Transcript Writing Course - Department of Statistical Sciences and Operations

A Writing Intensive Course in
Statistics & Operations Research
Jill R. Hardin
&
W. Scott Street, IV
Statistical Sciences and Operations Research
Virginia Commonwealth University
Motivation
Why Develop a Writing Course?
• College writing intensive requirement
• Students requested help with improving
their writing styles and techniques
• Faculty were disappointed with the quality
of work being submitted in upper-level
classes
• Industry contacts desire graduates with
communications skills
Why Focus on Writing?
Student surveys revealed
– Many claim no professional writing skills
– Those who do are largely self-taught
– Students want help with
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Style and voice
Audience awareness
Research papers
Citing references
Conclusions
Constructing solid arguments
Why Focus on Writing?
Faculty Surveys suggested inclusion of
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Social context
Technical reports
Revision
Literature review
Audience analysis
Why Focus on Writing?
Conversation with Tom York, Capital One
Group Manager suggested problems with
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Brevity and conciseness
Structure and organization
Identifying key points
Adequate summaries
Audience analysis
E-mail form and etiquette
Why Focus on Writing: “E-mail-isms”
• Shift-phobia
i have lefted a message on your answering machine
wanting to know if you wanted to get together tomorrow
morring and go over the project.
• Caps-addict
DR. STREET,
I DIDN'T MAKE IT TO CLASS TODAY BECAUSE I APPARENTLY
HAVE CAUGHT THE FLU. ATTATCHED IS QUIZ 2.
• Inappropriate/Nonprofessional E-mail Address
[email protected]
[email protected]
[email protected]
[email protected]
From the Literature
• “Situated Learning” (Tyre & von Hippel)
– Students must practice writing in the major to
become good at it
• “Discourse Communities” (Swales, Lemke)
– “Learning to ‘talk’ science means acting as a
part of the scientific community”
– Students must learn specifically what is
expected of them in the statistics and operations
research communities
Structure
What Should be the Focus?
• Statistics and operations research, with
special emphasis on writing
or
• Writing, with special emphasis on writing in
statistics and operations research
• We chose the latter!
Our Approach
Based on student and faculty input, we aim to focus
on four general areas:
– Career Writing – writing to pursue a career in statistics
and operations research
– Academic Writing – writing in the academic world of
statistics and operations research
– Popular Writing – writing about statistics and
operations research for the lay person
– Professional Writing – writing about statistics and
operations research in business and industry
Career Writing
• Topics
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Résumé
Curriculum Vitæ
Cover Letter
Thank-you Letter
• Activities
– Career Center staff
presentation
– Peer reviews of
résumés with group
discussion
• Sample Assignments:
– Evaluate your strengths and
weaknesses. What specific
skills do you possess?
– Given a job posting,
• Tailor your résumé to fit
the job announcement.
• Write a cover letter
specific to the
announcement.
• Write a thank you letter
giving thanks for the
“interview.”
Academic Writing
• Topics
– Literature Review
– Journal Article
– Analysis for other
fields
• Activities
– Presentation by a
research librarian
– Discussion with a
faculty member who
reviews journal
submissions
• Sample Assignments:
– Literature review
• Brainstorm topics
• Locate sources for a
chosen topic
• Write a summary of
findings
• Present results to the
class
– Outline and analyze a
journal article.
Popular Writing
• Topics
– Newspaper Article, Press
Release, etc.
– Community Writing
• Activities
– Guest speakers to discuss
“real-life” interactions with
the local/regional press
– Write a press release or
newspaper article on the
results of a research study
– Write for the local
community
• Sample Assignment:
– Given a newspaper
article which draws
incorrect conclusions
from a statistical study,
write a letter to the
editor that tactfully
points out these errors.
You should also clearly
explain why such
conclusions are
incorrect.
Professional Writing
• Topics
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Technical Report
Executive Summary
Memo
E-mail Etiquette
• Activities
– Hear from local
executives about the
importance of good
communication skills.
– Converse via e-mail
throughout the
semester.
• Sample Assignments:
– Complete a case study
that requires
communicating results
to someone with no
technical expertise.
– Write an executive
summary of a given
technical report.
Implementation
VCU Writing Intensive Guidelines
• Regular Writing
– Throughout entire semester
– Short-term and long-term assignments
• Feedback
• Revision
• Quantity
– Substantial amount of writing
– Major revisions count towards quantity
• Variety
How will we meet guidelines?
• Peer feedback
• Instructor feedback
• Substantial revision
– Students will be allowed to revise each
assignment at least once
– Some assignments will be allowed unlimited
revisions before a grade is assigned (within
semester time limits)
• Quantity, variety, and regularity are inherent
in the course structure.
Prerequisites and Other Details
• Prerequisite is one junior-level course in
either statistics or operations research and
sophomore-level English composition.
• Course will be designed so that students can
focus on their own interests – either in
statistics or in operations research.
• Course will be team-taught by statisticians
and operations researchers.
In Short…..
Our aim is to help students integrate
specific academic skills into broader
professional skills.
Course Implementation
• Communications in Statistics & Operations
Research (STAT 490 / OPER 490)
• First offered in Spring 2003
• Taught by Drs. Hardin & Street
• 2 credit hours (upper-level)
Student Evaluations & Comments
• Students seemed to like the course
– 75% rated the course “Very Good” or “Outstanding”
– 87.5% found the team-taught aspect beneficial
– Only 1 student rated the level of learning as “Adequate”
or below.
• Comments
– “This course was a lot of work, but I did learn a lot.”
– “I liked the team-taught aspect because we received two
separate opinions (sometimes differing) on our work.”
– “Too much out of class work!!!”
Final Thoughts
Questions and/or Suggestions?
If you have any questions or suggestions
regarding the SSOR writing intensive
course, please feel free to contact us.
Dr. Jill R. Hardin
P.O. Box 843083
828-1301, ext. 156
[email protected]
Dr. W. Scott Street, IV
P.O. Box 843083
828-1301, ext. 138
[email protected]
This presentation is based on research that
was funded in part by a Small Teaching
Grant that was awarded to Drs. Hardin and
Street by the Center for Teaching
Excellence at Virginia Commonwealth
University.
http://www.vcu.edu/cte/
The End
THE END