Scientific Genres Research Articles

The Theme Progression Patterns in Popular Science Book Writing: A Systemic Functional Linguistics Approach

Despite the proliferation of digital mediums such as documentary series, video essays, and science podcasts, popular science books are still the primary medium for promoting science to the public as an epistemic way to understanding and being aware of our natural world. That said, in the domain of systemic functional linguistics, there exists a dearth of studies investigating popular science books. Hence, this study aims to investigate the organization of popular science discourse from the perspective of Theme Progression. A 93,078-word corpus was collected and divided into two main science categories: hard and soft—three disciplines under each main category and six texts under each discipline. The analysis of the corpus followed a mixed-method design where a Theme-counting excel sheet, created by the researcher, was used to calculate the most occurring Theme patterns. The results of the analysis indicate that the hard science disciplines give a logical presentation of the scientific text that intends to unpack and explain the intricacy behind the scientific notion whereas the soft science disciplines focus on expository narrative to connect and relate the scientific text to the target reader. Given these writing behaviors between the two science categories, it is recommended that future SFL studies explore the potentially arising differences within the broader aspect of the popular science genre, for instance, to juxtapose books from articles in the way discoursal features (e.g., coherence and cohesion) are structured in the text.

Discourse of social capital in Ukrainian media space/Dyskurs o kapitale społecznym w ukraińskiej przestrzeni medialnej

The article analyzes the discourse of social capital in the Ukrainian media space. The author uses Google analysis tools to track the number, frequency, style, volume of published material that contains the concept of "social capital." Social capital is posited as a form of capital that can be converted into goods; thus, building up social capital is important for further stabilization of social relations and restoration of other forms of capital. The research was carried out using methods such as content analysis, analysis and synthesis, typology, generalization comparison, and modeling. The results of the content analysis were organized based on 10 main features: year, genre, form of publication, number of characters (including spacing), placement location, author, format (text, video or infographics), subject area, language of publication, resonance (number of views or comments). The author discovered that the concept of "social capital" is most widely used in the field of science. It has been noted that authors of publications in the informational and scientific genres are expected to be affiliated with the institutions of higher education. It was determined that sociology, which closely intersects with economics, remains the most popular field where social capital plays a leading role among scientific publications. A positive trend is observed in the Ukrainian media space: there is an increasing frequency of the term "social capital" used in scientific and journalistic sources.

Writing Back Against Amazon’s Empire: Science Fiction, Corporate Storytelling, and the Dignity of the Workers’ Word

Since its founding in 1994 as an online bookstore, Amazon has “revolutionised” not only the market for literature but also expanded aggressively and transformatively in sectors including consumer retail, film and television, groceries, logistics, robotics, surveillance, AI, and web services. This growth and expansion is grounded in the firm’s internal and outward-facing rhetoric about its leading contribution to a brighter future, a narrative deeply inspired by the genre of science or speculative fiction (SF). But Amazon’s utopian vision is largely experienced as a dystopia by most of its rank-and-file workers, who labour under exploitative conditions of surveillance, robotization, and relentless managerial control. Hence our team inaugurated the Worker as Futurist project to support rank-and-file Amazon workers to read/watch SF stories to collectively understand their employer and its world, and also to write short, SF stories about “the world after Amazon.” In this preliminary report on the project, we explain the inspirations for the project and reflect on some of what we have learned from the participants, as well as some implications for the futures of platform workers generally.

A Survey on Robotic Prosthetics: Neuroprosthetics, Soft Actuators, and Control Strategies

The field of robotics is a quickly evolving feat of technology that accepts contributions from various genres of science. Neuroscience, Physiology, Chemistry, Material science, Computer science, and the wide umbrella of mechatronics have all simultaneously contributed to many innovations in the prosthetic applications of robotics. This review begins with a discussion of the scope of the term robotic prosthetics and discusses the evolving domain of Neuroprosthetics. The discussion is then constrained to focus on various actuation and control strategies for robotic prosthetic limbs. This review discusses various soft robotic actuators such as EAP, SMA, FFA, and so on, and the merits of such actuators over conventional hard robotic actuators. Options in control strategies for robotic prosthetics, that are in various states of research and development, are reviewed. This article concludes the discussion with an analysis regarding the prospective direction in which this field of robotic prosthetics is evolving in terms of actuation, control, and other features relevant to artificial limbs. This article intends to review some of the emerging research and development trends in the field of robotic prosthetics and summarize many tangents that are represented under this broad domain in an approachable manner.

