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Incorporating a Substantial Writing Assignment into Organic Chemistry: Library Research, Peer Review, and Assessment

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Cynthia L. Nicotera

University Libraries, Penn State Berks-Lehigh Valley College, Reading, PA 19610

Ivan A. Shibley Jr. and Louis K. Milakofsky

Department of Chemistry, Penn State Berks-Lehigh Valley College, Reading, PA 19610

J. Chem. Educ., 2001, 78 (1), p 50

DOI: 10.1021/ed078p50

Publication Date (Web): January 1, 2001

Abstract

A substantial writing assignment in an organic chemistry course provides a means of allowing students to direct their own learning about a specific application of organic chemistry. The use of peer review provided additional benefits: students learned organic chemistry from reading each others' papers and learned more about how classmates write about chemistry. Recommendations about how best to collaborate with a librarian in the design of a writing assignment that involves substantial library research are presented. One of the main features of effective assignments is the statement of clear expectations about assessment of the writing. The explicit criteria used to grade the papers are described. A substantial writing assignment such as this one can provide a means of moving an organic course from instructor-centered to student-centered.

Keywords (Audience):

Second-Year Undergraduate

Keywords (Domain):

Organic Chemistry

Keywords (Pedagogy):

Problem Solving / Decision Making

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  Faculty from the chemistry and English departments have developed a combined second-semester honors general chemistry and college writing course that fosters critical thinking through challenging writing assignments. Examples of case-study writing ...
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