Contextualised writing programme for biological science students.ppt

WDHE 2004
Dr Chris WillmottDept of BiochemistryUniversity of Leicester******@
A Contextualised Writing Programme For Biological Scientists
Context
- Two Key Skills modules
- First Year Medical Biochemistry and Medical ics students
- 75-80 Participants
- Running in current format since Jan 2000
Content of Key Skills programme
- Writing skills activities
- Oral presentation skills
- Data-handling skills
Writing skills activities
Characteristics, conventions and purpose(s) of scientific writing
Correcting ‘bad’ essay
Preparing a course essay, including referencing and plagiarism advice
Writing a scientific report
Writing an exam essay
‘Bad essay’- objectives
To mon generic and subject-specific errors in writing
To offer students individual feedback on their written work
‘Bad essay’- activities
Students work individually, then in groups, to improve an error-rich essay provided by class tutor
Suggestions for improvement are pooled and discussed by class tutor
A second poor essay is e-mailed to students. They produce and submit (as paper copy) a better version, on which they receive 1-2-1 feedback from tutor
Plagiarism
Recognising many students are “accidental” plagiarists
Not understanding the rules
Not enough time (poor time-keeping, overchoice)
Poor study skills
See also Gill Chester (2001) /?name=plagiarism_why
Plagiarism - objectives
To distinguish between appropriate and inappropriate uses of source materials
To encourage good study skills, and referencing practice, as a safeguard against accidental plagiarism
Plagiarism - activity
Students are presented with seven versions of an ‘essay’ extract as well as the original source material.
Asked individually, then in groups, to consider which are guilty of plagiarism.
Tutor-led discussion of appropriate and inappropriate use, leading into practical tips on avoidance of accidental plagiarism.
Exam essays - objectives
Recognition of the key features of an effective exam essay
Oppor