Welcome to WRT 533, Graduate Writing in the Life Sciences!
Click to download full syllabus.
This class takes a rhetorical approach to the teaching of writing, positioning students to challenge a deficit model of science communication and advance critical public engagement with science. Science communication training, informed by rhetoric, improves students’ academic writing, public communication, and broader impacts, while improving students’ comprehension of scientific concepts, familiarity with their disciplinary communities, and confidence as writers and scientists.
In WRT 533, Graduate Writing in the Life Sciences, we will work together as a class to improve your academic and public writing. Through rich conversations about the disciplines of writing and rhetoric, regular practice writing across a variety of genres, and frequent revision with peers, you should become a stronger and more confident writer in just 14 weeks. This is not a class that focuses heavily on mechanics and grammar. Instead, it is a class about rhetoric and writing, meant to get us thinking and talking about what writing is all about: how it functions, brings groups together, has particular expectations, solves certain problems, and emerges out of certain exigencies. Once you learn those lessons, you should be able to face any writing challenge with more confidence, inside the classroom or out.
Course Grading
Daily plans
WEEK ONE (9/7-9/9)
Thursday, September 8
Introductions to class and each other
Homework for Tuesday, September 13
Read and take notes on:
• Syllabus and write down three questions
• Druschke and McGreavy, "Why rhetoric matters for ecology" - annotate! always! Take notes!
Type to discuss Tuesday:
• 1.5 to 2 pgs. single spaced: What do you want/need/expect from this class? What is your relationship to writing? What kinds of writing do you do? What do you need writing for? Who are you as a writer?
WEEK TWO (9/12-9/16)
Tuesday, September 13
Discussion of Druschke and McGreavy, forecasting to key terms and concepts
Homework for Thursday, September 15
Read and take notes on:
• Penrose and Katz, ch. 1 "Science as Social Enterprise"
Thursday, September 15
Discussion of Druschke and McGreavy and Penrose and Katz, forecasting to key terms and concepts
Introduction to rhetoric, social and rhetorical aspects of science
Homework for Tuesday, September 20
Read and take notes on:
• Miller, "Genre as Social Action"
• Cooper, "The Ecology of Writing"
Type to discuss Tuesday:
• 1 pg. single spaced: What is one idea you could really build from, make use of, explore from the readings? Tell me more!
WEEK THREE (9/17-9/21)
Tuesday, September 20
Genres and discourse communities
Homework for Thursday, September 22
Read and take notes on:
• Selzer, "Rhetorical Analysis: Understanding How Texts Persuade Readers"
Find and bring to class:
• Three typical scholarly articles from your field/sub-discipline
Thursday, September 22
What is rhetorical analysis and how does it work. Introduce writing project #1: forum analysis.
Homework for Tuesday, September 27
Read and take notes on:
• Porter, "Intertextuality and the Discourse Community" (pay attention to the appendix re. forum analysis!)
Select and bring to class:
• A piece of academic writing that you've completed.
Type to discuss Tuesday:
• 2-3 pg. rhetorical analysis of your own piece of academic writing. What was it written for? Who? How well did it accomplish its task? What situation did it hope to intervene in? What did it try to accomplish?
Take notes on:
• A few academic venues that you are interested in submitting work to -OR- the dissertation/thesis/or major paper
WEEK FOUR (9/26-9/30)
Tuesday, September 27
Guest instructor: Jamie Remillard. Review analysis of your own writing. Discuss Porter and its connection to the writing project.
Homework for Thursday, September 30
Find:
• Possible forums for your WP1. What would be useful to you? Who do you want to be in conversation with?
Gather:
• Sample articles from prospective forums and bring them to class Thursday
Browse:
• Article titles, follow-up on authors, poke around Google Scholar. Get to know these forums.
Type:
• 2 pg. justification (total) of at least three forums
Thursday, September 30
Guest instructor: Jamie Remillard. Working towards WP1.
