Suggested Activity Plan

Teachers should adapt these ideas to their style, specific schedule, and student needs. A detailed syllabus with readings is available at the 342 class page, sample syllabus.

Before Classes Start

Attend the Orientation
The Orientation is the week before classes begin, usually in the evening on Tuesday or Thursday. You will generally receive information about the date soon after you are hired. Please call the Course Coordinator (at 732-932-9273) or the Writing Program office (732-932-7570) if you have not been informed of this date.

Put together a short course description or syllabus
You will find it useful to put together a course description of some sort to make basic information available to your class on the first day. This should contain a way to contact you (phone, e-mail, and/or mailbox location); information on the texts and where to purchase them; basic rules of the class; and assignments for the first few sessions. Most new teachers should not prepare a detailed syllabus right away, but should announce assignments a week or so in advance (much like teachers of 101 do). This will allow you maximum flexibility. Only once the semester is underway and you have a better sense of the assignments and time issues should you issue a formal syllabus.

Arrange a library tour
You should arrange a library tour as early as you can with a library on your campus. Alexander Library (College Avenue) and Chang Library (Cook) offer excellent electronic tours of library resources.

• Kilmer Library (on Livingston Campus): 732-445-3613 or 3614
  
• Alexander Library (on College Avenue Campus): 732-932-7129 x-129 (Kevin Mulcahy)
  
• Chang Library (on Cook Campus) 732-932-0305, x. 137
  
• Douglass Library: 732-932-9411 (Reference Staff)
  

Tell the librarians that you want them to cover electronic searching for juniors and seniors writing research papers in biology related fields. You might mention a specific topic area that might be interesting to search with the class.

Week 1
Introduction to the course
Writing sample and class survey
A Field Guide for Science Writers, Ch. 1
A review of online sources for science information
Online source review assignment-rough draft

A Note on Enrollment and Add/Drop
Send all students who are not registered for your section to Add/Drop on your campus (The Learning Resource Center on College Avenue, Lucy Stone Hall on Livingston or Busch campuses, and the second floor of the Douglass Student Center on Douglass/Cook). Under no circumstances should you give permission to add your class. We are trying to keep class sizes at a minimum of 20 and a maximum of 25 per section. We now offer more than enough class sections (including the Summer Session, evening, and Saturday classes) to accommodate all students.

Attendance and student information
You will find it useful to collect student's telephone numbers and e-mail addresses within the first week of class. Most teachers pass out a student information sheet asking for useful information (a sample should be included with your course materials). You might also use notecards or have them include the information on the top of the first day writing sample, writing questions on the board. Since 101 (or equivalent) is a prerequisite for 302, you should ask about what other English courses they have taken. Some of our students have transfered into Rutgers and it is usually a good idea to identify them as possibly needing extra attention. You may also find it helpful to have student schedules, so that you will know when best to hold office hours and whether you can arrange extra-curricular meetings (for example, if you intend to schedule the library tour on another campus or outside of class time you can use student schedules as a guide).

Introduction to the Course
Try to explain all of the "moving parts" of the course, especially the need for them to choose their book to review and scientist to interview immediately. Explain that the course will provide an opportunity for them to learn more about the conventions of science writing and to review a great deal of current reportage, with the ultimate goal of having them develop their own interests and sense of style.

Asking the Right Questions
You may want to have them brainstorm together to develop a series of questions that all science writers must keep in mind. Issues of audience and authenticity should arise, and lead them toward a consideration of the role perspective plays in reading and writing, even in something as seemingly objective as a reporting of scientific "fact."

First Day Writing Sample
This is an optional 30-minute exercise that you can develop yourself, based on what you want to find out about them. It is a good way to get to know them and their concerns and goals quickly, as well as to identify any potential writing difficulties they may have.

Week 2
A Field Guide for Science Writers, Chapters 2, 3, and 4
Jonathan Weiner, "Lord of the Flies," BASW, 30-44
Library session at Chang or Douglass
Discussion of current articles from online and print sources
Review of online sources of science information

Reminder: Choose a Scientist to Interview
You will need to continually remind the students that they must select a scientist to interview and begin thinking about that assignment, scheduling the interview as soon as possible.

