Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention

Alessandro Narduzzo,Trevor Day

doi:10.47408/jldhe.v0i0.182

Alessandro Narduzzo, Trevor Day

Open Access

https://doi.org/10.47408/jldhe.v0i0.182

Copy DOI

Abstract

This article reports on a Writing in the Disciplines (WiD) intervention for first year undergraduate physics (and joint Honours) students. A short (200-250 word) assignment was designed to maximise studentsÃ¢â¬â¢ learning of specific scientific writing practices, including writing with appropriate clarity and academic style for a target audience, incorporating mathematical expressions in text, creating diagrams and referring to them in text, and appropriately using citing and referencing. Peer marking was employed to offer students formative feedback before they completed the assignment. The success of the assignment as a vehicle for student learning was evaluated by reviewing the studentsÃ¢â¬â¢ submissions and marks awarded, and through ten studentsÃ¢â¬â¢ reported focus group responses to the experience of carrying out the assignment, their reaction to peer marking, and their responses to the assessorÃ¢â¬â¢s written and verbal feedback. The effectiveness of the assignmentÃ¢â¬â¢s content and process, and the peer marking, are briefly discussed, and suggestions made as to how to improve this or similar assignments in future years.

Highlights

I have made this [letter] longer than usual, because I have not had time to make it shorter. (Blaise Pascal (1623-62), Lettres Provinciales, 16) Narduzzo and DayThe assignment reported in this case study is based on two premises: that writing with brevity and precision is challenging, and that a short undergraduate assignment, and accompanying small scale research into teaching/learning practice, can be designed to maximise the learning for all those involved – students and staff.In our experience, based on undergraduate student interviews and focus groups conducted at our university, at least some students on undergraduate science and engineering programmes lack confidence in academic forms of writing
For many in programmes where physics, mathematics and/or computer science are a major component, the avoidance of extended writing was an element influencing their choice of A-levels and subsequently their choice of degree
When they find in their degree programme that they will need to engage in extended writing, this is a challenge to their confidence and expertise

Summary

Introduction

I have made this [letter] longer than usual, because I have not had time to make it shorter. (Blaise Pascal (1623-62), Lettres Provinciales, 16) Narduzzo and DayThe assignment reported in this case study is based on two premises: that writing with brevity and precision is challenging, and that a short undergraduate assignment, and accompanying small scale research into teaching/learning practice, can be designed to maximise the learning for all those involved – students and staff.In our experience, based on undergraduate student interviews and focus groups conducted at our university, at least some students on undergraduate science and engineering programmes lack confidence in academic forms of writing. At the research-intensive university where this assignment was carried out, students on physics, mathematics and computer science programmes may experience comparatively little extended writing in their first and second years, other than in writing various practical reports.

Results

Conclusion