The Role of Graphic Art in Modern Scientific Communication  

The use of graphics in scientific communication increases the level of understanding of the subject matter. Graphic art has helped transform the way we view science and technology. It simplifies complex ideas in a visual way and opens up a new way of seeing the world around us. A graphic representation of a spacecraft in orbit is visually stunning and easier to obtain than a photograph would be. A graphic can also provide us with an understanding of three-dimensional objects. The structure of deoxyribonucleic acid (DNA), depicted as a double helix, is an example of the power of graphics in a scientific communication.

Peck, Angelika D. STC Proceedings (1995). Articles>Graphic Design>Scientific Communication

Science and Fiction

The purpose of this article is to clarify some common misperceptions as to what science is, what science does, how science relates to technology, and how the activities of science and technology differ from the areas of informed and uninformed speculation, and how the three areas complement each other.

Hart, Geoffrey J.S. Geoff-Hart.com (1989). Articles>Technology>Scientific Communication

Science Communication and Global Change  

Scientific publications about global changes (i.e., global warming, ozone depletion, and acid precipitation) and their effects (e.g., drought, UV-B radiation exposure, and fish kills) often convey four misimpressions to the reader: (1) A global change occurs at some specific time. (2) A global change occurs uniformly around the world. (3) Change occurs only unidirectionally. (4) Change occurs at a constant rate. These mistaken impressions result largely from how the results are presented and described. Therefore, technical communicators should be aware of the possibility of such misrepresentations and subsequent misinterpretations. They should recognize the complexity of the subject matter, convey to the reader an element of that complexity and its ramifications, and strive to present an accurate view of the processes involved when writing about the results of global-change research.

O'Hara, Frederick M., Jr. STC Proceedings (2001). Articles>Scientific Communication>International

Science Communication in India: Perspectives and Challenges

For the past two decades or so, science communication activities have gained momentum in India. Efforts have been made from both governmental and non-governmental platforms to enhance the public understanding of science. The idea is to help science and a scientific culture penetrate India's socio-culturally diverse society, and to transform it into a nation of scientifically thinking and scientifically aware people.

Patairiya, Manoj. SciDevNet (2002). Articles>Scientific Communication>Regional>India

The Science of Scientific Writing

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. The fundamental purpose of scientific discourse is not the mere presentation of information and thought, but rather its actual communication. It does not matter how pleased an author might be to have converted all the right data into sentences and paragraphs; it matters only whether a large majority of the reading audience accurately perceives what the author had in mind. Therefore, in order to understand how best to improve writing, we would do well to understand better how readers go about reading. Such an understanding has recently become available through work done in the fields of rhetoric, linguistics and cognitive psychology. It has helped to produce a methodology based on the concept of reader expectations.

Gopen, George D. and Judith A. Swan. Cambridge Language Consultants (1990). Articles>Scientific Communication

Science Writing and Scientific Writing: Audiences, Purposes, and Techniques  

Science writing for general audiences in newspapers and magazines differs from scientific writing for scientists in journal articles, letters, and grant proposals. The general public is limited in its knowledge and its understanding of scientific advancements, so science writers try to seize on the public's interest in science and "translate" discoveries and developments for them. Science writing differs from scientific writing in audience (lay versus expert), purpose (to entertain as well as to inform or persuade), and techniques such as the use of human interest, control of pace and diction, and appeal to interest in and the utility of science.

Samson, Donald C., Jr. STC Proceedings (2005). Articles>Scientific Communication>Rhetoric

Science, Intellectual Property, and the Web  

Many scientific journals have already moved to Web publication, but multiple concerns attend this conversion. In the past, publication in the sciences has assured that innovations and discoveries can be seen taking place along a continuum, each researcher building on the work of previous researchers. What effect does publishing on the Web and in other electronic forms have on this continuum? Three panelists – a technical-communications researcher, a scientific editor, and an engineering professor – address this question by considering the technological and other protections available to researchers. Scientific journals must also plan carefully for Web publication by allocating funds for protection and proper archiving.

Armbruster, David L., Hillary Hart and John A. Pearce. STC Proceedings (2002). Articles>Scientific Communication>Intellectual Property

Scientific Collaboratories: Evaluating their Potential

The evaluation of scientific collaboratories has lagged behind their development. So few evaluations of scientific collaboratories exist that fundamental questions regarding their potential have yet to be answered: Can distributed scientific research produce high quality results? Do the capabilities afforded by collaboratories outweigh their disadvantages from scientists' perspectives?  How does the scientific process change in the context of a collaboratory?