Library Tour
Arrange a library tour with a reference librarian (see above, under Before Classes Begin). The librarians will conduct this tour for you, and you need not make any special preparations for it (beyond discussing with the librarian what you'd like to see covered). Try to announce the tour at least a week ahead of time. You might also post a note on the blackboard for forgetful students and include a special notation on your online syllabus.

Week 3
A Field Guide for Science Writers, Chapters 5, 11, and 12
Peter Galison, "Einstein's Clocks:The Place of Time," BASW, 213-238
Douglas R. Hofstadter, "Analogy as the Core of Cognition," BASW, 116-144.
News brief assignment for peer review
News brief due
Groups choose topics for statistical inquiry presentation

Week 4
Supplemental material from News and Numbers, Chapters 1 through 5 (pp. 3-63), excerpts from Communicating Uncertainty
A Field Guide for Science Writers, Chapter 13
George Johnson, "Of Mice and Elephants: A Matter of Scale," BASW, 23-29.
Sheryl Gay Stolberg, "The Biotech Death of Jesse Gelsinger," BASW, 45-56.
Group work on statistical inquiry presentation

Week 5
Collaborative exercise on group topics, with oral presentations
National Science Board, "Public Attitudes and Public Understanding" (online)
Interview practicum / partner interviews
Interview writing exercise and partner response
Research and read a recent publication by the faculty member you will interview.

Week 6
A Field Guide for Science Writers, Chapters 10, 14, and 15
Sample interview-based articles as assigned
Individual Interview Assignment: Interview a Rutgers Science Faculty Member

Week 7
Book choice due for the book review assignment
Midterm assignment due--transcript + 6 page story based on interview (1 paper, 1 disk copy)
Folder review with the 342 coordinator

Book Choice for Review
Early in the week, perhaps during peer revision of the interview story, meet quickly with each student to go over their choice of a book for the book review assignment. You may include anything you feel is appropriate, but try to limit the selection to books that add to the public's knowledge or perception of scientific discourse in some way. [I would stay away from novels based on science (like Contact, Coma, or The Andromeda Strain) and concentrate on non-fiction.]

Mid-Semester Teacher’s Conference (a.k.a. Folder Review)
You will receive a memo in your box announcing specific dates. The folder review is a great opportunity for us to talk about how the course is going and to find ways of helping students through difficulties. Bring graded midtern paper. Bring two copies of the midterm paper, if possible, and any other assignments or activities you’d like to share.

Week 8
A Field Guide for Science Writers, Chapters 6 through 8
Short news summary due, summarizing the latest news on the topic of your chosen book
More work on the book review assignment
Sample book reviews from online and print sources

Week 9
Connecting ideas and recognizing paradigms: keys to good feature story writing
Steven Johnson, Emergence: The Connected Lives of Ants, Brains, Cities, and Software
Ted Anton, excerpts from Bold Science: Seven Scientists Who are Changing our World
Science Feature Story idea proposed
Discussion of science feature and news stories as assigned

Week 10
Peer revision on book review
Research on Feature Story for peer discussion
Short News Summary (based on research) assignment

Week 11
Book review due (1 paper, 1 disk copy)
Sample student papers examined and discussed
Science feature stories as assigned

Weeks 12-14
Peer review of Feature Story assignment
Peer review of portfolio papers
Cancel class one day for final conferences? (optional, as needed)

Week 15
Final Feature Story projects (= electronic copy) and portfolios due
Folder Review

Final Teacher's Conference (a.k.a. Folder Review)
You will receive a memo in your box announcing specific dates (generally, the last day of classes through the following week). You must collect two copies of the final paper from each student. Come to the conference having graded papers, but do not assign any final grades on your class roster. Bring student papers (and copies), your roster, grade book, and copies of any special assignments or exercises you would like to share. Here the focus is on determining final grades, especially in borderline cases.

Meet at Loree 006.
Schedule a time at 135 George Street, or by calling Emma (732-932-8856). During the summer session, when fewer classes are taught, you should schedule your folder review directly with the coordinator or by calling 732-932-7570.