Articles | Volume 20, issue 7
Research article
21 Jul 2016
Research article |  | 21 Jul 2016

Improving together: better science writing through peer learning

Mathew A. Stiller-Reeve, Céline Heuzé, William T. Ball, Rachel H. White, Gabriele Messori, Karin van der Wiel, Iselin Medhaug, Annemarie H. Eckes, Amee O'Callaghan, Mike J. Newland, Sian R. Williams, Matthew Kasoar, Hella Elisa Wittmeier, and Valerie Kumer


Total article views: 4,268 (including HTML, PDF, and XML)
HTML PDF XML Total BibTeX EndNote
2,599 1,538 131 4,268 114 121
  • HTML: 2,599
  • PDF: 1,538
  • XML: 131
  • Total: 4,268
  • BibTeX: 114
  • EndNote: 121
Views and downloads (calculated since 19 Jan 2016)
Cumulative views and downloads (calculated since 19 Jan 2016)


Saved (preprint)

Discussed (final revised paper)

Discussed (preprint)

Latest update: 21 Jun 2024

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.