Image: Writing, CC 0
I teach a scientific writing course, and I think I’m doing it wrong.
I don’t mean that I’m teaching my course wrong. It might not be the course you’d teach, but I’m happy enough with it, and my students seem to be too. What I mean, I guess, is that we’re doing it wrong, as a department. That’s because I’m teaching my course to grad students and 4th year (Honours-by-thesis) undergrads – and it’s pretty easy to argue that that’s way too late.
I’ve come to understand that writing is one of the most important things we teach our undergraduates.* And while I teach scientific writing, I think writing is also one of the most transferable things we teach. Continue reading
This is a guest post by Bastien Castagneyrol. This is an issue I’ve thought about (as have others), and like Bastien, I don’t quite know what action to take. I like Bastien’s climbing metaphor. In a related one, the journey from subscriber-pays paywall to author-pays-open-access crosses a very rugged landscape, with crevasses both obvious and hidden.
Disclosure from Bastien: what follows is not exhaustive and could be much better documented. It reflects my feelings, not my knowledge (although my feelings are partly nurtured with some knowledge). I’m trying here to ask a really genuine question.
The climbing metaphor
My academic career is a rocky cliff. Continue reading
Image: Proofreading marks, by volkspider via flickr.com, CC BY 2.0
Like many of us, I suspect, I have a love-hate relationship with writing. I love having written. And I enjoy certain kinds of writing and certain parts of the writing process (oddly, I really like shortening things; even more oddly, I just added this parenthetical that lengthens this paragraph). Other kinds of writing (Gantt charts, anyone?) I dislike; and there are a few parts of the writing process that I truly despise. Checking proofs? I’d rather remove my own gallbladder with a rusty spoon. Continue reading
Image © Sasquatch I via flickr.com, CC BY 2.0
This is a guest post by Katie Grogan. Her Twitter thread on this topic got lots of traction, but Twitter threads are a bit ephemeral, so I invited her to share her experience and advice here.
Disclaimer: These opinions are my [Katie’s] own, garnered from research and experience. But people aren’t the same, and what works for me may be the worst strategy for you. Remember that as you read.
A few weeks ago, inspired by graduate students struggling to write, I shared some hard-won writing experience in a Twitter thread. A week later, it was still accumulating likes (>2.7k) and retweets (>1k); and I received >100 requests to join the Writing Support Slack group I mentioned. Apparently, a LOT of graduate students, postdocs, and faculty identified with how HARD it is to write. And that’s the truth – academic writing is incredibly difficult. Anyone who seems able to dive into a manuscript without anxiety, stress-eating, procrasti-cleaning, or hand wringing is either lying or a survivor of an earlier, stress-ridden period in their writing lives that you missed seeing. Continue reading
Image: Storytelling chair © BeyondTimelines, CC-0 via pixabay.com
There are plenty of strong opinions and controversies about scientific writing: the active voice vs. the passive, how to describe a result with P = 0.06, even – and perhaps most spectacular for ratio of strength of feeling to importance – one space or two after a full stop. But one controversy that astonishes me is that over whether or not scientific writing is “storytelling”. Spoiler alert: of course it is.
It may seem odd to use the word “storytelling” for scientific writing, because we tend to think of that word as associated with fiction. Continue reading
If I have a shortcoming as a writer – and believe me, the only thing wrong with that proposition is that I don’t just have one – it’s my fondness for parentheticals. (See what I did there?) I love them; as I say in The Scientist’s Guide to Writing, “I use parentheses as if I’d gotten an irresistible deal on a bulk purchase of water-damaged ones”. I even have a special step in revision of my early drafts in which I search for all occurrences of parentheses, with the intent of excising as many as I can. Sometimes it even works. Continue reading
(My Writing Pet Peeves, Part 6)
Over the last two weeks, I’ve written peer reviews* for three different manuscripts (MSs). All three included newly coined acronyms (NCAs) to substitute for repeated short technical phrases (RSTPs). I’ve gotten in the habit, whenever I run across an NCA, to use my word processor’s search function (WPSF) to find and count occurrences of the NCA in the MS. Frequently (including for two of the recent three MSs), my WPSF reveals that the NCA is used only once or twice more in the MS. That makes it an RUA – a rarely used acronym – and RUAs are one of my writing pet peeves (WPPs).
By now that you probably suspect that I’m deliberately using a lot of acronyms to annoy you. Continue reading