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Show Your Students How to Be More Persuasive When They Write

Journal of College Science Teaching—July/August 2020 (Volume 49, Issue 6)

By David J. Slade and Susan K. Hess

After a grueling grading campaign, a chemist asked a writing and rhetoric specialist for help improving formal reports in the introductory organic chemistry lab. Together, we realized that the very best student reports employ many persuasive moves in the combined results and discussion subsection, whereas weaker papers omit the persuasive language. To make students aware of the need for persuasive language throughout their reports, we then developed a reworked assignment prompt and a lab-period-long workshop, in which we highlight persuasive moves by walking students through three key steps: oral argument, analysis of key rhetorical patterns (color-coded) that should be present in both a combined results/discussion section and an introduction section, and peer review for those key rhetorical patterns. Set in the context of discussions of the argumentative and rhetorical functions of each subsection of a lab report, this workshop helps illustrate the purpose—to convince a skeptical audience of the most plausible interpretation of some collection of data—behind many chemistry writing conventions. After the workshop, student work shows modest but visible improvement in their use of evidence in science writing; student understanding of their task shows appreciable (and appreciated) improvement.

 

After a grueling grading campaign, a chemist asked a writing and rhetoric specialist for help improving formal reports in the introductory organic chemistry lab. Together, we realized that the very best student reports employ many persuasive moves in the combined results and discussion subsection, whereas weaker papers omit the persuasive language.
After a grueling grading campaign, a chemist asked a writing and rhetoric specialist for help improving formal reports in the introductory organic chemistry lab. Together, we realized that the very best student reports employ many persuasive moves in the combined results and discussion subsection, whereas weaker papers omit the persuasive language.
 

TWO-YEAR COMMUNITY

Backward Redesign of a Nonmajors’ Biology Course at a Two-Year Technical College

Journal of College Science Teaching—July/August 2020 (Volume 49, Issue 6)

By Margaret Long, Adrienne Cottrell-Yongye, and Tyler Huynh

Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC and other technical and community colleges are significant in educating STEM and non-STEM majors in the scientific process and scientific literacy. To increase the success of students enrolled in nonmajors Biology I, three GTC biology faculty collaborated to redesign the course, using a backward design method. Grade analysis performed inference about two population proportions and descriptive statistics to interpret data. After course redesign, there was a statistically significant decrease in the D, F, Withdrawal (DFW) rates and a significant increase in students passing with a C average. Further analysis showed first-semester “beginning” students, traditional-aged students, and minority students benefitted most from the curriculum redesign. The backward design model for curriculum redesign was effective in increasing learning and retention in biology at the technical college level. The redesign helped students in jeopardy of failing or withdrawing from the course, especially in groups of students considered “at risk.” This study contributes to the growing body of knowledge regarding the design of STEM curriculum at the technical college level.

Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC and other technical and community colleges are significant in educating STEM and non-STEM majors in the scientific process and scientific literacy. To increase the success of students enrolled in nonmajors Biology I, three GTC biology faculty collaborated to redesign the course, using a backward design method. Grade analysis performed inference about two population proportions and descriptive statistics to interpret data.
Gwinnett Technical College (GTC), established in 1984, is the second-largest technical college in Georgia. As a two-year open-access college, GTC and other technical and community colleges are significant in educating STEM and non-STEM majors in the scientific process and scientific literacy. To increase the success of students enrolled in nonmajors Biology I, three GTC biology faculty collaborated to redesign the course, using a backward design method. Grade analysis performed inference about two population proportions and descriptive statistics to interpret data.
 

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Freebies for Science Teachers, Week of July 20, 2020

By Debra Shapiro

Freebies for Science Teachers, Week of July 20, 2020

 

Elementary Informal Education    |    Daily Do

Why Do Some Objects Stick to the Refrigerator?

Why Do Some Objects Stick to the Refrigerator?

 

Diversity and Equity

Using Narratives to Evoke Empathy and Support Girls’ Engagement in Engineering

Connected Science Learning July–September 2020 (Volume 3, Issue 3)

By Susan M. Letourneau and Dorothy Bennett

Using Narratives to Evoke Empathy and Support Girls’ Engagement in Engineering

 

Ask a Mentor

Addressing Inequities During Distance Learning

By Sharon Delesbore

Addressing Inequities During Distance Learning

 

Methods & Strategies

Formative Assessment of English Language Proficiency in the Science Classroom

Science and Children—July 2019 (Volume 56, Issue 9)

By Okhee Lee and Rita Januszyk

 

Legislative Update

Safely Reopening America’s Schools Becomes a National Conversation

By Jodi Peterson

Posted on 2020-07-20

Archive: Science Update: Countdown to ISS 20, October 15, 2020

ISSA celelebration of the 20th Anniversary of continuous human presence in space.

ISSA celelebration of the 20th Anniversary of continuous human presence in space.

ISSA celelebration of the 20th Anniversary of continuous human presence in space.

ISSA celelebration of the 20th Anniversary of continuous human presence in space.

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