Active vs. Passive Voice/Introduction
Lesson and Workshops Introduction:
We have designed pre- and post-class activities (essentially ‘homework’ exercises for students) to complement the in-class lesson/workshop for this specific science writing-skill component (‘Active vs. Passive Voice’).
At our institution, we ask students to complete the pre-class activities online as preparation for the in-class lesson/workshop, so as to give them some exposure to the concepts that will be explored in more detail in class.
The in-class activities are designed to improve students’ writing skills and to give them experience in working with partners/small groups on related activities. The in-class lesson/workshop has been designed to encourage an interactive, conversational approach to completing the activities; this should help students to resolve any confusion from the pre-class activities and discuss the importance of the writing skills they are learning to master with their peers and instructors. We provide student worksheets for the in-class activities, as well as TA and Instructor versions of these worksheets, which also include suggested solutions to the activities. We also provide a PowerPoint presentation to accompany the lesson/workshop, and a timing guide with teaching prompts to help instructors encourage students to get the most from these sessions.
Lastly, students are asked to complete the post-class activities online, as a final learning tool and wrap-up to help them solidify the concepts they have learned and gain some more practice in applying these to real writing situations.
A Note on Asking Students to Complete the Pre- and Post-Class Activities Online
We recommend asking students to complete the activities online so as to reduce the likelihood that worksheets of these activities are printed and enter the student domain; over time, these questions will reduce in value if copies are posted online (via blogs etc. by students who have previously completed them).
We have designed these activities to take students approximately 30-60 minutes to complete; they form a small part of the graded continuous assessment for students enrolled in a science communication course at our institution, but could also be deployed as not-for-credit activities.
A Note on the Different Versions
All different versions/banks have been used and refined following student and instructor feedback, and all of them focus on the same important concepts. We cycle different versions across different terms to minimize the potential that students enrolled in our course in concurrent terms will share answers (e.g. we do not use the same version in concurrent terms).
Please note that while the initial choice of which version to use is somewhat arbitrary, it is important to use the same version for the pre-, in- and post-class activities as a whole unit; this is because some of the questions appearing in the in-class lesson/workshop and/or post-class activities build on work completed in the pre-class activities (e.g. do not use pre-class version 1, and post-class version 2 together).