Kovac, J. and D.W. Sherwood. “Writing in Chemistry: An effective learning tool.” Journal of Chemical Education 76 (1999), pp. 1399-1403.
This article provides an introduction for faculty, arguing for greater emphasis on writing in the chemical sciences while targeting the two formidable obstacles for integrating writing: assignment design and grading.
Rosenthal, L.C. “Writing Across the Curriculum: Chemistry Lab Reports.” Journal of Chemical Education 64 (1987): 996-998.
This article identifies how writing across the curriculum can be integrated into lab reports by altering the traditional assignment to allow for more expressive writing.
Beall, H. and J. Trimbur. “Writing as a Tool for Teaching Chemistry.” Journal of Chemical Education 70 (1993): 478-9.
This article offers a general discussion of the ways writing can facilitate teaching Chemistry, including gauging students understanding and working knowledge of key concepts in the field.
Lavoie, D. and A. backus. “Students Write to Overcome Learning Blocks.” Journal of College Science Teaching 20 (1990): 353-358.
Study identifies four types of “learning blocks”: content, process, individual and cultural, individual development. Has a chart linking assignments and learning difficulties.
Powell, A. “A Chemist’s View of Writing, Reading, and Thinking Across the Curriculum.” College Composition and Communication 36 (1985): 414-418
Lecture notebook to “summarize and synthesize” course content.
The article places emphasis on “written records” as “an essential activity of the chemical sciences,” thus seeking to inculcate this component of the profession as a course goal.
Black, N.R. “Creative Writing in Historical Geology as an Alternative to the Standard Geologic Report.” Journal of Geological Education 42, no.2 (1994): 129-133.
This article discusses the professor’s experience with student writing about geology, but through different genres and styles. The author finds the experience to be positive in comprehension and enjoyment.
Clemons, J. “Classroom strategies for introductory geology.” Journal of Geological Education 39, no. 3 (1991): 202-203.
The author discusses her experience with “learning logs” and group discussions as strategies for teaching and learning geology at the introductory level. These techniques are found to be salutary in their affect on student performance.
Davis, L.E., Brady, E. and M.R. Boehmke. “Library Research: The First Step in Geoscience Writing.” Journal of Geological Education 42, no. 4 (1994): 417-419.
This article discusses the use of library resources to introduce students to geological literature as a prerequisite for bigger paper assignments. Its main usefulness is in facilitating the teaching of literacy for introductory geology students.
Schneiderman, J. “Learning geology by writing about the history of geology.” Journal of Geological Education 39, no. 3 (1991): 185-187.
This article discusses writing assignments in a freshman geology class that vary from descriptive to persuasive styles. The teacher discusses her experience in using history to teach first-year students course content and its importance in the world, as well as develop critical tools for understanding scientific knowledge.
Stanislowski, D.A. “Writing Assignments? But This Is a Chemistry Class Not English!” Journal of Chemical Education 67 (1990): 575-6.
Beall, H. “Probing Student Misconceptions in Thermodynamics with In-Class Writing.” Journal of Chemical Education 71 (1994): 1056-1057.
Kanare, H.M. Writing the Laboratory Notebook, Washington DC: American Chemical Society, 1985.
Wilson, J.W. “Writing to Learn in an Organic Chemistry Course.” Journal of Chemical Education 71 (1994): 1019-1020.
Olmstead, J. “Teaching Varied Technical Writing Styles in Upper Division Laboratory.” Journal of Chemical Education 61 (1984): 798-800.
VanOrden, N. “Critical Thinking Assignments in General Chemistry.” Journal of Chemical Education 64 (1985): 506-507.
