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Writing Across the Semester: A Non-Standard Term Paper That Encourages Critical Data Analysis in the Upper-Division Chemistry Classroom
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Abstract
Scientific literacy is an important fundamental skill for scientists. In order for students to improve their writing they require constant feedback throughout the process. They also need to learn the value of the peer review process by experience. Although they may require submission of a rough draft, typical upper-division writing assignments such as term papers and formal lab reports are usually due at the end of the semester and are not returned to the student until after the semester is finished; this precludes the establishment of a dialogue between the instructor and the student that can lead to improvement of the work. In addition, achieving scientific literacy through the critical analysis of journal articles is also a learned skill that requires constant feedback and guidance. This article describes a series of mini-assignments that culminate in a formal article and informal presentation. These assignments are designed to proceed through one semester of an upper-division chemistry course and to provide multiple opportunities for instructor feedback to the student both on written work and in discussion of the literature.
Keywords (Audience):
Upper-Division UndergraduateKeywords (Domain):
BiochemistryKeywords (Pedagogy):
Communication / WritingKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 3 ACS Journal articles (3 most recent appear below).
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Donna M. Chamely-Wiik, Jerome E. Haky, and Jeffrey R. GalinJournal of Chemical Education2012 Article ASAPFaculty 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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- Received: August 03, 2009
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