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Disadvantages of academic writing in university education
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Last semester in my Biology Lab, I was given the assignment of writing a lab report as my final for the class. The prompt that I was given said to, “Write a lab report based on the results of the cellular respiration experiment”. This required that I conduct an experiment comparing the cellular respiration rates of germinating peas and non-germinating peas, and I was to record my findings in the form of a lab report. Everything was provided for by the instructor, including all materials needed to conduct the experiment. Along with the writing prompt, my instructor gave us a sample lab report and a detailed outline. After being given all of the paperwork, it was clear what my instructor expected me to do in order complete this assignment, and what his views were towards writing.
Writing in Biology is different than writing in other courses like English. In Biology, the writer must conduct an experiment prior to writing a lab report on the findings. For this lab report, I had to conduct an experiment comparing the cellular respiration rates of germinating peas and non-germinating peas. Before beginning the experiment, we had to create a thesis that would state which set of peas would have the higher respiration rate, germinated or non-germinated peas. We were expected to make a thesis based on our prior knowledge of how cellular respiration works in plants. I conducted the experiment during class two weeks before the lab report was due. The experiment consisted of placing peas in a Biochamber where the levels of carbon dioxide and oxygen would be measured every 6 seconds for 3 minutes. After completing that, my instructor stressed that we repeat the experiment 5 more times for each set of peas. After collecting the data, we compare...
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...ine and the sample lab report that my instructor gave me led me to conclude that science classes view writing as more of a tool for education than a tool for creativity. Since my Biology Lab instructor is representative of the science based discipline, then I can comfortably indicate that this discipline views writing as logos based, professional, structured, and with purpose, all in order to educate the masses. Writing has different views in each respective discipline, which shows diversity in each discipline since they may use it differently, such as how science based courses use writing to teach the reader about the experiment and the results whereas in a history based course they may use it to research a point in history and present their findings. Knowing this, I believe that no matter what discipline you write for, there will always be a tie back to education.
This lab was done to determine the relationship of gas production to respiration rate. The lab was done with dormant pea seeds and germinating pea seeds. It was done to test the effect of temperature on the rate of cellular respiration in ungerminated versus germinating seeds. We had to determine the change in gas volume in respirometers. This was done to determine how much oxygen was consumed during the experiment. The respirometers contained either germinating, or non-germinating pea seeds. I think that the germinating seeds will have a higher oxygen consumption rate in a room temperature water bath than the non-germinating seeds. My reason for this hypothesis is that a dormant seed would not have to go through respiration because it is not a plant yet. A germinating seed would consume more oxygen because it is growing, and therefore would need to consume oxygen by going through the process of cellular respiration.
In “Writing to Learn: Writing across the Disciplines,” Anne J. Herrington finds different sources stating that writing is to be taken serious. Janet Emig says, "writing represents a unique mode of learning-not merely valuable, not merely special, but unique” (1) meaning that writing is far more essential than we ought to make it seem. Anne Herrington wants educators teaching in economics, history, chemistry or any other subject to guide their students into understanding why progressing their writing skills will be more helpful to them. At the end of the day, it all comes down to the educator; whether he/she wants their students to use writing as a way for students to adapt to different disciplines.
Many times, high school students are assigned to write essays based on inspirational figures or literature read in class, often requiring the same rhetoric following fastidious rules of English and sprinkling decorative wording across pages. Obeying the formats demanded by teachers is easy enough, but it is not creatively challenging. Author of "What Should Colleges Teach?", Stanley Fish, claims it is to learn the proper ways of composition alone that allows students to flourish; however, I question if it is possible to follow these principles too closely. Can it be so that the curriculum being taught in high schools fail to allow students to realize the potential creativity that can be involved when writing? Instead students are possibly turned
All work must be well-written and organized. If your penmanship is poor, you must type all responses. If you need to organize your thoughts, please use a separate sheet of paper. A major objective of this lab course is to develop skills in scientific communication. Just having the right “answer” is not good enough – you must communicate clearly and succinctly and use terms and concepts correctly.
Going into details of the article, I realized that the necessary information needed to evaluate the experimental procedures were not included. However, when conducting an experiment, the independent and dependent variable are to be studied before giving a final conclusion.
