Use of a Linked-Course Model to Teach Scientific Writing to First-Year Undergraduates

Abstract

The ability to read and compose original scientific literature is critical to educating informed citizens, yet may be severely lacking in undergraduate curricula. We developed a linked course offering in fall 2017 consisting of a 16-student group taking an introductory biology course paired with a first-year composition course. The composition course focused specifically on scientific literature composed in the Introduction, Methods, Results, and Discussion (IMRaD) structure. In the composition course, instruction focused on helping students conceptualize and compose proposals, poster presentations, and manuscripts based on their lab activities. We surveyed for prior experience with scientific literature and selfreported reading and writing confidence. Participants in the linked courses showed an improvement in self-reported ability and confidence in writing compared to a control group that did not participate. We assembled a rubric assessing correct IMRaD structure and used it to assess composition before and after the linked courses. Adherence to IMRaD improved significantly for the Methods section. Our experiences indicate that learning communities can be useful pedagogies to provide students with confidence and learning gains that facilitate use of information and communication.

Additional information

Notes on contributors

Evan Lampert

Evan Lampert ([email protected]) is a professor in the Department of Biology at the University of North Georgia in Oakwood, Georgia.

J. Stephen Pearson

J. Stephen Pearson ([email protected]) is an associate professor in the Department of English at the University of North Georgia in Oakwood, Georgia.