Kirsti A. Dyer MD, MS, FT
Adjunct Faculty, Columbia College, Biology Associate Editor, Journal of Educators Online Editor, Medical Wellness Association Journal Special Topics Editor, Journal Medical Internet Research
Presentation © 2006 Kirsti A. Dyer MD, MS.
Assignment – Research Paper
• • • • Informed that a written research paper was required in Biology 50 course. Guidelines - Open Set out to determine the definition of a ‗research‘ paper. Incorporated
– Undergraduate experience - None – Post Graduate - Publishing and Editing experiences
Writing - Background
Articles published in these Medical Journals:
• • • • • • • • Neonatal Network Journal of Medical Internet Research CyberPsychology and Behavior Journal of the American Medical Association Western Journal of Medicine American Journal of Medicine California Physician Southern Journal of Medicine
Editing - Background
Journals editing for or edited in the past:
• • • • Journal of Educators Online Medical Wellness Journal Journal of Medical Internet Research MSJAMA - Medical Student Section of Journal of the American Medical Association California Physician Female Physician The Milbank Quarterly: A Multidisciplinary Journal of Public Health and Health Policy
• • •
Biology 50 Course Goals
Included developing scientific writing skills:
• • Develop and demonstrate scientific thinking, by critically analyzing information. Demonstrate scientific thinking, enhance student‘s ability to research and synthesize information to reach a conclusion. Present findings in a logical format as a formal written, scientific research paper. Develop scientific, Internet, computer and writing skills to aid in later endeavors whether in professional, business or University settings.
• •
Learning Objectives - 1
• • Consider the benefits gained from writing formal scientific papers. Discuss why researching, writing and organizing skills are important for students taking science courses and science/health science majors. Examine how science/medicine papers differ from English/humanities papers. Review the parts of a scientific/medical research article.
• •
Learning Objectives - 2
• Look at different editorial styles used for scientific writing by editors and publishers to ensure clear & consistent presentation of information and materials. Receive an example checklist for students to develop, structure, format, write and present scientific papers. Consider an existing assignment & grading rubric used for research papers.
•
•
Learning Objectives - 3
• Receive a sample checklist for graders or instructors to use when marking scientific research papers. Review results of the effectiveness of teaching journal writing to students. Consider potential additional ways of implementing scientific journal writing & formatting into undergraduate courses.
•
•
Benefits from Writing Papers - 1
• • Express original thoughts and ideas. Contribute original scientific content, analyze existing ideas, or explore a novel approach. Explore a topic of interest more fully in depth. Develop or enhance researching and investigative skills e.g. writing lab reports. Develop and demonstrate scientific thinking. Collect data and resources whether research articles or actual experimental data. Critically analyze data.
• • • • •
Benefits from Writing Papers - 2
• Enhance one‘s ability to synthesize information and logically present information in a scientific article. e.g. review of the literature Communicate thoughts and ideas to write more effectively. Organize thoughts in a logical format. Practice writing with proper grammatical structure and following a designated format. Gain valuable writing skills for future writing tasks: completing formal written business proposals, applying for grants, or researching and writing university or other papers.
• • • •
Writing & Organizing Skills - 1
• Researching, analyzing, organizing, presenting, formatting and writing information are all essential components of effective communication in both the business and professional settings. Many college student, whatever their future plans, will need to write some type of an organized paper at some point in the future.
•
Writing & Organizing Skills - 2
• Professional or Business "papers" can be written for diverse reasons:
– – – – Term papers Qualifier papers Thesis Research papers
– – – –
Surveys White papers Business plans Design outlines
•
Therefore, it is beneficial for the future professional or businessperson to know how to research information and write a paper well in an organized manner.
Comparison Graduate Students
% of Respondents Who have Published a Paper Masters vs. Doctoral Students: 1991- 2005
% of Respondents
Doctoral Students
Masters Students
Source: The Graduate School. University of Washington. 2005. Summary of Graduate Student Exit Questionnaires: 2004-2005. Available at: http://www.grad.washington.edu/stats/exitsurv/published.htm
Comparison Graduate Students
90 80 70 60 50 40 30 20 10 0
% of Respondents Who have Published a Paper Masters vs. Doctoral Students: 1991- 2005
% of Respondents
Doctoral Students
Masters Students
Source: The Graduate School. University of Washington. 2005. Summary of Graduate Student Exit Questionnaires: 2004-2005. Available at: http://www.grad.washington.edu/stats/exitsurv/published.htm
'9 1'9 2 '9 2'9 3 '9 3'9 4 '9 4'9 5 '9 5'9 6 '9 6'9 7 '9 7'9 8 '9 8'9 9 '9 9'0 0 '0 0'0 1 '0 1'0 2 '0 2'0 3 '0 3'0 4 '0 4'0 5
Brainstorming Break
Comments, Thoughts, Ideas
Other Benefits or Reasons why researching, writing and organizing skills are important?
