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ERIC Number: ED344223
Record Type: RIE
Publication Date: 1992-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Scientific Writing: Tales from the Dark Side?
Woolbright, Meg
In 1991, as an experiment, the Director of the Writing Center at Siena College (a comprehensive college with a Franciscan tradition, located in a suburb of Albany, New York), agreed to team-teach a "Scientific Writing" course with a colleague who is a biologist. As they worked together, it appeared that for the biologist, knowledge was something outside of, and separate from, the knower, while for the writing teacher, knowledge and writing are socially mediated and socially constructed. The focus of negotiations between the two teachers during the first year was on pedagogy. The one-semester course was changed from meeting one hour per week to two hours--the second hour designed as a writing workshop staffed by upper-level biology students. One of the problems encountered was that many of the students did not understand the science they were asked to write about. Talk among the teachers and tutors during the second year was not of pedagogy but of understanding the effects of pedagogy on science, on language, and on knowledge. Based on relationships established in the first year, the writing teacher, the biology teacher, and the tutors began to talk about their differences, particularly differences in rhetoric. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Writing; Siena College NY
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).