The Unbibliography asks students to keep track of sources they thought they might use in an annotated bibliography assignment but ultimately rejected. Each discarded source is annotated with details about these two moments in the research process. The project also includes introductory comments reflecting on how the Unbibliography impacted the students’ experience of developing the Annotated Bibliography project. By highlighting and valuing a part of the research process that is typically regarded as failure, the Unbibliography allows students to reflect on the processes of evaluating sources and refining their research question. In this way, students are encouraged to grow from novice to experienced researchers.
{"title":"Unbibliography","authors":"Tolonda Henderson","doi":"10.31719/pjaw.v8i1.168","DOIUrl":"https://doi.org/10.31719/pjaw.v8i1.168","url":null,"abstract":"The Unbibliography asks students to keep track of sources they thought they might use in an annotated bibliography assignment but ultimately rejected. Each discarded source is annotated with details about these two moments in the research process. The project also includes introductory comments reflecting on how the Unbibliography impacted the students’ experience of developing the Annotated Bibliography project. By highlighting and valuing a part of the research process that is typically regarded as failure, the Unbibliography allows students to reflect on the processes of evaluating sources and refining their research question. In this way, students are encouraged to grow from novice to experienced researchers.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"433 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139833970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Unbibliography asks students to keep track of sources they thought they might use in an annotated bibliography assignment but ultimately rejected. Each discarded source is annotated with details about these two moments in the research process. The project also includes introductory comments reflecting on how the Unbibliography impacted the students’ experience of developing the Annotated Bibliography project. By highlighting and valuing a part of the research process that is typically regarded as failure, the Unbibliography allows students to reflect on the processes of evaluating sources and refining their research question. In this way, students are encouraged to grow from novice to experienced researchers.
{"title":"Unbibliography","authors":"Tolonda Henderson","doi":"10.31719/pjaw.v8i1.168","DOIUrl":"https://doi.org/10.31719/pjaw.v8i1.168","url":null,"abstract":"The Unbibliography asks students to keep track of sources they thought they might use in an annotated bibliography assignment but ultimately rejected. Each discarded source is annotated with details about these two moments in the research process. The project also includes introductory comments reflecting on how the Unbibliography impacted the students’ experience of developing the Annotated Bibliography project. By highlighting and valuing a part of the research process that is typically regarded as failure, the Unbibliography allows students to reflect on the processes of evaluating sources and refining their research question. In this way, students are encouraged to grow from novice to experienced researchers.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"5 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139774603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lay summaries are commonly written by researchers in many disciplines to translate technical scientific concepts into language that can be understood by general audiences. In our first-year introductory biology course, we employed a write-to-learn pedagogy by incorporating a lay summary-style writing assignment that encouraged students to explain the major results of a journal article in their own words, a format we referred to as “blog-style” for our students. We chose to use this format to allow students to focus on understanding, defining and explaining key scientific terminology, without regurgitating technical jargon. Students selected and read a scientific journal article connected to a biotechnology topic at the start of the semester and were given worksheets to complete throughout the semester that guided them in the reading of their article. We also offered in-class workshops that focused on best practices for reading journal articles, how to write for a general audience, and how to avoid plagiarism. Students then composed two-page, lay style summaries highlighting some of the key findings of the articles that they read. This assignment resulted in many students producing engaging, well-written papers that allowed them to demonstrate meaningful understanding of some of the technical terminology and concepts in their articles.
