 I view writing as multiple levels. So for example, the very lowest level in my understanding of writing and how I communicate writing is the mechanics of writing. So that would be grammar and the structure and how to develop a table, etc. The broader, deeper concepts of the writing that I want my students to understand is that it reflects a scientific process. The way a technical report or a scientific paper is written, it reflects scientific thinking. So an introduction, for example, is a way to communicate what your question, science question is or your hypothesis is. The results or the methods of the way in which you collect your data is a way of experimental design. Here's my question, how am I going to design my experiment? The results are then your analysis of that. And then the discussion is your opportunity to reflect on your discoveries. So that's the level that I'm trying to communicate to science students is a reflection back on a scientific method, but the discussion itself is where I think is the most important part of that because that again is their freedom to communicate what they think is happening with the science concept. So if they don't understand it again, that's where they're going to struggle. And I find that when I'm reading this, I can pick it out right away. Those students that are struggling with the concept are struggling with their words are struggling with how to communicate that. So the upper tiers are, one, reflecting that scientific method, two, making sure they understand that writing is integral to learning science and they need to understand the science and by writing it will force them and help them understand the science because they're forced to put it into words. Then comes the mechanics. So for example, we enforce very concise writing and it has to be very clear. Most scientific writing is read quickly, it is simulated quickly. And so supervisors don't want to sit there and read through jargon or read through a lot of fluff. They want to get to the points quick. They want to see bullets in circumstances. What are the points? What are the I want to do this quick? I want to get on to the next project. I have to read this quick. So I really emphasize concise writing and henceforth the active voice and proper way of delivering scientific information in terms of tables and figures and appendices. I concentrate on those mechanic elements too. But to me, those are easier to teach and learn, the mechanical elements. It's the process of the scientific method and that science, understanding the science well enough to communicate it is my ultimate goal in these writing projects.