Argument for Scientists — Hawaii NOAA

Hello folks,

As promised, this page represents our work product together during the week of October 15, 2018. As such, it is proprietary to both me, L. Michelle Baker, the Conservation Writing Pro, and those who participated in the course. Therefore, while you are free to download and use all resources here for your own learning and writing purposes, please do not share either this page or any resources on it with anyone who did not participate in the course without contacting me first for permission.

Thanks again for being such a great class! Please stay in touch, let me know if I can help you in any way, or simply commiserate about all the awful writing problems we all encounter:


20181017_PIFSC Library presentation PDF of Allyson Ota’s presentation about library and other research resources. (NOTE: The link for submitting to NOAA Institutional Repository can be found in this document.)

PIFSC Library presentation

Lessons 1-5 HI 2018b

Lessons 6-10 HI 2018b

Lessons 11-15 HI 2018b

Links and Files

SSA Writing Prompt Book 4-2-2018 for Posting on SSA Google site When making listing decisions under the Endangered Species Act, USFWS uses the Species Status Assessment, an analytical process that separates the science from the policy. The assessment results in a Species Status Assessment Report that is distinct from the listing decision, reported in the Federal Register Notice. The “Prompt Book” provided here is the writing guidance for the Report, currently under revision. For further information, please contact Caitlin Snyder:

PIRO Style Guide_March 2018 Downloaded by Ian Lundgren from NOAA’s Google Site. This and NOAA Fisheries Writing Style Guide are supplemental resources to the Government Publication Office’s Style Guide (see; for website writing guidance, refer to When guidance conflicts, pick a style and remain consistent.

Number Flowchart Revised based on our conversations in class. Thank you!!

Microsoft Word Tips: On Monday, we had some extra time, so we reviewed some advanced tips in Microsoft Word. Those can be found on my resources page:  21 Hacks for Word for Writers

You also had a question about how to remove the cut and paste pop up box. Here’s the answer:

Course-Generated Materials

(click on any image to enlarge or download it)

Science vs. Argument. Features we identified as characteristics of clear, sound science and argument writing.


Types of documents. We brainstormed a list of the types of documents we write that combine features of science and argument writing.


Top half–subjects and verbs: Reading with clear subjects and verbs, the brain has room for comprehension and reflection. Reading without clear subjects and verbs, the brain has a lot of work to do and limited space for comprehension and reflection.
Bottom half–literates, illiterates, and alliterates: Critical distinctions between illiterate (people without functional reading skills) and alliterate (people who can read but choose not to) people on the one hand and literate people on the other.

Cluster diagram of factors affecting species. Used during the organizational skills exercise to identify categories and put factors into categories.


Sample Outline. Thesis and subjects used in organizational skills exercise to state how toxoplasmosis affects Hawaiian skills. (with awesome cat drawing!!)


Categories organization. Used during the organizational skills exercise to identify categories and put factors into categories (see organizational example D).

Organization Example D. Read in conjunction with picture above.


Outline to follow forecasting statement. Two possible outlining strategies to follow the forecasting statement on p. 32–33.


Parts of speech. Used to help us with commonly confused words.


Compare/Contrast Chart. Chart showing the similarities and differences between the ways Halloween is celebrated on Hawaii and the mainland.


Description Brainstorm: List of features pertaining to the Essayons mentioned in our analysis that need to be added to the initial description.


Causal Relationships: Breakdown of all aspects of causal chains and causal scenarios. Intended to help writers better articulate each and discover when new relationships need to be articulated.



What we learned, Day 1.


What we learned, Day 2.


What we learned, Day 3.


What we learned, Day 4.


Grammar Miscellany: Miscellaneous notes regarding font types and apostrophes.


Videos We Enjoyed

Piper (A Disney Pixar feature film)

Weird Al, Word Crimes

David Mitchell, Could Care Less

History of English, 10 mins or less

Snowy Plover and You

Love in the Wild: Mussel Love

Conjunction Junction