Scientific vs. English Papers
How do scientific/medical and English papers differ?
• • • •
Scientific Method Definitions – Science Paper Definitions – English Paper Summary
The Scientific Method
Observation & Question Hypothesis & Prediction Experiment Results & Interpretations Hypothesis - Supported or Not
Theory New Observations & Questions
Source: Whitney E, Rolfes SR. 2005. Understanding Nutrition p. 12.
Short Definition Scientific Paper
The scientific paper is a written and published report describing original research results.
Professor Gary Dillard
Department of Biology Western Kentucky University
Source: Dillard G. The Scientific Paper. BioWeb. Western Kentucky University. Available from: http://bioweb.wku.edu/courses/Biol398/Paper/paperText.html
Longer Definition Scientific Paper
A well-written scientific paper explains the scientist's motivation for doing an experiment, the experimental design and execution, and the meaning of the results. Scientific papers are written in a style that is clear and concise. Their purpose is to inform an audience of other scientists about an important issue and to document the particular approach they used to investigate that issue.
Source: A Guide to Writing in the Biological Sciences. The Scientific Paper. George Mason University. Available from: http://classweb.gmu.edu/biologyresources/writingguide/ScientificPaper.htm
Traditional English Papers
Writing in the humanities is not about finding the answer, it's about finding an answer. In general, topics and papers in the humanities are focus more on the construction & deconstruction of meaning. The author of the paper interprets texts— written documents, films, paintings—not hard (science) evidence.
Source: Gocsik K. 2004. Writing in Humanities: General advice for non-majors. Writing at Dartmouth. Available at: http://www.dartmouth.edu/~writing/materials/student/humanities/write.shtml
Defining the English Paper
Most English papers are short 4-6 page essays that focus on a literary text. English papers are almost always arguments, or interpretive arguments, in which the writer attempts to convince the reader that the claims made about the text in question are valid. The writer focuses on writing an "interesting and persuasive" interpretive essay.
Source: Slote B. 2000. Writing a Formalist "English Paper.― The Writing Center. Allegheny College. Available at: http://webpub.allegheny.edu/dept/writingcenter/commentary.html
Scientific Papers - Summary
• • Purpose is to search for the truth to find the one correct answer. Aim of scientific writing is twofold:
– Inform the community of new discoveries. – Help the community to arrive at a consensus about the truth.
• • •
Work describes and measures phenomena. Papers are to inform others about findings. Papers follow a more rigid format.
Source: Gocsik K. 2004. Writing in Humanities: General advice for non-majors. Writing at Dartmouth. At: http://www.dartmouth.edu/~writing/materials/student/humanities/write.shtml and Writing in the Sciences: General advice for non-majors. At: http://www.dartmouth.edu/~writing/materials/student/sciences/write.shtml
English Papers - Summary
• • • Purpose is to finding an answer. Focus is on the interpretation of texts, not on the interpretation of hard evidence. Paragraphs and sentences are frequently longer with long, complex thoughts that use parallel structures. Papers may include imagery & metaphors. Voice is active, not passive. Form is dictated by the content.
• • •
Source: Gocsik K. 2004. Writing in Humanities: General advice for non-majors. Writing at Dartmouth. Available at: http://www.dartmouth.edu/~writing/materials/student/humanities/write.shtml
Brainstorming Break
Comments, Thoughts, Ideas
Thoughts about differences between Science and English Papers?
Publishing the Scientific Paper
The scientific paper, even though meeting all the tests of good writing, is not validly published if it is published in the wrong place. Scientific papers should be reviewed by scientific peers and published in a primary journal.
Professor Gary Dillard
Department of Biology Western Kentucky University
Source: Dillard G. The Scientific Paper. BioWeb. Western Kentucky University. Available from: http://bioweb.wku.edu/courses/Biol398/Paper/paperText.html
Different Editorial Styles
MLA - Modern Language Association
The standard guide for graduate students, teachers and scholars in the humanities. Also used by professional writers in many fields.
APA - American Psychological Association
An established a style used by the APA in all of the books and journals that it publishes.
ICMJE Uniform Requirements (Biomedical)
Developed and adopted by the International Committee of Medical Journal Editors in 1997.
Editorial Styles in Different Journals
MLA
• Used by over 125 scholarly and literary journals • Used by newsletters and magazines with circulations over one thousand. • Hundreds of smaller periodicals. • Many university and commercial presses.
