Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course - Article 5

Oct 15, 2026

The study examines how integrating writing instruction and support within a required social science research methods course affects student writing and learning. Using data from a discursive analysis and a student survey, the paper evaluates tutorial participation and scaffolded assignment design implemented through institutional funding for writing support. Results show improvements across three term assignments and positive survey impressions of writing- and research-focused supports.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Writing support in a required research methods course

Data sources and analysis approach

Findings on assignment improvements

Findings on tutorial attendance and student perceptions

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 14 | Issue 1 | Article 5 | | --- | --- | | Spring 05-31-2023
Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course
Jayne Baker
University of Toronto Mississauga, [jayne.baker@utoronto.ca](jayne.baker@utoronto.ca)[ ](jayne.baker@utoronto.ca)Tyler Evans-Tokaryk
University of Toronto Mississauga, [tyler.tokaryk@utoronto.ca](tyler.tokaryk@utoronto.ca)
Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)
[https://doi.org/10.5206/cjsotlrcacea.2023.1.14439](https://doi.org/10.5206/cjsotlrcacea.2023.1.14439) | | Recommended Citation Baker, J., & Evans-Tokaryk, T. (2023) . Assessing the value of integrating writing and writing instruction into a research methods course. The Canadian Journal for the Scholarship of Teaching and Learning, 14(1) . [https://doi.org/10.5206/cjsotlrcacea.2023.1.14439](https://doi.org/10.5206/cjsotlrcacea.2023.1.14439) Assessing the Value of Integrating Writing and Writing Instruction into a Research Methods Course Abstract Universities across Canada and elsewhere have a longstanding focus on improving students’writing skills, including for the purpose of fostering better learning. In this paper, we present findings from two sources of data—a discursive analysis and student survey—exploring the impact of writing instruction and support in the context of a required social science research methods course. The course is situated in an institutional context whereby specific courses are targeted for writing support through the provision of additional funds. The results indicate that the structure of the course—featuring components like tutorials and scaffolded assignment design—facilitates gains in student writing. The discursive analysis shows improvements across the three assignments submitted throughout the term and a positive impact of tutorial attendance. The survey indicates that students have an overall positive impression of the supports designed specifically with the learning of writing and research skills in mind. Les universités d’un bout à l’autre du Canada et ailleurs se concentrent depuis longtemps sur l’amélioration des compétences en écriture des étudiants et des étudiantes dans le but de favoriser un meilleur apprentissage. Dans cet article, nous présentons les résultats de deux sources de données – une analyse discursive et un sondage auprès des étudiants et des étudiantes – pour explorer l’impact de l’enseignement et du soutien de l’écriture dans le contexte d’un cours obligatoire de méthodes de recherche en sciences sociales. Le cours se situe dans un contexte institutionnel où des cours spécifiques sont ciblés pour le soutien à l’écriture par l’octroi de fonds supplémentaires. Les résultatsindiquent que la structure du cours – dont certaines composantes comprennent des tutoriels et la conception d’exercices d’étayage – facilite l’amélioration de l’écriture des étudiants et des étudiantes. L’analyse discursive indique des améliorations dans les trois travaux soumis au cours du trimestre et un impact positif sur la présence aux tutoriels. Le sondage indique que les étudiants et les étudiantesavaient une impression généralement positive des soutiens conçus spécifiquement pour l’apprentissage de l’écriture et l’acquisition de compétences en matière de recherche. Keywords writing, feedback, writing across the curriculum, post-secondary students, tutorials; écriture, feedback, écriture à travers les programmes d’études, étudiants et étudiantes d’enseignement postsecondaire, tutoriels This research paper/Rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning: [https://doi.org/10.5206/cjsotlrcacea.2023.1.14439](https://doi.org/10.5206/cjsotlrcacea.2023.1.14439) Most faculty teaching at Canadian universities today would likely agree that their student

FAQs

What data sources does the paper use to evaluate the writing support program?

The paper uses two sources: a discursive analysis and a student survey.

How does the course structure support student writing improvement?

The course structure includes tutorials and a scaffolded assignment design, which helps students make gains in writing.

What do the results show about tutorial attendance and student attitudes?

Discursive analysis links improvements across assignments and a positive impact of tutorial attendance, while the survey reports an overall positive impression of the writing- and research-focused supports.

Oct 15, 2026

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