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  Home > JCE Print > Journal of Chemical Education > Issues > 2003  > August  >
In the Classroom
Teaching Effective Communication in a Writing-Intensive Analytical Chemistry Course
Rebecca J. Whelan and Richard N. Zare
Department of Chemistry, Stanford University, Stanford, CA 94305-5080
Cover
August 2003
Vol. 80 No. 8
p. 904
Abstract
Effective writing and speaking skills are vital for chemical professionals, yet traditional academic preparation does little to develop these skills. In this report, we describe classroom-tested strategies for teaching writing and speaking. In the context of a required lecture and laboratory course in analytical chemistry, students gain extensive experience with reading, writing, revising, and speaking in the way that professional chemists do. Students improve their writing skills by preparing four laboratory reports that follow the conventions of the chemical literature. One of the reports is prepared collaboratively to reflect the real experience of professional chemists. Individualized conferences and critiques by more experienced peers lead to extensive revision of a graded report. Several activities encourage the students to develop an appreciation of the organization and strategy of a scientific article. Finally, the students practice oral communication by preparing and delivering a short presentation, including visual aids, based on a paper from the literature.
More Information
*  Citation
 Whelan, Rebecca J.; Zare, Richard N. J. Chem. Educ. 2003 80 904.
*  Keywords
 Analytical Chemistry; Teaching/Learning Theory/Practice; Writing in Chemistry
*  History
 Created:
Last Updated:		 June 30, 2003
February 28, 2005
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