Digitality in the Open Science age: practices and genres

No matter where we are in the revolution versus evolution debate, digitality has undoubtedly brought about radical changes of practices and genres. Today digital genres born in the Internet age as New Media resources (science news reports or science blogs) compete with a traditional print-based genre of a research article. Although few works have synthesized the interaction of these “old” and “newly-born” genres, the Open Science digitality context has not received considerable treatment in genre scholarship, and little attention has been given to such features of scientific genres as multimodality, interdiscursivity, participatory culture. Thus, the relevance is in the reconceptualization of the Open Science practices and classifying the Internet-born genres of science communication. The qualitative method of discourse analysis is used in the lens of the social semiotic and the social genre theory proposed by the New Rhetoric School. As a result, four groups are suggested: research genres, promotional genres, trans-scientific genres, presentational genres. As a result of the analysis, we have come to the following conclusions. First, hybridization penetrates all the discourse and language levels: written discourse is combined with oral discourse, scientific style – with spoken style, scientific discourse – with journalism. Second, multimodality competes with the writing-based space, thus getting the potential of a meaning-making tool. As a result, the concept “science” has been reconsidered; science has become not only the professional community property but an active area of engagement with other fields and audiences in the process of science popularization. Digitality serves more than a medium and genres are not only recontextualized but gained more complexity.

The Effects of Using Scientific Genre to Promote Undergraduate Students’ English Academic Writing in an ESP Course

Argumentative writing is problematic for Thai EFL learners. This study aims to determine the effects of an argumentative correspondence writing course in an ESP for Science classroom. The course was designed from the genre-based approach, including stance and engagement by Hyland (2005) and ESP material design by Hutchinson and Waters (1987). The experiment involved 40 participants studying in a science field in a public university in Thailand. The study used a one-group pretest and posttest design. The research instruments were a knowledge test and a writing test for scientific argumentative correspondence. The results revealed statistically meaningful differences between the pretest and posttest scores, indicating that the students increased their abilities and gained higher test scores through completing the course. The findings suggest that instruction of writing scientific argumentative correspondences is effective and should be included in ESP science courses, especially as a foundation for writing longer texts in scientific genres.

НАВЧАННЯ НАУКОВОЇ КОМУНІКАЦІЇ У СТАРШІЙ ШКОЛІ ТА УНІВЕРСИТЕТІ З ПОЗИЦІЙ ЖАНРОВОГО ПІДХОДУ

Background. In the last decade, the focus has been on improving science communication when presenting research results or teaching specific topics in school and university programs through student participation. A genre-based approach has been employed in both oral and written forms. In the context of educational reforms in Ukraine, secondary schools are actively adopting innovative teaching methodologies to provide students with a comprehensive scientific education. Undoubtedly, these advancements call for improvements in students' science communication skills. The objective of this paper is to present and discuss the outcomes of integrating science communication training in the genre of scientific presentation as part of the curriculum in high specialised schools and universities. The framework suggests employing Ukrainian language instruction based on a genre approach using a model developed by the authors. Method. The study was conducted based on the methodological principles outlined by Norman Wallen and Jack Fraenkel (2013). The empirical phase took place from January to April 2024, involving two 10th-grade students at Specialized School 277 of Kyiv. A total of 17 learners voluntarily participated in the experimental training. Additionally, 14 fourth-year bachelor's students from Taras Shevchenko National University of Kyiv, specialising in "Theory and Methodology of Teaching Ukrainian and Foreign Languages and Literature in Secondary School," participated in a final survey. The survey was conducted with the consent of the school and university students and did not impact their grades in any subjects. It was carried out in classrooms to mitigate external influences on the results. Results and discussion. The instructional methodology for enhancing students' science communication skills is implemented in four stages: 1) acquainting students with the features of scientific language style of in Ukrainian and the genre of scientific reporting as well as facilitating mastery of scientific terminology, phraseology, and metaphors; 2) providing guidance for the preparation of a scientific report in oral and written forms; 3) analysis of procedural, linguistic, and textual characteristics of science communication; 4) engaging students in a collective presentation and discussion of a scientific report. After the experimental training, roughly 92% of students grasped the structure of scientific reporting, and about 78% acquired scientific vocabulary and the principles of scientific communication. The accuracy in identifying scientific genres approached that of university students, reaching 89% of the total participants. Following the experimental training, approximately 92% of students demonstrated comprehension of the structure of scientific reporting, with around 78% acquiring scientific vocabulary and developing an understanding of the principles of science communication. The accuracy in identifying scientific genres among the participants reached 89%, approaching that of university students.

