Hello everyone! My name is Shreedyuti Sen, and I am a first-year undergraduate student at The Sophie Davis School of Biomedical Education. Welcome to my Writing for the Sciences portfolio, where I share my journey of learning how genre and rhetorical techniques shape the way scientific information is communicated to diverse audiences.
Writing for the Sciences teaches us, the next generation of healthcare leaders, how reading, writing, and research intersect in science, and how we can use rhetorical tools to fit the needs of readers from multiple backgrounds. Over the semester, I explored primary research and close readings of scientific media targeted at varied audiences—from biology scholars to casual readers—analyzing how authors adjust tone, appeals, and structure to suit their audience and purpose. Our assignments included genre analyses, reverse outlines, and source reports, each designed to sharpen our scientific communication and advocacy.
Our first major project was the Researched Op-Ed, where we were challenged to write an op-ed in response to one written on a scientific topic of our interest. I have always been interested in neuroscience, so when I saw the piece, “‘Neuroaesthetics’ Reveals How the Arts Help with Dementia and Trauma,” I knew it was the perfect basis for my op-ed. The article showcases statistics that provide support for how the arts can be used as a form of therapy for those suffering from neurological disorders. This article presented data on how creative practices like painting and music can benefit patients with neurological disorders. My op-ed, “The Healing Power of Art: Why Science Says We Need More Holistic Forms of Medicine,” agreed with the original stance but expanded it to include other natural healing practices and the nuances surrounding their use in medicine. I wrote, “Holistic medicine is not a radical idea—it’s a necessary one. And the sooner we start taking it seriously, the greater the potential for meaningful healing.” My tone was persuasive yet informative, targeting a broad audience of readers interested in healthcare and neuroscience. I aimed to balance logos with pathos, using scientific studies and emotional appeals to persuade readers about the value of holistic therapies. I truly enjoyed researching for and writing this piece. It was a great change of pace from your average 5-paragraph, formal essay. I was able to incorporate my own opinion into a persuasive piece of writing that not only allowed me to help others make informed choices regarding their healthcare, but also broadened my horizons within the field of writing and helped to solidify my interest in becoming a neurologist as a career.
Our second major project was the IMRaD, in which we were asked to perform primary research and write a research paper in the typical format seen in scientific writing: Introduction, Methodology, Results, and Discussion, a format that mimics the scientific method. This assignment was more structured and formal, reflecting the genre used in professional journals. I explored the effects of chewing gum on studying and memory recall—a topic that combines neuroscience with practical, everyday behaviors—to determine whether chewing gum during study or recall improved cognitive performance and the potential underlying cognitive mechanisms at play. One challenge was designing an experiment that was realistic and controlled. Working through that process helped me appreciate the complexity of primary research and how critical clear, replicable methodology is in science. I also learned how crucial it is to keep the audience in mind—scientific readers expect precision, clarity, and evidence-based claims. The IMRaD paper helped me better understand how to structure scientific arguments logically, something I will take with me into both clinical and research settings in the future.
Across both projects, I realized that writing in science is not only about reporting facts; it is about telling a story backed by evidence. Whether I was appealing to a general audience or presenting findings to a scientific one, I had to consider tone, genre conventions, and reader expectations. I also grew more confident in integrating sources and translating complex ideas into accessible language.
My writing is not just an art or a form of self-expression, but a piece of me that will live on even after me. Honing my skills on paper will allow me to follow the wise words of Louis Pasteur and become a great physician, to inspire many more generations of physicians to come, and to contribute to the collective torch of knowledge that illuminates the world—because, as Pasteur reminds us, science’s light belongs to all of humanity.
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