Three steps to teaching abstract and critique writing

The instructional model presented is based upon the premise that abstracts and critiques are initial stages of scholarly writing. The pedagogy described is grounded in principles of effective lesson planning, instruction, and evaluation techniques. Step 1: ‘Laying the Foundation ’ describes how to teach students the difference between ‘good term paper ’ writing and scholarly writing. Step 2: ‘Communicating Expectations and Evaluation Criteria ’ presents the content and use of guidelines and rubric. Step 3: ‘Scaffolding for Success ’ outlines the use of journals, peer review, specific instruction, and resources. Initial students ’ success and positive feedback suggest that this instructional model has merit. Many graduate students enter their programs with basic writing capabilities and the ability to comprehend and summarize journal articles (Buck & Hatter, 2005; Granello, 2001; Harris, 1997, 2005). Generally speaking, these students are able to relate the literature to their own experiential knowledge and offer their opinions. However, some students are not successful writers which may mask or thwart their critical thinking skills. For these students, specific instruction is essential and may need to begin at a writing lab. Both students and faculty assume that undergraduate writing skills will easily transfer to the graduate leve