Articles | Volume 20, issue 7
Hydrol. Earth Syst. Sci., 20, 2965–2973, 2016

Special issue: Effective Science Communication and Education in Hydrology...

Hydrol. Earth Syst. Sci., 20, 2965–2973, 2016

Research article 21 Jul 2016

Research article | 21 Jul 2016

Improving together: better science writing through peer learning

Mathew A. Stiller-Reeve et al.


Interactive discussion

Status: closed
Status: closed
AC: Author comment | RC: Referee comment | SC: Short comment | EC: Editor comment
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Peer-review completion

AR: Author's response | RR: Referee report | ED: Editor decision
ED: Publish subject to minor revisions (Editor review) (02 Jun 2016) by Sam Illingworth
AR by Mathew Stiller-Reeve on behalf of the Authors (10 Jun 2016)  Author's response    Manuscript
ED: Publish as is (13 Jun 2016) by Sam Illingworth

The requested paper has a corresponding corrigendum published. Please read the corrigendum first before downloading the article.

Short summary
Scientific writing must improve and the key to long-term improvement of scientific writing lies with the early-career scientist (ECS). We introduce the ClimateSnack project, which aims to motivate ECSs to start writing groups around the world to improve their skills together. Writing groups offer many benefits but can be a challenge to keep going. Several ClimateSnack writing groups formed, and this paper examines why some of the groups flourished and others dissolved.