This course aims to develop the scientific thinking, academic writing, presentation, and discussion skills required for graduate students in battery research. Students will learn how to formulate clear research questions, construct logical scientific arguments based on experimental and computational data, and communicate their ideas effectively through manuscripts, presentations, research proposals, and academic discussions.

The course will particularly emphasize claim–evidence–reasoning structures, figure-based storytelling, abstract and introduction writing, and oral presentation skills. In addition, students will read and discuss recent high-impact papers in battery science and engineering to understand how important scientific questions are framed, how data are logically organized, and how persuasive scientific narratives are constructed. Through these activities, students will strengthen their ability to communicate research outcomes clearly and convincingly in the international scientific community.

Students are expected to have a basic understanding of battery science and engineering, including fundamental theories of batteries, thermodynamics, and electrochemistry. This course is primarily recommended for Ph.D. students or students in integrated M.S.–Ph.D. programs rather than early-stage M.S. students.

Students are expected to have a clearly defined research topic of their own and to be actively engaged in battery-related research. The course is particularly recommended for students who are preparing or planning to prepare a research manuscript. Students should be ready to read recent research papers, complete short writing assignments, give presentations, and actively participate in discussions.

Week Topic Main Activities
1 What is a scientific paper? Introduction to the course. Discussion on the purpose, structure, and role of scientific papers in the research community. What makes a paper scientifically meaningful?
2 Reading landmark papers in battery science Reading and discussing selected classic or highly influential papers in battery materials, electrochemistry, and energy storage. Focus on scientific questions, novelty, and impact.
3 Reading recent high-impact battery papers Critical reading of recent papers in battery science and engineering. Discussion on how modern papers frame research questions, organize data, and build scientific narratives.
4 Finding a research topic How to identify a meaningful research topic from literature gaps, experimental observations, unresolved mechanisms, and practical problems in battery research.
5 From topic to scientific question Transforming a broad research topic into a clear scientific question. Discussion on hypothesis, scope, novelty, and expected contribution.
6 Structure of a scientific paper Understanding the logical structure of a manuscript: title, abstract, introduction, results and discussion, conclusion, methods, and supporting information.
7 Designing the logic of a paper Building a coherent storyline using claim–evidence–reasoning. Discussion on how to connect research motivation, experimental results, and scientific interpretation.
8 Planning experiments for a convincing paper Designing experimental and computational plans to support the main scientific claim. Discussion on control experiments, reproducibility, and data hierarchy.
9 Figure-based storytelling How to organize figures, captions, and data sequences. Discussion on main figures, supporting figures, graphical abstracts, and visual logic.
10 Writing the introduction How to write the background, knowledge gap, research question, and contribution. Practice writing and revising introduction paragraphs.
11 Writing results and discussion How to describe data, explain mechanisms, compare with literature, and avoid overclaiming. Practice writing result paragraphs based on students’ own data or selected papers.
12 Writing abstract and conclusion How to summarize the scientific problem, approach, key findings, and broader implications. Practice writing concise and persuasive abstracts.
13 Sentence-level scientific writing workshop In-class writing and revision with the instructor. Discussion on clarity, logical flow, scientific accuracy, and natural English expression.
14 Student research presentation and peer discussion Students present their own research topic, manuscript structure, key figures, or preliminary scientific narrative. Peer feedback and Q&A discussion.
15 Final report discussion and course wrap-up Final project/report discussion. Reflection on scientific communication, manuscript preparation, and future research development.

This course will be operated primarily in a flipped-learning format. Students are expected to read assigned papers, lecture materials, or writing examples before class. In-class sessions will focus on discussion, critical analysis, writing practice, peer feedback, and instructor-guided revision rather than one-way lectures.

A major emphasis will be placed on active participation. Students will discuss landmark and recent battery papers, analyze the logical structure of scientific arguments, present their own research topics, and receive feedback from both the instructor and classmates. Through repeated discussion and revision, students will learn how to refine research questions, improve scientific narratives, and communicate their ideas more clearly and convincingly.

The class will include the following activities:

Pre-class reading of selected papers and materials
In-class discussion on scientific questions, logic, and data interpretation
Short writing exercises and sentence-level revision
Peer review and group feedback
Student presentations on their own research topics
Instructor-led discussion on manuscript structure and scientific storytelling

A strong commitment to preparation, discussion, and constructive feedback is required. Since the course is designed as an interactive communication-based class, attendance and active participation are essential.

Students are expected to complete assigned readings before class and actively participate in discussions, writing exercises, peer feedback, and presentations. Students are encouraged to use their own research topics, data, figures, or manuscript drafts throughout the course. Active participation and willingness to revise one’s writing based on feedback are essential.