摘要：The process of “writing to learn” has been documented in many disciplines. In this study, a specific type of writing, microthemes, was implemented in a human anatomy and physiology course in order to determine whether this type of writing assignment enhances student exam performance. Student performance on exam questions dealing with topics covered in microtheme assignments was compared to performance on exam questions with no such related assignment. Statistically significant improvements were recorded on two of the four exams.
