Chemistry Departments Should Facilitate Graduate-Level Second-Language Writing Instruction

Abstract

Though writing is an important part of chemists' careers inside and outside of academia, graduate-level chemistry programs often do not teach academic writing systematically. Responding to this gap, this commentary argues that writing instruction should be a priority in graduate-level chemistry programs, and that some English as a Second Language (L2) writers could especially benefit from this support. We are not arguing that L2 writers as a whole are weaker writers than L1 writers, nor are we suggesting that all L2 learners need this instruction. However, we propose that chemistry programs can provide valuable support for some graduate students by offering explicit writing instruction. We suggest that one way to integrate writing instruction is through a series of writing workshops for L2 graduate students in chemistry. As we outline what this might look like in an established program, we draw upon our experience developing and implementing such workshops within our own department from January− June, 2019. After summarizing the state of chemistry writing instruction, describing our institutional context, and outlining our instructional approach, this manuscript presents brief examples of student writing and revisions. The Supporting Information includes an outline of the workshops, pre-and post-workshop survey questions, and additional writing samples.

“I Am Working 24/7, but I Can’t Translate That to You”: The Barriers, Strategies, and Needed Supports Reported by Chemistry Trainees from English-as-an-Additional Language Backgrounds

“…Participants suggested establishing a chemistry- or science-specific writing center in which trainees could meet with other trainees (either Eng+ or Eng1st) to receive support with writing and presenting in science/chemistry. Others felt that chemistry-specific communication courses could also help with becoming accustomed to the norms of communicating chemistry (e.g., writing abstracts for chemistry conferences/manuscripts, preparing chemistry presentations, communicating research to a lay audience). − Preferences for discipline-specific resources align with recommendations to embed language learning within meaningful content and contexts. , …”

“…Previous research on language learning (outside of chemistry education) suggests that Eng+ learners may benefit more from tailored instruction focused on: writing genre expectations and social experiences as writers; grammar and conventional patterns; − enacting feedback; , applying strategies effective for Eng1st writers; and text complexity, cohesion, clause length, and organization . There have also been several projects reported in this journal on chemistry-specific communication resourcesfor example, writing courses and workshops in which learners receive writing instruction and/or work toward a developing a review article, grant proposal, etc. − However, none of these articles explicitly distinguish or compare between Eng1st and Eng+ participants and only one focused explicitly on Eng+ graduate-level participants. Future research distinguishing between the perspectives and experiences of Eng1st and Eng+ trainees may be useful in developing strategies and resources to support all and/or specific groups of learners (depending on project goals).…”

Contextual Analysis of Scientific Publications for Advancing writing Skills (CASPArS): Self-Learning for Science Writing Using Top Scientists’ Literature

“…Organization level instruction, such as English training courses for international students, provide access to large numbers of individuals, but such courses tend to provide general writing techniques and lack subject-specific guidance. Department-level, subject-specific workshops or courses can provide better field-specific training that is still accessible for many students simultaneously; 15 however, such opportunities are often dependent on a professor/instructor(s) willingness to provide writing instruction as above-load service. Similarly, availability of writing mentorship in specific research groups by a supervisor or senior student/scientist cannot be controlled by a learner, even though supervisor's mentorship is known to have significant influence on positive learning experiences.…”

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

“… 18 , 19 It is well documented that undergraduate science students frequently struggle with written 20 − 26 and oral 27 − 33 communication skills. 3 , 34 − 42 This persists into graduate school, 8 − 17 , 43 − 47 the medical fields, 48 − 50 and the workforce. 4 , 28 , 30 , 31 , 51 To meet this challenge, educators have been urged to adopt curricular changes that will foster strong communication skills in their students.…”

“…Effective communication skills are no longer considered a luxury in chemical enterprise. Instead, meaningful writing and persuasive speaking for a broad range of audiences have become integral parts of the standard core professional skills required for scientific and professional success in the workforce − and graduate school. − Despite recent discourse emphasizing the importance of scientific communication, especially in a scholarly sense, it is a perennial problem originating at the undergraduate level. , It is well documented that undergraduate science students frequently struggle with written − and oral − communication skills. ,− This persists into graduate school, − ,− the medical fields, − and the workforce. ,,,, To meet this challenge, educators have been urged to adopt curricular changes that will foster strong communication skills in their students. ,,,− …”