Assessment and Characterization of Writing Exercises in Core Engineering Textbooks

Abstract

Writing has been identified as a critical skill and element of the engineering profession, yet it is rarely included in sophomore-level and junior-level courses. Textbooks often influence how courses are structured, and reading assignments and homework problems are frequently assigned directly from textbooks. In this project, textbooks are systematically searched for writing-based problems in four core engineering courses: fluid mechanics, thermodynamics, statics, and circuits. The authors focused efforts on identifying learning activities that could potentially allow students to practice writing, learn through writing, and use writing to relate course content to broader applications and contexts. Results included the total number of end-of-chapter questions with writing components and the classification of types of writing prompts. Analysis showed a limited availability of questions with writing components in textbooks and a missed opportunity to incorporate important writing education within the context of technical engineering concepts.