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Abstract
Abstract. Science, in our case the climate and geosciences, is increasingly interdisciplinary. Scientists must therefore communicate across disciplinary boundaries. For this communication to be successful, scientists must write clearly and concisely, yet the historically poor standard of scientific writing does not seem to be improving. Scientific writing must improve, and the key to long-term improvement lies with the early-career scientist (ECS). Many interventions exist for an ECS to improve their writing, like style guides and courses. However, momentum is often difficult to maintain after these interventions are completed. Continuity is key to improving writing. This paper introduces the ClimateSnack project, which aims to motivate ECSs to develop and continue to improve their writing and communication skills. The project adopts a peer-learning framework where ECSs voluntarily form writing groups at different institutes around the world. The group members learn, discuss, and improve their writing skills together. Several ClimateSnack writing groups have formed. This paper examines why some of the groups have flourished and others have dissolved. We identify the challenges involved in making a writing group successful and effective, notably the leadership of self-organized groups, and both individual and institutional time management. Within some of the groups, peer learning clearly offers a powerful tool to improve writing as well as bringing other benefits, including improved general communication skills and increased confidence.
Highlights
Peer learning – within writing groups – offers a powerful tool to motivate early-career scientists (ECSs) to improve their writing and communication skills (Schultz, 2010; Colton and Surasinghe, 2014)
We identify the challenges involved in making a writing group successful and effective, notably the leadership of self-organized groups, and both individual and institutional time management
The ClimateSnack project started at the University of Bergen, Norway, in January 2012
Summary
Peer learning – within writing groups – offers a powerful tool to motivate early-career scientists (ECSs) to improve their writing and communication skills (Schultz, 2010; Colton and Surasinghe, 2014). The benefits include improved writing and communication (Grant et al, 2010), improved critical thinking (Bean, 2011; Maher et al, 2008), improved support networks (Grant et al, 2010), and increased confidence (Ferguson, 2009) Such benefits derive primarily from face-toface peer feedback and the continuity within the groups (Caffarella and Barnett, 2000), which other writing interventions may not offer so readily. The participants would write short articles about their science or topic of interest The audience of these snacks are fellow ECSs. In other words, the audience is assumed to be scientifically literate but not from a single research discipline.
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