Mini-Review - Teaching Writing in the Undergraduate Neuroscience Curriculum: Its Importance and Best Practices

Petersen, Sarah C.; McMahon, Jennifer M.; McFarlane, Hewlet G.; Gillen, Christopher M.; Itagaki, Haruhiko

doi:10.1016/j.neulet.2020.135302

Cited by 14 publications

(19 citation statements)

References 51 publications

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“…Students reported that they were pleasantly surprised to realize that incorporating new habits into their writing routines led to more successful writing experiences, and that they could personalize these habits given that there was not one right or wrong way to establish a regular time, place, and environment for writing. Scientists are increasingly emphasizing the positive relationship between habitual writing and writing productivity, and the development of deliberate writing practices by students while in graduate school will yield career‐long benefits for scientists (Petersen et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

A low‐investment, high‐impact approach for training stronger and more confident graduate student science writers

Druschke

Karraker

McWilliams

et al. 2021

Conservat Sci and Prac

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Scientists in applied fields, including conservation biology, face increasing expectations to communicate their research across multiple audiences. As environmental issues become more complex, the need for scientists to clearly communicate with other scientists, managers, stakeholders, tribes, the public, and policy makers becomes ever critical. Despite this need, students in graduate science programs receive limited direct instruction in writing and little training in writing for audiences outside of academia or in different genres. To that end, we developed an interdisciplinary program that incorporates rhetorical theory and writing intensive pedagogy to train graduate science students to write more effectively across genres. During the pilot testing in the first year of this broader, multiyear program, we evaluated changes in the writing practices and confidence of participants as writers and scientists who completed a lowinvestment, two-workshop sequence that highlighted habitual writing, peer review, and writing for multiple audiences and multiple genres. In just six con-

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Section: Discussionmentioning

confidence: 99%

A low‐investment, high‐impact approach for training stronger and more confident graduate student science writers

Druschke

Karraker

McWilliams

et al. 2021

Conservat Sci and Prac

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“…For example, assignments were scaffolded into simpler, shorter assignments (rather than entire drafts) (Druschke et al, 2018). Such an approach helped students to take on writing projects that were less daunting and lower stakes, and so made it easier for students to get into the habit of writing early and often for writing assignments (Coe 2011; Petersen et al, 2020). SciWrite fellows practiced writing in multiple genres (e.g., manuscripts, blog posts, news articles, editorials, White Papers, proposals) for academic and nonacademic audiences (e.g., lay readers, technicians, practitioners, and scientists).…”

Section: Methodsmentioning

confidence: 99%

“…We recommend faculty do not simply integrate this rubric into a course that is not designed with rhetorical tenets in mind. For those interested in building off of the SciWrite model, there are a number of writing and rhetoric best practices one can incorporate into a course, in addition to using our rubric (Petersen et al, 2020). For example, writing assignments can be scaffolded into simpler, shorter assignments.…”

Section: Recommendations For Use Of the Rubric And Implementation In Coursesmentioning

confidence: 99%

“…For example, writing assignments can be scaffolded into simpler, shorter assignments. This approach of assigning "chunks" of lower stakes writing, rather than complete drafts, helps students get into the habit of writing early and often (Petersen et al, 2020). In addition, students can be assigned different genres of writing with different intended audiences to help them learn how to adjust their approaches according to the needs and expectations of different audiences (Druschke et al, 2018).…”

Section: Recommendations For Use Of the Rubric And Implementation In Coursesmentioning

confidence: 99%

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Training Graduate Students in Multiple Genres of Public and Academic Science Writing: An Assessment Using an Adaptable, Interdisciplinary Rubric

Harrington

Lofgren

Druschke

et al. 2021

Front. Environ. Sci.

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There is an urgent need for scientists to improve their communication skills with the public, especially for those involved in applying science to solve conservation or human health problems. However, little research has assessed the effectiveness of science communication training for applied scientists. We responded to this gap by developing a new, interdisciplinary training model, “SciWrite,” based on three central tenets from scholarship in writing and rhetoric: 1) habitual writing, 2) multiple genres for multiple audiences, and 3) frequent review and created an interdisciplinary rubric based on these tenets to evaluate a variety of writing products across genres. We used this rubric to assess three different genres written by 12 SciWrite-trained graduate science students and 74 non-SciWrite-trained graduate science students at the same institution. We found that written work from SciWrite students scored higher than those from non-SciWrite students in all three genres, and most notably thesis/dissertation proposals were higher quality. The rubric results also suggest that the variation in writing quality was best explained by the ability of graduate students to grasp higher-order writing skills (e.g., thinking about audience needs and expectations, clearly describing research goals, and making an argument for the significance of their research). Future programs would benefit from adopting similar training activities and goals as well as assessment tools that take a rhetorically informed approach.

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“…INTRODUCTIONLanguage learning is complex. Continuous practice is needed to be proficient in a language, with incredible productive skills such as speaking and writing (Karami & Bowles, 2019;Petersen et al, 2020). However, the problem often is that the learning process becomes boring, so students give up when they face difficulties in learning the language (…”

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confidence: 99%

Language Learning With Neurolinguistic Programming: An Integrative Review

Rustan¹

2022

jltr

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The neurolinguistic programming (NLP) approach is being widely applied in learning. However, there are no review articles related to the application of NLP in language learning. This review aims to present a synthesis of literature on the effectiveness of NLP application in language learning in terms of methods, learning aspects, changes in language skills, and student learning psychology. An integrative review was conducted using five databases, namely, EBSCO, Wiley, ProQuest, ScienceDirect, and JSTOR. Keywords were used to search for and collect data in English related to language learning using the NLP approach published from 2011 to 2021. Based on the 15 articles reviewed, the visual, auditory, and kinesthetic (VAK) learning method is most often applied in language learning. Most teachers use NLP in language learning in speaking and writing skills. Applying the NLP method in language learning can improve students’ language skills and change students’ psychological learning in a positive direction

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Mini-Review - Teaching Writing in the Undergraduate Neuroscience Curriculum: Its Importance and Best Practices

Cited by 14 publications

References 51 publications

A low‐investment, high‐impact approach for training stronger and more confident graduate student science writers

A low‐investment, high‐impact approach for training stronger and more confident graduate student science writers

Training Graduate Students in Multiple Genres of Public and Academic Science Writing: An Assessment Using an Adaptable, Interdisciplinary Rubric

Language Learning With Neurolinguistic Programming: An Integrative Review

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