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ERIC Number: ED226375
Record Type: RIE
Publication Date: 1982-Aug
Pages: 9
Abstractor: N/A
Reference Count: 0
Multiple Drafts of Experimental Laboratory Reports.
Sanford, James F.
Students could gain considerable insight into the philosophy and methods of scientific experimentation if instructors adopted procedures based on an understanding of and respect for writing as a process. Laboratory courses in psychology offer such an opportunity. These courses usually involve a heavy workload for both students and faculty, for, in addition to studying the regular course material, students attend a weekly laboratory in which they are taught experimental design and procedure, laboratory control, ethical considerations for psychological research, library research procedures, and preparation of manuscripts in appropriate American Psychological Association (APA) style and format. In one laboratory course, students are responsible for turning in two separate, completed manuscripts. After a first draft, the instructor and lab assistant meet with each student in individual conferences to review first drafts. The first draft is then returned to the student for revision. The final draft, due about a week later, is reviewed and graded by the instructor alone. Students are instructed to emphasize organization and content in their first drafts and not to pay too much attention to editing and minor format considerations. First drafts are never graded; rather, students receive only praise and constructive criticism. The use of multiple drafts helps students to learn a new writing style and to understand the material they are writing about. An evaluation of the course shows the students like the multiple draft method. They perceive the benefits as being substantive--internal as well as external revision takes place. (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Research Papers (Students)
Note: Paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 23-27, 1982).