Articles | Volume 20, issue 7
Hydrol. Earth Syst. Sci., 20, 2965–2973, 2016
https://doi.org/10.5194/hess-20-2965-2016

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

Hydrol. Earth Syst. Sci., 20, 2965–2973, 2016
https://doi.org/10.5194/hess-20-2965-2016
Research article
21 Jul 2016
Research article | 21 Jul 2016

Improving together: better science writing through peer learning

Mathew A. Stiller-Reeve et al.

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Cited articles

Aboelela, S. W., Larson, E., Bakken, S., Carrasquillo, O., Formicola, A., Glied, S. A., Haas, J., and Gebbie, K. M.: Defining interdisciplinary research: Conclusions from a critical review of the literature, Health Serv. Res., 42, 329–346, 2007.
Aitchison, C.: Writing groups for doctoral education, Stud. High. Educ., 34, 905–916, 2009.
Alexander, D.: Making research on geological hazards relevant to stakeholders' needs, Quat. Int., 171, 186–192, 2007.
Bean, J. C.: Engaging ideas: The professor's guide to integrating writing, critical thinking, and active learning in the classroom, John Wiley & Sons, 384 pp., 2011.
Besley, J. C., and Tanner, A. H.: What science communication scholars think about training scientists to communicate, Sci. Commun., 33, 239–263, 2011.
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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.