摘要：This study reports on a quantitative assessment of enhancements to a Writing in the Disciplines course in Kinesiology. The assessment coded student writing produced in semesters before and after a Kinesiology course was enhanced with both iterated peer review groups and writing-process scaffolding. Analysis of the results revealed significantly higher scores in five Learning Outcomes developed to align with the Framework for Success in Postsecondary Writing (2011) . These findings offer quantitative evidence that adding writing-process pedagogy and iterated peer review improves student outcomes in both writing and critical thinking.