Homework for Tuesday, October 4
Gather and take notes on:
• At least six recent sample articles from your forum - more is better! Spend some time on Google Scholar. Follow leads about various authors. Who is publishing here? Is it really an appropriate venue? Check out editorial information about the journal
Begin drafting and bring Tuesday:
• An outline of WP1 based on Porter's forum analysis
Bring on Tuesday:
• The Little Seagull Handbook
WEEK FIVE (10/3-10/7)
Tuesday, October 4
Turning outlines into drafts, ground rules for peer workshops
Homework for Thursday, October 6
Type:
• A first draft of your WP1. It's okay if it's not that good! Get as much done as possible. Remember, a shitty first draft has a purpose.
Print:
• 3 copies of WP1 draft for Thursday's peer workshop
Read:
• Shitty First Drafts by Anne Lamott
Bring:
• Little Seagull Handbook
Thursday, October 6
Forum analysis peer workshop #1
Homework for Tuesday, October 11
Create:
• Revision plan from peer workshop
Review:
• The Little Seagull Handbook
Email:
• [email protected] by Friday pm with your top 3 interests/issues from LSH
Revise:
• Forum analysis project
Bring:
• In-process forum analysis draft to class
Type and bring Tuesday:
• 2-3 pg. What troubles do you seem to have with writing? What do you know you need to work on? What do you do extremely well? What do you enjoy? What confuses you? What sorts of feedback do you typically get back on your writing?
Bring on Tuesday:
• The Little Seagull Handbook
WEEK SIX (10/10-10/14)
Tuesday, October 11
Mechanics boot camp: everything you ever wanted to know about writing but were too afraid to ask. Topics include:
Revise WP1 for second peer workshop
Thursday, October 13
Forum analysis peer workshop #2
Homework for Tuesday, October 18
Revise:
• Final draft of forum analysis due Tuesday, October 18
Read and take notes on:
• Fahnestock, "Accommodating Science: The Rhetorical Life of Scientific Facts," Written Communication
Gather:
• Examples of venues for public science. Bring links, print text, etc. Be able to reference and show (on your laptop, etc.) at least three sources for public science.
WEEK SEVEN (10/17-10/21)
Tuesday, October 18
WP1 post-write:
Homework for Thursday, October 20
Bring all WP1 peer review drafts and peer review guides to class
Read and take notes on:
• Warrick, "Large-scale dam removal on the Elwha River, Washington, USA: Source-to-sink sediment budget and synthesis." Geomorphology
• Dean, "When Dams Come Down, Salmon and Sand Can Prosper." NYTimes
Thursday, October 20
Group critique of NYTimes article.
Homework for Tuesday, October 25
Read and take notes on:
• Penrose and Katz, ch. 8 "Communicating with Public Audiences"
• Scour examples of public science writing for topics that interest you. Be sure to look back and forth between the accommodation and the original research
Bring:
• Examples of public science writing with you to class
Begin drafting:
• WP2: Critique of public science writing
WEEK EIGHT (10/24-10/28)
Tuesday, October 25
Begin analyzing public writing
Homework for Thursday, October 27
Draft:
• Public accommodation project for Thursday's workshop
Bring:
• 3 copies for peer workshop
Thursday, October 27
Critique of public science writing peer workshop #1
Homework for Tuesday, November 1
Revise:
• WP2: Critique of Public Science Writing for Tuesday workshop
WEEK EIGHT (10/31-11/4)
Tuesday, November 1
Peer workshop #2 of critique of public science writing - focus on paragraph coherence and topic sentences
Homework for Thursday, November 3
Revise:
Writing project #2
Bring:
Little Seagull Handbook to class Thursday
Thursday, November 3
Submit writing project #2, introduction to WP3, grammar review (leftovers from review 1, paragraph coherence, etc.)
Homework for Tuesday, November 8
Read:
• Kuehne, et al. 2014. "Practical Science Communication Strategies for Graduate Students." Conservation Biology
• Leslie, et al. 2013. "How Good Science and Stories Can Go Hand-in-Hand." Conservation Biology
Write:
• 2 pgs. - How can you use narrative to make this project come alive? What work can you accommodate and what venue could you choose? Who would you like to reach?
