Writing Methods In Scientific Writing

Upon entering Columbia College, writing was one of my weaker areas. It was very important that I gained the necessary knowledge and confidence to become a better writer. I didn’t know how to express myself and felt as though my writing was not my interest. As a result of taking English 101, I have gained a better understanding on how to properly research and build a satisfactory paper. Every paper that was assigned seemed like a struggle to complete. Before entering this class, I did not know the meaning of a thesis or why it was important, however, I obtained this skill quickly. I noticed that every paper has an argument and the thesis helps clarify the rebuttal. Now, I have a new outlook on writing. It’s a way to express my thoughts and allow others to see things through my eyes. There is no doubt that I still have a long way to go, but I know if I continue to write, I will get better. Just as I developed more skills in class, the various papers assigned helped to better structure the writer in me. In addition, the subject areas were not only interesting, but very informative and made it much easier to write about my experiences.

The survey result Berrett includes shows that students see writing as “basically a performance”. Berrett also introduced an argument from the “Framework for Success in Postsecondary Writing” report, which claims that writing is not a “linear process”. The author states that successful writing requires various processes, habits and experiences, such as “curiosity, flexibility, persistence and metacognition”. Since for most highschoolers, writing is ‘’framed as preparation of tests”, they do not have the opportunity to “develop ideas or raise prose”. The author suggests the students require change in their mindset of writing. However, the only evidence the author provides is from a students’ self-reported survey, instead of actual writing assignments. This rather subjective evidence results in a less convincing argument. Despite this flaw in logic, I personally agree with the author. I find the transformation of writing from high school to university is challenging. The main reason is that my writing experience back then was more about “following directions”. The format and structure of the writing assignment was provided, and all the information I need was spoonfed to me. As a result, there was no researching and developing my own idea, and in the first week of university, when I was asked to write a lab report with my own theory, I brainstormed for hours before eventually generated one. Nevertheless, I hold onto the hope that improvements on creativity in writing can be made as I gradually develop my “curiosity, flexibility, persistence and metacognition”. In general, although I agree with the author’s opinion, I felt his claim lacks

Everybody has their own methods for writing; however, I believe there is always room for improvement. Chapter 3 in Everyone’s an Author has shown me that writing involves processes that need to be mastered through constant practice. It also revealed helpful tips on how to develop writing processes that can help write effective papers.

Science writing can be complex to understand when in scientific journal articles but I learned that if I break it up and look at it piece by piece, the writing style is easier to understand. Even though the project appeared complex, this project helped me prepare for how to approach a scientific article with a close examination in order to make an educational decision as to trust a study or not in science. Therefore, the only changes I would make to this assignment would be including more drafts to go over the paper in class or having the class write one of their critiques on the articles they are using. By requiring to see some of the work before the students get on the wrong path in their writing, this may clear up any confusion or uncertainty that students like me faced early in the process of writing this critique paper.

The disciplinary perspective Lamott is catering to most is creative writing and writings that have strict time limits. The authors discipline is creative writing when it comes to food reviews for her magazine company. Lamott believes that her situation can be used with all forms of disciplines. In addition to Lamott’s discipline, Baker’s writing perspective comes from a teaching or informative discipline. Baker is trying to help teachers learn effective teaching skills when it comes to writing. However, Johnsons discipline is strictly for psychology disciplines and how they can improve papers and grades all together. On the other hand, Makenzie’s discipline is in the study of biology and wants to explain why writing is important in that field of study.

Students are subjected to write an array of essays, but they lack the required tools needed to effectively deliver a great paper. They are struggling to write and teachers are needing to design and conform to their current student’s needs. New methods are created and implemented in order to execute the daunting task of learning how to write a well-developed paper. Practical recommendations are brought forth for teachers to use and good teachers will learn to design instruction and activities based on suitable references. Teachers must set goals and deliver their lesson with specific strategies to meet their objectives. They must learn to improve skills dramatically by observing and modifying the students. Teachers must plan strategies in order to help the struggling students catch up or exceed in their writing skills. They must learn to motivate their students by keeping them engaged throughout the writing process if not they risk losing the student’s ability and focus to do better.

Teachers, parents, and friends often tell students exactly what the writing process should entail and how long it should take. However, the older I get, the more I realize that the writing process varies not only from person to person, but also from one writing project to the next. Throughout my years of life, I have written countless papers, ranging from a persuasive speech to an extensive research paper, and each project requires an altered version of my personal writing process. While each individual has his own writing process, there can be many similarities between different writing processes. Finding one’s individual writing process takes trial, error, and repetition. When an individual finally uncovers his unique writing process, better thought, work, and writing is produced.

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

Before crushing: Jagged edges, very few smooth surfaces, size was 9mm x 6mm, cubic crystal shape with ridge like features. Color was

As a science student, it is important for us to express our thoughts and complex ideas in a clear and concise way. We must be able to craft substantive and balanced academic arguments. Furthermore, to present ideas in a controlled and concise manner is an essential skill of a professional individual (Artifact 7). Coming into the WR 150, I did not realize the importance in the basic skill as a writer and was caught up in the desire to utilize the complicated and proper “methods” of writing (Artifact 7). In other words, I wanted to utilize the professional writing methods taught in high school and college without first perfecting the basic skills as a writer (Artifact 7). However, with the help of writing tutors and Professor Lee, I recognized

As science students, it is critical for us to express our thoughts and complex ideas in a clear and concise way. We must craft substantive and balanced academic arguments. Furthermore, to present ideas in a controlled and concise manner is an essential skill of a professional individual (Artifact 7). Before taking this course, I wanted to utilize the professional writing methods taught in high school and college without first perfecting the basic skills as a writer. I was caught up with the desire to utilize complicated and proper “methods” of writing (Artifact 7). However, with the help of writing tutors and Professor Lee, I recognized the flaws in my writing and have grown substantially in my basic writing skills (Artifact 1). Being a part

The drug chosen is named Zopiclone. Zopiclone was initially developed and presented in 1986 by Rhône-Poulenc SA, one of the major worldwide drug manufacturers.1 More specifically, Zopiclone is also classified as nonbenzodiazepine hypnotic, belongs to the pyrazolopyrimidine class and is advised for short-period treatment of insomnia.2 Overall, medicines helping patients to sleep well are very likely to result in detrimental side effects including memory loss or amnesia.3 When this happens, an individual will not remember what happened for many hours between the time taking medicine until its effect wears off.2

Thales of Miletus (624-546 B.C.) was the first to suggest a single material substratum for the universe--namely water or moisture. His cosmology proposes that all objects in the universe are composed of water. His choice of water as the component building block of all matter may have been due to the apparent motion of bodies of water and the conversion of water to vapor and back.

Since beginning to write papers in English class, I have had countless successes and failures. While many of my English classes have taught me how to improve my writing, I have not learned very much in others. My most recent English class was last year, my sophomore year. My class was particularly undersized; therefore, it gave each student the opportunity to have additional individual attention. Throughout the class I experienced high points, weaknesses, and even difficulties that I never overcame. Overall, my writing skills improved, but only marginally.

During my student teaching experience and my first year of teaching, I noticed that many students struggled to coherently write about their results or conclusions at the end of a lab. Therefore, during my second year of teaching, to help my students strengthen their writing skills, I decided to incorporate a few lessons on the procedures of writing a lab report. Once we had covered the essential parts of the “Scientific Method,” we segwayed into discussing the importance of lab reports in the real-world. We talked about how scientists use them to communicate results, as well as discussed how writing them would develop and sharpen my student’s scientific inquiry skills and scientific thinking. Initially, writing a lab report is a very