Linguistic realizations of engagement in TED talks

The article describes linguistic items used for actualizing the engagement strategy in the oral genre of popular science discourse of TED lectures, which seems to be understudied in modern scientific linguistics literature. A huge number of studies have shown that popular science discourse is an interactive event, the success of which depends on the degree and efficiency of interaction between the speaker and the audience. However, the metadiscourse strategies employed in popular science genres, including TED talks addressed to a wide audience, remain insufficiently studied. The research gap in this area of pragmalinguistics predetermines the need to study the strategies of interaction between the speaker and the audience. The research corpus consists of 80 scripts of TED talks posted on the ted.com website. The aim of the study is to analyze linguistic items used for realizing the strategy of engagement of the audience into the discussion, their categories, pragmatic functions and frequency. In order to study the types, functions and frequency of linguistic actualizers of engagement, the methods of quantitative and interpretive analysis were adopted. The study showed that TED lecturers use a variety of language tools, the most productive of which were questions and reader mentions. It was found that at the lexical and grammatical levels, the engagement strategy was realized through imperative verbs, first and second personal pronouns, interrogative constructions, as well as impersonal constructions with solidarity adjectives. The results of the analysis suggested that TED speakers strive to construct an effective dialogue with the addressee, to engage the audience in the process of representing scientific information, making it accessible to lay listeners. It was concluded that the pragmatically correct use of the engagement strategy in the genre of TED talks is an indicator of the pragmatic competence of the speaker and the key to effective communication with the audience.

“Spread is like wildfire”: Attracting and retaining attention in COVID19 science tweetorials

Digital spaces offer scientists new ways to share scientific knowledge with a broad public audience, in some cases leading to the emergence of new genres. This paper examines one new genre intended to inform a non-expert audience about scientific content: the informational tweet thread, or tweetorial. More specifically, the paper explores the rhetorical structure of 50 tweetorials on COVID19 content, focusing on how writers use rhetorical moves to share scientific information and to attract and retain readers’ attention in the content-saturated space of social media. The analysis identifies eight rhetorical moves that regularly appear in these COVID19 tweetorial introduction and body posts. The moves emphasize urgency through their focus on immediate exigencies and their repetition and recirculation throughout a thread. The study’s findings contribute to a growing body of research on public science genres and how they support the goals of Open Science.

Preliminary evidence supporting the use of equine science podcasts to bridge the gap between scientists and horse enthusiasts to improve horse welfare

SummaryBackgroundPodcasts have become a popular digital forum for discussing scientific information with peers, as well as with the non‐scientific community, often referred to as ‘edutainment’. It is unclear how science‐based podcasts can support the veterinary industry through, for example, supporting good husbandry practices.ObjectivesTo understand the influence of ‘edutainment’ on equine owners' husbandry decisions.Study designThe sample population were listeners of the Conversations in Equine Science (CES) podcast recruited to complete an online survey via a link promoted by the CES hosts. The survey contained Likert‐like questions assessing how listeners rated the importance of different forms of evidence when making husbandry decisions and questions relating to husbandry changes made.MethodsA mixed methods approach was used to analyse the data. The Likert package for R was used to explore importance ratings. Free text questions were analysed via a content analysis with a constructionist epistemological position.ResultsThe experience of veterinarians and scientific evidence were considered the most important forms of evidence that owners used when making decisions about their horse's management (93% agreed and 91% agreed they were important respectively). Additionally, 74% of respondents had made a change to the management or training principles prompted by an episode of CES, suggesting edutainment can be a prompt to management change. Of these, the majority (55%) had done so based on a joint discussion of the podcast and their own reading of the evidence.Main limitationsThis was an opportunistic sample of those already invested in the edutainment format and may not represent those owners with no interest in scientific evidence.ConclusionsPodcasts are an easy‐access, low‐cost medium to convey research and current trends in the equine/equitation science genre. They may be a valuable tool for the veterinary industry to employ to support horse welfare.