APA
• Many Psychology
Journals • Many Nursing Journals • Neonatal Network • Journal of Online Educators
ICMJE
• Over 500
Biomedical Journals • Annals of Internal Medicine • Journal of the American Medical Association • New England Journal of Medicine • The Lancet • The U.S. National Library of Medicine
Sources: What is MLA Style? http://www.mla.org/style; URM Journals List: http://www.icmje.org/jrnlist.html APA Journals by Title: http://www.apa.org/journals/by_title.html
Editorial Styles in Different Journals
• • • • Other journals have established their own manuscript preparation criteria based on one of these three major editing styles. Which style to use depends on which journal the researcher is targeting for publication. Certain formats may be deemed unacceptable by a journal. Manuscripts are returned to the author to correct a particular reference style.
Sample of Editorial Styles
Book Citation:
• MLA - Whitney E. Rolfes SR. Understanding Nutrition. 10th Ed. Belmont, CA: Thompson Wadsworth, 2004, p. 34. APA - Whitney E., Rolfes S.R. (2004) Understanding Nutrition. 10th Ed. Belmont, CA: Thompson Wadsworth, p. 34. Medical/ICMJE - Whitney E. Rolfes SR. Understanding Nutrition. 10th ed. Belmont, CA: Thompson Wadsworth, 2004, p. 34.
•
•
Sample of Editorial Styles
Journal Citation: • MLA Instructions for Authors: Manuscript Criteria and Information. JAMA. 1 (2005): 108. • APA Instructions for Authors: Manuscript Criteria and Information. (2005). JAMA, 293(1), 108. • Medical/ICMJE Instructions for Authors: Manuscript Criteria and Information. JAMA. 2005;293:108.
Sample of Editorial Styles
Online Citation:
• MLA Fox Jeanna. Editing Checklist. Date Posted Unknown. Columbia College. February 25, 2006.
•
•
APA Fox, J. (No Date). Editing Checklist. Retrieved February 25, 2006, from: http://columbia.yosemite.cc.ca.us/foxj/Editing_Checklist. htm Medical/ICMJE Fox J. Editing Checklist. Available at: http://columbia.yosemite.cc.ca.us/foxj/Editing_Checklist. htm. Accessed February 25, 2006.
Scientific/Research Articles - 1
• • Title, author - Identifies the title, the author and any important affiliations. Abstract - Provides a brief overview of the article. Often limited to 50 words. Introduction - Clearly states the purpose of the paper by with a hypothesis, a thesis or a topic sentence. Review of Literature - An extensive search of the literature to discover what is known about the subject to date.
•
•
Scientific/Research Articles - 2
• Methodology - Defines key terms. Describes the research instruments & procedures used in conducting the study, or researching the topic. Results - Report the findings. This section may include tables and figures that summarize the data or information. Discussion - The main body of the paper, the part where findings, thoughts and analyses are presented. Conclusion - The conclusions drawn are those supported by the data and reflect the original purpose as stated in the introduction.
• • •
Scientific/Research Articles - 3
• Acknowledgement - A place to list, publicly thank or acknowledge those who helped in the preparation of the paper e.g. reviewers, typists, other researchers or inspiration for writing. Conflict of Interest - The place to disclose any conflict between a person's private interests and public obligations, e.g. sources of funding, drug company affiliations, stock ownership. References – Articles cited. Should include an extensive list of relevant studies. Key older studies are included along with current ones. Appendix - The supplementary material appended at the end of the paper.
•
• •
Additional Paper Sections
Many scientific/medical journals require additional sections for the paper: • Key Words • Abbreviations • Appendices
– Table – Figures – Multimedia
Assignment – Research Paper
Nutrition - Paper Assignment
Basic Requirements
– Topic pertains to Nutrition and Health, Wellness, Medicine, Biology or Fitness – Length - > 2000 words (excludes references) – Resources - 8 (can use text as one, diet analysis as another) – Research Component – Formatting – Scientific. (Can choose styles to use for formatting references) – Incorporates a Table, Graph or Image – Upload a copy of paper to Turnitin®
Required Paper Sections
• • • • Title & Author Abstract Introduction Review of Literature • Methodology • Results • • • • • • Discussion Conclusions Acknowledgements Conflict of Interests References Appendix
Checklist for Students
Students receive a checklist for developing, structuring, formatting and writing papers.
Grading Rubric for Paper
Nutrition – Biology 50 Paper Grading Criteria
Letter Grade Criteria
A
The A paper excels in all areas. Topic selected is interesting to read, presents original or novel ideas. References, figures and tables are properly used to support the topic. Information is coherently presented, well structured and organized. Language is appropriate and sentences clearly explain the meaning of the topics. Spelling and grammatical errors, if present are few and/or minor.
