"Perspectives on the Writing Center and Writing Across the Curriculum: A Dialogue Between the Sciences and Humanities"

The Biology Professor Perspective

A short article published on the first page of Nature in 2001 explains that learning to write and speak about science at the doctoral level is too late in the education process for such knowledge, and that instead, students should be learning to write and speak in their field on the undergraduate level (“Learning to speak and write”).  In fact, online science journals with articles written by undergraduates for other undergraduates are beginning to crop up for this purpose (Chen 13).  Perhaps it could be said that professors in all fields feel the way the author of the Naturearticle does—that writing ought to be learned at the undergraduate level in order to produce prospective professionals with the ability to communicate effectively.  Wilkes professors in biology certainly seem to agree, one by stating:

Some students seem to think that because they are science majors they don’t need to be as good at writing as their "English major friends."  I would vehemently disagree with this idea.  People of all disciplines need to be able to communicate effectively. (SP 6)

This professor further suggests that “any resource that can help students improve their writing skills is potentially beneficial” (SP 6), and it seems this professor feels adamant that students in biology need to learn effective writing and communication skills to the same ability level as their peers in the humanities.  Another professor makes a similar comment regarding students’ absolute need to know how to write in the sciences just like any other field by stating, “[m]any students come to college without proper writing skills.  The assistants at the W[riting] C[enter] can help science students learn [or] improve on proper writing skills, which, of course, will help improve the overall grade on their writing assignments” (SP 2).  This professor seems to be suggesting that not only will a higher grade on an assignment be the result of a visit to the Writing Center, but also that students can improve upon their writing skills, which will benefit each individual beyond the level of the undergraduate degree.

Although the sample size of professor responses to the questionnaire is smaller than the other two categories of responses, the answers given to the questions speak volumes.  Of the seven professor responses obtained, six indicated that they have not required students to bring a writing assignment to the Writing Center, and the one professor who has required this action stated that he or she did so “about 10-15 years ago” (SP 4).  Although professors do not require a visit to the Writing Center, some indicate that they have recommended a visit, or will do so now that they have been reminded of the availability of the Writing Center as a potential tool for writing improvement for students (SP 2, SP 1).  In fact, after being alerted of the potential benefit of a visit to the Writing Center, one science professor informed me that after completing my questionnaire, he recommended that students in one of his classes visit the Writing Center.

By far, the most resounding answer to the questionnaires is that instructors in biology desire more information for themselves and their students as to what the Writing Center can do for them.  One professor asked, “Is the Writing Center still open?” (SP 4), while another indicated that he or she “didn’t know about it” (SP 1), and others think that the Writing Center could “be of value for students who need a lot of help in grammar and sentence construction” (SP 5).  Although the Writing Center can certainly provide the help the latter professor is looking for, the center is also capable of more than just checking for grammar and mechanics, but it seems that the professors, just like the Peer Consultants working with science papers, are unsure of what the person on the other end is looking for in terms of writing assistance.  One response to the questionnaire seems to provide the answer to the conundrum:  “We need more information about the W[riting] C[enter]” (SP 3).