Ay 31
Writing in Astronomy
(Spring 2009)

Class meetings will occur once per week -- on a day/time to be scheduled at the Astro OM. In the past the class has been held in 328 Sherman Fairchild Library (building 43) .....which is not available this year.

We will meet 2-3pm on Tuesdays in Cahill 211. We can contemplate a switch to a better location if one can be identified.

Week #	In Class	On your Own
Week 1 31 March	Introductory All-Class Meeting discuss course logistics discuss possible writing formats the why and the how of science writing	decide on your audience learn about the rules of the chosen writing format if you are interested in writing a technical paper, read Principles of Science Writing if you are interested in writing a popular paper, read The End of Science Writing start thinking about an astronomical topic that will be the focus of your paper
Week 2 7 April	Astronomy Research Resources Meeting (presentation by Arun Sannuti, Caltech Astronomy Librarian) the astronomical literature introduction to on-line resources astronomical databases	narrow down topic find a local mentor for the scientific content of your paper ask mentor for references to review or introductory articles on your topic complete and turn in mentor/mentee paperwork so i know what and with whom you are working
Week 3 14 April	All-Class Meeting example reading discussion and critique	read reviews suggested by scientific mentor take writen notes which may serve as a basis for your introduction conduct additional research on topic start to outline paper
Week 4 21 April	Outline due All-Class Meeting discussion of outlines -- is the choice of topic well-reasoned? -- is the material logically presented? -- what is being conveyed in each section? beginnings structure of scientific papers	further develop outline turn in detailed outline turn in reference list assembled to date start work on introduction
Week 5 28 April	All-Class Meeting reminders of habits to avoid and by which to abide group critique of good and bad writing writing exercises on grammar, punctuation, usage	continue to research topic work on first draft read Chapter 17 in Alley work some more on your first draft
Week 6 5 May	First Draft due	turn in COMPLETE first draft (rough is okay, but please have an entire paper) continue to research topic
Week 7 12 May	NO CLASS MEETING THIS WEEK	set up and attend individual meeting with scientific mentor think about how material is best presented (text vs. figures vs. tables, etc.)
Week 8 19 May	Second Draft due All-Class Meeting discussion of first drafts: structure, scope, plan for second drafts writing exercises on style and on ambiguity precision, clarity, conciseness, fluidity revision, emphasis	read Advice from the Authorities continue to develop paper increase attention to grammar and style turn in second draft
Week 9 26 May	All-Class Meeting titles and abstracts editing peer review of second drafts using these guidelines, review sheets handed out in class, and perhaps even some quantitative criteria. obtain comments from instructor	set up and attend individual meeting with scientific mentor set up and attend individual meeting with course instructor incorporate advice from above with audience in mind, work on refining title and abstract read The Science of Scientific Writing for suggestions on reader-centered strategies
Week 10 2 June	Final Copy due NO CLASS MEETING THIS WEEK	polish draft turn in final copy

"Why is writing important if I'm a science student?" is a complaint of the weary problem-set-laden Caltech student. Contrary to common perception, good communication skills, both written and oral, are the most important ones to develop. This is true for practicing scientists in both academic and industrial/corporate environments. In academia, your ability to succeed in graduate school, as a post-doc, or as a professor depends on your ability to write and to speak with both clarity and authority. Scientific skill is a given at these later stages; what sets you apart from your peers is both a nose for a good problem and competency in selling the idea to funding agencies, telescope allocation committees, journal referees, etc.

In this course we are concerned with writing skills. A good writer will:

Scientific writing is a process. This process involves at least two stages: first thinking and planning, and second writing and packaging. The goal is to tell a convincing and well-woven story, not just transmit facts, and not just entertain. One perspective setting piece of advice to keep in mind is that your paper is of much more import to you, the invested author, than to most of its readers. It is therefore incumbent upon you to place as much effort as you can into effective communication; otherwise the average, generally lazy, potential reader is likely to go elsewhere for the information. This is not the desired outcome. You should, therefore, not only know and appreciate, but respect and engage your reader. Another piece of advice is to pick a topic in which you are truly interested. The process will be much easier on all of us if this is the case.

"Okay, I'm sold, but what should I write about"? Possible topics include a summer research project, an interest from the classroom, something you read about in Astronomy or Sky and Telescope, a question your friends expect you to be able to answer as an Astro major, and so on. I do not have a comprehensive list, but some contemplation on your part, discussions with your mentor, and limited web surfing (see links below) may help you find -- and then narrow down -- your topic. Understanding of and passion for your topic is critical for being able to write well about it. The next thing to decide is the format of your paper. Possibilities here include a journal level article, a telescope/theory/computation proposal, a piece for the lay-scientific press, and others we can discuss.