{"title":"In Layman’s Terms","authors":"Chadene Z. Tremaglio, Michelle Kraczkowski","doi":"10.31719/pjaw.v8i1.141","DOIUrl":"https://doi.org/10.31719/pjaw.v8i1.141","url":null,"abstract":"Lay summaries are commonly written by researchers in many disciplines to translate technical scientific concepts into language that can be understood by general audiences. In our first-year introductory biology course, we employed a write-to-learn pedagogy by incorporating a lay summary-style writing assignment that encouraged students to explain the major results of a journal article in their own words, a format we referred to as “blog-style” for our students. We chose to use this format to allow students to focus on understanding, defining and explaining key scientific terminology, without regurgitating technical jargon. Students selected and read a scientific journal article connected to a biotechnology topic at the start of the semester and were given worksheets to complete throughout the semester that guided them in the reading of their article. We also offered in-class workshops that focused on best practices for reading journal articles, how to write for a general audience, and how to avoid plagiarism. Students then composed two-page, lay style summaries highlighting some of the key findings of the articles that they read. This assignment resulted in many students producing engaging, well-written papers that allowed them to demonstrate meaningful understanding of some of the technical terminology and concepts in their articles.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"120 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139776529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This assignment asks first-year writing students to collaboratively create a tabletop game design that would expose players to possible future developments of climate change. The multimodal component is accompanied by a series of writing, research, and communication assignments that are scaffolded to guide students through the iterative process of composing. As students explore alternative formats to make a persuasive argument, they gain a more nuanced understanding of their topic, hone critical thinking skills, and practice addressing different audiences. The final project includes a research paper and a formal project proposal. The author argues in favor of the affordances of game-based pedagogies in a writing and technical communication classroom.
{"title":"Student-Created Tabletop Foresight Games as Advocacy","authors":"Natalia Andrievskikh","doi":"10.31719/pjaw.v8i1.169","DOIUrl":"https://doi.org/10.31719/pjaw.v8i1.169","url":null,"abstract":"This assignment asks first-year writing students to collaboratively create a tabletop game design that would expose players to possible future developments of climate change. The multimodal component is accompanied by a series of writing, research, and communication assignments that are scaffolded to guide students through the iterative process of composing. As students explore alternative formats to make a persuasive argument, they gain a more nuanced understanding of their topic, hone critical thinking skills, and practice addressing different audiences. The final project includes a research paper and a formal project proposal. The author argues in favor of the affordances of game-based pedagogies in a writing and technical communication classroom.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"380 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139834443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Integrating theoretical concepts into practical applications is crucial, especially in specialized fields like art conservation science. Bridging this gap between chemistry pedagogy and practical application is essential in developing students' skills in applicable contexts. This article aims to introduce a novel pedagogical methodology for enhancing learning in chemistry. This strategic assignment focuses on conserving cultural heritage artifacts, emphasizing the practical application of chemistry concepts. The article seeks to explore the potential benefits of this approach and provide insights into how to implement such assignments in general chemistry courses. The assignment requires students to select and analyze artwork of cultural significance while applying central chemistry concepts from the course curriculum to the conservation process. The students will then prepare written reports following a pre-established template. The student reports will serve as a valuable educational resource for future students. This approach creates a conducive environment for immersive learning by showcasing the practical application of course concepts within art conservation science. From the assignment, students demonstrated a nuanced understanding of chemistry's integral role in preserving cultural heritage, acknowledging the interplay between environmental conditions, material properties, and their impact on artifact longevity. They appreciated the necessity of chemical analysis in determining artifact composition, guiding the development of tailored conservation methodologies. Notably, students recognized the value of these preservation efforts in maintaining historical authenticity, serving as educational tools, and bolstering cultural pride.
{"title":"Bridging the Worlds of Art and Science","authors":"A. Villalta-Cerdas","doi":"10.31719/pjaw.v8i1.178","DOIUrl":"https://doi.org/10.31719/pjaw.v8i1.178","url":null,"abstract":"Integrating theoretical concepts into practical applications is crucial, especially in specialized fields like art conservation science. Bridging this gap between chemistry pedagogy and practical application is essential in developing students' skills in applicable contexts. This article aims to introduce a novel pedagogical methodology for enhancing learning in chemistry. This strategic assignment focuses on conserving cultural heritage artifacts, emphasizing the practical application of chemistry concepts. The article seeks to explore the potential benefits of this approach and provide insights into how to implement such assignments in general chemistry courses. The assignment requires students to select and analyze artwork of cultural significance while applying central chemistry concepts from the course curriculum to the conservation process. The students will then prepare written reports following a pre-established template. The student reports will serve as a valuable educational resource for future students. This approach creates a conducive environment for immersive learning by showcasing the practical application of course concepts within art conservation science. From the assignment, students demonstrated a nuanced understanding of chemistry's integral role in preserving cultural heritage, acknowledging the interplay between environmental conditions, material properties, and their impact on artifact longevity. They appreciated the necessity of chemical analysis in determining artifact composition, guiding the development of tailored conservation methodologies. Notably, students recognized the value of these preservation efforts in maintaining historical authenticity, serving as educational tools, and bolstering cultural pride.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139835105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Keyword Portfolio assignment is a semester-long project in which students trace their developing understanding of disability concepts, drawing together terms from class readings and discussions with an identification of these concepts at work in their daily lives. Students compose multiple entries across the semester. In each entry, students first define the chosen disability concept using their own language, and then present and explain an example of the concept in action. After assembling their term entries, students write an introductory, reflective cover letter where they describe their chosen audience for the portfolio and explain their composing choices and organization. In these letters, students generally report that they use their own experiences with terms and positionality and so seek to help students ‘like them’ to access disability tenets and to gain comfort with the material more quickly. Students also describe elaborate webs of connections among their chosen terms, illustrating that they gain broader knowledge of disability concepts and their inter-relationships through the assignment.
