ASTM 101 Astronomy: Lab Report

A Short Guide to Writing about Chemistry by Jan A. Pechenik; Holly B. Davis; Julian F. Tyson This writing guide, by the author of Pearson's best-selling Short Guide to Writing about Biology along with two well-known chemists, teaches students to think as chemists and to express ideas clearly and concisely through their writing.                Providing students with the tools they'll need to be successful writers, A Short Guide to Writing about Chemistry emphasizes writing as a way of examining, evaluating, and sharing ideas. The book teaches readers how to read critically, study, evaluate and report data, and how to communicate information clearly and logically.   Students are also given detailed advice on locating, evaluating, and citing useful sources within the discipli≠ maintaining effective laboratory notebooks and writing laboratory reports; writing effective research proposals and reports; and communicating information to both professional and general audiences.

Successful Lab Reports by Christopher S. Lobban; MarLa Schefter Science students are expected to produce lab reports, but are rarely adequately instructed on how to write them. Aimed at undergraduate students, Successful Lab Reports bridges the gap between the many books about writing term papers and the advanced books about writing papers for publication in scientific journals, neither of which gives much information on writing science lab reports. The first part guides students through the structure as they write a first draft. The second part shows how to revise the report and polish science writing skills as the student continues to write science lab reports.

The ACS Style Guide by Lorrin R. Garson (Editor); Anne M. Coghill (Editor) In the time since the second edition of The ACS Style Guide was published, the rapid growth of electronic communication has dramatically changed the scientific, technical, and medical (STM) publication world. This dynamic mode of dissemination is enabling scientists, engineers, and medical practitioners all over the world to obtain and transmit information quickly and easily. An essential constant in this changing environment is the requirement that information remain accurate, clear, unambiguous, and ethically sound. This extensive revision of The ACS Style Guide thoroughly examines electronic tools now available to assist STM writers in preparing manuscripts and communicating with publishers. Valuable updates include discussions of markup languages, citation of electronic sources, online submission of manuscripts, and preparation of figures, tables, and structures. In keeping current with the changing environment, this edition also contains references to many resources on the internet. With this wealth of new information, The ACS Style Guide's Third Edition continues its long tradition of providing invaluable insight on ethics in scientific communication, the editorial process, copyright, conventions in chemistry, grammar, punctuation, spelling, and writing style for any STM author, reviewer, or editor. The Third Edition is the definitive source for all information needed to write, review, submit, and edit scholarly and scientific manuscripts.

How to... Write to Learn Science by Bob Tierney; John Dorroh Make science an exhilarating process of discovery! Through a wealth of creative write-to-learn strategies, this book offers inspiring techniques to coax out the reluctant scientists in your classroom. This book is full of classroom-tested, pragmatic approaches from high school science teachers who used the ideas to make teaching and learning more creative endeavors.

The Idea of a Writing Laboratory by Neal Lerner The Idea of a Writing Laboratory is a book about possibilities, about teaching and learning to write in ways that can transform both teachers and students.             Author Neal Lerner explores higher education's rich history of writing instruction in classrooms, writing centers and science laboratories. By tracing the roots of writing and science educators' recognition that the method of the lab--hands-on student activity--is essential to learning, Lerner offers the hope that the idea of a writing laboratory will be fully realized more than a century after both fields began the experiment.                 Beginning in the late nineteenth century, writing instructors and science teachers recognized that mass instruction was inadequate for a burgeoning, "non-traditional" student population, and that experimental or laboratory methods could prove to be more effective. Lerner traces the history of writing instruction via laboratory methods and examines its successes and failures through case studies of individual programs and larger reform initatives. Contrasting the University of Minnesota General College Writing Laboratory with the Dartmouth College Writing Clinic, for example, Lerner offers a cautionary tale of the fine line between experimenting with teaching students to write and "curing" the students of the disease of bad writing.              The history of writing within science education also wends its way through Lerner's engaging work, presenting the pedagogical origins of laboratory methods to offer educators in science in addition to those in writing studies possibilities for long-sought after reform. The Idea of a Writing Laboratory compels readers and writers to "don those white coats and safety glasses and discover what works" and asserts that "teaching writing as an experiment in what is possible, as a way of offering meaning-making opportunities for students no matter the subject matter, is an endeavor worth the struggle."