When Rubrics Need Revision: A Collaboration Between STEM Faculty and the Writing Center

Anna Jones Rollins, Marshall University

Copyright © 2018 The Author. All rights reserved. The copy of record is available from the publisher at https://compositionforum.com/issue/40/rubrics.php. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution-Share Alike License.


Students who receive instruction in discipline-specific communication perform better in introductory and upper-level STEM courses. In this study, researchers investigate how writing center intervention can aid STEM faculty in revising assignment rubrics and conveying to students the discourse conventions and expectations for writing tasks. The results suggest that the writing center, though often discussed and marketed as a student support service, can fill a gap by providing support to faculty.