{"title":"Constructing Disability","authors":"Carolyne M. King","doi":"10.31719/pjaw.v8i1.158","DOIUrl":"https://doi.org/10.31719/pjaw.v8i1.158","url":null,"abstract":"The Keyword Portfolio assignment is a semester-long project in which students trace their developing understanding of disability concepts, drawing together terms from class readings and discussions with an identification of these concepts at work in their daily lives. Students compose multiple entries across the semester. In each entry, students first define the chosen disability concept using their own language, and then present and explain an example of the concept in action. After assembling their term entries, students write an introductory, reflective cover letter where they describe their chosen audience for the portfolio and explain their composing choices and organization. In these letters, students generally report that they use their own experiences with terms and positionality and so seek to help students ‘like them’ to access disability tenets and to gain comfort with the material more quickly. Students also describe elaborate webs of connections among their chosen terms, illustrating that they gain broader knowledge of disability concepts and their inter-relationships through the assignment.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"3 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139774053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay describes a project in which graduate students who teach college writing and are enrolled in a composition practicum for first-year graduate student instructors (GSIs) reflect on their own practice of responding to student writing. To complete the project, students first write feedback in response to one of their first-year writing students’ writing projects, then (with student identifiers removed) the GSI annotates or otherwise analyzes their own feedback by answering reflection questions about their approach, what they admire about their written comments, and how they might revise their approach moving forward. This project helps writing instructors engage with assessment as reflective praxis, particularly in first-year writing contexts where instructors—in this case, GSIs—may be new to the practice of responding to student writing.
{"title":"Preparing Reflective Practitioners","authors":"Kelly A. Moreland","doi":"10.31719/pjaw.v7i2.137","DOIUrl":"https://doi.org/10.31719/pjaw.v7i2.137","url":null,"abstract":"This essay describes a project in which graduate students who teach college writing and are enrolled in a composition practicum for first-year graduate student instructors (GSIs) reflect on their own practice of responding to student writing. To complete the project, students first write feedback in response to one of their first-year writing students’ writing projects, then (with student identifiers removed) the GSI annotates or otherwise analyzes their own feedback by answering reflection questions about their approach, what they admire about their written comments, and how they might revise their approach moving forward. This project helps writing instructors engage with assessment as reflective praxis, particularly in first-year writing contexts where instructors—in this case, GSIs—may be new to the practice of responding to student writing.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115256666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pandemic of 2020 forced many instructors to reevaluate their teaching and assessment practices. Assignments and assessments designed for face-to-face classes were quickly adapted to go online. Faculty-to-student relationships built through classroom interactions were transformed by the mediation of online platforms. At the time, the co-authors of this article were teaching different psychology courses at different institutions. However, we had similar concerns about the validity of our assessments in an unmonitored online environment and about maintaining personal connections with our students. We used the summer of 2020 to reimagine how our courses could be adapted to this new environment while satisfying specific learning goals, including demonstrating the ability to apply content knowledge and communicating scientific information through writing. To meet these challenges, we implemented a variation on authentic assessments. We replaced our exams with an assignment where students created artifacts of various forms to demonstrate what they had learned and how it connected to their future careers, personal interests, or real-world problems. They also had to include a written description for a non-expert audience to demonstrate their ability to explain their artifacts. This manuscript presents our rationale, requirements, assignments, grading rubrics, student feedback, and reflections on our experiences.
