Figure 1: Prebel, Julie. “Interdisciplinary Writing.” Occidental College. American Studies and Writing & Rhetoric, 14 Dec. 2019. Web. 18 Dec. 2020.
The “Writing for the Science Course” provided useful tools and mechanisms to improve skills such as reading, writing, and editing. Over time, the work quality began to improve and the continuous feedback helped to upgrade the initial drafts. The group assignments allowed us to build up comprehensive projects through the combination of diverse mindsets. For example, the development of Covid-19 scientific research, with members from distinct study fields such as anthropology or literature, favored the creation of a more complete and innovative analysis.
The debates involved multiple perspectives from different specialty fields which created a broad exchange of ideas. A rich pool of thought emerged from each discussion among students from different background studies. Respect and tolerance were key elements during synchronous and asynchronous meetings. Also, constructive feedback helped the class to grow through critical thinking. It was fundamental to be sensible and aware of controversial topics and viewpoints. The ability to acknowledge, not only the diverse study fields but also the different cultural backgrounds within the class group, was fundamental for a harmonious learning process.
The writing skills required for each project differ due to the goals introduced by the style of the topics. From the technical description to the complex scientific research, multiple abilities were under evaluation. Likewise, the audience fluctuated according to each project and the “in class” sample articles managed diverse writing styles. The writing process for each project included collective and individual analysis. It helped to construct essays with multiple sources and crucial information. The library database and online sources became powerful platforms for the support of thesis and ideas. However, it was necessary to identify reliable sources from deceptive work and publications. The appropriate use of quotes, paraphrase, and citation ensured the effectiveness and high quality of the writing.
The course included multiple platforms to develop new skills through writing projects. The first assignment was focused on a technical description for a topic of our own choice which allowed us to construct an informative scenario. The reader of the project could get an inside of the theme with a bit of historical background info and overall exposure of the article or theme chosen by the author. The assignment was open research and construction of an idea or theme that we wanted to communicate for a broad audience.
Moreover, the assignment for the scientific controversial topic required a more extensive research process including developing abilities to choose reliable sources and interpretation of data. There was an option for free choice of topic and it allowed creativity to expose pro and contra arguments to support our thesis.
The final project of research for Covid-19 connection with the Anthropocene was a very appealing and joyful project due to the relevance with current issues. The research was the most extensive during the semester and it required the support of a thesis through outside sources and multiple types of research. The citation was a fundamental topic throughout each project. The accurate citation allowed the appropriate author’s recognition and credits.
Some of the course learning objectives had a major influence and significance through specific sections within the course. However, all the goals projected through the writing projects were satisfactorily achieved at a personal and collective level. Nonetheless, certain topics and writing mechanisms required extensive analysis to develop consistent research and argumentation. The group projects had a different approach and unique dynamic for work due to the diverse perspectives and writing styles. The writing skill certainly improved from the first assignment to the last research project. Grammatical mistakes, appropriate in-text citation, and source research were the main aspects that required improvement within the writing process. Also, schematic ideas and clarity of thought, during the class discussion boards, were essential for a productive debate and exchange of ideas.
Each project developed over the semester was analyzed and evaluated by the professor or the course as a whole. Then, initial drafts and final projects (edited version) were created to identify the changes and highlight the evolution of the writing process. Certain aspects such as citation guidance and peer-review journalism required a deep analysis which was not possible due to time management. The following portfolio includes a variety of writing styles according to each project’s main goal. The review process will highlight the progress of the work throughout the semester.
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