Nurturing students' natural writing style to better communicate research to the public

Caldwell Brown, Steven (2017) Nurturing students' natural writing style to better communicate research to the public. Scholarship of Teaching and Learning in Psychology. ISSN 2332-211X (In Press)

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Abstract

In many institutions, students are given the instruction to model their written work on existing published work. However, scholars typically write for other scholars, and this can lead to the so-called ‘curse of knowledge’, a cognitive bias wherein experts struggle to adopt the point of view of less knowledgeable parties. Students modelling their work on that of published academic works may be jeopardising their ability to communicate science clearly to laypersons, an emerging priority in academia. This article provides a wide-ranging discussion of this issue, informed by the findings from a pilot study which suggest that laypersons perceive the writing of students to be clearer, easier to understand and more detailed than the writing of established researchers. Regardless of intended career path, it is imperative that psychology graduates be able to articulate thoughts and ideas clearly and this article highlights the tangible implications of discouraging students from assimilating into a writing style typical of scholars which may prove outdated when open-access publications become mainstream.

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  Item type:	Article
  ID code:	62821
  Dates:	Date Event 18 December 2017 Published 18 December 2017 Accepted
  Notes:	©American Psychological Association, 2018. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: [ARTICLE DOI]
  Subjects:	Education
  Department:	Faculty of Science > Strathclyde Institute of Pharmacy and Biomedical Sciences
  Depositing user:	Pure Administrator
  Date deposited:	10 Jan 2018 16:11
  Last modified:	08 Apr 2024 23:46
  Related URLs:	Journal or Publication
  URI:	https://strathprints.strath.ac.uk/id/eprint/62821