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400-Level General Science (Writing Intensive)
ENDANGERED SPECIES: SCIENTIFIC, POLITICAL, AND ECONOMIC ISSUES
I want students to acquire a working
understanding of the issues. It's easy to write a paper on why we
should protect monk seals or remove the goats from Haleakalā, but it
is difficult to do a controversy-oriented paper. For example, a
student saw a video on Hawai‘i's endangered species and experienced a
gut-level reaction to its content. But an emotional reaction is not
enough--students must learn to seek the information that provides
substantive support for their views.--Professor Sheila Conant
We participated in writing and
re-writing scientific papers, field trip reports, in-class essays, and
survey reports. The big thing in this class was learning how to write
scientific papers. Our big paper was the eight-page report on one of
the topics discussed in class. This exercise involved me both in
intense research and learning about my topic and taught me how to
write a paper in scientific form.--Student
I learned through each writing activity
and was surprised to find that a lot of information I found directly
applied to lectures presented in class: for example, deleterious
genes, demography and characteristics of species most likely to become
extinct; application of economics and politics to conservation (also
application to utilitarian, cultural, ethical, scientific,
recreational, and aesthetic purposes of conservation); application of
ESA and CITES in my research of a particular topic; application of
management practices and reasons why species are endangered. I am
going to learn 100%, folks, not to procrastinate--Student
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COURSE GOALS |
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Dr. Conant's course lies in the
territory where biology, economics, government, and values
overlap. In this interdisciplinary zone, cool scientific study
mixes with hot political and economic issues. In Dr. Conant's
words:
This course is aimed at a broad
audience. It is not organized specifically for science majors or
even geographers and planners, though it may be useful if they
are oriented towards a career in wildlife management. I intend
it to be a course in which both undergraduate and graduate
students can get a complete experience. By including, for
example, political systems and economics, we step outside the
realm of science. I would like one benefit to be that students
can leave the course with an understanding of endangered species
legislation and regulation so that they can review the
Congressional Record, see how their Congressman voted, and make
intelligent decisions as voters.
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Dr. Conant opens her four-page
writing guideline with the goals of the writing activities:
"The writing process will not
only enable you to learn more about the course topic, but also
give you a chance to do some library research and a taste of how
to write in a scientific style."
She reinforces the importance of
writing by requiring first drafts of two major papers. The first
drafts receive extensive instructor commentary and are returned
with a comment sheet that evaluates
organization, citations, grammar and style, and content. The
revised draft is also accompanied with a comment sheet that
compares changes in each category. |
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Students' organizational, writing,
speaking, and collaborative skills are honed when they become
endangered-species experts in an "Endangered Plant
Conservation Exercise." Teams visit and map at least one site
of an endangered plant population, then make an oral and written
presentation to the class. The importance of their work is
underscored by their sharing of the data with the Natural Heritage
Program of The Nature Conservancy of Hawai‘i and the U.S. Fish Wand
Wildlife Endangered Species Program. Several shorter writing
activities encourage students to evaluate and summarize field
trips and classroom topics. |
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WRITING ACTIVITIES |
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1. RESEARCH PAPERS |
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Students write two research papers
on approved topics of their choice relating to course material.
The papers may take the form of literature reviews, evaluations of
a controversial subject involving endangered species, or
description and evaluation of processes and/or programs related to
endangered species. Students must rewrite the longer paper but
have the option of rewriting the shorter one after assessing how
the instructor rated the first draft. Citations and organization
are discussed in the instructor's writing guideline. Students are
referred to the Writing Workshop for help on spelling and grammar.
PURPOSE:
The papers teach students procedures of literature search,
critical\evaluation, and scientific communication. The
instructor's reviews, coupled with mandatory band optional
rewrites, help students improve both content knowledge and writing
effectiveness. |
"Doing the research paper I
learned about many things I never even considered when thinking
about that topic. I never realized how complicated it
was to design a reserve area for endangered species. The papers
helped me to investigate and incorporate some of the ideas of
conservation and management explained in class. They were a very
useful learning experience."--Student
"The research paper helped me
figure out the darn computer system at the library. It helped me
learn how to write and document a proper scientific
paper."--Student |
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2. SHORT REFLECTIVE ESSAYS |
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Several one-page papers focus on a
class topic or activity. Students write up their field trips,
analyze articles they read, or apply concepts learned in class
(e.g. how to predict whether a species is on the verge of
extinction). These papers are returned with instructor commentary
related to clarity, cohesiveness, and grammar. |
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PURPOSE:
In these short writing assignments, students reflect on what they
learn from readings, speakers, and field trips. Written
reflections create the text in a class that uses primary source
readings rather than a textbook and one in which most learning is
based on student activities and oral transmission of information.
