In this presentation, we will look at results from the study of a semester-long science communications project in an introductory analytical chemistry course.  The undergraduates formed teams and worked on three writing projects as individuals and then came together to present a team poster on a novel analytical technique.   The students first assembled an ACS-formatted bibliography.  They then wrote a paper on the operating principles and analytical figures of merit for their technique.  This was followed by a short paper focused on one specific analytical application of the technique based on a single peer-reviewed study.  For each writing assignment, the students submitted first a draft that was reviewed by their peers using a rubric and then revised for a final grade.  Overall, students took their responsibilities seriously as reviewers.  Engaging undergraduates in peer review was found to improve the quality of their written work.  However, students were found to stumble as reviewers when evaluating the technical elements of the assignment and when evaluating their peers’ writing.  Suggestions will be provided for instructors in how to negotiate these challenges.

How does peer review inform undergraduates’ writing?

ACS Fall 2021

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.