A Project Provides an Opportunity: Multiple Drafts of an Introduction Require Students to Engage Deeply with the Literature

Autor/inn/en	Slade, David J.; Miller, Justin S.
Titel	A Project Provides an Opportunity: Multiple Drafts of an Introduction Require Students to Engage Deeply with the Literature
Quelle	In: Journal of Chemical Education, 94 (2017) 10, S.1458-1463 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Slade, David J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.7b00135
Schlagwörter	Student Projects; Organic Chemistry; Drafting; Process Approach (Writing); Content Area Writing; Undergraduate Students; Writing Skills; Program Implementation; Active Learning; New York + Suchen Sie Ihr Suchwort? Schulprojekt; Organische Chemie; Draft; Entwurf; Prozessorientiertes Schreiben; Schriftliche Übung; Writing skill; Schreibfertigkeit; Aktives Lernen
Abstract	A 10 week project in the organic chemistry laboratory provided the opportunity to require students to write four drafts of an introduction. Student understanding of what a good introduction entails was transformed by their fourth draft, as evidenced by higher citation counts and the inclusion of more and better figures, which reveals greater student engagement with the primary literature. In the initial implementation of the project, writing subsections of the final report throughout the semester had the unfortunate effect of creating loosely related but standalone assignments for students. Replacement of the subsection work with four drafts of the introduction section required students to re-examine their own work, respond to feedback, and investigate the primary literature in greater depth. Faculty grading time is now focused on requiring students to understand the background literature of the project deeply and to write a compelling introduction, as opposed to asking students to briefly engage the other subsections that make up a final report. (As Provided).
Anmerkungen	Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01