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Cecelia Musselman

headshot of cecelia musselman

Teaching Professor in English; Director of Advanced Writing in the Disciplines

Cecelia A. Musselman is Teaching Professor in the Writing Program. She has been teaching with Wikipedia since 2006 and is an active member of the Boston-based Working Wikipedia Collaborative group of instructors and researchers. Her doctoral work was in Uralic Studies with a special focus on the history of the Finnish language. Her current research examines what happens when students contributions to Wikipedia and become knowledge makers with a global audience. Her recent publications include a co-written chapter in Wikipedia @20: Stories of and Incomplete Revolution by MIT Press.

“Bridging the gap between science and communication is very important, but scientists rarely communicate their work effectively enough for a broad audience to understand. That’s the principle that underpins an unusual task Cecelia Musselman assigns to students in her ‘Advanced Writing for the Sciences’ course.”

Read the full article in News@Northeastern.



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Course catalog
  • Provides writing instruction for students in fields related to environmental studies. Students develop an in-depth analytic or recommendation report about a complex environmental concern related to their majors and/or their co-op or other personal or professional experiences. In a workshop setting, students evaluate scholarly and popular sources, practice a variety of professional and academic forms of writing and communication, and develop expertise in audience analysis, critical research, peer review, and revision.

  • Explores the history, development, and roles of academic and popular science writing, beginning with a critical examination of the origins of scientific genres. Students describe, define, and contextualize science writing genres. Reviews the ethical foundations and problems of current scientific genres. Offers students an opportunity to participate in the global dissemination of scientific knowledge and knowledge creation through a variety of writing assignments.

  • Explores the development and roles of social media writing. Asks students to describe, define, and contextualize current social media genre(s) using readings from social media sites, scholarship, popular/journalistic works, and fiction. Invites students to adopt a new social media platform and to produce social media writing in short, longer individually produced, and longer collaborative forms. Offers each student an opportunity to create a curated, reflective portfolio that works toward an integrated personal/professional digital identity.