The objectives of this project were to determine whether incorporating writing-to-learn (WTL) strategies into an animal reproduction course affected student per¬formance. Mean scores for papers, exams and quizzes were similar (P > 0.05) for students who participated in WTL (80.6 ± 2.06%, 72.1 ± 1.59% and 68.9 ± 1.76%, respectively) to those that did not (control (CON); 79.7 ± 2.00%, 71.8 ± 1.55% and 68.7 ± 1.72%, respectively). Enrollment in a CON or WTL course did not affect (P > 0.05) the final percentage of total points acquired or final letter grade in the course. Of students enrolled in a WTL course, those with a score above the average mean score on the daily writing assignments achieved a higher (P < 0.0001) percentage (83.3 ± 1.59%) and final grade (2.9 ± 0.16 [A=4 to F=0]) compared to those with a score below the average mean score (68.5 ± 1.81% and 1.5 ± 0.18 for final percentage and grade, respec¬tively). In conclusion, student performance did not differ between students enrolled in a WTL course compared to those that were not; however, students in a WTL course who performed above the average mean score on daily writing assignments had better final grades in the course compared to those who performed below average. Therefore, students who did well on WTL assignments also did better on overall course performance.
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