Using strategic, critical reading of research papers to teach scientific writing: the reading-research-writing continuum
Using strategic, critical reading of research papers to teach scientific writing: the reading-research-writing continuum
- Supporting Research writing, p.73-89, 2013 .
Scientifi c literacy is a fundamental attribute that supports researchers in both research and research writing. This chapter describes the rationale and design of a course that uses strategic, critical reading to teach research writing to doctoral candidates. The course, 'Effective Biomedical Reading and Writing', was designed by an authors' editor with scientifi c qualifi cations. In the course, students are guided through the independent writing of a research paper using their own data, according to a scheme in which a paper is built up around the results. Through reading and critical discussion of published papers representing a range of qualities and topics, students develop a framework of knowledge that helps them assess the effectiveness of their own writing. They are supported throughout the course, in reading and writing, by the instructor's knowledge of the research topics and methodologies. Subject specialists who work as language professionals and who acquire language teaching skills are uniquely positioned to develop courses for doctoral students in their own fi elds.
BROWSING
SECOND-LANGUAGE READING
LITERATURE-BASED LEARNING
PEER DISCUSSION
SMALL-GROUP LEARNING
Scientifi c literacy is a fundamental attribute that supports researchers in both research and research writing. This chapter describes the rationale and design of a course that uses strategic, critical reading to teach research writing to doctoral candidates. The course, 'Effective Biomedical Reading and Writing', was designed by an authors' editor with scientifi c qualifi cations. In the course, students are guided through the independent writing of a research paper using their own data, according to a scheme in which a paper is built up around the results. Through reading and critical discussion of published papers representing a range of qualities and topics, students develop a framework of knowledge that helps them assess the effectiveness of their own writing. They are supported throughout the course, in reading and writing, by the instructor's knowledge of the research topics and methodologies. Subject specialists who work as language professionals and who acquire language teaching skills are uniquely positioned to develop courses for doctoral students in their own fi elds.
BROWSING
SECOND-LANGUAGE READING
LITERATURE-BASED LEARNING
PEER DISCUSSION
SMALL-GROUP LEARNING