WEEK NINE (11/7-11/11)
Tuesday, November 8
NO CLASS MEETING - GO VOTE!!! And bring your friends. :)
Homework for Thursday, November 10
Gather and bring:
• Examples of possible venues that could suit your work. Bring them to class Thursday. Your writing needs a specific, real audience!
Read and take notes on:
• Penrose and Katz, ch. 8 "Communicating with Public Audiences"
Thursday, November 10
Guest instructor: Jamie Remillard. Freewriting and concept mapping, discussion of potential venues
Homework for Tuesday, November 15
Type and bring:
• 3 pg. forum analysis of your preferred public forum. Use what you learned in the academic forum analysis. Think about how it will set you up for your own accommodation. How can you tailor your particular piece of writing to this venue? What will you need to know and do? What are its conventions and expectations?
Begin drafting:
• Public science writing
Read and take notes on:
• Olson, ch. 3 "Don't Be Such a Poor Storyteller"
WEEK TEN (11/14-11/18)
Tuesday, November 15
Homework for Thursday, November 17
Draft:
• WP3 Public Science Writing for Thursday workshop
Bring:
• Little Seagull Handbook for Thursday workshop
Thursday, November 17
Peer workshop one of public writing / Guest speakers: Amy Dunkle (Rhode Island NSF-EPSCoR), Carrie McDonough (Oceanbites), and Paul McDivitt (CUBoulder, SEAcomm)
Homework for Tuesday, November 22
Revise:
• Writing project three
WEEK ELEVEN (11/21-11/25)
Tuesday, November 22
Peer workshop two of public writing
Homework for Thursday, November 24
Peer workshop three:
• Via email exchange with pre-designated classmate(s):
• WP3 to submit Nov. 29
Thursday, November 24
No class - Thanksgiving holiday
WEEK TWELVE (11/28-12/2)
Tuesday, November 29
Review high points from the semester, submit WP3, introduction to WP4 Personal statement
Post write activity for WP3:
Read:
• the full materials for NSF's graduate research fellowship program
• find an alternate venue to submit to
• Reynolds and Davis, "Becoming a Reflective Learner" and "Preparing to Write the Introduction and Other Reflective Components," Portfolio Keeping
Thursday, December 1
Review Reynolds chapter about reflection in groups, freewriting about what you've learned this semester, discussion of fellowship possibilities, learning to tell your story as a scientist.
Freewriting and concept mapping for WP4
Homework for Tuesday, December 6
Draft:
• WP4 statement or cover letter for Tuesday's workshop
WEEK THIRTEEN (12/5-12/9)
Tuesday, December 6
Peer workshop -with WP4 Personal statement or cover letter
Homework for Thursday, December 8
Draft:
• Cover letter and fellowship statement
Bring:
• Current draft of statement or cover letter for brief workshop Thursday
Email:
• Dr. Druschke with electronic copies of your WP1, WP2, and WP3
Thursday, December 8
Short peer workshop, wrap up and evaluations, & potluck!
Homework for Thursday, December 15
Revise:
• Cover letter and fellowship statement to submit Thursday Dec. 15 by 5pm via email
WEEK FOURTEEN (12/15)
Thursday, December 15
Submit cover letter and fellowship statement via email to [email protected] by 5pm
Happy winter vacation!
Click to download full syllabus.
This class takes a rhetorical approach to the teaching of writing, positioning students to challenge a deficit model of science communication and advance critical public engagement with science. Science communication training, informed by rhetoric, improves students’ academic writing, public communication, and broader impacts, while improving students’ comprehension of scientific concepts, familiarity with their disciplinary communities, and confidence as writers and scientists.
