For science learners in higher education, many find the amount of writing required surprising and challenging. As writing tutors, it is possible to support these learners in a change-of-focus and change-of-process in relation to their writing. In our paper, Building first-year science writing skills with an embedded writing instruction program (2020), my co-authors and I we created a program with intensive, content-specific tutoring and rewriting as well as in-class workshops that supported students through a semester. In this paper, we show that not only did learners’ relationship change to their writing process, but that those who participated achieved higher GPA.

Brian Hotson is a keynote speaker and invited speaker, with 15 years’ experience as an education program developer and educator. His work has included stints as writer, producer, and director in education television and digital media, as well as writer and program developer in education textbook publishing. His work is published in the Journal of College Science Teaching, The Canadian Journal for the Scholarship of Teaching and Learning, Canadian Journal for Studies in Discourse and Writing/Rédactologie, and The Writing Center Journal. He is currently co-editor of the recently launched journal, SKRIB: Critical Studies in Writing Programs and Pedagogy, as well as editor of the Canadian Writing Centre Review/ revue Canadienne des centres de rédaction. Brian research and writing focuses on social justice, decolonization, inclusion, and equality.