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Research and Teaching: The Pairing of a Science Communications and a Language Course to Enrich First-Year English Language Learners’ Writing and Argumentation Skills

Journal of College Science Teaching—May/June 2017

This article explores how English language learners’ writing evolved during a first-year seminar in science course aimed at developing students’ argumentation skills. We highlight how a science communications course was paired with a weekly academic English course in the context of a highly coordinated and enriched first-year experience program for international students. This collaborative model provided students with multiple opportunities for discussion and feedback about their writing.

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