In WRT 533, Graduate Writing in the Life Sciences, we will work together as a class to improve your academic and public writing. Through rich conversations about the disciplines of writing and rhetoric, regular practice writing across a variety of genres, and frequent revision with peers, you should become a stronger and more confident writer in just 14 weeks. This is not a class that focuses heavily on mechanics and grammar. Instead, it is a class about rhetoric and writing, meant to get us thinking and talking about what writing is all about: how it functions, brings groups together, has particular expectations, solves certain problems, and emerges out of certain exigencies. Once you learn those lessons, you should be able to face any writing challenge with more confidence, inside the classroom or out.
Course Grading
- Active participation, engagement, and completion of daily work (10%)
- WP1: Academic forum analysis (20%)
- WP2: Critique of public science writing (20%)
- WP3: Public science writing about your own (or your lab’s) research for a live audience (20%)
- WP4: NSF “Personal, Relevant Background and Future Goals Statement” (20%) with reflective cover letter (10%)
Daily plans
WEEK ONE (9/7-9/9)
Thursday, September 8
Introductions to class and each other
Homework for Tuesday, September 13
Read and take notes on:
• Syllabus and write down three questions
• Druschke and McGreavy, "Why rhetoric matters for ecology" - annotate! always! Take notes!
Type to discuss Tuesday:
• 1.5 to 2 pgs. single spaced: What do you want/need/expect from this class? What is your relationship to writing? What kinds of writing do you do? What do you need writing for? Who are you as a writer?
WEEK TWO (9/12-9/16)
Tuesday, September 13
Discussion of Druschke and McGreavy, forecasting to key terms and concepts
Homework for Thursday, September 15
Read and take notes on:
• Penrose and Katz, ch. 1 "Science as Social Enterprise"
Thursday, September 15
Discussion of Druschke and McGreavy and Penrose and Katz, forecasting to key terms and concepts
Introduction to rhetoric, social and rhetorical aspects of science
Homework for Tuesday, September 20
Read and take notes on:
• Miller, "Genre as Social Action"
• Cooper, "The Ecology of Writing"
Type to discuss Tuesday:
• 1 pg. single spaced: What is one idea you could really build from, make use of, explore from the readings? Tell me more!
WEEK THREE (9/17-9/21)
Tuesday, September 20
Genres and discourse communities
Homework for Thursday, September 22
Read and take notes on:
• Selzer, "Rhetorical Analysis: Understanding How Texts Persuade Readers"
Find and bring to class:
• Three typical scholarly articles from your field/sub-discipline
Thursday, September 22
What is rhetorical analysis and how does it work. Introduce writing project #1: forum analysis.
Homework for Tuesday, September 27
Read and take notes on:
• Porter, "Intertextuality and the Discourse Community" (pay attention to the appendix re. forum analysis!)
Select and bring to class:
• A piece of academic writing that you've completed.
Type to discuss Tuesday:
• 2-3 pg. rhetorical analysis of your own piece of academic writing. What was it written for? Who? How well did it accomplish its task? What situation did it hope to intervene in? What did it try to accomplish?
Take notes on:
• A few academic venues that you are interested in submitting work to -OR- the dissertation/thesis/or major paper
WEEK FOUR (9/26-9/30)
Tuesday, September 27
Guest instructor: Jamie Remillard. Review analysis of your own writing. Discuss Porter and its connection to the writing project.
Homework for Thursday, September 30
Find:
• Possible forums for your WP1. What would be useful to you? Who do you want to be in conversation with?
Gather:
• Sample articles from prospective forums and bring them to class Thursday
Browse:
• Article titles, follow-up on authors, poke around Google Scholar. Get to know these forums.
Type:
• 2 pg. justification (total) of at least three forums
Thursday, September 30
Guest instructor: Jamie Remillard. Working towards WP1.
Homework for Tuesday, October 4
Gather and take notes on:
• At least six recent sample articles from your forum - more is better! Spend some time on Google Scholar. Follow leads about various authors. Who is publishing here? Is it really an appropriate venue? Check out editorial information about the journal
Begin drafting and bring Tuesday:
• An outline of WP1 based on Porter's forum analysis
Bring on Tuesday:
• The Little Seagull Handbook
WEEK FIVE (10/3-10/7)
Tuesday, October 4
Turning outlines into drafts, ground rules for peer workshops
Homework for Thursday, October 6
Type:
• A first draft of your WP1. It's okay if it's not that good! Get as much done as possible. Remember, a shitty first draft has a purpose.
