Chemistry and Writing: A Collaborative Writing Project

Abstract

The ability to express oneself clear ly is crucial in the field of chem istry, where complex ideas are often conveyed using brief statements or simple physical models. In particular, a chemist must have effective writing skills to communicate findings in undergradu ate laboratories, graduate school, and eventually in publications (Wallner and Latosi-Sawin 1999). In the undergradu ate curriculum, however, the skills learned in writing courses do not become fully integrated into the students' devel opment as a scientist (Kovac 1999; Bunting 1999). I have seen evidence of this disparity in laboratory reports written by upper-level chemistry students who still have prob lems with grammar and lack the ability to express their ideas. To emphasize the connection between effective writing skills and chemistry training early in the curriculum, I have incorporated a collab orative writing project into the second semester general chemistry course at Adrian College. I have explored the connection between successful writing and critical thinking skills, particularly the higher order think ing processes of analysis and synthesis (Vygotsky 1962; Emig 1977), as my col leagues and I have recently taken deliber ate steps to improve the quality of student