Teaching students to write effectively has been a major concern of STEM educators for many years. It has been observed that even after completing undergraduate composition courses, students have difficulty translating their writing skills to STEM courses The need for genre specific writing experiences in STEM classrooms is clear. However, many writing intensive courses in STEM rely on passive absorption of writing norms from readings in the discipline. This presentation by Dr. Corey Ptak, Director of the Learning Assistant Program, was first presented at the 2019 Rutgers Active Learning Symposium and outlines an active learning approach to writing in STEM classes as well as some preliminary data on the effectiveness of this active approach. Sign up on the registration page.