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14. Competing Mentalities: Situating Scientific Content Literacy Within Technical Communication Pedagogy

Technical communication students may need to learn how to manage scientific information for a general audience because documents written by and for theoretical and applied scientists, as well as data outputs, provide essential source material for many technical communicators. Hence, technical communication instructors and students might benefit from understanding the production and pedagogy of such scientific textual materials. A key disjunction was identified in the late twentieth century by Carolyn R. Miller and Charles Bazerman (among others): scientific writing does not look, or operate, like humanistic writing, which opens the possibility for criticism and critique rather than understanding and respect. By recognizing that reading practice in the sciences consists largely of scanning for key information and assembling useful datasets, the logic of scientific writing pedagogies becomes more apparent. Technical communication pedagogies can leverage existing advice in the sciences to help students gain fluency in reading texts that are intentionally constructed using difficult jargon in order to maintain the integrity of scientific information.