Compressing, Expanding, and Attending to Scientific Meaning: Writing the Semiotic Hybrid of Science for Professional and Citizen Scientists

Autor/in	Reid, Gwendolynne
Titel	Compressing, Expanding, and Attending to Scientific Meaning: Writing the Semiotic Hybrid of Science for Professional and Citizen Scientists
Quelle	In: Written Communication, 36 (2019) 1, S.68-98 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088318809361
Schlagwörter	Science Instruction; Semiotics; Scientists; Ethnography; Biology; Science Laboratories; Technical Writing; Inquiry; Citizen Participation; Scientific Research; Science Projects; Audiences; Writing for Publication + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Semiotik; Scientist; Wissenschaftler; Ethnografie; Biologie; Technical documentation; Technische Dokumentation; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Science; Project; Wissenschaft; Projekt; Spectator; Zuschauer
Abstract	Drawing on a text-based ethnography of digital writing in a biology laboratory, this article examines the text trajectory of a scientific manuscript and a scientific team's related writing for public audiences, including for citizen scientists. Using data drawn from texts, observations, interviews, and related artifacts, the author examines how scientists conceptualize and adapt their multimodal writing for specialized scientific audiences as well as lay audiences interested in the work of scientific inquiry. Three concepts--meaning compression, meaning expansion, and meaning attention--were used to analyze the multimodal strategies that scientists employ when composing for different audiences. Findings suggest that while scientists often restrict their writing practices to meaning compression to maintain the values and conventions of scientific genres, they also sometimes deploy a wider range of multimodal strategies when writing for nonspecialist audiences. These findings underscore the complex rhetorical environments scientists navigate and the need to support emerging scientific writers' development as versatile writers able to adapt varied multimodal strategies to diverse rhetorical and epistemic goals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01