Course Catalogue

View Specification Document | Reading List

This course will introduce students to the processes scientists use to outline and support their conclusions (i.e. to create arguments), based on a wide range of relevant sources from the academic literature. We will guide students through the various steps required to turn a question or a topic into a well-crafted piece of scientific writing. We will also demonstrate how the practical elements of scientific work are closely connected with language and writing.

The course will run over 10 weeks. Each week will require students to view a series of short lecture-style videos (approx. 30 mins per week) and complete a task based on the topic of that week. This is followed by a live 90-minute seminar or workshop that incorporates small group discussion, peer review exercises and individual tasks.

None

None

None

Blog post (400-500 words) (30%): students will be asked to submit a short blog post on a topic of current, active scientific debate and discussion. The students' submissions will be shared - with students' permission - on a public blog.

Peer review of blog post (100-150 words) (10%): using Aropa, students will be assigned a peer's submission to review and provide feedback using established techniques.

Essay (1500 words) (60%): Students will submit a comparison of a published piece of scientific writing with a published media report of the same event/topic. Students will be asked to utilise the rhetorical and analytical tools taught through the course to build the comparison.

This course aims to:

■ Introduce students to the principles and purposes of science writing.

■ Illustrate how to use appropriate language to present ideas and arguments. 

■ Provide a deeper understanding of the scientific method through an examination of the presentation, rhetoric, and argumentation styles typical of science writing.

■ Give students the opportunity to develop skills required to critique their own, and other people's, writing.

■ Prepare students for the expectations of higher education coursework assessment.

By the end of this course students will be able to:

1. Identify the characteristics of good quality science writing

2. Differentiate between typical interest and science-literacy levels of various audiences

3. Apply appropriate scientific evidence to form an academic argument, supported by appropriate referencing conventions

4. Use linguistic tools and devices to formulate an appropriate piece of science writing

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.