MULTIMODAL REPRESENTATIONS ACROSS SCIENTIFIC GENRES: PERSPECTIVES FROM SCIENCE TEACHERS' PRACTICES

Multimodal representations have caught science education researchers’ attention due to its immense role in meaning making. While much have been written about this area of research, the interplay between multimodal representations and scientific genres in classrooms is yet to be fully explored.The purpose of this study is to examine multimodal representations across scientific genres from the viewpoints of science teachers. With Filipino science teachers as respondents, we employed a sequential explanatory mixed methods research design to determine the frequency of occurrence of scientific genres in classrooms as well as the frequency of use of multimodal representations across each scientific genre. First, we administered the questionnaire, analyzed the result then conducted a follow-up interview to determine how and why scientific genres and multimodal representations are utilized. Results revealed that information report and explanation are the genres most utilized by science teachers primarily because they conform to curriculum standards and that these support students’ learning and skills. On the other hand, experimental account and argument genres are used less often largely due to lack of available materials and teacher competence. Across these genres, linguistic-verbal, visual-graphical and gestural-kinesthetic representations are “always” used while material-operational and mathematical-symbolic are used to a lesser extent. More importantly, this study confirms again that science teaching is multimodal mainly to address each student learning needs and make meaning making thus, science learning, easier. Important implications to practice and research are discussed.

Scientists say: Patterns of attribution in popular and professional science writing

The research article (RA) has held unparalleled importance in several fields of applied linguistics but is only one genre among many that researchers produce and readers consume. This study compares RAs with a related genre called ‘popular science.’ More linguistic-oriented research of popular science genres is needed to account for the growing body of contemporary popular science discourse. This study collected 400 matching professional and popular science articles published online to compare their use of three lexicogrammatical patterns that often function to perform attribution. Results showed that the popular science texts were denser with attribution, often named human authors within instances of attribution, and utilized reporting verbs with a neutral or positive evaluative stance. This study argues that, while the function of attribution in RAs is to build ethos and build an argument through identifying a gap in previous literature, attribution in science news articles functions to portray study authors as the main actors in research stories and portray popular science writers as objective, though at times supportive, reporters of recent news, highlighting the journalistic function of this variety of popular science.

Soviet Socio-Cultural Practices from Perspective of Genres in <i>Pioneer</i> Magazine

The article presents some results of the project that is aimed at constructing a mediatised model of the Soviet society in periodicals for children. The data has been drawn from the Pioneer magazine published in the 1970s. This paper focuses on its structure and contents, as well as typical genres that construct the representations of the Soviet society and socio-cultural practices. The degree of ideology is defined that characterises various genres. In terms of methodology, the study draws on constructivism, critical discourse analysis, theory of journalistic genres, theory of speech genres, and semiotic analysis. Genres are interpreted based on their ideological charge, types of socio-cultural practices they represent, and the semiotic resources employed. The findings show that the ideological charge can be graded from being non-existent to dominating the factual information. The ideological component is secondary in genres of popular science and general education, whereas genres that reproduce adults’ institutional socio-political practices demonstrate a high degree of ideological charge, which is conveyed through specific semiotic resources. At the same time, the magazine adapts the representations of Soviet values for adolescents through the use of everyday language and visual images of routine life.

The motif of the “lost paradise” in blockbuster films set in the post-apocalypse

Considering that mythology and storytelling are an integral part of the human experience, in this paper we will take a look at contemporary iterations of certain archetypal myths. While the authors do not espouse the idea that ?science fiction is the mythology of modern society?, we believe that there is something to be said about popular culture as a medium of narrative transmission in post-industrialist society. In this sense, the paper analyses the utilization of origin myths in post-apocalyptic science fiction movies: Waterworld (1995), The Matrix franchise (four installments 1999-2021), Wall-E (2008), the Mad Max franchise (four installments 1979-2015), among others. Common to all of these narratives is that they are set after a global catastrophe that frames the ?Earth before? as a paradise that was lost due to human agency. Some of these narratives also feature a search for the remnants of that lost world (most notably Waterworld and Mad Max: Fury Road), as well as ?lesser? origin myths that pertain to groups of survivors themselves (e.g. Mad Max: Beyond Thunderdome). In the context of current debates on the Anthropocene, an era rapidly leading towards a global catastrophe, and following Donna Haraway?s work on storytelling, we believe that the act of telling these stories, and the ways in which they are told is of vital importance if we, as a species, are to survive. Furthermore, post-apocalyptic science fiction offers not only a warning but also possible outcomes exemplified through new, emerging and different naturecultures. These naturecultures range from the emergence of new and better adept bodies of a minority (which triggers stigma), to bodies which are increasingly dependent on other actants, e.g., AI. We argue that within the genre of science fiction these novel postapocalyptic naturecultures are framed as imperfect, and that such framing strengthens the myth of Earth before the apocalypse as a lost paradise. Consequently, posthumanist bodies are seen in a Biblical manner as bodies ?after the Fall?, rather than as bodies which have not only the potential to survive but also to prevent the catastrophe.

