Solaire, Audrey, Gabrielle, and Catherine’s paper titled Capturing student conceptions of thermodynamics and kinetics using writing has been accepted to the Chemistry Education Research and Practice journal. In this project, students responded and wrote peer reviews for a Writing-to-Learn assignment focused on thermodynamics and kinetics concepts. Both responses and peer reviews were analyzed and revealed that peer review and the authentic context of the assignment supported students’ ability to describe thermodynamics and kinetics concepts. Students successfully provided substantive, content-focused comments to their peers. The writing analysis also indicates that, as instructors, we should provide more emphasis of the conceptual grounding of entropy, and help students build the connections between thermodynamics and kinetics. Click here to read more. Congrats to you all!