I am a student from the midlothian campus retaking BIO 101 for the third time. Last semester, I enrolled for BIO 101 with Prof. Rupa Bandyopadhyay. I did not preform well in her class as my father became injured and after multiple knee surgeries he was unable to work and drive. From that, I ended up moving to his house in Glen Allen to help him around which resulted in me missing classes which prevented me from the coursework. Although I failed this class, from the beginning, before my father's injury, I had actively participated in class sessions and found the way she taught/lectured was very understandable and effective. After gaining your approval to retake this class with the same professor, I aimed to fully
In conclusion, the title and context of the article are clear, and appropriately match the hypothesis of the authors. There is consistency between the objective of the experiment and its relationship to science. This writer found some issues in the overall presentation of information, in that the text lacks smooth transition, and was difficult to read and follow.
In our Biology Lab we did a laboratory experiment on fermentation, alcohol fermentation to be exact. Alcohol fermentation is a type of fermentation that produces the alcohol ethanol and CO2. In the experiment we estimated the rate of alcohol fermentation by measuring the rate of CO2 production. Both glycolysis and fermentation consist of a series of chemical reactions, each of which is catalyzed by a specific enzyme. Two of the tables substituted some of the solution glucose for two different types of solutions. They are as followed, Table #5 substituted glucose for sucrose and Table #6 substituted the glucose for pH4. The equation for alcohol fermentation consists of 6 Carbons 12 Hydrogens 6 Oxygen to produce 2 pyruvates plus 2 ATP then finally the final reaction will be 2 CO2 plus Ethanol. In the class our controlled numbers were at Table #1; their table had 15 mL Glucose, 10 mL RO water, and 10 mL of yeast which then they placed in an incubator at 37 degrees Celsius. We each then measured our own table’s fermentation flasks every 15 mins for an hour to compare to Table #1’s controlled numbers. At
Experimental Strategy: In this experiment, the yeast being used is called Saccharomyces cerevisiae. This type of yeast follows fermentation which is very unique and can tell how much carbon dioxide is produced by fermentation more accurately compared to cellular respiration. Three test tubes will be filled with a specific volume and concentration of sugar with a certain amount of yeast in each test tube. Two of the three test tubes will have similar concentrations of sugar with different amounts of yeast...
Writing is an important part of everyone’s life, whether we use it in school, in the workplace, as a hobby or in personal communication. It is important to have this skill because it helps us as writers to express feelings and thoughts to other people in a reasonably permanent form. Formal writing forms like essays, research papers, and articles stimulates critically thinking. This helps the writer to learn how to interpret the world around him/her in a meaningful way. In college, professors motivate students to write in a formal, coherent manner, without losing their own voice in the process. Improving your writing skills is important, in every English class that’s the main teaching point; to help students improve their writing skills. Throughout my college experience I have acknowledge that
To help understand the experiments preformed, lets decipher what each of these cells do. IDENTIFY EACH OF THE FACTORS AND WHAT IS THERE FUNCTION. NEXT TALK ABOUT THE EXPERIMENTS PREFORMED AND WHAT WAS THE RESULT OF EACH OF THEM
For me, writing is like my 13-year-old self. That was the age where I started to really familiarize myself with hobbies I enjoyed such as a painting, playing the guitar, and making videos. It is how I feel towards writing also; it is full of so many different styles and genres, all of which give an opportunity for the writer to be creative. Writing is different for every individual, but for me, writing is a creative and thought-provoking process.
First we placed the slide under the simple microscope and observed it at ten times magnification level. We each took turns looking. We then copied them as drawings into our Cornell notebooks. After that we changed the magnification to fifty times and observed the slide. We each took turns looking. We then copied what we saw into our Cornell notebooks. After that we changed the magnification level to sixty times and we each took turns looking at the slide. We then copied what we saw into our Cornell notebooks and sat down together. When we were all done drawing we spoke about what we seen and gave each other ideas on how to write our Lab Reports.
The ability to write well is not a naturally acquired skill; it is usually learned or culturally transmitted as a set of practices in formal instructional settings or other environments. Writing skills must be practiced and learned through experience. Writing also involves composing, which implies the ability either to tell or retell pieces of information in the form of narratives or description, or to transform information into new texts, as in expository or argumentative writing. Perhaps it is best viewed as a continuum of activities that range from the more mechanical or formal aspects of “writing down” on the one end, to the more complex act of composing on the other end (Omaggio Hadley, 1993). It is undoubtedly the act of
As I stated in my previous reflective essay, I hated writing in grade school. I sucked my teeth and groaned every time my teachers assigned an essay for homework. I don’t actually hate writing. I just disliked it because I never excelled in it. I wrote just to get the job done, but never took the time to pay attention to the writing process and the other aspects of writing. As I grew older and got a career, I realized how important writing was in the real world. From friends revising your status updates on Facebook that were plagued in grammatical errors or writing a professional email to your boss, writing skills are crucial to the real world.