Open AccessSharing our Experiences with Writing‐for‐Learning Techniques in a Large Introductory Course: The Popular Press Critique
Author(s) -
Schmidt S.J.,
Parmer M.S.,
Javenkoski J.S.
Publication year - 2002
Publication title -
journal of food science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.271
H-Index - 13
ISSN - 1541-4329
DOI - 10.1111/j.1541-4329.2002.tb00010.x
Subject(s) - context (archaeology) , class (philosophy) , mathematics education , critical thinking , composition (language) , psychology , computer science , artificial intelligence , history , linguistics , philosophy , archaeology
The Popular Press Critique was a 2‐page, out of class writing‐for‐learning assignment. The purpose of the assignment was to help students learn how to analyze and critically evaluate the validity of published popular press articles in the context of accurate scientific research versus the demands of the mass media. The assignment included a peer evaluation component that provided feedback to the students and exposed them to the perspectives and writing styles of others. Overall, we observed that the assignment helped the students become more critical readers of popular press food science and nutrition news. The peer evaluation component encouraged the students to reflect on and improve their thinking and writing skills. The majority of students reported that they felt the assignment helped them learn how to appropriately interpret popular press articles.