Few things are sadder than the student who cites a work without the foggiest idea of the author’s argument or its relevance to a discourse. To help my undergraduates clarify the reading process, I have them keep an annotated bibliography of course materials and independent research. “Isn’t that a little much?” Here’s the thing. If a student is going to read something for me, I want them to at least get the point of what they’ve read….

As far as I’m concerned, STEM education is not the enemy, it’s one of our best allies. In my experience, students with STEM backgrounds have an easier time at transitioning from descriptive writing to critical writing. Their theses are clearer; their questions, more profound; their topics, beautifully honed.

The difference lies in the logic undergirding the scientific method. STEM students hold that a good topic is a defined topic. They presume that a good question is an answerable question. And they maintain that a good thesis is a valid thesis. Once they perceive how all three are functions of each other, they can calculate introductions with this in mind….