1. Welcome! HCOM 511: Writing about Health and Medicine

2. Today’s Class Course Overview Introductions What does it mean to write well? –In class activity This week’s homework

3. Course Overview HCOM 511 - Writing about Health and Medicine Designed to teach the skills necessary to write about health and medicine –Not a grammar review

4. Course Goal Writers will have the skills needed to produce high-quality, accurate, readable written materials about health and medicine Writers will have several high-quality “clips”

5. Course Design Getting Started Research Methods Evaluating Information and Presenting Risk Deconstructing an Article Plain Language and Health Literacy Editing and Ethics Editor Guest Lecture Wrapping-Up Career Panel

6. Textbooks Health Writer’s Handbook, 2nd Ed. Woe is I. The Grammarphobe’s Guide to Better English in Plain English, second edition –Both available on Amazon.com (note both are second editions) –Both are on reserve at the library

7. Class Time Meet Thursdays from 5:30 to 7:30 pm Class structured as –Homework return and review –Short lecture –In class activity –New homework assignment

8. Grading Minimal-marking policy –Highlight lines that contain errors –Will try to distinguish between grammar and style problems Writers should Pore over drafts with a “reader’s eye” Use “Woe is I” Keep lists of characteristic errors

9. Grading Scale Organization – 2 Grammar and Mechanics – 2 Clarity and Style – 2 Content and Accuracy – 2 Bibliography – 2 10 points = A 8 to 9 points = B 6 to 7 points = C Rewrites (to improve your work and grade) are encouraged!

10. A bit of philosophy: How is writing related to critical thinking?* *Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. John C. Bean. Jossey-Bass Publishers. San Fransisco. 1996

11. Writing is both a process of critical thinking and a product of communicating the results of critical thinking

12. Writing and Critical Thinking If writing is merely a communication skill, then we primarily ask of it, –Is the writing clear? If writing is critical thinking, we ask –Is the writing interesting –Does it show a mind actively engaged with a problem –Does it bring something new to readers –Does it make an argument

13. Traditional Writing Instruction Leads to a view of writing as a set of isolated skills unconnected to an authentic desire to converse with interested readers about real ideas

14. Introductions

15. Who Are You? What is your writing experience? What is your writing style (academic, scientific, business)? Have you taken Epidemiology and Biostastics?

16. Quality Writing

17. Who writes about health and medicine? Newspaper reporters Magazine writers Freelancers Public information and public relations staff Editors Ad agency members Broadcast media Who else?

18. Types of Health Writing Press releases Journal articles Patient materials Proposals Grants Magazine/newsletter articles White paper/backgrounder Newspapers Project reports What else?

19. What makes high-quality health writing? Good health writing is at heart good writing. How do you characterize good writing?

20. Good Writing Has… Ideas that are interesting and important. Organization that is logical and effective. Voice that is individual and appropriate. Word choice that is specific and memorable. Sentence fluency that is smooth and expressive. Conventions that are correct and communicative.

21. Activity Break into pairs. Read a health article and indicate if it meets the criteria in the Good Health Writing Checklist. –Other person reads handouts on good writing. Switch. Compare checklist and discuss what you liked/didn’t like about the health article. Report back to class.

22. Homework Reading assignment –Gastel ch. 8 Writing assignment –Write a 750-word personal essay about what brought you to Tufts –due by 5:30 pm, Jan. 28 by email