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ERIC Number: EJ1080533
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: ERIC
ISSN: ISSN-1534-9322
Collaborative Course Design in Scientific Writing: Experimentation and Productive Failure
Combs, D. Shane; Frost, Erin A.; Eble, Michelle F.
Composition Studies, v43 n2 p132-149 Fall 2015
English 3820: Scientific Writing, a writing-intensive (WI) course offered by the Department of English at East Carolina University (ECU), serves primarily science majors. According to the course catalog, it provides students with "practice in assimilation and written presentation of scientific information." The course asks students to consider the situated nature of scientific writing and also to produce scientific writing for various audiences. Throughout the course, students examine theories, methodologies, and ideologies that under-gird scientific writing with an eye to perfecting both critique and imitation of scientific styles. Spring 2014 provided technical and professional communication (TPC) faculty Erin Frost and Michelle Eble the opportunity to collaborate on this specialized WI course and to incorporate a writing mentor, Shane Combs, within one of the sections. This course design article includes the theoretical rationale for the course and critical reflection from the authors. They conclude that "collaborative course design" along with "cross-class collaboration" through peer review and the "presence of a writing mentor" gives students powerful writing experiences, especially in a specialized writing course like this one. The ENGL 3820: Scientific Writing syllabus is included.
University of Cincinnati. Department of English, P.O. Box 210069, Cincinnati, OH 45221. Tel: 513-556-6519; Fax: 513-556-5960; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina
Grant or Contract Numbers: N/A