Print:
• 3 copies of WP1 draft for Thursday's peer workshop
Read:
• Shitty First Drafts by Anne Lamott
Bring:
• Little Seagull Handbook
Thursday, October 6
Forum analysis peer workshop #1
Homework for Tuesday, October 11
Create:
• Revision plan from peer workshop
Review:
• The Little Seagull Handbook
Email:
• [email protected] by Friday pm with your top 3 interests/issues from LSH
Revise:
• Forum analysis project
Bring:
• In-process forum analysis draft to class
Type and bring Tuesday:
• 2-3 pg. What troubles do you seem to have with writing? What do you know you need to work on? What do you do extremely well? What do you enjoy? What confuses you? What sorts of feedback do you typically get back on your writing?
Bring on Tuesday:
• The Little Seagull Handbook
WEEK SIX (10/10-10/14)
Tuesday, October 11
Mechanics boot camp: everything you ever wanted to know about writing but were too afraid to ask. Topics include:
- Abstract writing
- Citation styles
- Italics
- Topic sentences
- Colons, commas, semicolons, periods
- He, she, they
- Paragraph structure
- Paraphrasing and plagiarism
- Flow
- Transitions
- Active/passive voice
- Verb tense
- Wordiness
Revise WP1 for second peer workshop
Thursday, October 13
Forum analysis peer workshop #2
Homework for Tuesday, October 18
Revise:
• Final draft of forum analysis due Tuesday, October 18
Read and take notes on:
• Fahnestock, "Accommodating Science: The Rhetorical Life of Scientific Facts," Written Communication
Gather:
• Examples of venues for public science. Bring links, print text, etc. Be able to reference and show (on your laptop, etc.) at least three sources for public science.
WEEK SEVEN (10/17-10/21)
Tuesday, October 18
WP1 post-write:
- How did your process differ from past work?
- What are you especially proud of?
- What still needs work?
- What was the biggest challenge you faced with this project and how did you address it?
- What will you carry into future work in terms of process and/or content?
Homework for Thursday, October 20
Bring all WP1 peer review drafts and peer review guides to class
Read and take notes on:
• Warrick, "Large-scale dam removal on the Elwha River, Washington, USA: Source-to-sink sediment budget and synthesis." Geomorphology
• Dean, "When Dams Come Down, Salmon and Sand Can Prosper." NYTimes
Thursday, October 20
Group critique of NYTimes article.
Homework for Tuesday, October 25
Read and take notes on:
• Penrose and Katz, ch. 8 "Communicating with Public Audiences"
• Scour examples of public science writing for topics that interest you. Be sure to look back and forth between the accommodation and the original research
Bring:
• Examples of public science writing with you to class
Begin drafting:
• WP2: Critique of public science writing
WEEK EIGHT (10/24-10/28)
Tuesday, October 25
Begin analyzing public writing
Homework for Thursday, October 27
Draft:
• Public accommodation project for Thursday's workshop
Bring:
• 3 copies for peer workshop
Thursday, October 27
Critique of public science writing peer workshop #1
Homework for Tuesday, November 1
Revise:
• WP2: Critique of Public Science Writing for Tuesday workshop
WEEK EIGHT (10/31-11/4)
Tuesday, November 1
Peer workshop #2 of critique of public science writing - focus on paragraph coherence and topic sentences
Homework for Thursday, November 3
Revise:
Writing project #2
Bring:
Little Seagull Handbook to class Thursday
Thursday, November 3
Submit writing project #2, introduction to WP3, grammar review (leftovers from review 1, paragraph coherence, etc.)
