ABSTRACT
This chapter seeks to fill that gap by offering rhetorical approaches to scientific communication pedagogy, which are explicitly culturally inflected as a way of conceptualizing the cultural implications of scientific communication for students. It offers suggestions for course concepts and structural elements that, based on our reflections and observations, were beneficial to our teaching of scientific writing. Emphasizing civic science not only encourages students to actively think about ethics and the social repercussions of scientific writing, it also provides them with an inroad for comparing and contrasting the application of rhetorical principles in writing done for various publics, both scientific and nonscientific. Based on the experiences described above, the chapter argues strongly for a rhetorical approach to scientific communication pedagogy that takes positionality, social science, and culture into account and focuses on the needs of students. To offer some evidences of the efficacy of such an approach, it gives below examples of students' intellectual inquiry based around one particular assignment.
