ABSTRACT
This chapter briefly reviews the current literature related to defining the boundaries of science communication and training scientists to write in professional contexts. Next, it describes the recent experiences in designing several upper-level undergraduate and graduate courses specifically for emerging professional scientists and discusses detailed examples of assignments. The example assignments include drafting research questions, writing literature reviews, and designing conference posters - three genres discussed as prime places for rhetorically-minded interventions into the conventions of professional science communication. The chapter includes student-produced examples of and excerpts from each of these assignments in order to demonstrate how our approach informed the writing process and shaped submitted artifacts. In the final section, the chapter reflects the assignments and course constructs imagining a robust pedagogy of advanced professional science communication for the future, a pedagogy structured to produce rhetorically aware scientists with broad, not binary, conceptions of their professional contexts.