Homework for Tuesday, November 8
Read:
• Kuehne, et al. 2014. "Practical Science Communication Strategies for Graduate Students." Conservation Biology
• Leslie, et al. 2013. "How Good Science and Stories Can Go Hand-in-Hand." Conservation Biology
Write:
• 2 pgs. - How can you use narrative to make this project come alive? What work can you accommodate and what venue could you choose? Who would you like to reach?
WEEK NINE (11/7-11/11)
Tuesday, November 8
NO CLASS MEETING - GO VOTE!!! And bring your friends. :)
Homework for Thursday, November 10
Gather and bring:
• Examples of possible venues that could suit your work. Bring them to class Thursday. Your writing needs a specific, real audience!
Read and take notes on:
• Penrose and Katz, ch. 8 "Communicating with Public Audiences"
Thursday, November 10
Guest instructor: Jamie Remillard. Freewriting and concept mapping, discussion of potential venues
Homework for Tuesday, November 15
Type and bring:
• 3 pg. forum analysis of your preferred public forum. Use what you learned in the academic forum analysis. Think about how it will set you up for your own accommodation. How can you tailor your particular piece of writing to this venue? What will you need to know and do? What are its conventions and expectations?
Begin drafting:
• Public science writing
Read and take notes on:
• Olson, ch. 3 "Don't Be Such a Poor Storyteller"
WEEK TEN (11/14-11/18)
Tuesday, November 15
Homework for Thursday, November 17
Draft:
• WP3 Public Science Writing for Thursday workshop
Bring:
• Little Seagull Handbook for Thursday workshop
Thursday, November 17
Peer workshop one of public writing / Guest speakers: Amy Dunkle (Rhode Island NSF-EPSCoR), Carrie McDonough (Oceanbites), and Paul McDivitt (CUBoulder, SEAcomm)
Homework for Tuesday, November 22
Revise:
• Writing project three
WEEK ELEVEN (11/21-11/25)
Tuesday, November 22
Peer workshop two of public writing
Homework for Thursday, November 24
Peer workshop three:
• Via email exchange with pre-designated classmate(s):
- Gloria & Byron
- Danielle & Rachel
- Sylvia & Steven
- Melissa & Mary
- Emma, Erin & Hem
- Christina & J.
- Dara, Marzia, & Evan
• WP3 to submit Nov. 29
Thursday, November 24
No class - Thanksgiving holiday
WEEK TWELVE (11/28-12/2)
Tuesday, November 29
Review high points from the semester, submit WP3, introduction to WP4 Personal statement
Post write activity for WP3:
- What aspect of your project still needs improvement?
- What is the most awesome aspect of your piece?
- Was this project easier or more difficult than you imagined? Why or why not?
- What range of emotions did you go through from the introduction of this project to its submission?
- Would you ever do this again? Why or why not?
- What advice would you give to future students (and future CGD) about this project?
Read:
• the full materials for NSF's graduate research fellowship program
• find an alternate venue to submit to
• Reynolds and Davis, "Becoming a Reflective Learner" and "Preparing to Write the Introduction and Other Reflective Components," Portfolio Keeping
Thursday, December 1
Review Reynolds chapter about reflection in groups, freewriting about what you've learned this semester, discussion of fellowship possibilities, learning to tell your story as a scientist.
Freewriting and concept mapping for WP4
Homework for Tuesday, December 6
Draft:
• WP4 statement or cover letter for Tuesday's workshop
WEEK THIRTEEN (12/5-12/9)
Tuesday, December 6
Peer workshop -with WP4 Personal statement or cover letter
Homework for Thursday, December 8
Draft:
• Cover letter and fellowship statement
Bring:
• Current draft of statement or cover letter for brief workshop Thursday
Email:
• Dr. Druschke with electronic copies of your WP1, WP2, and WP3
Thursday, December 8
Short peer workshop, wrap up and evaluations, & potluck!
Homework for Thursday, December 15
Revise:
• Cover letter and fellowship statement to submit Thursday Dec. 15 by 5pm via email
WEEK FOURTEEN (12/15)
Thursday, December 15
Submit cover letter and fellowship statement via email to [email protected] by 5pm
Happy winter vacation!