Sonnenwald, Diane H., Mary C. Whitton and Kelly L. Maglaughlin. ASIST (2002). Articles>Collaboration>Scientific Communication

Scientific Communication PIC Business Meeting  

If you are interested in scientific communication in any way, come meet others who write about science and help develop a strategic plan for the Scientific Communication Professional Interest Committee.

Zoll, Mary. STC Proceedings (1994). Articles>Scientific Communication

Scientific Communications: Do We Have A Critical Mass?  

If you are interested in scientific communications in any way, come meet others who write about science, discuss forming a Professional Interest Committee in Scientific Communications, contribute to a wish list, brainstorm options, accept part of the challenge, lend your support, or watch the process.

Zoll, Mary. STC Proceedings (1993). Articles>Scientific Communication

Scientific Documentation: Learning from Journal Articles  

Suggests that writers of technical manuals could learn a thing or two about usability from the consistent form of scientific journal articles.

Hart, Geoffrey J.S. Intercom (2004). Articles>Document Design>Scientific Communication

Scientific Illustration  

Illustrations for scientific material must convey information quickly, clearly, and succinctly. They must be technically accurate as well as aesthetically pleasing. We discuss the differences between illustrations for scientific and nonscientific material and show examples of good and poor scientific illustrations.

Burgan, Murrie W. and A. Peck. STC Proceedings (1998). Articles>Scientific Communication>Technical Illustration

Scientific Jargon, Good and Bad    

Scientific and technical jargon--specialized vocabulary, usually Latinate--plays a vital role in scientific and technical communication. But its proper use continues to be a point of discussion because of our concern with audience adaptation, rhetorical exigence, rhetorical purpose, and ethics. We've focused on teaching students--and on convincing scientists, engineers, and other writers/speakers--to gear their specialized language to the recipients of their communication, to the occasion calling for their communication, to what they wish to accomplish through their communication, and to the ethical goals of safety, helpfulness, empowerment, and truth. These are exactly the sorts of things we should be doing. My contribution to this conversation is a reinforce ment and, I hope, an extension of the argument that we should also be teaching and convincing students and professionals: 1) to fully appreciate what makes jargon either good or bad; 2) to carefully distinguish jargon usage from other aspects of scientific and technical style; and 3) to recognize that in every context, even in communication among experts, jargon should be used judiciously--that is, in the most helpful, least taxing way. Jargon, i.e. scientific terminology, is essential for designating new entities for which the language has no name. It makes for economy and for the accuracy and precision required in scientific research [1, p. 319]. Does the excessive use of technical terms impede the advance of science? I think it does. It kills the grace and purity of the literature by means of which the discoveries of science are made known [2, p. 116]. What if it should turn out that we are all jargon makers and jargon users, and that jargon is necessarily involved in the growth and change of language? That we are consumers of jargon as we are eaters of sliced bread? [3, p. 3]. To attempt a definition of jargon threatens unusual dangers [4, p. 69]. The above epigraphs are glimpses into discussions about both the uses of jargon and its definitions. My article enters in on such discussions, offering a point of view about the definitions and about the proper uses of jargon.

Hirst, Russel. Journal of Technical Writing and Communication (2003). Articles>Language>Scientific Communication

Scientific Rhetoric in the Nineteenth and Early Twentieth Centuries: Herbert Spencer, Thomas H. Huxley, and John Dewey    

Explains how rhetoric is related to modes of inquiry and to the social community in classical rhetoric and in scientific rhetoric in the nineteenth and early twentieth centuries.

Zappen, James P. WAC Clearinghouse (1991). Articles>History>Scientific Communication

The Scientific Style Manual: A Reliable Guide to Practice?    

Is the scientific style manual a reliable guide with regard to the organization and content of the typical scientific article? The answer is, yes and no. Style manuals do provide much sound advice based on their authors' personal experience. However, they also pass on some advice at odds with recently published literature regarding how scientists actually conduct research and write up their findings. This article presents a revised model for the scientific article, a model base don information in recently published research on communication in science.

Harmon, Joseph E. and Alan G. Gross. Technical Communication Online (1996). Articles>Style Guides>Scientific Communication

Scientific Writing and Editing: Problems, Pitfalls, and Pratfalls  

Clear and concise scientific communication is a goal to strive for at all times. To achieve this clear and concise prose, however, is not the responsibility of just the scientist-author or just the editor, but an integrated team of both. What happens, however, when this 'team' or 'partnership' does not work? This paper will explore different problems editors might face in a scientific workplace and how the problems can be either fixed altogether or at least alleviated.