ХАРАКТЕРНІ ОЗНАКИ НІМЕЦЬКИХ ТА УКРАЇНСЬКИХ НАУКОВИХ ТЕКСТІВ

The article highlights the characteristic features of scientific texts (articles) in two languages: German and Ukrainian. The peculiarities and regularities of the functioning of scientific articles are described in detail in view of the interaction of linguistic and non-linguistic factors. The specificity of a scientific text is the special role and function of language, which it plays in the process of acquiring, storing, and transmitting scientific knowledge. The cognitive-informational nature of the scientific text focuses the main functions of the language sign, acting as an intermediary-mediator in the process of scientific communication. Cognition with the help of language is carried out through a linguistic sign (word, sentence, text), in the meaning of which the essential properties of an object, a situation, highlighted by collective social practice, are recorded. A scientific article belongs to individualized scientific genres, since the author, reflecting the phenomena and objects of reality, simultaneously evaluates and argues for them and thereby draws the reader into his valuable sphere. The specificity of the genre of the scientific article – its cognitive and communicative orientation – is reflected in the semantic structure of the article, namely, the presence of factual and evaluative informativeness. A scientific text (article) in German and Ukrainian has a number of common features. They include the main semantic categories – informativeness and argumentativeness, on the basis of which the cognitive and communicative characteristics of the text are determined. Distinctive features of scientific texts in two languages are: the dominant type of information, methods of argumentation, and features of linguistic implementation.

Explaining science to the non-specialist online audience: A multimodal genre analysis of TED talk videos

Digital technologies have impacted scientific communication by facilitating developments in forms of expression for scientific genres and contributing to a diversified audience. Recently, a range of digital scientific genres that target not only specialists but also the non-specialist audience have emerged, requiring authors to recontextualize scientific knowledge effectively to meet the needs of a wider audience. One such genre is the TED talk video where scientists deliver speeches to audiences with diverse backgrounds. For such a digital-multimodal genre, language becomes just one element of the assemblage of multimodal semiotic resources that are exploited to explain science, and other semiotic resources are drawn upon in text construction. The present study explores how scientific knolwedge is explained to the non-specialist online audience through the use of generic and multimodal resources in TED talk videos. Adopting theoretical and analytical toolkits from the ESP framework of genre analysis and multimodal analysis, the study investigated twenty-eight TED talk videos on biology created from 2003 to 2018, interviews with insider informants, and community texts that explain the genre. Genre analysis of TED talks reveals that one communicative purpose of TED talks is to explain knowledge to a broad audience and that a rhetorical move named Developing the topic is adopted to achieve this purpose. Multimodal analysis reveals three types of visuals used to realize the move: figurative, graphical, and scriptural. Two types of visual-verbal configurations are also found: concurrence and complementarity. The findings show that visuals are significantly foregrounded when explaining science in TED talk videos. The study suggests that the TED talk video, a web-mediated genre originating from live TED talks, has developed the characteristics associated with the digital form.

Scientist, enlightener, innovator... (to the 100th anniversary of the birth of N. M. Shansky)

