I start off every class by checking in with students to gauge the temperature of how things are going: Any questions? Where are we? What are we doing today? In the first couple of classes, I tend to be more directive with the goal of reassuring students that the class is not some weird, untraditional experience which can rattle some students: In each class, I try to drop the reins of control and give students their head to use the course for their own learning.
In most weeks, I take a few minutes to point out the readings I had asked them to do and encourage them to use the book and other readings as they're doing their writing. I take a few minutes to make a case that this week's reading about paragraphs is particularly important -- for writing the weekly perfect paragraphs and commenting on other people's paragraphs. And to point out that all of their writing should result in carefully focused paragraphs with (referring to the textbook) a topic sentence, consistent order & point of view, cohesive sentences, key terms for continuity, and transitions.
I've also asked them to read "The One Right Way to Talk Science" in Lemke's Talking Science. This chapter, which is actually about avoiding the mystique of science, has an excellent list of characteristics that a writer can deploy to emulate scientific prose. I organize these, with some examples as an introduction to "Uncreative Writing":
1. Be as verbally explicit and universal as possible.
2. Avoid colloquial forms of language.
3. Use technical terms in place of colloquial synonyms.
4. Avoid personification and use of specifically or usually human attributes or qualities.
5. Avoid metaphoric and figurative language.
7. Avoid personalities and reference to individual human beings.
8. Avoid reference to fiction or fantasy.
9. Use causal forms of explanation and avoid narrative and dramatic accounts.
For class, I've provided two bibliographic references that I've asked them to find and skim -- mainly to check that they can find a bibliographic reference with recommendations on how to use the library's proxy service to get access to publications from off-campus. One paper is a review paper and the other is a research paper. My goal is for them to recognize that one has content-based headings and the other has the traditional headings of a research paper. Many of the students have never been aware of the existence of two kinds of scientific articles and it's always interesting to ask them what the authors of the review paper "did". My main point is to draw attention to the structure of a research article: how each section plays a particular role in the manuscript. And how the form is highly synthetic and artificial.
Having been talking for a few minutes, I ask them to do an activity in pairs where I provide each pair a link and ask them to evaluate the linked webpage/site to comments on its reliability and trustworthiness. I provide links to a range of sites including Google, Google Scholar, Wikipedia, Encyclopedia Britannica, Science, Trends in Ecology and Evolution, a predatory journal, news sites, a click-bait propaganda site, think tanks, non-profits, and some parody sites (like the Tree Octopus page). We explore their thinking and then use the CRAAP test as a tool for evaluating reliability.
I then provide an overview of the METHODS project pointing out the goals and various steps and checkpoints along the way. As they're about to start writing a methods section, I have them do a "narrative to exposition" activity I've developed. I ask them create a fine-grained list of all of the (public) activities they did on a recent day, e.g "I woke up. I got up. I put on my glasses. I walked downstairs. I made coffee. I checked my email." After they have the list, I ask them to organize all of the activities into categories. Then I ask them to write a paragraph that explains what each category is and summarizes all of the instances of those activities. The goal is to transform their methods from a story, organized by time, to exposition, organized by the accomplishment of goals, irrespective of order or time. I point out that if they are tempted to use the word "then" in writing their methods, they're probably slipping into narrative rather than exposition.
As the last activity of the day, I show them a picture I've found that is deceptive in terms of scale. It shows an Alfi wood-fired hot-tub, but without any other objects for scale. Most people seem to think it's something for the kitchen, and are astonished when a picture showing a woman bathing reveals its true scale. I use this to point out that pictures they take for their methods projects should include some object for scale, so you can know how big something is: I recommend printing out a page of paper rulers and using one of them, although pointing out that other objects can work as well, e.g. coins.
We end by looking at the prep page for the following week where I've asked them to look through some scientific articles to find a multi-panel scientific figure that is good or has particular qualities they like. And to bring the imagery required for their multi-panel figure, with the goal of working on their figure in class.