Editors past and present have said that writing in agronomy can be improved. Today's student frequently is deficient in basic writing skills and receives little or no training in scientific and technical writing. Nevertheless, agronomists write extensively in their careers, and writing is essential to the advancement of science. Reviewers and editors try to help the new writer. Teachers of agronomy, crop science, and soil science also should try to assist students in writing good manuscripts. "Agronomese," the gobbledygook of our specialty, can be identified and corrected. Developing a critical sense in the student will help him avoid agronomese. Two writings on weeds are analyzed to illustrate one method of critical re.
view. Tips on how to teach writing abound in theliterature of technical communication. The creative instructor can use examples from technical literature to help students read critically, so they can write clearly. Two appendices are presented as aids to the teacher: part of a survey of editors and examples of faulty writing from the technical literature. Additional index words: Agronomese (gobbledygook of Agronomy), Teaching scientific and technical writing, Survey of editors, Critical review-of manuscripts, Writing style.' Presented before Div.
In the debate over science education, we hear unanimous support for the importance of good communication. Employers and administrators promote the need for selling ideas. Editors and others express concern about the quality of manuscripts they are called upon to review and publish. Educators are criticized for the national illiteracy. It is often difficult to move from verbal support or criticism to the training of individuals to communicate. An increasing amount of information must be learned, and acquiring communication skills takes time and experienced teachers. After examining course recommendations in agronomy, crop science, and soil science, we find need for further training, especially at the graduate and postgraduate levels. Three methods of training are discussed in this paper: formal coursework, workshops and seminars, and publications/self-help. Each method has its place. A fourth method is proposed: joint efforts, probably initiated by science departments, between those who can impart the skills and those who need them. Further evaluation of the performance of scientists as communicators and promotion of training efforts will be needed.
Increasingly, English is used as the international language in science, and many people use it as a second language. Nonnative English speakers can face problems communicating their work and understanding others. Both primary and secondary users of English face cultural obstacles to communicate in scientific and technical fields. As in other languages, English contains regional varieties, dialects, and vocabulary that may not be understood fully by others. In addition, translating expressions and terms into English could hinder understanding because of inaccuracies in moving from one language to another. This paper addresses some of the problems scientists encounter when trying to communicate their research results, especially to nonnative English readers.Additional Index Words: Scientific language, English used as second language.
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