Through these reflective essays, students develop their ability to
think and write critically about the complex social and ecological
issues that surround endangered-species management. |
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| 3. GROUP REPORT ON
ENDANGERED PLANT MANAGEMENT |
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| Peer collaboration is
an integral part of the "Endangered Plant Conservation
Exercise." Teams of students acting as endangered-species
experts visit one or more sites of an endangered plant to assess
its population, physical distribution, reproductive status; and
record evidence of disturbance. They also determine who owns the
land and what its land use (zoning) status is. Based on these
ecological and political findings, the group designs a long-term,
comprehensive management program, including plans for monitoring,
control of exotic species, and human access. |
"[In doing the scientific
paper] I learned a great deal about citing references properly. I
also researched extensively, which expanded my knowledge on the
topic of managing endangered species." --Student |
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of valuable new knowledge that is shared with The Nature
Conservancy of Hawai‘i and the U.S. Fish and Wildlife Endangered
Species Program. The written, referenced report contains five
pages of text with maps and/or photos on additional pages. The
group also presents its findings and management plan to the
assembled class. Oral and written reports are graded separately,
with everyone in the group receiving the same grade. |
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PURPOSE:
Dr. Conant's two-page handout explains the task and provides
directions and evaluation criteria. It states that the objectives
of the endangered plant activity are to learn about conservation
and management in real-life settings and to improve language arts
and collaborative skills. Her directions encourage students to
build upon the strengths of group members to produce the highest
quality products. |
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4. TAKE-HOME ESSAY EXAM |
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| Dr. Conant's exam takes
the form of realistic and topical scenarios: the student may be a
Hawai‘i preserve manager developing a two-year plan and budget, or
a member of Hawai‘i's Rain Forest Action Committee presenting
testimony on a bill before the U.S. Senate Finance Committee.
Other questions may require the student to apply the Endangered
Species Act to an animal in danger of habitat destruction or
describe the characteristics that a given species must have to be
considered endangered. All answers are limited in length to
encourage efficient writing. |
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PURPOSE:
The take-home essay exam shows that students are expected to think
and write like endangered-species experts by the end of the term.
Unlike the traditional two-hour final exam which encourages
memorization and regurgitation, the take-home exam questions
require students to apply critical thinking, research, writing,
and revising skills in the solving of problems they might
experience in a resource management career. |
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RELATED WRITING
ACTIVITIES |
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| 1. INSTRUCTOR
RESPONSE/STUDENT REVISION |
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| The instructor formally
establishes response and revision as a crucial part of learning
how to write scientific papers. She requires a rewrite of the
first research paper and lets the student decide on revising the
second. When she returns the first draft, she attaches a comment
sheet that evaluates and scores the paper's 1) organization-10
points, 2) citations-20 points, 3) grammar and style-20 points,
and 4) content-50 points. Each category is subdivided to provide
more specific feedback. In the category "grammar and
style," for example, a student sees how correct use of
grammar, clear writing, and correct spelling contribute to the
overall assessment.
The revised paper is accompanied by
the same comment sheet modified to compare changes in each
category. Dr. Conant also provides commentary on all written work. |
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PURPOSE:
The mandatory revision accompanied by abundant and specific
feedback shows that the instructor wants her students to recognize
that learning to write like an endangered-species expert requires
practice. Altogether, Dr. Conant's students carry out seven
writing activities of varied types, not including pop quizzes and
the take-home final. |
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Professor Conant comments on her class (excerpts from an interview):
Students like classes where they
work hard but feel that the tasks are reasonable and meaningful.
The Endangered Plant Exercise is done in conjunction with the U.S.
Fish and Wildlife Service or a similar wildlife conservation
agency. One member of each group is responsible for making the
contact with the agency. The students are able to gather data and
carry out research that the agency would not be able to do for
lack of time and money. Their written materials are meaningful in
a real-world context.
It is also important for the
teacher to point out what is expected and to give students
opportunities to improve during the course. I use a green pen so
students won't get a negative reaction and I write a lot so
students find out what I'm thinking. I also attach a comment sheet
that summarizes my evaluation of their papers.
I made up this critique sheet
because I had thought out my criteria and decided I should let
students know what they are. It helps me to grade more
consistently, too, because I won't be able to hide my biases if,
for example, a student happens to write about an interest of mine.
One regret I have is the time it
takes. An essay on the same topic by every student is easier to
grade. But through the writing-intensive process students can
choose topics they are interested in and learn skills that they
can apply. Knowing they appreciate this really helps. |
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