The B paper is competent in the major areas. Lapses in the paper are few and infrequent. Topics selected sufficiently meet the requirements. The paper supports the thesis with sound evidence. Information is organized, supporting ideas are presented. Writer is skillful in selecting words and following mechanics. Presented in a neat orderly manner. Contains more spelling and grammatical errors. The C paper is a competent effort. Content and language are clearly college level. Thesis is present, but vague, broad, uninteresting or obvious. No novel ideas. Evidence is rarely used well, sometimes not used at all. A paper without sufficient supporting evidence is a C paper. Information may not be well organized. Reader may have problems following thoughts and ideas and have to re-read several times to understand the meaning. Often has mechanical faults, errors in grammar and spelling.
B
C
D F
The D paper is usually deficient in one area: organization, evidence, language, grammar or usage. No thesis, or one that is vague, broad, poorly defined or uninteresting. Fails to provide sufficient support. Evidence is rarely used well. Paper and paragraphs are not adequately organized. Organization may even be difficult to follow. Writer generally makes numerous errors in grammar, spelling and mechanics.
The F paper is deficient in two or more areas: organization, evidence, language, grammar or usage. Ideas are not fully explored or are repeated. Poor grasp of the assignment and the material. Fails to provide evidence. Portions of paper may be plagiarized. Does not appear to understand how to present and organize information. Paragraphs do not hold together, ideas do not develop from
Instructor‘s/Grader‘s Checklist
Instructor‘s/Grader‘s Checklist
Benefits of Using Instructor‘s Checklist: • Converts Grading Rubric to an easy to use checklist. • Enable emphasis on various components of a paper e.g. Topic, References, Structure, Organization, Presentation and Style, de-emphasis on grammar. • Increases speed of initial marking of papers – grading for following format.
Grading Papers Checklist/Turnitin®
Percentage of Paper Graded with Checklist/Turnitin® Topic – 10 points Use of References: Data, Content – 3 points 38 % Structure, Organization – 10 points Presentation – 5 points Format – 5 points Font – 5 points 15 % Turnitin® – 15 points
Total - 53%
Speed of Grading Papers
Initial Time to Grade/Mark > 50 % of Paper
(Complete checklist and assess Turnitin®)
2.6 minutes if formatted 4.2 minutes if not entirely correctly formatted or only partial formatted
5 minutes + without formatting Nearly 50% improvement in grading efficiency if correct formatting was used by students.
Results of Teaching Skills
25
# of Research Papers
45 %
20 15
47 %
71 % (78%) 45 %
*
With Required Formatting Partial Format Without Formatting
10 5
***
0
Spring 2005 Summer Fall 2005 Spring 2005 2006
Biology 50 Sessions ‘05 - ‘06
Results of Teaching Skills
What Helped Get Information Across?
• • No longer took for granted that the students were reading the instructions. Included multiple reminders (4) during course of semester about the specific formatting requirements for the paper. Also pointed out multiple times (4+) that the handout followed the required format. Added a Template within the ―Instructions & Guidelines for Writing a Scientific Research Paper‖ handout and in the WebCT shell.
• •
Limitations of Teaching Writing
• • Major limitations – Time, Adjunct Status. Weighing overall Nutrition course objectives vs. objectives of teaching and having students develop writing skills. Ideally would expand on the concept and develop a separate single unit course:
•
―Writing for Science/Health Science Majors.‖
Additional Ways to Include Writing
• Utilize Online resources
– Turnitin® - Peer Review – Moodle Discussion Forums, Wikis – WebCT
•
Require that students Peer Review each other‘s papers.
– Allow critical analysis, review of other student‘s writing.
•
Create a student grading rubric, checklist.
Brainstorming Break
Comments, Thoughts, Ideas
Additional ways of implementing scientific journal writing into undergraduate courses?
Summary – Goals from Paper
• • Develop and demonstrate scientific thinking, by critically analyzing information. Demonstrate scientific thinking, enhance ability to research and synthesize information, to reach a conclusion. Present findings in a logical format as a formal written, scientific research paper. Develop scientific, Internet, computer and writing skills to aid in later endeavors whether in professional, business or University settings.
• •
Final Questions/Comments
Any final Questions or Comments?
Additional Information
Webpage for this presentation:
http://www.journeyofhearts.org/ncses
• • • • •
PDF of Power Point Slides PDF of ―Instructions & Guidelines for Writing a Scientific Research Paper‖ PDF of ―Instructions & Guidelines for Writing a Scientific Research Paper: The Condensed Version‖ PDF of Instructor's/Grader's Checklist. C.V. link for papers published.
Contact Information
Kirsti A. Dyer MD, MS
Emails: dyerk@yosemite.edu or dyerk@yosemite.cc.ca.us Webpage: www.journeyofhearts.org/ncses
Thank you for your Attention.
Happy Grading & Writing…