From Monkeys to Molecules: Integrating Writing in Chemistry
Dr. Sambuddha Banerjee
Dr. Sambuddha Banerjee’s passion for the sciences was meant to be. Cosmic, even. In the midst of a restless night, Dr. Banerjee found themselves in a dream surrounded by Kekule’s infamous monkeys, their interlocking tails forming an enigmatic structure. This bizarre yet illuminating vision didn’t just confirm Dr. Banerjee’s passion for chemistry; it also set them on an unexpected path towards teaching and emphasizing the importance of writing in a discipline.
While Dr. Banerjee has always believed in the power of writing as a critical tool for understanding and communicating science, their journey began long before their focus shifted to chemistry. Growing up in Calcutta, India, summer vacations were spent immersed in the rich tapestry of Bengali literature, exploring classics by writers like Bankim Chandra, Rabindranath Tagore, Abanindranath Tagore, and Sunil Ganguly. It was their sister who introduced Dr. Banerjee to the phrase “painting a picture with words” while reading Abanindranath, or Aban Thakur. This expression resonated deeply with Dr. Banerjee, shaping their understanding of writing as a form of artistry—where the details, complexity, and dimensionality of a narrative depend on the writer’s skill. The excitement of uncovering the unknown in the mundane through words ignited a lifelong pursuit.
Dr. Banerjee’s academic track was not without its detours. “The year I finished high school and was supposed to start college, an Indian economist won the Nobel Prize. My father decided I needed at least two Nobel Prizes, both in economics,” they explain with a smile. Unfortunately for their father, Kekule’s monkeys had other ideas. While working to solve the structure of the molecule benzene in the 19th century, theoretical chemist August Kekule had a dream of six monkeys interlocking their tails to form a cycle. Lore tells us it is how he conceptualized the structure of benzene. After learning about Kekule, Dr. Banerjee experienced a similar visit from the monkeys: “They were chasing me!” they state with a laugh. “I am like, ‘Ok. This is my indication. I have to leave economics.’” Redirected by a dream, they focused their studies on chemistry, eventually earning a PhD and two post-doctorate degrees in the subject area.
Recently, Dr. Banerjee co-authored Making Chemistry Authentic: Equity-Focused Strategies in the Classroom, a handbook by Pearson for Chemistry faculty on how to make chemistry classrooms more accessible. While collaborative writing projects can be challenging, their group maintained focus through weekly check-ins. In the process, they learned to navigate uncomfortable conversations. “It can be really hard to tell your peer, ‘You are not doing what you are expected to do,’ and say it in a way that is not condescending or scary.” Through these interactions, they were reminded of the importance of empathy and prioritizing diverse perspectives. “Evaluating my own priorities and what is most urgent for me is not necessarily the same for my collaborators,” they explain, highlighting a crucial aspect of collaborative writing.
The biggest shift in Dr. Banerjee’s own writing style happened after they moved to the United States. “Initially, I was really offended when my boss criticized my writing as being complex and using outdated terms… But, overall – formal and informal collaboration, just sitting and hearing what others think about people’s writing – is helpful because it teaches us how to best communicate a story.”
When asked for advice for someone teaching a writing-intensive course for the first time, Dr. Banerjee emphasizes the importance of storytelling: “Do not assume that students do not know how to tell a story. They might not know how to tell a story the way we want them to tell a story.” Before imposing disciplinary rules and values, they encourage instructors to ask students how they would tell
A group of students working with Dr. Banerjee
their story. In other words, their advice would be “to see what [students] do know how to write. Take the time to see their way of writing.”
Equity-focused teaching is at the core of Dr. Banerjee’s philosophy. They emphasize the need to provide equal opportunities for all students, recognizing the diverse backgrounds and challenges they bring to the classroom. “The bottom line is no one is born extra smart or extra stupid. It is about the opportunities and exposures that we get and the interest we develop in different topics.” While acknowledging that the world is not a fair place, Dr. Banerjee insists, “Because the world is not fair, we [teachers] have to do everything we can… If I can see you as a human being and you can see me as a human being, we can do this together.”
The quirky story of Kekule’s monkeys chasing Dr. Banerjee in their dream is more than just a fun anecdote. It was a turning point, steering them back to chemistry from an unwelcomed detour to economics. This narrative reflects their deep connection to their content of chemistry and underscores the powerful roles of intuition and inspiration in life choices. By integrating writing into their teaching, Dr. Banerjee has not only enhanced their students’ learning but also solidified their own teaching philosophy. Their experience underscores the critical importance of teaching writing across the curriculum, proving that, much like the works of Bengali literature they cherished as a child, effective communication can illuminate even the most complex subjects.