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. 2012 Spring;11(1):39–46. doi: 10.1187/cbe.11-07-0058

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© 2012 J. Libarkin and G. Ording. CBE—Life Sciences Education © 2012 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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Figure 2. — Average score for the five paper characteristics (SCI, HYP, CONN, DATA, CONC) for papers 1, 2, and 3. Students had the most difficulty stating the hypothesis or purpose of their paper (HYP); this difficulty remained despite practice writing three papers. Student ability to provide a scientific background (SCI) remained fairly stable across the semester, while student ability to report and discuss data (DATA) improved significantly.