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ERIC Number: ED357354
Record Type: Non-Journal
Publication Date: 1993-Mar
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
English 101 and Chemistry 101: Examining Texts through Different Lenses.
Dunn, Patricia
By linking a first-year writing class and an introductory chemistry class at Utica College of Syracuse University (Syracuse, New York) the instructor hoped to foster camaraderie among the students; help students see the connections between the two disciplines; and disrupt students' pattern of unquestioning acceptance of the authority of the published text and of believing everything they see on the printed page. In an 8-week joint project of the linked courses, students studied the ozone controversy by reading about it in 11 articles and essays from a variety of periodicals. Students read the articles, discussed the topic in class, wrote about it in a reading log, and did a summary and critique of one of the articles. Using these articles as a base, they also wrote a thesis-oriented research paper on ozone, which served as a project for both the English class and the Chemistry class. They completed the paper in a series of drafts, the peer responses to which were facilitated through the use of an interactive computer lab. In anonymous evaluations they wrote at the end of the course, students seemed to go beyond their initial confusion and disillusionment to a more sophisticated awareness of rhetorical strategies and investedness on the part of "experts." Students demonstrated the confidence to distance themselves from information sources and to see themselves as participants in the knowledge-making process. (Eighteen references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A