This book goes to the heart of what it means to learn and communicate in the fields of science and engineering. The students and teachers who appear in these cases engage us in the struggle to learn and teach. It's a book full of insights for teachers in STEM fields as well as teachers of technical/scientific communication. And this book's insights are not only for those at elite schools like MIT but anywhere students struggle to make meaning in scientific fields. -- David R. Russell, English Department, Iowa State University At diverse institutions across the country, students are expected to know how to collaborate across differences, whether in engineering, science projects, business, and life. Each chapter of this important book makes a significant contribution to our understanding of how students acquire communicative competence across a range of genres and contexts, how they respond to high-stakes peer review processes typical of the sciences and engineering, and how, as writers, they learn the discipline better through the act of writing. -- Terry Myers Zawacki, Director, Writing Across the Curriculum, George Mason University A valuable book for teachers and researchers. Through in-depth case studies of MIT's communication-intensive science and engineering courses, Poe, Lerner, and Craig show how the integration of learning to do science and learning to speak, write, and collaborate as professionals is critical in developing future engineers and scientists. -- Anne Herrington, Department of English, University of Massachusetts, Amherst This book is an important contribution to knowledge on the development of scientific writing in engineering. I will definitely cite it in my own work and recommend that graduate students and other researchers and professors read it. -- Chris Anson, University Distinguished Professor and Director, Campus Writing and Speaking Program, North Carolina State University
Mya Poe is Director of Technical Communication in MIT's Program in
Writing and Humanistic Studies.
Neal Lerner is Director of Training in Communication Instruction in
MIT's Program in Writing and Humanistic Studies.
Jennifer Craig is Lecturer in Writing Across the Curriculum in
MIT's Program in Writing and Humanistic Studies.
James Paradis is Professor and Head of the Program in Writing and
Humanistic Studies at the Massachusetts Institute of Technology.
"This book goes to the heart of what it means to learn and communicate in the fields of science and engineering. The students and teachers who appear in these cases engage us in the struggle to learn and teach. It's a book full of insights for teachers in STEM fields as well as teachers of technical/scientific communication. And this book's insights are not only for those at elite schools like MIT but anywhere students struggle to make meaning in scientific fields." --David R. Russell, English Department, Iowa State University "At diverse institutions across the country, students are expected to know how to collaborate across differences, whether in engineering, science projects, business, and life. Each chapter of this important book makes a significant contribution to our understanding of how students acquire communicative competence across a range of genres and contexts, how they respond to high-stakes peer review processes typical of the sciences and engineering, and how, as writers, they learn the discipline better through the act of writing." --Terry Myers Zawacki, Director, Writing Across the Curriculum, George Mason University -- Terry Zawacki "A valuable book for teachers and researchers. Through in-depth case studies of MIT's communication-intensive science and engineering courses, Poe, Lerner, and Craig show how the integration of learning to do science and learning to speak, write, and collaborate as professionals is critical in developing future engineers and scientists."--Anne Herrington, Department of English, University of Massachusetts, Amherst -- Anne Herrington "This book is an important contribution to knowledge on the development of scientific writing in engineering. I will definitely cite it in my own work and recommend that graduate students and other researchers and professors read it."--Chris Anson, University Distinguished Professor and Director, Campus Writing and Speaking Program, North Carolina State University -- Chris Anson "A valuable book for teachers and researchers. Through in-depth case studies of MIT's communication-intensive science and engineering courses, Poe, Lerner, and Craig show how the integration of learning to do science and learning to speak, write, and collaborate as professionals is critical in developing future engineers and scientists." Anne Herrington, Department of English, University of Massachusetts, Amherst "At diverse institutions around the country, students are expected to know how to collaborate across differences, whether in engineering, science projects, business, or life. Each chapter of this important book makes a significant contribution to our understanding of how students acquire communicative competence in a range of genres and contexts, how they respond to high-stakes peer review processes typical of the sciences and engineering, and how, as writers, they learn the discipline better through the act of writing." Terry Myers Zawacki, Director, Writing Across the Curriculum, George Mason University "This book is an important contribution to our knowledge about the development of scientific writing in engineering. I will definitely cite it in my own work and recommend that graduate students and other researchers and professors read it." Chris Anson, University Distinguished Professor and Director, Campus Writing and Speaking Program, North Carolina State University
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