Considering Literary Craft in Science Writing: An Interdisciplinary Response to Barriers in Science Communications

Gwendolyn Nurkiewicz*and Renee Nicholson

Interdisciplinary Studies, West Virginia University, Morgantown, WV 26506

Presentation Category: Oral-Human Engagement (Oral Presentation #12)

Student’s Major: Immunology and Medical Microbiology

We have previously investigated the functional nature of science writing, specifically that of primary scientific literature, scientific journalism, and television science, and found a need for the implementation of literary techniques in science writing. To address the specific strengths and weaknesses in current models of science writing, we presented the Storied Research (SR) model. As the SR model became fully realized, it became clear that SR was a response to a much larger problem than originally anticipated. In utilizing literary techniques, we considered science writing as literature, which is inherently problematic. Science writing, in general, is often missing key tenants of craft. Without these tools, science writing has specific weaknesses that are otherwise unacceptable within literature. As we continue our investigation, it becomes abundantly clear the influence of pedagogy and the consumption of science writing has on its genre standards. These factors have led to a stagnant style that consistently fails to respond to the demand for effective communication about scientific research for those outside of that research. Here, we discuss the place literary craft has in science writing, and why an interdisciplinary approach to the pedagogy of science writing is integral to its success. Science writing absolutely deserves to be treated as literature. Elevating this genre presents a distinct opportunity to elevate the success of science communication.

Funding: WVU Honors College

Program/mechanism supporting research/creative efforts: Other, Honors College EXCEL program