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BEGIN:VEVENT
SUMMARY:How writing supports learning in undergraduate biology courses
LOCATION:Yates 206
TZID:America/Denver
DTSTART:20153200T000000
UID:2026-04-22-19-07-17@natsci.colostate.edu
DTSTAMP:20260422T190717
Description:Writing-to-learn (WTL) is an instructional strategy that suppor
 ts student learning. Ideally\, WTL activities allow learners to organize t
 heir thoughts and reflect on their own conceptual understanding. Studies i
 n undergraduate biology courses have demonstrated that WTL strategies resu
 lted in increased student learning outcomes\, increased use of abstract co
 ncepts over the duration of a semester\, synthesis of new knowledge across
  course lectures and readings\, and the use of varying types of evidence t
 o support claims in persuasive writing tasks. Helping students explore how
  to make meaning of abstract biological concepts is important if we expect
  our students to develop writing-to-communicate skills\, an essential aspe
 ct of scientific literacy. 9:00 am
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