Scientific writing within the framework of a microbiology laboratory

This article addresses the writing practices in the laboratory, particularly recurrent problems in the presentation of laboratory reports. The perceptions of students and professors about these problems are analyzed, and a some recommendations for support related to this writing genre are provided. Laboratory classes were observed, and a blinded random sample of 20 reports was taken. The analysis of this sample focused on the Results, Discussion and Conclusion sections, which pose the biggest difficulties for students. Professors and students were also interviewed. The data collected suggest that the laboratory scenario can promote the teaching of genres such as reporting and allow for presentations and discussions of information and ideas within a community in an academic discipline. The data also reveal that those difficulties faced by students related to participation in experiments, reporting and data interpretation require accompaniment by a professor and feedback strategies. The implications of this study include recommendations to help science undergraduate students to understand their writing problems as learning opportunities.