C6 - Tutored academic writing as motivation and a formative assessment for learning

Abstract It has become customary to introduce students to scientific writing through submitting manuscripts from Master’s projects to workshops and conferences. Some plausible reasons for teachers to encourage writing are for disseminating project outcome, for populating ones publication list, and not least for balancing research and teaching, which otherwise is problematic [2]. When students can partake in studies, we accommodate research-based teaching [4]. Furthermore, the nature of a submission–and–review process aligns with principles of formative assessment [1], which impact student motivation and learning [5].