STUDENT WRITING IN GEOSCIENCE COURSES

Elizabeth Catlos, University of Texas AustinRachel Beane, Bowdoin CollegeOn the Cutting Edge Early Career Workshop 2013

SESSION OUTLINE

Why include writing

Example assignments

Problems

Offering instruction and guidance to students

Group work: consider your courses

WHY INCLUDE WRITING IN YOUR COURSE? Benefits students

Important training

Commonly done for the class

Required for curriculum

?

EXAMPLES OF WRITING ASSIGNMENTS Wikipedia mineral assignment Students create an entry for a mineral that is missing

Rocks and water of the Middle East End-of-semester term paper for freshman students

Your examples?

WHAT ARE PROBLEMS YOU HAVE SEEN IN STUDENT WRITING? References How to cite a reference in correct format in the body of the paper When to cite a reference Plagiarism

When to make a new paragraph

Citing and using figures and tables

English as a second language

Your examples?

GUIDING STUDENT WRITINGGoal: For students to use reader expectations and context to improve writing.

Read: Gopen, G.D. and Swan, J.A., 1990. The science of scientific writing. American Scientist, Volume 78, p. 550-558.

GUIDING STUDENT WRITINGPresent: Share geological examples for main points of article. Follow a grammatical subject as soon as possible with its verb.

Place in the stress position the “new information” you want the reader to emphasize.

Place the person or thing whose “story” a sentence is telling at the beginning of the sentence, in the topic position.

Place appropriate “old information” (material already stated in the discourse) in the topic position for linkage backward and contextualization forward.

Articulate the action of every clause or sentence in its verb.

In general, provide context for your reader before asking that the reader consider anything new.

In general, try to ensure that the relative emphases of the substance coincide with the relative expectations for emphasis raised by the structure.

Assess: Comment on lab reports, include in grading rubric for projects

REVIEWING AND REVISING WRITING Professor comments

Individual meetings

Writing Centers

Reflection

Peer review

REFLECTION

Goal: For students to consider strengths and areas for improvement in their own writing.

First day of class: What are your strengths as a writer? What would you like to improve in your writing?

After one or more of the projects: If you had one more hour (or day) how would you improve your paper?

End of class: How has your writing improved during this course? What do you want to continue to improve in your writing?

PEER REVIEW APPROACHES

In class with groups of 3-5 studentsOut of class with students trading papersGraded?Anonymous?Calibrated peer review Student guidelines for reviewStudents address the comments

Bowdoin students at the writing center

PEER REVIEW – EXAMPLE INSTRUCTIONS

6. Does the organization of the paper follow from the thesis?

7. As a reader, were you confused at any point?

8. Do you have any suggestions to improve the writing or structure?

9. How compelling is the evidence the writer presents?

1. Does the paper follow the assignment?

2. Can you state the thesis?

3. What could the writer do to improve transitions between thoughts, sentences, paragraphs?

4. Are there places the writing could be more concise?

5. What grammatical, tense, spelling or punctuation errors are in the paper?

General questions Most time on these Qs

PEER REVIEW – EXAMPLE INSTRUCTIONS1. Writing

2. References

3. Tables and figures

4. Abstract

5. Format

6. Content

7. Length

8. Comment on the writer’s “role”

9. Intellectual content

UT Austin Undergraduate Writing Center

GRADING AND RESPONDING TO WRITING

Written comments

GRADING AND RESPONDING TO WRITING

Grading by video Faster, more effective Detailed comments and suggestions Friendly tone that students can hear Students anticipate comments and listen/watch the video Screen cast/screenshot software http

://www.techsmith.com/jing.html

*Idea shared by Tom Hickson, University of St. Thomas

CONSIDER WRITING IN YOUR COURSE What is the writing goal?

What will the assignment be?

How will you offer instruction/guidance prior to the assignment?

How will students get feedback?

REFERENCES Bates, R. L., Adkins-Heljeson, M. D., and Buchanan, R.C., editors, 2004. Geowriting: A Guide to Writing, Editing, and Printing in Earth Science, Fifth Revised Edition. American Geological Institute, 100pp.

Bean, J.C. 2011. Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. Jossey-Bass, 384pp.

Brohaugh, William (2002) Write Tight: How to Keep Your Prose Sharp, Focused and Concise. Intercollegiate Studies Institute, ISBN-10: 1882926889, ISBN-13: 978-1882926886.

Carnegie Mellon, Eberly Center, Responding to Student Writingwww.cmu.edu/teaching/designteach/design/instructionalstrategies/writing/respond.html

Gopen, G.D., Swan, J.A., 1990. The science of scientific writing. American Scientist, 78, 550-558.

Gopen, G.D., 2004. Expectations: Teaching writing from the readers perspective. Pearson, 395 pp.

Irvine, T.N. and Rumble, D., III, 1992. A writing guide for petrological (and other geological) manuscripts. Journal of Petrology, 46pp.

Swan, J., 2013. In praise of technique. TEDxCMU http://www.youtube.com/watch?v=1pzjxYCwb08