Modeling Scientific Writing as Scientific Problem-Solving

Abstract

Scientific problem-solving usually involves sketches or plots instead of multi-sentence written arguments, but scientific findings are still routinely reported in written form in the primary literature. Textbook use might ground students in the discipline but might not help students to learn to produce larger-scale written works. Students struggle to navigate the primary literature, limiting their ability to write texts that accurately discuss scientific findings. Academic integrity can be at stake when students need to generate written work without a full understanding of how to do so. Instructors frequently model textbook problem-solving for students; they can expand on that practice by modeling scientific writing as well as the use of the primary literature. This chapter outlines recent innovations in a scientific writing course already designed with best practices in mind, describing instructors’ efforts to support students’ development as writers, in both small-scale classroom activities and large-scale course design.