ERIC Number: EJ752493
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: N/A
Preparing Undergraduates for Professional Writing: Evidence Supporting the Benefits of Scientific Writing within the Biology Curriculum
Jerde, Christopher L.; Taper, Mark L.
Journal of College Science Teaching, v33 n7 p34-37 Jul-Aug 2004
The inability to write scientific papers effectively remains a problem for many college students. To identify pedagogical constructs that help undergraduates write well in scientific formats, we evaluated the effect of the number and type of college composition courses previously taken, science writing experience, and tutorial services. In our study, the only significant factor influencing scientific writing performance was prior scientific writing experience. This suggests that more emphasis should be placed on scientific writing within the undergraduate science curriculum.
Descriptors: Science Curriculum, Writing (Composition), Biology, Undergraduate Students, Inferences, Technical Writing, Student Experience, Research Methodology, Student Surveys, Writing Ability
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A