WDHE 2004

Dr Chris WillmottDept of Biochemistry

University of Leicestercjrw2@le.ac.uk

A Contextualised Writing Programme For Biological

Scientists

Context

- Two Key Skills modules

- First Year Medical Biochemistry and Medical Genetics students

- 75-80 Participants

- Running in current format since Jan 2000

Content of Key Skills programme - Writing skills activities

- Oral presentation skills

- Data-handling skills

Writing skills activities

- Characteristics, conventions and purpose(s) of scientific writing

- Correcting ‘bad’ essay

- Preparing a course essay, including referencing and plagiarism advice

- Writing a scientific report

- Writing an exam essay

‘Bad essay’ - objectives

- To identify common generic and subject-specific errors in writing

- To offer students individual feedback on their written work

‘Bad essay’ - activities

- Students work individually, then in groups, to improve an error-rich essay provided by class tutor

- Suggestions for improvement are pooled and discussed by class tutor

- A second poor essay is e-mailed to students. They produce and submit (as paper copy) a better version, on which they receive 1-2-1 feedback from tutor

Plagiarism

- Recognising many students are “accidental” plagiarists

- Not understanding the rules

- Not enough time (poor time-keeping, overchoice)

- Poor study skills

See also Gill Chester (2001) www.jisc.ac.uk/index.cfm?name=plagiarism_why

Plagiarism - objectives

- To distinguish between appropriate and inappropriate uses of source materials

- To encourage good study skills, and referencing practice, as a safeguard against accidental plagiarism

Plagiarism - activity

- Students are presented with seven versions of an ‘essay’ extract as well as the original source material.

- Asked individually, then in groups, to consider which are guilty of plagiarism.

- Tutor-led discussion of appropriate and inappropriate use, leading into practical tips on avoidance of accidental plagiarism.

Exam essays - objectives

- Recognition of the key features of an effective exam essay

- Opportunity to practice the skills associated with, and receive advice on, writing an exam essay

Exam essays – activities (1)

- Students read a set of genuine, hand-written essay scripts and, in groups, rank the answers according to the formal criteria

- Each group reports back on ranking, these are compared with ‘real’ order and tutor-led discussion on strengths and weaknesses

- Other advice on exam technique

Exam essays – activities (2)

- Students plan essay on specified title and write under exam conditions

- Peer evaluation of essays

- Formally marked as part of summative assessment for module

- Formative feedback also given regarding essay plan

Exam essays - practicalities

- Selection of essays (e.g. topic? marks?)

- Obtaining permission from originators (data protection, intellectual property)

- Number of essays in exercise = 6 (double sets if larger groups)

- Photocopy once, remove markers comments and re-photocopy

- Handwriting?

References

Willmott CJR and Harrison TM (2003) An exercise to teach students about plagiarism Journal of Biological Education 37:139-140 (www.le.ac.uk/teaching/teaching/pdf/willmott.pdf)

Willmott CJR, Clark RP and Harrison TM (2003) Introducing undergraduate students to scientific reports Bioscience Education E-journal 1-10(http://bio.ltsn.ac.uk/journal/vol1/beej-1-10.pdf)