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ERIC Number: EJ823751
Record Type: Journal
Publication Date: 2008-Oct
Pages: 3
Abstractor: As Provided
Reference Count: 10
ISSN: ISSN-0021-9584
Writing across the Semester: A Non-Standard Term Paper that Encourages Critical Data Analysis in the Upper-Division Chemistry Classroom
Lillig, Jennifer Whiles
Journal of Chemical Education, v85 n10 p1392-1394 Oct 2008
Scientific literacy is an important fundamental skill for scientists. In order for students to improve their writing they require constant feedback throughout the process. They also need to learn the value of the peer review process by experience. Although they may require submission of a rough draft, typical upper-division writing assignments such as term papers and formal lab reports are usually due at the end of the semester and are not returned to the student until after the semester is finished; this precludes the establishment of a dialogue between the instructor and the student that can lead to improvement of the work. In addition, achieving scientific literacy through the critical analysis of journal articles is also a learned skill that requires constant feedback and guidance. This article describes a series of mini-assignments that culminate in a formal article and informal presentation. These assignments are designed to proceed through one semester of an upper-division chemistry course and to provide multiple opportunities for instructor feedback to the student both on written work and in discussion of the literature. (Contains 2 tables.)
Division of Chemical Education of the American Chemical Society. Subscription Department, P.O. Box 1267, Bellmawr, NJ 08099-1267. Tel: 800-691-9846; Tel: 856-931-5825; Fax: 856-931-4115; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A