[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599194-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599194-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","sequential-writing-assignments-to-critically-evaluate-primary-scientific-literature-read-online-free","Sequential Writing Assignments to Critically Evaluate Primary Scientific Literature - read online free","","Sequential writing assignments are proposed to help undergraduate learners transition from textbook-based secondary sources to critically evaluating primary scientific literature. The approach is structured around increasing cognitive complexity aligned with Bloom’s taxonomy, and is designed for flexibility across scientific disciplines. It targets practical difficulties including disciplinary jargon, overwhelming article volume, and uncertainty about what evidence to trust, while strengthening critical thinking for later academic work and the workforce.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/sequential-writing-assignments-to-critically-evaluate-primary-scientific-literature-read-online-free/599194/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/sequential-writing-assignments-to-critically-evaluate-primary-scientific-literature-read-online-free/599194.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem do the sequential writing assignments address for undergraduates?","Question",{"text":62,"@type":63},"They address the difficulty of shifting from textbooks to primary, peer-reviewed literature, including jargon barriers and challenges selecting trustworthy evidence.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is the assignment sequence organized?",{"text":67,"@type":63},"It is designed around increasing cognitive complexity using Bloom’s taxonomy.",{"name":69,"@type":60,"acceptedAnswer":70},"What is one limitation of the Figure Facts method?",{"text":71,"@type":63},"It may be harder to generalize beyond fields where figures are central, and it does not fully address struggles with other paper sections such as the introduction and discussion.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599194,1793030979,{"code":4,"msg":81,"data":82},"success",[83,87,91,94,99,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":92,"slug":93},70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":95,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":105,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Sequential Writing Assignments to Critically Evaluate Primary Scientific Literature  \nSuzanne Wood  \nUniversity of Toronto  \nIn the lateryears of undergraduate study, students read, process, and evaluate primary literature within specific fields of study. Shifting from textbooks to the vast amounts ofpeer-reviewed current literature can be difficult for students. This article details an innovative approach to helping students successfully make this transition through a series of sequential assignments based on the levels of increasing cognitive complexity in Bloom’s taxonomy. These assignments are designed to be flexible enough to use in fields throughout the sciences and beyond, while allowing instructors to tailor these assignments to meet the needs of their particular students.  \nDans les dernières années de leurs études de premier cycle, les étudiants procèdent à la lecture, à l’assimilation et à l’examen des principaux travaux dans des domaines d’études particuliers. Le passage des manuelsd’apprentissage à la masse profuse des travaux de recherche actuels évaluéspar les pairs peut être difficile pour les étudiants. Dans notre article, nous présentons une approche novatrice visant à aider les étudiants à réussircette transition grâce à un ensemble de devoirs dont la succession répond à l’échelle de complexité cognitive selon la taxinomie de Bloom. Ces devoirs sont conçus de manière flexible pour un usage dans différents domaines scientifiques et ailleurs, ce qui permet aux enseignants de les adapter selon les besoins particuliers de leurs étudiants.  \ne hope to provide our undergraduate students  \nWwith skills that will be useful to them in both  \npost-graduate studies as well as the workforce, in addition to helping them develop a strong fact base in a specific discipline of study. In the early years of undergraduate education, we tend to focus on bolstering that fact base using packaged and contextualized information that is found in textbooks. In later years, we ask our students to shift to primary literature, analyzing information in a critical manner that models the type of reasoning we hope students maintain long after graduation. However, this transition can be challenging for students. Primary literature tends to be laden with jargon that is discipline specific, rather than incorporating a writing style aimed at a general  \nundergraduate audience, as we find in textbooks. Students may also find the sheer volume of primary literature available to be daunting and may have difficulties selecting which resources to trust and incorporate into their own work.  \nAs instructors of students facing these challenges, we should be asking ourselves how to work through this informational transition to enhance our learners’ critical thinking skills that, while practiced in the classroom, will translate to critical evaluation of ideas outside of the classroom.  \nFor example: How are students to evaluate the disciplinary importance and validity of a study? Can students be taught to discern important disciplinary findings (i.e., findings that become integrated in future textbooks) and the findings that will rarely be  \ndiscussed again? Most importantly: Is there a way we can help guide each of our students to this level of understanding?  \nPrevious Methods to Bolster Undergraduate Critical Reading  \nBuilding undergraduate critical reading skills is an ongoing challenge within the pedagogical community. As a result, several methods have been developed to guide students through reading original literature with varying degrees of scaffolding and emphasis on different aspects of the articles. Some particularly useful methods include Figure Facts (Round & Campbell, 2013), CREATE (Hoskins et al., 2007), structured reading questions (Van Camp & Van Camp, 2013), and New York Times style writing assignments (Brownell et al., 2013).  \nFigure Facts is a method that directs students to fill out a detailed table, which consists of questions that","cbCaitT7BQV3X3SE","https://ap.wps.com/l/cbCaitT7BQV3X3SE","pdf",184830,"English","# Introduction\n## Challenges in transitioning to primary literature\n# Previous Methods to Bolster Undergraduate Critical Reading\n## Figure Facts\n## CREATE","[{\"question\":\"What problem do the sequential writing assignments address for undergraduates?\",\"answer\":\"They address the difficulty of shifting from textbooks to primary, peer-reviewed literature, including jargon barriers and challenges selecting trustworthy evidence.\"},{\"question\":\"How is the assignment sequence organized?\",\"answer\":\"It is designed around increasing cognitive complexity using Bloom’s taxonomy.\"},{\"question\":\"What is one limitation of the Figure Facts method?\",\"answer\":\"It may be harder to generalize beyond fields where figures are central, and it does not fully address struggles with other paper sections such as the introduction and discussion.\"}]","Sequential Writing Assignments to Critically Evaluate Primary Scientific Literature - read online free | PDF",1792088320,18]