{"title":"Using creative artifacts to teach scientific communication to psychology students","authors":"KatieAnn Skogsberg, B. A. Rice","doi":"10.31719/pjaw.v7i2.125","DOIUrl":"https://doi.org/10.31719/pjaw.v7i2.125","url":null,"abstract":"The pandemic of 2020 forced many instructors to reevaluate their teaching and assessment practices. Assignments and assessments designed for face-to-face classes were quickly adapted to go online. Faculty-to-student relationships built through classroom interactions were transformed by the mediation of online platforms. At the time, the co-authors of this article were teaching different psychology courses at different institutions. However, we had similar concerns about the validity of our assessments in an unmonitored online environment and about maintaining personal connections with our students. We used the summer of 2020 to reimagine how our courses could be adapted to this new environment while satisfying specific learning goals, including demonstrating the ability to apply content knowledge and communicating scientific information through writing. To meet these challenges, we implemented a variation on authentic assessments. We replaced our exams with an assignment where students created artifacts of various forms to demonstrate what they had learned and how it connected to their future careers, personal interests, or real-world problems. They also had to include a written description for a non-expert audience to demonstrate their ability to explain their artifacts. This manuscript presents our rationale, requirements, assignments, grading rubrics, student feedback, and reflections on our experiences.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123110592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nicole C. Kelp, Alycia Pisano, Sydney Alderfer, N. Levinger
In this paper, we present a science writing assignment in which students focus on targeting specific audiences when writing about a socioscientific issue as well as participate in a peer review process. This assignment helps students consider inclusive science communication in their writing, focusing on engaging unique audiences about the intersections of science and social justice. Students are introduced to evidence-based tools for formulating communication for unique audiences as well as for assessment of writing quality. This assignment is novel in that it helps students think about inclusion issues in STEM, science writing, and peer review, all of which are key disciplinary skills that are not always included in STEM courses. While this assignment was piloted in chemistry and environmental engineering courses, this assignment could easily be modified for other disciplines.
{"title":"Inclusive Science Writing about Socioscientific Issues for Diverse Audiences","authors":"Nicole C. Kelp, Alycia Pisano, Sydney Alderfer, N. Levinger","doi":"10.31719/pjaw.v7i2.156","DOIUrl":"https://doi.org/10.31719/pjaw.v7i2.156","url":null,"abstract":"In this paper, we present a science writing assignment in which students focus on targeting specific audiences when writing about a socioscientific issue as well as participate in a peer review process. This assignment helps students consider inclusive science communication in their writing, focusing on engaging unique audiences about the intersections of science and social justice. Students are introduced to evidence-based tools for formulating communication for unique audiences as well as for assessment of writing quality. This assignment is novel in that it helps students think about inclusion issues in STEM, science writing, and peer review, all of which are key disciplinary skills that are not always included in STEM courses. While this assignment was piloted in chemistry and environmental engineering courses, this assignment could easily be modified for other disciplines.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115260196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Using Ragnedda’s (2018) idea of digital capital, the essay discusses the ways in which Wikipedia-based research projects can help students build their own digital capital as well as bring the university’s capital to bear on the part of an underrepresented community. In this assignment, students work with community members to research and write updates to the Camden, New Jersey Wikipedia article and associated articles. Far from being “the encyclopedia anyone can edit,” the challenges of writing for Wikipedia lead to rich conversations about power and representation on the largest encyclopedia ever created.
{"title":"Can Anyone Edit?","authors":"Travis DuBose","doi":"10.31719/pjaw.v7i2.144","DOIUrl":"https://doi.org/10.31719/pjaw.v7i2.144","url":null,"abstract":"Using Ragnedda’s (2018) idea of digital capital, the essay discusses the ways in which Wikipedia-based research projects can help students build their own digital capital as well as bring the university’s capital to bear on the part of an underrepresented community. In this assignment, students work with community members to research and write updates to the Camden, New Jersey Wikipedia article and associated articles. Far from being “the encyclopedia anyone can edit,” the challenges of writing for Wikipedia lead to rich conversations about power and representation on the largest encyclopedia ever created.","PeriodicalId":123191,"journal":{"name":"Prompt: A Journal of Academic Writing Assignments","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124232644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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