In this workshop you will find out how an editor views scientific writing in the context of the challenges of communication via online media. Rather than telling you how to write a paper, you will be encouraged to think about the task from the perspective of cognitive psychology: that of your readers! You will be guided through principles and practice in engaging presentations with the opportunity to ask questions en route.
You are encouraged to bring a piece of writing to the workshop so that you can work on it in real time, e.g. a manuscript-in-progress, a draft manuscript, or even a manuscript in process of revision with a journal. Complete confidentiality will be preserved. Alternatively, you may contribute a published work by someone else with which you find either fault, or favour.
Real-time exercises and a take-home project between the two sessions.
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2 sessions (April 26 & 30) from 9:30am to 12:30pm
12 to 16 participants
This course is for Institut Curie's staff only.
Priority to PhDs & selection on the first come, first served basis.
Andrew Moore
Andrew Moore is a biochemist by training (first degree, Cambridge University; PhD and post-doc at the LMB-MRC, Cambridge, in biochemistry and structural studies). He joined the European Molecular Biology Organization (EMBO) in 1999 to start and develop the Science & Society Programme, and also became an Associate Editor of the journal EMBOreports. At EMBO he developed a range of activities supporting communication from scientists to broad audiences including stakeholder conferences, media workshops, communication prizes and scientific workshops for secondary school teachers. In 2008 he joined Wiley-VCH as Editor-in-Chief of the hypotheses and reviews journal BioEssays, and in 2016 he was additionally appointed Editor-in-Chief of the Wiley Researcher Academy, a learning platform for young researchers, from which he developed the Wiley Peer Reviewer Academy for coaching beginners in the rudiments of peer review. Andrew gives talks and workshops on scientific communication and scientific writing, with an emphasis on applying principles of cognitive psychology in order to optimize reader/audience engagement with, and memory of, scientific communication of all kinds.
