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Because there may be so much emphasis on process on the early childhood stage – or must be – I feel most of my college students are working via the humanities. Perceived divisions between arts/writing and science/disciplinary writing stymie science college students’ writerly growth. This study adopted a case-study qualitative design to discover how science undergraduates at one public university within the eastern U.S. understood writing and the way they evaluated creative or personal writing in relation to their science identities.
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