University of the
West of England
MODULE SPECIFICATION
Code: USSJC8-30-M Title: Writing Science Version:
Level: UWE credit rating: ECTS credit rating:
Owning Faculty: Health and Life Sciences Field:
Faculty Committee approval: Q&S Committee (School of Life Sciences) Date: July 2010
Approved for Delivery by: N/A
Valid from: September 2010 Discontinued from:
Pre-requisites:
Co-requisites:
Entry Requirements:
N/A
Excluded Combinations:
Learning Outcomes:
The student will be able to:
• demonstrate breadth and flexibility in writing styles;
• interpret scientific information intended for a specialist audience and present this information at a level and in a style suitable for a variety of lay audiences;
• identify the ‘news’ in a scientific paper and transpose to appeal to the mass media;
• synthesise information from a variety of sources in developing a coherent piece of written communication;
• analyse and apply the journalistic process, including understanding the roles and responsibilities of the media with respect to science communication;
• demonstrate an ability to work across disciplinary boundaries when producing copy for publication.
Syllabus Outline:
This module explores science communication through written formats and will specifically examine magazine, newspaper and internet media. The emphasis in this module is on communication with lay publics, though students will also consider written and verbal communication between scientists in public fora such as journal articles and conference presentations. These latter will be examined primarily as source material for communications with lay publics.
Topics covered include:
rhetoric in science communication - including framing, argument structure, storytelling and use of metaphor
science journalism - concepts such as the role of the media in public opinion formation, agenda setting and newsgates, as well as practical issues such as news gathering, including sourcing expert scientific information, and writing and interviewing styles
science in public relations and affairs- including role of public relations in organisations, stakeholder theory, theory of publics as well as practical issues, such as writing for public relations and selling science as news.
informational or educational science writing - including issues such as the role of the audience and trust in information sources, as well as practical issues relating to style.
Students will explore the purposes of various writing genres and their strengths and weaknesses as vehicles for science communication. Editorial constraints and news values will also be examined. Students will also critically analyse current/recent media coverage of scientific topics, referring to theories such as cultivation theory, normative theory and media cultural theory.
As part of this module, students will be expected to develop their written communication skills. This will include writing for a variety of different audiences (from quite technical audiences through to tabloid news) and purposes (e.g. educate, inform, entertain, convert or convince). Practical writing exercises will help students develop their ability to translate complex scientific concepts into a form that is readily understood by different audiences. Practical topics covered include:
Understanding and researching your audience
Identifying a topic – importance of news value
Practical interviewing skills and strategies for gathering information directly from scientist sources
Structure of different writing genre (e.g. news, feature articles, press releases etc)
Developing a story line
Pitching stories to editors
Language issues – style, grammar, jargon
Teaching and Learning Methods:
The module will be taught in block teaching sessions. During the intensive teaching sessions, material will be delivered using a mixture of problem-based learning, seminar and workshop sessions. Considerable emphasis will be placed on developing practical writing, interpretive and story researching skills. Sessions will be designed to simulate both newsroom and public affairs environments. Students will be expected to take an active role in developing and running workshop and seminar sessions. The intensive teaching periods will be supplemented by guided and independent reading to provide suitable background on the subject and examine theoretical concepts in detail.
In the case of small student numbers the teaching and learning methods will be adapted appropriately to support a stronger element of independent learning. This self-directed study will be supported by tutor-led workshops combined with case studies and site visits as appropriate.
Reading Strategy:
All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.
Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on Blackboard or through any other vehicle deemed appropriate by the module/programme leaders.
If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.
Indicative Reading List:
• Allan, S (2006) Online News: Open University Press: Buckingham
• Blum, D (2006). A field Guide for Science Writers, 2nd Ed, Oxford University Press: Oxford.
• Fleming, C, Hemmingway, E, Moore, G, Welford, D (2006), An introduction to Journalism, Sage: London
• Friedman, SM (1986). Scientists and Journalists: Reporting Science as News, Free Press: New York.
• Gilmour, D (2006) We the Media, O’Reilly: Sebastopol, USA
• Glaser J (1999). Understanding Style: Practical Ways to Improve Your Writing, Oxford University Press: Oxford.
• Harcup, T (2004) Journalism: Principles and Practice, Sage: London
• Hennessy, B (1997) Writing Feature Articles, Focal Press: London
• Hicks W (1998). English for Journalists, 2nd Ed, Routledge: London.
• Jenkins, H (2006) Convergence Culture, New York University Press: New York
• Lewenstein, BV (1986). When Science Meets the Public, AAAS: Washington
Journals
• Science Communication, Elsevier
• Public Understanding of Science, Institute of Physics Publishing
Assessment:
Weighting between components A and B (standard modules only) A: 40% B: 60%
FIRST ATTEMPT
First Assessment Opportunity
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
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CW3 |
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Second Assessment Opportunity (further attendance at taught classes )
Component A (controlled) Element Wt (Ratio)
Description of each element (within Component)
CW1 |
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Component B Element Wt (Ratio)
Description of each element (within Component)
CW2 |
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CW3 |
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SECOND (OR SUBSEQUENT) ATTEMPT Attendance at taught classes .
Specification confirmed by …………………………………………………Date ……………………………
(Associate Dean/Programme Director)