Abstract

English communications and academic writing courses are standard components of many post-secondary programs at the college and university level. These courses are often administered by independent departments, separate from the students’ major, field of study, or discipline. Some drawbacks to this setup include low “buyin” from students who don’t see the value of their English course(s) to the rest of their program and/or future career, as well as complaints from professors in their core programs about the quality of writing being poor or inappropriate for the discipline. The purpose of this research project was to see if greater integration of English courses into the disciplinary or core curriculum of a post-secondary program can improve students’ writing performance in both English and core programs through collaboration between English professors and those in discrete disciplines. The researchers propose a poster displaying both statistical and anecdotal results of research findings, as well as learning materials and sample activities from a case study on how integrating English course activities and assignments into the core curriculum of disciplinary programs at the postsecondary level can improve students’ writing skills and academic performance overall.

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0136
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada