193 F21 Selinger

ENGL 193-005, 006, 007 & 008 – Communication in the Sciences - Fall 2021

Instructor and TA Information

Instructor: Dr. Megan Selinger                                                    T.A.: Tabinda Khan

Office: HH 155 (when on campus)                                             Office Hours: By Request

Office Hours on MS Teams: 2:30-3:30

Email: t9khan@uwaterloo.ca

Email: megan.selinger@uwaterloo.ca

Course Description

Science expands our understanding of the world by questioning perceived truths and seeking out new answers. However, to have an impact, the information and insights generated by scientific research must be effectively communicated, whether to publics, policymakers, or other scientists. 

In this course you will learn effective written, oral, and visual communication in the physical sciences. You will have the opportunity to enhance these communication skills through iterative design processes that emphasize attention to your audience and the purpose of your communications. You will work individually and collaboratively, using a variety of genres used in scientific communications, to craft messages for internal and external audiences, including scientists, government stakeholders, affected communities, and broader publics. Overall, this course will enhance your capacity to conduct research and report research findings, communicate ethically, and thereby effect change.

Course Goals and Learning Outcomes

Communication is essential for scientists who communicate in many different ways with many different audiences. In this course we will introduce you to a variety of ways scientists communicate, giving you the basis to begin sharing the importance of science in more tailored, concise and effective messaging.

Course Outcomes

By the end of the course, you 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;
• describe and appraise the purposes and ethical concerns of science communication. 

Required Readings Available on LEARN

Readings will be made available to students as PDFs on LEARN or online through the UW Library. If you are having any trouble accessing the readings, please let me know.

Diversity and Inclusion Statement

It is my intention to create a space where all voices are encouraged and where diversity (of race, gender, sexuality, religion, class, ability, etc.) is acknowledged, respected, and recognized as a strength.

This course allows us to engage in conversations to deepen our understanding of complex ideas and situations about science, communication, and the wider world around us. Yet expanding and enriching our knowledge of the world requires us to challenge our own presumptions and to take emotional and intellectual risks. Growth is not always comfortable – in fact, it is often decidedly uncomfortable – but it is a necessary part of learning.

That said, I want you to feel safe in the classroom. As such, I ask that you be respectful and considerate of each other - especially when there is disagreement or a multiplicity of opinions being expressed. I also request that you please come talk to me - either anonymously or directly - if a situation arises which is hostile or harmful to yourself or others.

Finally, I encourage all feedback on ways that I can improve the course for you or other students.

Territorial Acknowledgement

We acknowledge that we are living and working on the traditional territory of the Attawandaron (also known as Neutral), Anishinaabe and Haudenosaunee peoples. The University of Waterloo is situated on the Haldimand Tract, the land promised to the Six Nations that includes 10 kilometres on each side of the Grand River.

For more information about the purpose of territorial acknowledgements, please see the CAUT Guide to Acknowledging Traditional Territory (PDF)

Map source: Adam Lewis, “Living on Stolen Land,” Alternatives Journal. December 2015

Course Requirements and Assessment

In this course a passing grade is 50%. You will need to complete the following assignments and activities. Assignments will be submitted and feedback will be provided through LEARN. This course has no exam.

Assessment	Date of Evaluation	Weighting
Contribution	Throughout term	17.5%
Assignment Drafts and Peer Review	Throughout term Dec 7 (Final Reflection)	5% 2.5%
Annotated Bibliography & Article Analysis	Sept 26	15%
Grant Proposal	Oct 18	20%
Science Poster & Presentation (Group Work)	Nov 14 (Poster & Video Submission) Nov 18 (Questions & Peer Review) Nov 21 (Answers & Poster Final)	20%
Public Understanding of Science Report	Dec 1 (Draft) Dec 3 (Peer Review) Dec 5 (Report Final)	20%
Total		100%

Assignment Progression

Assignment 1: Find and choose article to interrogate Learn how to understand the article genre

→

Assignment 2: Practice presenting that article's research to general audiences

→

Assignment 3: Learn to present that article's research to scholarly audiences Work in a team

→

Assignment 4: Use critical analysis skills to interrogate how your science article enters the public domain

Contribution and Peer Review:                                                                         → Practice critical analysis, writing skills, and providing feedback                    →

Assignment Breakdown

Contribution Assessment

Building strong writing skills demands frequent practice. In this class, I measure participation in several ways. I monitor your class discussions on the discussion board on ideas discussed during the lectures and on the readings for the week. I also review your Classroom Worksheets.

Weekly Requirements (except for the poster presentation week):

1. Create at least 3 posts on the discussion board: 
   • Write 1 comprehensive post of at least 100 words responding to one of the prompts provided. Due by Friday of each week for full marks. 
   • Write 2 response posts to classmates’ comprehensive posts. At least one response post should be on a different prompt than you wrote on. 
2. Complete 1-2 classroom worksheets and submit these to the Homework and Worksheet dropbox. 

Peer Review

This course requires you to conduct peer review of other classmates’ work and evaluate how the peer review material helped you understand your own work. You will need to write memos to your peer(s) outlining both their strengths and suggestions for modifications. You will also need to write a 2-3 page response in how peer review impacted your understanding of your work and the revision process. 

Annotated Bibliography & Article Analysis

This assignment has two parts: an annotated bibliography, and a C.A.R.S. article analysis. Each section is equally weighted.

Annotated Bibliography

First, find and locate two current scholarly science articles which use the IMRaD format. These should be on topics and/or areas of science that you find interesting. The article must have been published in the last 5 years. For each article, you must also locate one non-scholarly text (newspaper article, Reddit post, which discusses that exact research.

For each of your four texts, you need to create an annotated list of references. For each text: 

• Provide the reference of the article/text in APA format.
• Below, in paragraph format, discuss the text:
  • Give the authority of the author and the point of view from which he/she writes. Indicate the nature of the text’s content, its scope and quality.
  • Point out the sources’ strengths and weaknesses.
  • For each scholarly text, discuss your interest in this topic and how this text relates to that interest. For the non-academic texts, discuss how this format presents this information in an interesting manner (video, newspaper, twitter discussion etc.) 

Article Analysis

For the second half of this assignment, choose one of the two academic articles. Prepare a written analysis of the introduction of the article to show how the authors use the Swales C.A.R.S. model, and to comment on how the article has made a valuable contribution to its field.

• Article details: Introduce the article, detailing the title, authors, publication, and year of publication. Include number of citations (if few, connect this to the year of publication).
• Structural analysis: critically examine the article’s introduction, outlining specific evidence of where and how the authors develop the components of the C.A.R.S Introduction model.
  • Identify why target audiences would find this relevant and why. o Demonstrate where in the text the different moves and sub-moves of the model occur. o Highlight the research that this article is specifically acting in response to and how it attempts to fill the gaps in research. 
  • Discuss where the authors develop elements particularly well or weakly.
• Evaluate contribution: Provide a concise analysis explaining this article’s contribution to the field.  

Please note: This assignment is the basis for other assignments. As such, you need to choose scholarly science articles you are interested in and you want to work with for the rest of the term projects.

Grant Proposal: Crowdfunding Your Research

Use the research article you chose to create a mock crowdfunding proposal in a word processor. Look at all the different components involved: the proposal, images, biography, etc. In this scenario, the experiment has not been run and there are no results. You are asking for a significant amount of money to support the team’s research goals (to run the experiment).  

Upload a 2-minute introduction video to this project, recording yourself talking about value of the project and why it needs to be researched. Consider looking at 3MT talks to get a sense of how to introduce science to a general public audience before results are collected. You should be sure that your presentation is the correct length, polished and practiced, and aimed at a wide-ranging audience with a variety of expertise using narrative elements.

Finally, write 2-3 paragraphs on a separate page identifying your targeted audience and your design and narrative choices. What particular groups of the public audience are you hoping to reach?

Poster Presentation (Group Assignment)

Posters bring together numerous models of communication you need to learn: written communication, visual communication (particularly data), oral communication in your short explanation of your research, and even interpersonal communication as you ask and answer questions. 

Choose one scientific article from your group’s papers that can be represented both orally and visually and, together, create a poster based on that research article. In addition, you will write and record a short pitch about your work. 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. Each group member will write reflective memos about the collaborative process (to be handed in) and will sign a Group Assignment Disclosure. 

You should be sure that the text is modified to suit poster format and not directly quoting the article itself. You need to ensure it is focused on a particular issue in the research you’re summarizing, includes graphics such as related images or visual representations of data, and is polished and free of errors.

Public Understanding of Science Report

Finally, you must write a report on the state of your particular phenomenon in science and how it was represented differently in the public sphere. This assignment will let you trace the origins of science and understand how that is translated and changed to present that information to the public.

Select one of the following: your original published peer reviewed article, the peer review article from the poster presentation, OR a new article of your choice. Next, select one popular non-academic accompaniments which also discuss the findings from that scientific article. You can use the nonacademic text from your annotated bibliography or another of your choosing. 

Your assignment is to write a critical analysis report analyzing all three pieces, examining:  

1. The raw science content (that which is found in your main science article). 
2. How the science is framed in the non-academic sources (how is it referenced? What is the connection?). 
3. The ways in which the material is modified, changed, or used to modify meaning.

Course Outline

The following schedule is tentative and may change to depending on class needs. 

Week	Topic & Details	Readings – Links and PDFs on LEARN	Assignments
		Unit 1: Writing for the Sciences
1	What is Science Communication? Welcome to the Course	Fluoride Exposed. "How Fluoride is the Poster Child of Bad Communication"
	The Genre of Science Research Articles: IMRaD and Article Analysis	Instructional: Puruggnan and Hewitt, “How to Read a Scientific Article”
2	C.A.R.S Model & Documenting Evidence Introductions & citations	Instructional: Englander, K. Writing and Publishing Science Research Papers in English Nicholas, G. “How Western science is finally catching up to Indigenous knowledge”
	Finding & Evaluating Sources: Library resources
3	Abstracts, Summaries, Paraphrases, and Tweets: central writing	twitter.com/NASA And twitter.com/MarsCuriosity Distinguishing central (At least 15 tweets from each) concise writing *use Weibo if twitter is not accessible
	Rhetoric and Argumentation: Shaping an argument across generes	Corner, A. & Hahn, U. “Evaluating Science Arguments”	Annotated Bibliography & Article Analysis Due: Sept 26

Unit 2: Science and our Audiences

4	Grant Writing, Science Policy and Null Results: Effective grant writing skills & science’s impact on policy	Liboiron, M. “Not all marine fish eat plastics” Instructional: Mehlenbacher, A. “Experiment: An Examination of Rhetorical Moves”
	Citizen Science: Public interaction with science	Irwin, A. “No PhDs needed: How citizen science is transforming research”
5	Audience Analysis: Author and Audience	Hopper, T. “Why Bill Nye keeps getting bashed for not being a scientist” Bill Nye episode (any) OR Quirks and Quarks episode (any)
	Presentation Skills: Presentations for the public; presenting online; questions and answers	Wu, K. “Why Can't Scientists Talk Like Regular Humans?” Instructional: Penrose, A., & Katz, S. “Communicating with Public Audiences.”	Grant Proposal Due: Oct 18

Reading Week

	Unit 3: Being an Effective Science Communicator
6	Science, Art, & Media: Analysing art, interactive media, film, and games	Frayling, C. “Curse of the scientist!” Tosca, M. “Transcending Science: Can Artists Help Scientists Save the World?”
	Scientific Visuals and Visualizations: From magazines to museums	https://www.reddit.com/r/dataisbeautiful/ (2-3 posts of your choice)
7	Science Poster Presentation: Presentation strategies	Instructional: Hofmann, A. “Posters and Conference Abstracts”
	Science Posters: Effective poster designs	Dainis, A. “Scientific Poster. What is this thing?!”
8	Writing Techniques and Word Formation: Writing strategies, word choices & persuasive language	Martinez-Conde, S., & Macknik, S. L. “Finding the plot in science storytelling in hopes of enhancing science communication”
	Presenting Science and Asking Questions: From articles to presentations	Choice of 3 article & video combos – see Week 8

	Unit 4: Science and its Implications
9	Group Work Time	No Readings
	The Public Understanding of Science: From articles to newspapers	Thomas, G., & Durant, J. “Why should we promote the public understanding of science?”   Nelson, N. “The @justsaysinmice problem goes far deeper than bad science reporting”	Poster Design & Presentation Due: Nov 14
10	Science Posters & Presentations: Viewing Posters and Pitches	No readings	Poster Questions & Peer Review Due: Nov 17
	Science Posters & Presentations: Q&A	No readings	Poster Answers & Resubmission Due: Nov 21
11	Doubt in Science: Dealing with uncertainty in science	Allison, D., Pavela, G., & Oransky, I. “Reasonable Versus Unreasonable Doubt”
	EDGE Workshop: Getting the EDGE on applying to jobs	No readings

12	Ethical Communication: Communication ethics;	Clark, K. “Myth of the genius solitary scientist is dangerous” Gewin, V. “The hashtags that brought Black scientists together.”	PUS Report Draft  Due: Dec 1
			PUS Report Peer Review Due: Dec 3
	Ethical Communication 2: Gender & intercultural communications	Nature. “Infodemic: Coronavirus and the fake news pandemic” ALiGN. “Is clickbait killing science journalism? The answer will shock you!”	Public Understanding of Science Report Due: Dec 5
			Peer Review and Course Reflection Due: Dec 7

Extensions and Late Policy

In general, late work will result in 5% late penalty per day. I recognize, however, that many unexpected events can happen over the course of the term. To ensure all students are treated equally, you may submit any one activity or assignment up to 48 hours late (or two assignments up to 24 hours late each) with no questions asked, and no late penalty. If you would like to use this extension, indicate in the LEARN dropbox comment field that you are using your 48-hour extension. 

There are a few exceptions to this policy: Group Projects, Drafts, and Peer Reviews. There are no late submissions accepted for draft material or peer review material. Other students depend on timely submissions to complete the peer review and editing process. If you do not upload a draft and complete the peer review by the associated deadlines, you will not receive marks for the draft and peer review portions.

Grading Scale

Letter Grade	Percentage Range
A+	90-100
A	85-89
A-	80-84
B+	77-79
B	73-76
B-	70-72
C+	67-69
C	63-66
C-	60-62
F-D+	0-59

 “A” range is for exemplary work that exceeds expectations. This is accomplished when work is notably creative, original, comprehensive, persuasive, and error-free. 

“B” range is for work that successfully meets expectations. Work in this range demonstrates solid competency but may be limited in originality or depth. Occasional errors exist but not undermine the overall integrity of the work. 

“C” range is for work that sufficiently meets expectations.  Work in this range tends to be underdeveloped in some areas. Errors may undermine the overall integrity and comprehension of the work.  

“D” and “F” ranges indicate that the work does not meet expectations. Work is underdeveloped in several areas. Errors tend to be frequent and undermine the overall comprehension of the work. Instances of plagiarism may also result in a failing grade.  See also UWaterloo’s Grading Policies.

Intellectual Property

Students should be aware that this course contains the intellectual property of their instructor and/or the University of Waterloo. Intellectual property includes items such as:

• Lecture content, spoken and written (and any audio/video recording thereof);
• Lecture handouts, presentations, and other materials prepared for the course (e.g., PowerPoint slides);
• Questions or solution sets from various types of assessments (e.g., assignments, quizzes, tests, final exams); and
• Work protected by copyright (e.g., any work authored by the instructor or used by the instructor with permission of the copyright owner).

Course materials and the intellectual property contained therein are used to enhance a student’s educational experience. However, sharing this intellectual property without the intellectual property owner’s permission is a violation of intellectual property rights. For this reason, it is necessary to ask the instructor and/or the University of Waterloo for permission before uploading and sharing the intellectual property of others online (e.g., to an online repository).

Permission from an instructor or the University is also necessary before sharing the intellectual property of others from completed courses with students taking the same/similar courses in subsequent terms/years. In many cases, instructors might be happy to allow distribution of certain materials.

However, doing so without expressed permission is considered a violation of intellectual property rights.

Please alert the instructor if you become aware of intellectual property belonging to others (past or present) circulating, either through the student body or online. The intellectual property rights owner deserves to know (and may have already given their consent).

Mental Health Support

All of us need a support system. The faculty and staff in Arts encourage students to seek out mental health supports if they are needed. 

On Campus

• Counselling Services:  counselling.services@uwaterloo.ca / 519-888-4567 ext 32655
• MATES:  one-to-one peer support program offered by Federation of Students (FEDS) and Counselling Services
• Health Services Emergency service: located across the creek form Student Life Centre

Off campus, 24/7

• Good2Talk:  Free confidential help line for post-secondary students. Phone: 1-866-925-5454
• Grand River Hospital: Emergency care for mental health crisis. Phone: 519-749-4300 ext. 6880
• Here 24/7: Mental Health and Crisis Service Team. Phone: 1-844-437-3247
• OK2BME: set of support services for lesbian, gay, bisexual, transgender or questioning teens in Waterloo.  Phone: 519-884-0000 extension 213

Full details can be found online at the Faculty of ARTS website

Download UWaterloo and regional mental health resources (PDF)

Download the WatSafe app to your phone to quickly access mental health support information

Cross-listed course (if applicable)

Please note that a cross-listed course will count in all respective averages no matter under which rubric it has been taken. For example, a PHIL/PSCI cross-list will count in a Philosophy major average, even if the course was taken under the Political Science rubric.

Academic Integrity

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. Check the Office of Academic Integrity website 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 instructor, academic advisor, or the undergraduate associate dean. For information on categories of offences 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 his/her 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.

Turnitin.com and alternatives: Text matching software (Turnitin®) may be used to screen assignments in this course. Turnitin® is used to verify that all materials and sources in assignments are documented. Students' submissions are stored on a U.S. server, therefore students must be given an alternative (e.g., scaffolded assignment or annotated bibliography), if they are concerned about their privacy and/or security. Students will be given due notice, in the first week of the term and/or at the time assignment details are provided, about arrangements and alternatives for the use of Turnitin in this course.

It is the responsibility of the student to notify the instructor if they, in the first week of term or at the time assignment details are provided, wish to submit the alternate assignment.

Accommodation for Students with Disabilities

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 AccessAbility Services at the beginning of each academic term.