Incorporating a Substantial Writing Assignment into Organic Chemistry: Library Research, Peer Review, and Assessment
A substantial writing assignment in an organic chemistry course provides a means of allowing students to direct their own learning about a specific application of organic chemistry. The use of peer review provided additional benefits: students learned organic chemistry from reading each others'...
Saved in:
| Published in: | Journal of chemical education Vol. 78; no. 1; p. 50 |
|---|---|
| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Easton
Division of Chemical Education
01-01-2001
American Chemical Society |
| Subjects: | |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | A substantial writing assignment in an organic chemistry course provides a means of allowing students to direct their own learning about a specific application of organic chemistry. The use of peer review provided additional benefits: students learned organic chemistry from reading each others' papers and learned more about how classmates write about chemistry. Recommendations about how best to collaborate with a librarian in the design of a writing assignment that involves substantial library research are presented. One of the main features of effective assignments is the statement of clear expectations about assessment of the writing. The explicit criteria used to grade the papers are described. A substantial writing assignment such as this one can provide a means of moving an organic course from instructor-centered to student-centered. |
|---|---|
| ISSN: | 0021-9584 1938-1328 |
| DOI: | 10.1021/ed078p50 |