I'm sorry, Jean, I don't have a specific text that fulfills your desire, but your message reminds me of a course I taught recently on "The Rhetoric of Environmentalism and the Ecology of Rhetoric," in which I used the Craig Waddell's collection, Landmark Essays on Rhetoric and the Environment" (Hermagoras). Environmental issues, of course, almost inevitably involve science. For the rest of the readings, I used some standard rhetorical texts and concepts, then had the students apply them (e.g., rhetorical situation; ethos/pathos/logos, terministic screens, root metaphors). Each students then collected discourse from various sides of a particular environmental issue and applied standard techniques of critical rhetorical analysis. For myself I picked salmon farming in B.C., collected everything from scientific journal articles to newspaper reports and stakeholder web pages, and then analyzed that material to demonstrate the techniques of rhetorical analysis I was trying to teach. Incidentally, I think the course you're teaching is very important--one's ability to be an effective citizen (or even consumer) nowadays depends in part on one's ability to read popular scientific and mathematical (esp. statistical) discourse critically. (Why in our society is illiteracy shameful and innumeracy not?) Here is the same core concept of the preceding paragraph phrased as objectives: Learning Objectives: 1. Understand what rhetoric is, know which aspects of discourse it can highlight, and learn to do neo-Classical rhetorical analysis 2. Understand the implications of New Rhetorical assumptions, especially symbolic action and learn to do New Rhetorical analysis. 3. Analyse and understand the rhetoric of popular science reporting. 4. Identify, analyse and understand the implications of the rhetorical moves used in discussions about environmental issues. 5. Distinguish the frames and presuppositions associated with various perspectives on environmental issues and understand their internal consistencies. 6. Understand the concept of natural selection and apply it to cultural/rhetorical evolution (i.e., the natural selection of culture and the cultural selection of rhetorical forms). [Note: Objectives 1 & 2 mean learning how to do rhetorical analyses. Objective 3 mean understanding the rhetorical implications of popular reporting of science news (including the statistical rhetoric of reports based on polls). Objectives 4 and 5, which will take up most of the course, mean applying rhetorical analysis to environmental rhetoric. Number 6 closes the circle, using eco-rhetorical concepts to explain rhetorical forms.] At 06:34 PM 15/10/2007 -0400, you wrote: >Can anyone suggest a text book for a course in communication and science? >The course examines how critical scientific issues are communicated to >science's major stakeholders, the public, government, and within >scientific community itself. Thanks. Jean > >-- >Jean S. Mason, PhD >Associate Professor >Ryerson University http://www.ryerson.ca >Rogers Communications Centre >Faculty of Communication & Design >Department of Professional Communication >Graduate Program in Communication and Culture >Tel: 416 979-5000 ext. 6380 >Fax: 416 979-5120 >http://www.jeanmason.ca >MAILING ADDRESS: >350 Victoria Street >Toronto, ON., M5B 2K3 >Canada > > -=-=-=-=-=-=-=-=-=- > To leave the list, send a SIGNOFF CASLL command to > [log in to unmask] or, if you experience difficulties, > write to Russ Hunt at [log in to unmask] > >For the list archives and information about the organization, > its newsletter, and the annual conference, go to > http://www.stu.ca/inkshed/ > -=-=-=-=-=-=-=-=-=- -=-=-=-=-=-=-=-=-=- To leave the list, send a SIGNOFF CASLL command to [log in to unmask] or, if you experience difficulties, write to Russ Hunt at [log in to unmask] For the list archives and information about the organization, its newsletter, and the annual conference, go to http://www.stu.ca/inkshed/ -=-=-=-=-=-=-=-=-=-