Writing is a crucial part of scientific work, and it is essential to create strategies that offer equitable training opportunities for science writing.
To help learners improve their writing skills, regardless of their language background or the environment of their institution or department, Jun Ohata, James Martin and Ana Ison developed a self-learning strategy called the Contextual Analysis of Scientific Publications for Advancing Writing Skills (CASPArS). This approach utilizes a contextual analysis of published works by leading scientists.
By using the CASPArS strategy, learners and students can enhance their writing by gaining insights from established scientific writers’ experiences and understanding of language use. This allows them to develop their skills through the lens of experienced professors.
The article “Contextual Analysis of Scientific Publications for Advancing Writing Skills (CASPArS): Self-Learning for Science Writing Using Top Scientists’ Literature” appears in the January 2025 issue of the Journal of Chemical Education.
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