ERIC Number: ED206226
Record Type: Non-Journal
Publication Date: 1981-Jun
Reference Count: N/A
Communicating University Research.
Alberger, Patricia L., Ed.; Carter, Virginia L., Ed.
Techniques for science writers are outlined in a handbook designed to help research communicators define their field and to understand better the world of the researcher. It is argued that the public appetite for news about science is considerable and that the public's understanding of science would be fostered through collaboration among researchers, writers, editors, and media professionals. Topics discussed include: the national importance of communicating university research, a public view of science and research, agricultural research, the need to communicate scientific background and not just the new, the emphasis on results instead of the problems, medical research, engineering, computers, journalism, controversial science such as alcohol research and nuclear power, literacy in mathematics, language efficiency, the press conference, science writing for newspapers and television, science magazines, the science writers' network, the scientist as newsmaker, and journalistic credibility and institutional interests. Appended supplemental readings include: "Readership and Coverage of Science and Technology in Newspapers and Magazines: Report to the Council for the Advancement of Science Writing" (Sana Siwolop); "Gene Cloning by Press Conference" (Spyros Andreopoulos); and "Science Writers at Work" (Sharon Dunwoody). Annotated reading lists and other resources are appended. (CC)
Descriptors: Communication Skills, Credibility, Higher Education, Journalism, Journalism Education, Medical Research, National Programs, News Media, News Writing, Professional Continuing Education, Publicity, Research, Scientific Research, Technical Writing, Universities
CASE, 11 Dupont Circle, Suite 400, Washington, DC 20036.
Publication Type: Guides - Non-Classroom; Collected Works - General
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Council for Advancement and Support of Education, Washington, DC.