The authors designed and implemented a first-year seminar in science course at the University of British Columbia to allow students to develop and improve their scientific writing and argumentation skills. They found that the seminar format offers the opportunity to connect students with academic writing in a science-specific context, to model the writing experiences of science faculty members, and to provide students with constructive feedback on their writing in a supportive setting.
Details
Type Journal ArticlePub Date 9/1/2013Stock # jcst13_043_01_82Volume 043Issue 01