Journal Article•
The Science of Scientific Writing
TL;DR: The authors argue that complexity of thought need not lead to impenetrability of expression, and demonstrate a number of rhetorical principles that can produce clarity in communication without oversimplifying scientific issues.
Abstract: Science is often hard to read Most people assume that its difficulties are born out of necessity, out of the extreme complexity of scientific concepts, data and analysis We argue here that complexity of thought need not lead to impenetrability of expression; we demonstrate a number of rhetorical principles that can produce clarity in communication without oversimplifying scientific issues The results are substantive, not merely cosmetic: Improving the quality of writing actually improves the quality of thought
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TL;DR: In this paper, the authors present several useful "toolkit" items that improve student writing, such as sentence and paper-length templates, funnelling and compartmentalisation, and preparing compendiums of corrections.
Abstract: Teaching scientific writing in biology classes is challenging for both students and instructors. This article offers and reviews several useful ‘toolkit’ items that improve student writing. These include sentence and paper-length templates, funnelling and compartmentalisation, and preparing compendiums of corrections. In addition, students benefit from reviewing scientific figures and learning about the verbs used in scientific papers. The approaches and exercises presented in this paper empower students in their development of a personal writing style. Often, however, the best tools are those that students develop with each other, a method of tool building addressed in this article.
9 citations
Cites background from "The Science of Scientific Writing"
...Such exercises can be expanded when students recognise and develop lists of specific action verbs that are used within these sections (Gopen and Swan 1990) for their toolkits....
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TL;DR: For example, Epstein et al. as discussed by the authors found that family involvement in educational experiences, as facilitated through effective communication, can help promote student learning and lead to increased homework completion, improved attitudes toward learning, and better grades for students.
Abstract: T EA C H IN G E xc ep ti on al C hi ld re n , V ol . 47 , N o. 5 , pp . 25 6 – 26 3. C op yr ig ht 2 01 5 T he A ut ho r( s) . D O I: 1 0. 11 77 /0 04 00 59 91 55 80 03 1 Family involvement in educational experiences, as facilitated through effective communication, can help promote student learning. Research has demonstrated that successfully involving families in school can lead to increased homework completion, improved attitudes toward learning, and better grades for students (Arguea & Conroy, 2003; Epstein, 2011). Family involvement starts with communication that allows parents to engage and participate in their children’s educational experiences. Communication between schools and parents is expected to improve parents’ understanding of and engagement in decision making on behalf of their children (Epstein et al., 2009). Under the Individuals With Disabilities Education Act (IDEA, 2006), parents of students with disabilities have the right to ongoing information regarding progress within the general education curriculum, as well as progress on individualized education program goals and benchmarks (34 CFR §300.320[a] [2][i]). Despite frequent communication, parents of children with disabilities often struggle to navigate the special education system (Burke, 2013). Therefore, effectively communicating and involving parents is both essential to special education procedures and a best practice for maximizing student potential (Hill & Tyson, 2009). School personnel are tasked with developing communication systems that are both effective and efficient when trying to balance the constant flow of information to be shared with the limited time available to do so. Written communication is a common and efficient method for teachers to communicate directly with families (Epstein, 2011). Written forms of communication may be most common but can include accessibility challenges, such as document readability, clarity, complexity, and structure (Epstein, 2011; Epstein et al., 2009). Parents have varying literacy levels, wherein some parents have less-than-proficient or limited literacy skills and may not understand the important information they are reading (Kutner et al., 2007). As a result, the excessive literacy demands placed on parents—particularly parents navigating the special education process—may impede meaningful parent involvement (Mandic, Rudd, Hehir, & Acevedo-Garcia, 2012). Recognizing potential accessibility barriers for families, IDEA includes mandates regarding written communication procedures so that information for parents is “in language understandable to the general public” (34 CFR §300.503[c][1][i]). To create materials that are understandable for all parents, school personnel are wise to consider which reading levels are appropriate for parents with limited literacy skills. A recent review of eight studies evaluated the accessibility of 461 educational School personnel are tasked with developing communication systems that are both effective and efficient when trying to balance the constant flow of information to be shared with the limited time available to do so.
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TL;DR: A 14-week laboratory course at the University of Helsinki was offered to improve undergraduate and graduate students' writing and speaking skills, as well as their scientific skills as mentioned in this paper, where the course avoided long lecture sessions and featured intensive homework assignments and in-class exercises.
Abstract: A 14-week laboratory course at the University of Helsinki was offered to improve undergraduate and graduate students' writing and speaking skills, as well as their scientific skills. To emphasize active learning, the course avoided long lecture sessions and featured intensive homework assignments and in-class exercises. Examples of these assignments included a title-writing exercise, brainstorming, peer-reviewing, and precis. To reveal their attitudes about and approaches toward scientific writing, gauge their opinions and knowledge of scientific communication skills, and guide the course content, the students completed a survey during week 1. The survey asked questions on such varied topics as the use of first-person pronouns in scientific writing, willingness to publish in open-access journals, and attitudes regarding coauthorship between students and professors. A final in-class presentation involved the students asking for funding for their research project from a panel of nonspecialists, forcing the ...
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TL;DR: In the Power Affiliates Program at Iowa State University, a system comprising a seminar and individual consultation assists students in preparing their required annual progress reports for their spring symposium as mentioned in this paper.
Abstract: A perennial problem in engineering education is the development of communication skills that allow students to present their ideas clearly and effectively. At Iowa State University, a cooperative program has been set up to provide one-on-one mentoring in communication skills for graduate students participating in the Power Affiliates Program. Graduate student research is funded on an annual basis by a consortium of utility companies. A system comprising a seminar and individual consultation assists students in preparing their required annual progress reports for their spring symposium. Students in the program for several years show improvement in their writing skills and their understanding of communication processes.
8 citations
TL;DR: Effective strategies for teaching writing to undergraduates are detailed, including scaffolding of teaching assignments, both within a class and across a curriculum; use of different types of writing assignments; early integration of writing into courses; peer review and revision of assignments; mentoring by student tutors; and use of defined rubrics.
7 citations
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Book•
07 Aug 2002TL;DR: The Style: Ten Lessons in clarity and grace as mentioned in this paperocusing on the single most serious problem that mature writers face: a wordy, tangled, too-complex prose style, is a useful resource for any mature writer.
Abstract: In his preface, Joseph M. Williams says that Style: ten lessons in clarity and grace focuses on “the single most serious problem that mature writers face: a wordy, tangled, too-complex prose style.” His book deals with that problem admirably. Indeed, the advice and examples furnished by Williams are varied and sophisticated enough to make it a useful resource for any mature writer — even the mature writer whose prose is clear and concise.
381 citations