing Student Transition Into Higher Education and Beyond. ed. / Debra Willison; Emma Henderson. Hershey, Pennsylvania, USA: IGI Global, 2023. p. 143-167.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

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Improving the transition of bioscience students through teaching of discipline writing practices

Abstract

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