In the Classroom: Writing
Writing in an Advanced Undergraduate Chemistry Course: An Assignment Exploring the Development of Scientific Ideas Francis M. Rossi* Department of Chemistry, Colgate University, Hamilton, NY 13346
Writing is an essential skill to the practicing chemist. In addition to describing original research in scientific publications, chemists must also present ideas in persuasive research proposals and digest the work of others while preparing lectures and literature reviews. Undergraduate writing in chemistry, with its focus on laboratory reports, does not reflect the full range of writing skills a chemist needs to develop. Well crafted writing assignments other than laboratory reports have received increased attention in introductory courses (1–7), and have been shown to effectively teach students to integrate and apply chemical concepts (1, 7). Despite these positive reports, little has appeared on writing in upper-level classes (8). In an attempt to fill this void, a unique writing assignment was developed for an advanced organic chemistry course. Its goal was to give students an appreciation for how science progresses by examining a topic in depth through the primary literature.
Successful completion of the assignment required advanced library skills. To assist both the students and the library staff, the science librarian gave a classroom presentation on various available resources. Particular attention was given to Chemical Abstracts, Science Citation Index, and on-line catalogs at area universities. The procedure for obtaining resources through interlibrary loan was also discussed. Table 1. Possible Topics Topic
Scientist
Crown Ethers
Donald Cram
Prostaglandin Synthesis
E. J. Corey
Chiral Boron Reducing Reagents
H. C. Brown
Molecular Machines
J. Fraser Stoddard
Heme Biosynthesis
Ian Scott
The Assignment
Cell Signal Processing—FK-506
Stuart Screiber
New discoveries in chemistry, as in all science, build on the foundation laid by earlier investigators. Unfortunately, undergraduate chemistry courses rarely explore how developments arise. To demonstrate the interdependence of scientific discoveries, students were asked to write a threepart paper examining the foundation, development, and application of an aspect of a particular chemist’s research. Students selected a topic from a list, such as Table 1, or investigated an area of their own choosing. The topics were broadly chosen to illustrate contemporary applications of classroom lectures, and to include chemists familiar to the students. For example, John McMurry’s research into the titanium coupling reaction was offered as a possible topic, since the students used his text their sophomore year. Those planning to continue the study of chemistry in graduate school were encouraged to report on the research of a faculty member at the institution they hoped to attend. Students began their assignment by locating the original article published on their chosen topic. They then read the works referenced in the seminal article. By summarizing the information available to the investigator, the students discovered the motivation for pursuing the research. In the second part of the assignment they described the work reported in the seminal paper, and traced how the investigator developed it in future publications. In the final section of the paper, the students showed how their topic became the foundation for other scientists research.
Ene-Diyne Antibiotics
K. C. Nicolaou
Danishefsky's Diene
Samuel Danishefsky
Chiral Aldol Condensation
David Evans
Titanium Coupling Reaction
John McMurry
Chiral Diol Synthesis
K. Barry Sharpless
Chiral Epoxidation
K. Barry Sharpless
Self-Replicating Molecules
Julius Rebeck
Catalytic Antibodies
Peter Schultz
*Current address: Department of Chemistry, Santa Clara University, Santa Clara, CA 95053. Email:
[email protected] Since students were not accustomed to preparing extensive research papers for a chemistry class, multiple deadlines were spread throughout the semester, according to the schedule outlined in Table 2. The students were expected to incorporate the instructor’s evaluation of the first draft into their final paper. At end of the semester, students shared their findings with the rest of the class in an oral presentation. This flexible assignment can be adapted to other areas. For example, in a medicinal chemistry course students wrote a three-part paper describing a drug’s discovery, its synthesis, and the development of new drugs based on the original. As in the assignment outlined above, students developed an appreciation for how discoveries inform each other. Student Evaluation In their course evaluations, students reported that the
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In the Classroom: Writing Acknowledgment Table 2. Assignment Due Dates Assignment
I would like to thank the Pew Science Program in Undergraduate Education for its financial support.
1
Choose a topic
Literature Cited
3
Submit preliminary bibliography with three references for each paper section
9
Submit first draft
Semester week
12, 13 13
Give oral presentation of paper Submit final draft
1. 2. 3. 4. 5. 6. 7. 8.
paper was a valuable learning experience, and many said that it was the best part of the course. The most common complaint was the amount of work required. Conclusion Regardless of the topic explored, students gain an appreciation for the interdependence of scientific developments, after completing this assignment. While researching their paper, they learn that scientists must integrate their findings into the general body of knowledge of the field. In addition, students acquire writing and library skills they will need as practicing scientists.
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VanOrden, N. J. Chem. Educ. 1987, 64, 506–507. Beall, H. J. Chem. Educ. 1991, 68, 148–149. Thall, E.; Bays, G. J. Chem. Educ. 1989, 66, 662–663. Wilson, J. J. Chem. Educ. 1994, 71, 1019–1020. Beall, H.; Trimbur, J. J. Chem. Educ. 1993, 70, 478–479. Beall, H. J. Chem. Educ. 1994, 71, 1056–1057. VanOrden, N. J. Chem. Educ. 1990, 67, 583–585. For an example of an upper level writing assignment see: Cochran, J. C. J. Chem. Educ. 1982, 59, 217.
