ABSTRACT
Increasingly, scientists are turning to writing workshops to develop their communication skills as a complement to their training as researchers. They recognize the need to communicate with fellow scientists in precise technical language and with non-scientists in clear, jargon-free prose. This chapter mimics conservation biologist, Michael Fay's project by collecting course descriptions, grant awards, textbooks, and scholarship related to science education and composition studies. Teacher-scholars of rhetoric, composition, and technical communication are interested in the challenges of teaching scientific discourses, but so are applied linguists, science education researchers, and researchers in scientific fields. The concept of pedagogical species extends to activities beyond coursework. Although students engage with the intersection of science and writing in introductory science courses, typically in laboratory-based writing assignments. Scientific genres are shaped by the material and rhetorical needs of scientists. The discursive products of scientists are also raw material for science communicators who popularize research for non-expert publics.
