Study and Communication Skills for the Chemical Sciences (2nd edition)

Tina Overton; Stuart Johnson; Jon Scott

Study and Communication Skills for the Chemical Sciences has been carefully designed to help students transition seamlessly from school to university, make the most of their education, and ultimately use their degree to enhance their employability. The accessible and friendly writing style helps to engage students with the subject while frequent chemical examples highlight the relevance of the skills being learned. A comprehensive range of skills are covered-from making the most of practicals, lectures and group work, through to writing and presentation skills, and effective revision for exams. An expanded chapter on employability offers invaluable advice for getting a job in today's competitive market. Written by leading experts in science education, this text is essential reading for any undergraduate chemistry student wishing to succeed at university get the most out of their degree after graduation. Online Resource Centre The Online Resource Centre to accompany Study and Communication Skills for the Chemical Sciences features: For lecturers: *Figures from the book in electronic format, ready to download For students: *Examples of good and bad practice when using Powerpoint presentations *Examples of good and bad practice when producing posters


1. Why are study and communication skills important?
2. Making the most of lectures
3. Making the most of tutorials and workshops
4. Making the most of group work
5. Making the most of practical work
6. Working with different information sources
7. Choosing the right writing style
8. Writing essays and assignments
9. Writing practical and project reports
10. Communicating with a non-scientific audience
11. Using feedback
12. Avoiding plagiarism
13. Preparing scientific presentations
14. Delivering scientific presentations
15. Creating academic posters
16. Getting the most out of revision
17. Getting the most out of exams
18. Making yourself employable


Tina Overton, Monash University; Stuart Johnson, University of Bristol; Jon Scott, University of Leicester