An Integrated Approach to Geologic Writing for Non-Science Majors Based on Study of a California River

Abstract

An effective method of teaching geology and scientific writing to non-science students combines active integration of lecture, reading, and laboratory materials with field observations into a writing assignment on a real scientific problem. In the University of California, Davis, geology class “Rivers of California: Geology and Land Use Planning,” students write a technical report in which they apply the scientific method to a problem concerning the geology or land use of the South Fork of the American River watershed. They formulate an hypothesis and then perform empirical analyses on both published and original data. The writing assignment is completed in stages: a prospectus, a detailed report outline, a bibliography, a provisional draft, and a final draft. Since many of the students are writing their first scientific paper, most need (and are provided with) extensive and rapid feedback at each stage of the assignment. Students receive feedback on each stage of the assignment within one week.