Intervention research that supported the benefit of students' construction of relevance through writing has commonly defined relevance narrowly as utility value -- perceived instrumentality of the content to the student's career goals. In comparison, we employed a broad multidimensional conception of relevance. We also investigated how the content may influence relevance constructions. Qualitative content analysis of 38 undergraduate introductory biology students' relevance writing about the concepts of Evolution and Organismic diversity supported the dimensional variability of relevance constructions including the self-aspect connected to the content, the kind of connection made, and the type of perceived value, with some notable differences between the two biology concepts. We discuss the theoretical and educational implications of this content-specific and multidimensional conception of relevance.