Using a scaffolding-based blogging approach to improve IT and CS undergraduate students' disciplinary writing skills

Writing has been recognized as an important skill in the technology field. To engage students in writing, we designed and experimented a scaffolding"based bl ogging strategy for disciplinary writing in our Information Technology (IT) and Computer Science (CS) upper"division undergraduate courses. Specifically, we scaffolded the blogging process and designed course"specific writing tasks for studen ts to blog. Student feedback in end"of"semester survey in dicated that scaffolding"based blogging approach is beneficial in improving students' writing quality and motivating students to write. Student feedback also revealed a need for more guidance regarding the process of reviewing and critiquing the work of peers. Lessons learned and suggestions for instructors wishing to incorporate blog writing into their classroom activities are discussed.