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  Home > JCE Print > Journal of Chemical Education > Issues > 2008  > October  >
In the Classroom
Writing Across the Semester: A Non-Standard Term Paper That Encourages Critical Data Analysis in the Upper-Division Chemistry Classroom
Jennifer Whiles Lillig
Department of Chemistry, Sonoma State University, Rohnert Park, CA 94928
Cover
October 2008
Vol. 85 No. 10
p. 1392
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.
Supplement
Term-paper scoring rubric
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Contents
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More Information
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Citation
Lillig, Jennifer Whiles. J. Chem. Educ. 2008, 85, 1392.
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Keywords
Biochemistry; Communication / Writing; Curriculum; Learning Theories; Student-Centered Learning; Upper-Division Undergraduate
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History
Created:
Last Updated:
8/27/2008
9/5/2008
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