The paper concerns the centenary of M. N. Shansky’s birth and provides a brief overview of those aspects of the scholar’s scientific and creative activity which he was involved in as an initiator of traditions and an innovator. For instance, he authored the first higher education textbook "Phraseology of Modern Russian". Moreover, the structure and content of the textbook "Lexicology of Modern Russian" became models for the authors of other vocabulary textbooks for many decades. The popular science genre of "history of words" targeted at teachers and schoolchildren was developed in N. M. Shansky’s papers and books. The popularisation of the genre in the pages of the "Russian Language at School" journal (N. M. Shansky was its editor-in-chief for over 40 years) made the "history of words" an integral part of the Russian language teaching process. N. M. Shansky played a significant role in the development of Russian phraseology and phraseography. He not only created an expanded, in comparison with V. V. Vinogradov’s, typology of phraseological units of the Russian language, but also authored and co-authored many phraseological dictionaries, including the first etymological dictionary of Russian phraseological units. N. M. Shansky also occupied a special place in the history of Russian lexicography: he authored and co-authored a host of Russian language dictionaries, including the multi-volume "Etymological Dictionary of the Russian Language", and several typologically new dictionaries. Moreover, as the author of the lexicography section in a textbook on lexicology, he laid the foundations for the tradition of typologic al characterisation of Russian dictionaries. The content of his essays about dictionaries is also valuable. I prove this thesis in more detail using N. M. Shansky’s essay on the "Shakhmatov’s" academic dictionary of the Russian language. This paper attempts not only to comprehensively characterise the legacy of N. M. Shansky as a lexicologist, phraseologist, lexicographer, and methodologist, but also to emphasise his innovation and the invaluable contribution he made to the development of national science and education.

Psychophysiological responses to mobile reading: evidence from frontal EEG signals under a distracting reading environment and different text genres

PurposeReading represents a basic way by which humans understand the world and acquire knowledge; it is also central to learning and communicating. However, with the rapid development of mobile reading, an individual's cognition of objective facts may be affected by the reading environment and text genre, resulting in limited memorization and understanding of the reading material. Therefore, this study aimed to investigate the influence of the reading environment and text genre on individuals' cognitive activities from the perspective of motivational activation level using evidence from electroencephalography (EEG) signals.Design/methodology/approachThe study employed a mixed design experiment with two reading environments (quiet and distracting) between subjects, two text genres (entertaining and scientific) within subjects and two reading tasks (memory recall and comprehension) within subjects. There were 50 participants in the experiment, and the data obtained from 44 participants while they read the materials and completed the reading tasks were analyzed.FindingsThe results showed that readers are more positively motivated to read in a quiet reading environment than in a distracting reading environment when facing the memory recall tasks of entertaining genre passages and comprehension tasks of scientific genre passages. Entertaining genres are more likely to arouse readers' reading interest but hinder the memory recall of the content details. While scientific genres are not easy to understand, they are helpful for working memory.Originality/valueThis study not only applies a new technology to mobile reading research in the field of library science and addresses the limitations of self-report data, but also provides suggestions for the further improvement of mobile reading service providers. Additionally, the results may provide useful information for learners with different learning demands.

Countering Russian Propaganda During the War

The conflict between Russia and Ukraine has been going on for a substantial period of history, but over the past decade, the confrontation between the two countries has taken on a major scale. At first, Russia resorted to conducting a hybrid war, and from February 24, 2022, it began a full-scale war. In the course of this, the enemy uses information influence as one of the types of weapons, so today the ability to fight back is very important. The purpose of the study will be to consider and find ways to counter Russian propaganda. In the course of writing the study, the following research methods are used: information analysis, synthesis, specification, and generalisation. As a result of the study, a large amount of information of various types is considered, in particular, studies, books of popular science genre, legislative acts, statements and appeals of high-ranking officials, and, most importantly, publications in the media. In the course of analysing this information, it is determined which aspects of life are affected by Russian propaganda, those include: worldview, history, and information on the conduct of military operations. In addition, the methods Russians use to spread propaganda are considered, in particular, television and social networks. Thus, it is concluded that countering Russian propaganda should take place in the field of education, in particular, the introduction of media literacy courses, the development of the historical industry, statements by Ukrainian state institutions, and cybersecurity. The study creates a new perspective and ground for further investigation by sociologists who study the phenomenon of Russian propaganda in detail, teachers working to develop new teaching methods, and specialists in the field of cybersecurity

Impacts of genre and access on science discussions: ‘The New Reddit Journal of Science’

Which genre of science writing contributes most to public understanding, and how does that understanding happen? Working within a science in society approach, this paper examines public engagement with science as it occurs in the comments and discussion boards of r/science. Researchers use content analysis to identify relevant concept categories and code comments for interaction with science content. The resulting data are analyzed by genre (scientific news journalism, press release, and research article) and open access status, revealing differences in public engagement with implications for science communicators and scholars seeking to understand how the public interacts with science news.