Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision

Published 2013 View Full Article

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Title
Argument-Driven Inquiry: Using the Laboratory To Improve Undergraduates’ Science Writing Skills through Meaningful Science Writing, Peer-Review, and Revision
Authors
Keywords
-
Journal
JOURNAL OF CHEMICAL EDUCATION
Volume 90, Issue 10, Pages 1269-1274
Publisher
American Chemical Society (ACS)
Online
2013-08-10
DOI
10.1021/ed300656p

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