I teach a mandatory Scientific Writing course for Chemistry and Physics PhD graduate students to help them write their thesis or dissertation, and hopefully publications. The funny thing is that I don’t have a PhD, and when I first started teaching the course, I didn’t even have a Masters!
Surprisingly, in the 7 years I’ve taught the course, my lack of a PhD has never been an issue. The problem has been getting students to believe that they can work on their writing while in grad school. I’m not saying that they don’t recognize or value good writing, but with their courses, TA work, lab demonstrating, supervising undergrads in the lab, group meetings, seminar presentations, let alone their research, adding one more task seems overwhelming, even if they know that it’s something that they need to work on.
What do I do? I try as much as possible, to talk their talk. Every example is scientific. Use non-science examples and the class tunes out. Show the same example with chemicals or lab terms and I get buy in. These students need to see the direct relationship between the examples and their writing. It’s a simple thing, but surprisingly effective.
I also try to show that writing is like any lab skill. There are specific steps and rules to follow, but at the same time they can improve with practice and reflection!
Finally, I tell them that I’m their litmus test. I know about as much as a new Masters student who might pick up their thesis for background reading. I might not understand their research, but if I can follow their thinking and believe their argument based on the evidence- their writing is clear! I might not know if the science is correct, but at least their ideas are clear.
How do you inspire your science students to “drink”?
*Figure 1. Formula for a good paragraph. Elizabeth Ilnicki-Stone, A-Z Learning Services, 2015.