Thus, they may not give themselves enough time to re-examine premises, adjust the organizational scheme, refine their arguments, etc.
An important way to help students develop as writers, even in a course not solely designed for this purpose, is to match the writing assignments to the students' skill level and offer practice (with feedback) on the aspects of writing where they can benefit.
See more information on designing effective writing assignments and on responding to student writing.
For example, you can tell students: This is not always easy: it means we must become aware of and then make explicit the processes we engage in unconsciously and automatically.
However, illuminating the complex steps involved in writing and revising to both you and your students is a useful exercise.
Summary: This set of OWL resources aims to help engineering instructors and TAs create and assess a variety of short, low-overhead writing exercises for use in engineering courses.
The primary focus here is on “writing to learn” assignments, which leverage writing to improve students’ conceptual understanding of technical concepts.
Understanding the behavioral differences between skilled and unskilled writers can help us work more effectively with students, even to "warn" them in advance of potential pitfalls to be avoided.
Often tried to do everything perfectly on the first draft.
Get stuck on single word choices or on punctuation, even at early stages.
Tend to believe that writing well is a gift you either have or don't have.