A Writing-to-Learn Approach for Improving Students’ Evaluation of Science Web Sources

Writing skills remain in high demand even as trends like class-size increases discourage faculty from assigning students opportunities to practice the craft. At the same time, students live in a world in which scientifically suspect claims spread more rapidly than their debunking. We crafted a scaffolded, low-stakes assignment sequence addressing both needs, one that requires relatively little grading. Approaches like this one may prove useful in college and AP classes.