Firestone, Elaine R. STC Proceedings (2002). Articles>Scientific Communication

Scientists Need Plain Language

Expresses concisely why scientists need to use plain language when they write for the public.

Lily. Plain Language Network (2000). Articles>Scientific Communication>Rhetoric>Minimalism

Seeing Cells: Teaching the Visual/Verbal Rhetoric of Biology    

This pilot study obtained baseline information on verbal and visual rhetorics to teach microscopy techniques to college biology majors. We presented cell images to students in cell biology and biology writing classes and then asked them to identify textual, verbal, and visual cues that support microscopy learning. Survey responses suggest that these students recognized some of the rhetorical strategies used and conflated others, revealing intriguing questions for further research in undergraduate microscopy education.

Dinolfo, John, Barbara Heifferon and Lesly A. Temesvari. Journal of Technical Writing and Communication (2007). Articles>Scientific Communication>Biomedical>Visual Rhetoric

Signs of Intelligible Life  

Looks at a number of institutions that are finding ways to insert plain English into communication between scientists and the public, as well as among scientists of different disciplines.

Whiteman, Lily. Science (2000). Articles>Writing>Scientific Communication>Minimalism

So You Want to be a Science Writer?

This is the text of a booklet prepared by the Association of British Science Writers and edited by Richard Stevenson (editor, Chemistry in Britain). Particular thanks are due to Fabian Acker (freelance and NCTJ tutor), Wendy Barnaby (freelance), Ted Poulter (Edward Poulter Associates), Martin Redfern (BBC World Service), Peter Beer (freelance) and, not least, the late Anthony Tucker (formerly science editor, The Guardian). While every effort has been made to ensure accuracy, the ABSW cannot be held responsible for any errors or omissions.

Stevenson, Richard. Association of British Science Writers (1997). Articles>Scientific Communication

Review: Starring the Text: The Place of Rhetoric in Science Studies    

Given Alan G. Gross's substantial contributions to the rhetoric of science, most recently with Joseph E. Harmon and Michael Reidy (2002) in Communicating Science, I looked forward to reading Gross's latest work, Starring the Text: The Place of Rhetoric in Science Studies--until I read the preface. In the preface, Gross notes that Starring the Text is not a new con- tribution but a 'major refiguring' (p. ix) of his earlier work The Rhetoric of Science (1990). Like most readers, I am decidedly less enthusiastic about reading a revision of an older contribution than I am about reading a new contribution.

Paul, Danette. Journal of Business and Technical Communication (2008). Articles>Reviews>Rhetoric>Scientific Communication

Structuring and Evaluating Scitech Communications    

The basis for effective scitech communications is formed by: focusing on the needs of the audience; structuring the substantive and language content accordingly; concentrating on accuracy, clarity and brevity; meeting logical requirements; and presenting in a communicative style and layout, including the use of visuals. In many scitech communications, the Appendix is the right place for detail not of immediate interest to most readers; this option is grossly under-utilized.

Mandersloot, Wim G. B. and Clive G. Bruckmann. Journal of Technical Writing and Communication (2000). Articles>Scientific Communication>TC>Assessment

Teaching Science Writing  

Teaching students how to write about science for the general public involves helping them research subjects, publications, and audiences. They should learn about research, organization of articles, audience analysis, and writing strategies, and use human interest, background information and examples, proper terminology and pace, and techniques to motivate readers to read the article.

Samson, Donald C., Jr. STC Proceedings (1999). Articles>Education>Writing>Scientific Communication

Teaching Students to Design Information About Difficult Subjects: Public Information About Pediatric AIDS  

Advanced technical communication students analyzed information about pediatric AIDS that was designed for dtrerent segments of the public. They then produced individual projects for local segments of the university and surrounding community. Through this assignment, students learned the importance of community standards in designing accurate and locally 'acceptable' communication about a difficult subject.

Porter, Lynnette R. STC Proceedings (1997). Articles>Education>Scientific Communication>Biomedical

Teaching Technical Writing to University Students Using the Medical Report  

Technical and medical writing share many similar properties. Using a medical report assignment, in which students research and write about a physical or mental disease, is an effective tool that introduces the principles of technical writing. The assignment for lower division students is to write in the IMRAD format, while upper division students compose a report integrating multiple sources cited in CBE documentation style. In each case, adhering to fact-based, clear, audience-appropriate language in a technical format provides the student with valuable practice writing in this important genre.

Mizrahi, Janet. STC Proceedings (2003). Articles>Education>Scientific Communication>Biomedical