In neuroscience and other scientific disciplines, instructors increasingly appreciate the value of writing. Teaching students to write well helps them succeed in school, not only because they perform better on assessments but also because well-structured writing assignments improve learning. Moreover, the ability to write well is an essential professional skill, because good clear writing in conjunction with good clear thinking results in increased success in fellowship applications, grant proposals, and publications. However, teaching writing in neuroscience classrooms is challenging for several reasons. Students may not initially recognize the importance of writing, teachers may lack training in the pedagogy of writing instruction, and both teachers and students must commit substantial time and effort to writing if progress is to be made. Here, we detail effective strategies for teaching writing to undergraduates, including scaffolding of teaching assignments, both within a class and across a curriculum; use of different types of writing assignments; early integration of writing into courses; peer review and revision of assignments; mentoring by student tutors; and use of defined rubrics. We also discuss how these strategies can be utilized effectively in the context of multicultural classrooms and labs.

在神经科学和其他科学学科中，讲师越来越喜欢写作的价值。教导学生良好的写作能力可以帮助他们在学校取得成功，这不仅是因为他们在评估方面表现更好，而且还因为结构良好的写作作业可以改善学习效果。此外，良好的写作能力是必不可少的专业技能，因为良好的清晰写作与良好的清晰思维相结合，会导致奖学金申请，赠款提案和出版物获得更大的成功。然而，出于多种原因，在神经科学课堂上教授写作是一项挑战。最初，学生可能没有意识到写作的重要性，老师可能缺乏写作教学法方面的培训，如果要取得进步，老师和学生都必须投入大量的时间和精力进行写作。这里，我们详细介绍了针对本科生写作教学的有效策略，包括在课堂内和整个课程中架设教学任务；使用不同类型的写作作业；及早将写作纳入课程；同行评审和作业修订；学生辅导老师的指导；和使用已定义的规则。我们还将讨论如何在多元文化的教室和实验室中有效利用这些策略。