The New York Times Reader: Science and Technology. S. Holly Stocking and the Writers of The New York Times. Washington, DC: CQ Press, 2011. 258 pp.
As a veteran of home ownership and the frequent repair of vehicles, buildings, toys, and appliances, I have a sizable collection of tools in my garage. I have organized those tools, some of which I know how to use, into separate toolboxes according to the job they would be used for. There are boxes for plumbing, electrical, mechanical, and general, so when the inevitable household disaster strikes, the appropriate box can be quickly located and delivered to the scene. Knowledge of which tools to keep in each box, as well as how to use them, came from a wide variety of experiences with my father, my father-in-law (who knows everything—just ask him), and my own trials and frequent failures.
The New York Times Reader: Science and Technology by S. Holly Stocking, a journalism professor at Indiana University, and her Times colleagues is a guidebook for students and professionals who aspire to be science journalists. It is organized in much the same way as the tools in my garage. The chapters are focused on the particular applications of science journalism: discoveries, scientific meetings, features that explain, features that cover scientists, features that cover issues and trends, extended narratives, and commentary—including essays, blogs, reviews, and editorials. Each section includes a description of the tools essential to the task, along with instruction and strategies for making the best use of those tools.
To illustrate, the tools listed in chapter 3 for “explanation” include familiar comparisons, clear definitions, vivid and conversational language, humor, visuals, and transformational explanations (explanations of concepts that violate readers’ ordinary understanding of the concepts). In addition, each chapter contains a collection of model stories used to describe strategies for using the tools. Each model story is preceded by a brief introduction pointing out significant elements, as well as the tools and techniques used, followed by a “Making Connections” insert suggesting focused discussion questions and projects. Finally, several chapters include a brief interview with a working science journalist.
The Reader contains four stories that are annotated by the author to visibly highlight and explain the particular lessons to be learned from the model. Four annotated stories appears to be about the right number. Too much annotation discourages the student from critically reading each piece. I found the annotations especially useful in the “trends and issues” section, where the guidelines are not as specific because of the structural complexity of the science and technology stories. However, the book could benefit from perhaps one more annotated story in the section that treats extended narratives. This story type is challenging, but in a different way from the others. While the story is factual, it employs some elements common to nonfiction writing for the purpose of explaining a concept and illustrating its effect or application in a practical sense. There are model stories presented in this section, but the addition of an annotated model could make the elements of this style more understandable to the student reader.
I like this book very much. Even in the first chapter, as I read through the examples, considered the annotated example story, and attempted one of the “Try This” activities, I found myself recognizing the parts of the stories and beginning to understand them as a more coherent whole. Reading this book makes me want to go do this! At least it makes me want to try to learn how to do this. The explanations are clear, the model stories are interesting and varied, and the pedagogy seems sound. The projects appear to be especially useful at expanding the reader’s understanding while providing opportunities for actual writing and obtaining feedback from an instructor. The book says what it has to say in a vivid and memorable way without degenerating into a word salad, the heartbreaking path taken by so many textbooks.
This is certainly not a book that can be fully appreciated if read in a weekend. To get the full impact, the reader must actively engage the material, pause for discussion and consideration of the techniques used in the model stories, and participate in the excellent activities and projects suggested in the frequent “Try This” boxes. Beyond their instructional value, there is much to be gained from just reading the thoughtful collection of model stories that cover a wide range of scientific activity. While it could be used in isolation, the book is more likely to be used as part of a class that includes writing, feedback, more writing, discussion, and an ongoing dialogue with peers and instructors. In this case, the book should not be expected to cover absolutely all aspects of every type of science writing. Even so, it appears to come close. This book should be a powerful supplement to a challenging class.
Experiencing this book strengthens the notion that all students, not just journalism students, should be learning to “explain.” While the explanations might be in writing, or speaking, or multimedia, or in some other form, there is a need to explain specialized concepts to non-specialists who need or want to understand how or why something happens or what will happen eventually if we keep doing what we are doing. But the people who need or want to know often do not have the background to understand the concepts or even where to begin to look for information. This book offers guidance to find the tools to get the job done.
SAMUEL P. WALLACE
University of Dayton