Mastering Rhetoric in Scientific Communication
Understanding and utilizing rhetoric effectively in scientific communication is essential for engaging audiences. By knowing your audience, employing Aristotelian reasoning, and building metaphors, you can enhance the impact of your message. Additionally, storytelling plays a crucial role in captivating and informing the public about scientific advancements.
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The Effective Use of Rhetoric in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scientific Communication How to get to know your audience Keith Gibson Senior Design Consultant Allen Communication Learning Services
Aristotles Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Demonstration when the premises from which the deduction starts are true and primitive Dialectic when it reasons from reputable opinions
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Simon Locke The technical sphere is nonrhetorical because it is the sphere of truth; rhetoric is employed only as handmaiden in imparting truth to nonspecialist, public audiences, whose reasoning is untrained. The Public Understanding of Science, 2002
My Claim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The effectiveness of science communication is directly proportional to the level of knowledge about the audience
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Three Questions What does our audience need? Where do we disagree with them? What do we have in common with them?
Three Audiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Public Journalists Politicians
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Building Metaphors Thomson s plum pudding model of the atom Schrodinger s cat Turing test
Telling Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . If we are to win the battle that is now going on around the world between freedom and tyranny, the dramatic achievements in space which occurred in recent weeks should have made clear to us all, as did the Sputnik in 1957, the impact of this adventure on the minds of men everywhere, who are attempting to make a determination of which road they should take. --John Kennedy
FindingRelevance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Kepler Spacecraft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 stellar systems explored 242 exoplanets confirmed 3,277 exoplanet candidates identified $550 million
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Identify the Issue Stasis Theory Fact Definition Quality Procedure
Climate Change - Fact Source: NASA, Goddard Institute for Space Studies
Climate Change - Definition Source: Organisation for Economic Co-operation and Development
Climate Change - Quality World s Ten Most Important Challenges Armed Conflict Chronic Disease Education Infectious Disease Population Growth Biodiversity Climate Change Hunger and Malnutrition Natural Disasters Water and Sanitation
Climate Change Quality/Procedure Challenge Hunger & Education Infectious Disease Infectious Disease Infectious Disease Infectious Disease Hunger & Biodiversity & Climate Change Natural Disasters Infectious Disease Chronic Disease Chronic Disease Chronic Disease Climate Change Education Infectious Disease Education Water and Sanitation Solution Bundled Interventions to Reduce Undernutrition Subsidy for Malaria Combination Treatment Expanded Childhood Immunization Coverage Deworming of Schoolchildren Expanding Tuberculosis Treatment R&D to Increase Yield Enhancements 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Investing in Effective Early Warning Systems Strengthening Surgical Capacity Hepatitis B Immunization Acute Heart Attack Low Cost Drugs Salt Reduction Campaign Geo Engineering R&D Conditional Cash Transfers for School Attendance Accelerated HIV Vaccine R&D Information Campaign on Benefits From Schooling Borehole and Public Hand Pump Intervention
Climate Change - Procedure Source: stevenleahy.net
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Climate Change Stasis Fact: How much warming has there been? Definition: What is an acceptable level of warming? Quality: Is climate change more dire than other problems? Procedure: How can we most efficiently slow the warming?
Find a Commonplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What does the audience value? What are their goals? How can your project help them achieve those goals?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Climate Change Stasis Fact: How much warming has there been? Definition: What is an acceptable level of warming? Quality: Is climate change more dire than other problems? Procedure: How can we most efficiently slow the warming?
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Three Questions What does our audience need? Where do we disagree with them? What do we have in common with them?
