ENGL 193, Section 10, Communication in the Life Sciences, Winter 2022
University
of
Waterloo
Department
of
English
Language
and
Literature
Monday
and
Wednesday,
1pm
-2:20pm,
online
for
first
three
weeks,
EV3
3406
Instructor Information
Instructor: Dr. Benjamin Woodford
Office: PAS 1285, on Zoom for first three weeks
Office Hours: Monday, 10:30 – 11:30am, by appointment for first three weeks
Email: bwoodfor@uwaterloo.ca
Course Description
This course emphasizes effective written, oral, and visual communication in the life sciences. Students will have the opportunity to shape these communication skills through iterative design processes that emphasize attention to audience, the purpose of your communications, and student agency. Students will work individually and collaboratively to craft messages for internal and external audiences, including scientists, government stakeholders, affected communities, or broader publics. Students will learn a variety of genres such as research reports, grant proposals, conference abstracts, conference posters, public talks, blog posts, and podcasts. Overall, this course will help students enhance their capacity to conduct research and report research findings, communicate ethically, and thereby effect important change.
Course Goals and Learning Outcomes
Upon completion of this course, students should be able to:
- design, draft, and persuasively deliver scientific communications to expert and non-expert audiences.
- justify decisions about the language, content, and genre used when communicating scientific information;
- practice collaboration and peer review in support of iterative communication design processes, including revision;
- practice research processes to find, assess, document, incorporate, and cite research resources and communicate research findings; and
- describe and appraise the purposes and ethical concerns of science communication
Structure of the Course
Like all course at Waterloo this term, this course will begin online for the first few weeks. Hopefully, we can return to in-person instruction on January 27. While we are online, the course will be a mix of synchronous and asynchronous learning. All of our Monday classes with be synchronous on Zoom. The link to the Zoom meetings is posted on our Learn page in the announcement section. All of our Wednesday class will be asynchronous (except for January 19). For the asynchronous classes, I will post material (PowerPoints and lectures) and activities for you to do based on the readings and topic for the class. If online learning needs to continue past January 27, we will keep this format (synchronous on Monday and asynchronous on Wednesday) for as long as we are online.
Required Text
Nelson-McDermott, Catherine, Laura Buzzard, and Don LePan. Science and Society: An Anthology for Readers and Writers. Broadview, 2014.
Course Requirements and Assessment
Assessment |
Date of Evaluation (if known) |
Weighting |
Participation |
Throughout the Term |
16% |
Peer Review Activity |
Jan. 26 and Feb. 16 |
4% |
Reading Analysis Logs |
Feb. 18 and April 12 |
10% |
Science Literature Review |
Feb. 2 |
15% |
Grant Proposal |
Feb. 28 |
15% |
Public Communication (oral) |
March 16 and 21 |
20% |
Poster
(Group) |
April 4 April 4 |
15% |
Total |
100% |
Here
is
the
interesting
thing
about
this
course:
the
assignments
will
draw
upon
a
range
of
genres
that
are
employed
in
scientific
writing.
You’re
going
to
present
your
work
to
a
bunch
of
different
audiences.
It
might
be
to
other
scientists,
it
might
be
to
non-scientists
who
are
just
interested
in
learning
about
your
research,
or
it
might
be
to
people
who
will
give
you
money
to
complete
your
research.
All
written
assignments
should
be
double-spaced
in
12pt.
Times
New
Roman
font
(except
the
poster)
and
submitted
to
the
appropriate
dropbox
on
Learn.
Assignments
should
be
in
Word
or
pdf
format.
Participation
While
we
are
still
learning
online,
there
are
two
online
discussion
activities
for
our
asynchronous
classes
on
Jan.
12
and
Jan.
26.
These
activity
is
connected
to
the
reading
assigned
for
that
class.
I
will
mark
the
activities
for
completion
and
they
are
due
Jan.
12
at
11:59pm
and
Jan.
26
at
11:59pm.
Each
one
is
worth
1%
of
your
mark
(2%
in
total).
You
can
find
these
activities
on
Learn,
under
the
Discussions
section.
The
remaining
part
of
your
participation
mark
(14%
of
your
final
mark)
will
come
from
your
participation
in
class
discussions.
I
will
monitor
your
involvement
in
class
discussions
and
your
in-class
group
work.
I
will
be
keeping
track
of
how
many
times
you
contribute
to
discussions
during
class.
Participation
is
both
oral
and
aural.
You
must
participate
regularly
in
class
and
group
discussions,
you
must
listen
and
respond
to
your
classmates’
contributions
to
those
discussions,
and
you
must
contribute
meaningfully
to
any
discussions
in
which
you
are
engaged.
You
are
expected
to
read
all
assigned
articles
BEFORE
class
and
come
prepared
to
discuss
them
in
class.
To
get
the
discussion
going,
I
may
call
on
individual
students
to
answer
questions.
In
order
to
get
the
full
15%
for
participation,
you
need
to
make
a
meaningful
contribution
to
the
discussion
in
each
class.
Modification
if
online
learning
continues
past
Jan.
27
If
online
learning
extends
further
into
the
term,
there
will
be
more
asynchronous
classes.
For
asynchronous
classes,
I
will
post
a
discussion
question/activity.
Each
asynchronous
activity
will
be
worth
1%
of
your
final
mark
and
will
be
included
in
your
participation
mark.
For
these
asynchronous
activities,
the
asynchronous
“class”
will
happen
on
on
Wednesday
and
the
activity
will
be
due
on
Thursday.
Peer Review Activity
For
both
the
Science
Literature
Review
and
the
Grant
Proposal,
will
did
a
peer
review
activity.
The
Science
Literature
Review
peer
review
with
take
place
online.
You
will
be
assigned
groups
and
each
group
member
will
post
their
draft
on
a
discussion
board.
Group
members
will
give
each
other
feedback
through
the
discussion
board.
To
receive
the
marks
for
this
activity
(2%)
you
need
to
post
your
draft
on
the
discussion
board
and
post
feedback
to
the
drafts
of
two
of
your
colleagues.
You
will
receive
guidelines
on
how
to
provide
this
feedback.
For
the
Grant
Proposal,
you
will
be
required
to
bring
a
draft
of
the
assignment
(as
a
paper
copy)
with
you
to
class
before
it
is
due
and
exchange
your
assignment
with
several
classmates.
You
will
provide
feedback
on
your
classmates’
work
and
they
will
provide
feedback
on
yours.
In
order
to
receive
the
marks
for
this
assignment,
you
must
come
to
class
with
a
completed
draft
(that
is,
the
appropriate
length)
and
actively
participate
in
peer-reviewing
your
colleagues’
work.
Each
peer
review
activity
is
worth
2%
of
your
final
mark.
Modification
if
online
learning
is
still
happening
past
Jan.
27
If
we
are
still
online
for
the
scheduled
dates
of
the
Grant
Proposal
peer
review,
this
activity
will
happen
online
and
follow
the
same
method
of
the
Science
Literature
Review
peer
review.
Reading Analysis Logs
Over
the
course
of
the
term,
you
will
produce
several
reading
log.
You
will
turn
in
the
reading
log
twice
during
the
semester:
once
at
midterm
to
receive
feedback
and
once
at
the
end
of
the
term.
Your
first
submission
(Feb.
18)
will
include
three
logs
of
approximately
one
page
(double-spaced)
each
(three
pages
in
total)
and
be
worth
5%
of
your
final
mark.
Each
log
should
analyze
one
of
the
assigned
readings.
You
can
discuss
any
of
the
readings
that
have
been
assigned
before
the
due
date.
Your
second
submission
(April
12)
will
be
one
log
of
two
pages
(double-spaced)
and
will
be
worth
5%
of
your
final
mark.
This
second
submission
will
address
one
reading
that
was
assigned
on
February
18
or
after.
In
each
log
entry,
you
need
to
comment
on
various
aspects
of
the
text.
These
may
include
the
form,
function,
aim,
audience,
diction,
type
of
reasoning,
and
implication
of
each
article.
You
do
not
have
to
address
each
of
these
issues
in
every
log
entry.
You
are
also
free
to
address
other
aspects
of
the
article
that
you
think
are
interesting.
Remember
to
provide
evidence
from
the
article
for
each
point
that
you
make
(for
example,
provide
evidence
to
show
how
you
know
who
the
audience
is).
An
example
of
the
types
of
things
that
you
can
discuss
will
be
posted
on
Learn
under
the
Assignment
Guidelines
section.
Science Literature Review, 3-4 pages
Note:
The
following
three
assignments
(Science
Literature
Review,
Grant
Proposal,
and
Public
Communication)
build
on
each
other.
You
are
going
to
identify
an
area
that
interests
you,
discuss
previous
work
on
the
topic,
apply
for
funding
for
additional
research
on
the
topic,
and
share
your
thoughts
on
this
topic
publicly.
Time
to
dive
into
your
interests!
Find
and
read
a
science
research
article
on
a
topic
of
your
choosing.
It
must
follow
the
IMRaD
format.
At
the
top
of
your
review,
provide
a
short
summary
of
your
article.
Science
literature
reviews
are
written
BEFORE
the
research
takes
place.
They
assess:
1)
what
research
is
needed
in
the
field
–
the
gaps
in
research,
2)
what
methods
and
strategies
are
currently
used
with
this
topic
and
3)
what
particular
articles
or
ideas
this
work
is
in
conversation
with.
In
your
article,
the
authors
will
have
situated
their
work
within
that
current
research
conversation.
Identify
from
their
citation
list
two
key
texts
that
they
either
build
on
or
challenge.
Find
those
articles
through
the
UWaterloo
library
system
and
download
and
read
the
articles.
Once
you
have
identified
two
articles
that
you
think
are
interesting
and
you
can
summarize
in
plain
language,
read
through
them
and
write
short
summaries
about
the
research.
Then,
and
this
is
the
important
part,
write
a
few
paragraphs
about
what
those
two
papers
mean
to
the
research
article
you
have
chosen
to
work
with.
Why
did
your
authors
cite
those
articles?
What
does
it
tell
us
about
the
problem
or
issues
the
authors
of
your
research
article
are
trying
to
solve?
Make
sure
you
write
this
report
in
plain
language.
Your
review
needs
to
be
written
in
a
formal
tone,
but
without
any
industry
jargon
or
specific
terminology.
Rather,
you’re
trying
to
provide
a
general
understanding
of
what
material
currently
exists
in
this
research
area.
Remember
also
that
your
readers
won’t
have
read
or
reviewed
these
articles,
so
you
need
to
make
sure
that
your
references
to
them
can
be
understood
without
accessing
the
original
text.
Finally,
you
need
to
provide
a
tentative
assessment
of
those
two
articles
in
terms
of
their
data
quality,
the
arguments
they
make,
etc.
While
I
realize
you’re
just
starting
out
and
may
not
be
fully
capable
of
this
kind
of
assessment,
the
goal
here
is
to
begin
thinking
about
these
problems.
It’s
okay
to
be
wrong
because
we’re
just
beginning
to
learn
how
to
do
this
work.
We’ll
talk
about
ways
to
evaluate
research
generally.
Grant Proposal, 3-4 pages
Increasingly
research
doesn’t
happen
without
securing
external
funds.
This
assignment
requires
you
to
craft
a
grant
proposal
requesting
funds
to
pursue
your
research
connected
to
the
science
literature
review
you
have
just
written.
Your
science
literature
review
accessed
the
previous
work
on
a
topic;
now
you
will
request
funding
to
do
additional
research
on
this
topic.
For
this
assignment
you
will
create
a
grant
proposal.
To
do
this,
first
choose
an
appropriate
organization/platform
for
the
kind
of
work
you’re
doing.
You
might
use
a
crowd-funding
platform
like
Experiment.com,
or
you
might
want
to
apply
to
a
formal
organization
that
funds
scientific
research.
Just
be
sure
you
have
a
good
rationale
for
why
you’ve
chosen
a
particular
platform
to
try
to
fund
your
research.
Once
you’ve
chosen
a
platform/organization
you
should
look
at
all
the
different
components
involved,
including
the
proposal,
images
in
the
proposal,
rewards,
etc.
What
will
you
need
to
craft
to
complete
your
project?
You
will
also
include
a
paragraph
justifying
your
choice
of
organization/platform,
identifying
your
audience,
and
explaining
the
different
requirements
for
your
proposal.
Include
this
paragraph
on
a
separate
page
in
your
submission.
Public Communication
Congratulations!
You’ve
completed
the
initial
research
and
now
you’re
ready
to
report
the
results.
You’ve
been
invited
to
give
a
talk
at
your
local
library
about
your
work.
Your
audience
could
be
anyone:
other
scientists,
people
interested
in
your
topic,
students,
families
looking
for
an
educational
opportunity,
etc.
Demographics
include
a
range
of
learners
and
you’re
going
to
have
to
figure
out
how
to
communicate
your
complex
subject
to
a
wide
audience.
You
will
first
need
to
decide
what
aspect
of
your
paper
you
think
will
appeal
to
your
audience.
What
is
particularly
interesting
about
your
work
and
what
do
you
most
want
to
share
with
others?
You
will
want
to
figure
out
how
much
you
can
cover
in
just
5
minutes!
It
isn’t
a
long
time
to
talk
so
you’re
going
to
need
to
be
selective.
Prepare
a
slideshow
or
some
other
kind
of
multimedia
to
use
during
your
talk.
You’ll
also
want
to
think
about
performative
aspects
of
how
you’ll
tell
your
story.
Are
you
able
to
modulate
your
voice,
do
you
have
vivid
metaphors
to
describe
abstract
concepts,
and
does
your
story
follow
an
arc
with
a
powerful
conclusion?
All
these
aspects
should
be
included
in
everyone’s
talks,
but
it
is
a
challenge
to
do
well
without
any
supporting
materials.
Your
presentation
should
be
5
minutes
long,
polished
and
practiced,
and
aimed
at
a
wide
audience
with
different
kinds
of
expertise.
For
this
assignment,
you
will
have
to
sign
up
to
present.
Please
let
me
know
on
which
date
you
would
like
to
present
as
soon
as
you
can,
as
I
can
only
allow
so
many
presentations
on
each
day.
Modification
if
online
learning
continues
past
Jan.
27
If
we
are
still
having
the
class
online
on
the
dates
of
the
presentation,
you
will
make
your
presentation
online.
We
will
meet
on
Zoom,
and
students
will
take
turns
making
their
presentations.
You
can
share
your
screen
in
order
to
display
any
visual
information
that
you
have
for
your
presentation.
I
will
record
these
Zoom
sessions
in
case
I
need
to
review
any
of
the
presentations
for
evaluation.
Poster and Poster Presentation
Did
you
know
there
are
often
prizes
for
the
best
poster
presentation
by
students
at
academic
conferences?
Fame,
fortune,
a
CV
line,
posters
are
prized
among
many
scientific
disciplines
to
communicate
your
research
at
annual
conferences
in
your
field.
The
prizes
signal
something
important:
we
care
about
how
well
you’re
able
to
present
your
findings.
Work
in
the
lab
doesn’t
mean
a
whole
lot
until
you
can
share
it
with
others,
and
it
is
that
sharing
of
findings
that
propels
science
forward.
Posters,
however,
are
a
real
challenge
because
they
bring
together
almost
every
model
of
communication
you
need
to
master:
written
communication,
visual
communication
(particularly
data),
oral
communication
in
your
short
explanation
of
your
research,
and
even
interpersonal
communication
as
you
answer
questions
and
possibly
develop
collaborations.
All
term
you’ve
been
working
on
different
aspects
of
these
forms
of
communication.
It’s
time
to
bring
it
all
together.
You
will
be
placed
in
small
groups
of
around
5
students.
In
your
group,
choose
one
scientific
article
(a
different
article
than
you
choose
for
the
science
literature
review)
that
can
be
represented
both
orally
and
visually
and,
together,
create
a
poster
based
on
that
research
article.
You
will
also
need
to
communicate
outside
of
class
to
complete
this
project.
The
poster
does
not
need
to
be
a
physical
object.
You
can
create
it
on
your
computer
and
then
project
it
onto
the
screen
for
the
class.
In
addition
to
the
poster
itself
you
will
present
your
poster
and
its
content
to
the
class
on
April
4.
Each
group
member
should
speak
for
at
least
2
minutes
about
an
element
of
the
project.
As
a
group,
you
will
also
write
a
one-page
design
rationale
that
includes
a
justification
for
your
focus,
your
design
decisions,
and
that
explains
the
importance
and
visual
significance
of
any
graphics
you
include.
Your
poster
will
be
presented
in
class
on
April
4
and
your
one-page
design
rationale
must
be
submitted
to
the
dropbox
on
Learn
by
April
4,
11:59pm.
Your
poster
should
also
be
submitted
to
the
dropbox
by
April
4,
11:50pm.
Modification
if
online
learing
extends
past
Jan.
27
If
we
are
still
having
the
class
online
on
April
4,
then
the
group
presentations
for
the
posters
will
occur
online.
We
will
meet
on
Zoom,
and
each
group
will
present
their
poster
with
each
group
member
speaking.
One
group
member
can
share
their
screen
so
we
can
all
see
the
poster.
I
will
record
these
Zoom
sessions
in
case
I
need
to
review
any
of
the
presentations
for
evaluation.
Course Outline
All readings are from Science and Society: An Anthology for Readers and Writers
Week |
Date |
Topic |
Readings Due |
1 |
Jan.
5 |
Asynchronous:
Introduction
to
the
Course |
Please
read
over
the
syllabus |
2 |
Jan. 12 Jan. 17 |
Asynchronous:
Scientific
Genres;
IMRaD |
Please
read
guidelines
for
Scientific
Literature
Review
posted
on
Learn
under
Assignment
Guidelines |
3 |
Jan. 19 Jan. 24 |
Special
Synchronous
session
with
Brie
McConnell
about
the
library |
Stanley
Milgram,
“Behavioral
Study
of
Obedience,”
pp.
115-130 |
4 |
Jan. 26 Jan. 31 |
Asynchronous:
Principles
of
Revision
and
Editing |
Nancy
F.
Olivieri
et
al.
“Long-Term
Safety
and
Effectiveness
of
Iron-Chelation
Therapy
with
Deferiprone
for
Thalassemia
Major,”
pp.
217-233 |
5 |
Feb. 2 Feb. 7 |
Evidence
in
Scientific
Writing |
A.
J.
Wakefield
et
al.,
“Redacted:
Ileal-Lymphoid-Nodular
Hyperplasia,
Non- |
6 |
Feb. 9 Feb. 14 |
Principles
of
Grant
Writing |
Fred
Pearce,
“Battle
over
Climate
Data
Turned
into
War
between
Scientists
and
Sceptics,”
pp.
83-90 |
7 |
Feb. 16 Feb. 21-25 Reading Week Feb. 28 |
Presentation
Skills |
Jared
Diamond,
“Easter’s
End,”
pp.
25-35 |
8 |
March 2 March 7 |
Science
and
Public
Policy |
EFSA,
“From
Scientific
Opinion
on
the
Science
behind
the
Development
of
a
Risk
Assessment
of
Plant
Protection
Products
on
Bees,”
365-372 |
9 |
March 9 March 14 |
EDGE
Workshop |
F.
E.
Vera-Badillo,
“From
Bias
in
Reporting
of
End
Points
of
Efficacy
and
Toxicity
in
Randomized,
Clinical
Trials
for
Women
with
Breast
Cancer,”
pp.
250-262 |
10 |
March 16 March 21 |
Presnetations |
No
Readings |
11 |
March 23 March 28 |
Self-Representation
and
Cultural
Issues |
Alexis
de
Greiff
and
Mauricio
Nieto,
“From
What
We
Still
Do
Not
Know
about
the
South-North
Technoscientific
Exchange:
North-Centrism,
Scientific
Diffusion,
and
the
Social
Studies
of
Science,”
pp.
100-112 |
12 |
March 30 April 4 |
Gender
Issues
in
Scientific
Writing |
Emily
Martin,
“The
Egg
and
the
Sperm:
How
Science
has
Constructed
a
Romance
Based
on
Stereotypical
Male-Female
Roles,”
pp.
421-337 |
Late Work
Late assignments will incur a 5% late penalty per day, including weekends. Permission to turn in a late assignment without penalty will be given rarely, will require documentation (a doctor’s note or other type of documentation) and only based on a conference with me, and never on the day the assignment is due. If you are having trouble completing an assignment, please come speak with me. Assignments submitted late may receive no feedback, only a mark. Assignments submitted more than one week late will not be accepted.
Electronic Device Policy
Cell phones must be switched off and put away during class. Students can choose to do the in-class writing activities with either pen and paper or on a laptop. If you choose to use a laptop, please refrain from using any program other than a writing program.
Attendance Policy
Attendence is this course is necessary for success. Much of the learning for this course will take place in the classroom through activites. Although there is not a specific mark for attendance, participation in classroom activities will be graded, and you must be present to participate in these activities.
Institutional-required statements for undergraduate course outlines approved by Senate Undergraduate Council, June 15, 2009 (updated June 2021)
Academic Integrity
In order to maintain a culture of academic integrity, members of the University of Waterloo are expected to promote honesty, trust, fairness, respect and responsibility. See the Office of Academic Integrity webpage for more information.
Discipline
A student is expected to know what constitutes academic integrity to avoid committing an academic offence and to take responsibility for his/her actions. Check the Office of Academic Integrity for more information. A student who is unsure whether an action constitutes an offence, or who needs help in learning how to avoid offences (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the undergraduate associate dean. When misconduct has been found to have occurred, disciplinary penalties will be imposed under Policy 71 – Student Discipline. For information on categories of offenses and types of penalties, students should refer to Policy 71 - Student Discipline. For typical penalties check Guidelines for the Assessment of Penalties.
Grievance
A student who believes that a decision affecting some aspect of their university life has been unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70 - Student Petitions and Grievances, Section 4. When in doubt, please be certain to contact the department’s administrative assistant who will provide further assistance.
Appeals
A decision made or penalty imposed under Policy 70 - Student Petitions and Grievances (other than a petition) or Policy 71 - Student Discipline may be appealed if there is a ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 - Student Appeals.
Note for Students with Disabilities
AccessAbility Services, located in Needles Hall, Room 1401, collaborates with all academic departments to arrange appropriate accommodations for students with disabilities without compromising the academic integrity of the curriculum. If you require academic accommodations to lessen the impact of your disability, please register with AcessAbility Services at the beginning of each academic term.