Why Teach Writing When We Are Trying to Teach Science?

 

Tested Studies in Laboratory Teaching, 2013, Volume 34

Marilee A. Ramesh

Abstract

The ability to effectively communicate through writing is an essential skill for our profession and a skill that we are challenged to develop in our students. Writing is not only about communication, but also serves as a process to develop and clarify our ideas. Science writing poses its own unique set of hurdles. Writing is expected to be clear and concise, while following a particular format unfamiliar to most undergraduates. While most writing pedagogy has strong foundations in the humanities, some strategies can be adapted for writing assignments in the sciences. Students, using data collected in a laboratory course, are routinely expected to analyze and present their findings in the form of laboratory reports. Such writing assignments can be constructed to incorporate pedagogical elements such as informal writing, drafting, peer review, conferencing, and reflection. Whenever possible, links can be made between pedagogical approaches and real work tasks a professional scientist is expected to perform. Such assignments provide students with the opportunities to improve in their work and thus enable them to gain confidence in their writing skills.

Keywords:  science writing

University of North Carolina, Chapel Hill (2012)