A Portrait of MWrite as a Research Program: A Review of Research on Writing-to-Learn in STEM through the MWrite Program

The writing-to-learn (WTL) literature is varied in how assignments are structured and implemented the classroom, making it difficult for instructors to identify incorporate writing effectively. Drawing on WTL literature, MWrite program was established work with STEM faculty design, implement, assess evidence- based assignments. Herein we present a review of research generated through program, situating our findings four-dimensional framework engagement assignment design implementation has supported students’ learning. Our analysis indicates that multi-faceted supports development conceptual knowledge disciplinary thinking. assignments’ rhetorical features (i.e., context, audience, genre) guide students write about content, peer revision stages encourage collaborative, building process between their peers.