Make your research communication DIRECT

Language helps us be more precise and efficient within our specialties. To a golfer, “chunk it,” “shank it,” “sky it,” and “whiff it” all mean different and very specific things. But to people outside the golfing world, the terms are meaningless. The world of research is similarly full of field-specific words, concepts, acronyms, equations, and even writing styles, and as people learn a field’s language they can easily forget what it was like when they didn’t know it. Although these field-specific languages can facilitate communication within the discipline, they can also exclude people. Virginia Tech’s Center for Communicating Science helps researchers learn to make their communication more direct.

It’s fine to use the words you really need in sharing your research with others, but often it’s also easy to find ways to use words that all of us can understand. While lots of us enjoy learning new words, most of us are intimidated or confused by a shower of unfamiliar terms. What’s direct communication? Short, simple words and sentences; getting to the point quickly; and a clear understanding on your part about what you hope to communicate and what you hope your communication partner(s) will receive.  

Try it yourself

Set yourself some “being direct” goals. Here are a few ideas:

• Ask a friend who’s not in your field to read one of your scholarly papers or proposals and to circle or underline every word or concept that’s unfamiliar to them. Take a careful look to see your language from an outsider’s perspective.

• Play the “gong game”: Ask a friend or family member to listen to your draft presentation and to hit a gong (or clap their hands or any other noise signal) every time they hear a word or concept they can’t define. That’s your signal to back up, find new words, define the word or concept you used, or otherwise change direction.

• Make a list of 5-15 words you routinely use when talking about your research. Then give yourself 2-3 minutes to describe your work to someone without using any of the words on your list. Which do you really need? Which would you like to teach to others? Which can you do without?

• Try the “half-life your message” exercise: Set a timer for 3 minutes and use that time to explain your research. Set the timer again for 90 seconds and explain your research again. You get the idea: 45 seconds is next. And then 22! Can you do it? What are the most essential elements to convey? 

Learn more

Fick, J., Rudolph, L., & Hendriks, F. (2025). Jargon avoidance in the public communication of science: Single-or double-edged sword for information evaluation? Learning and Instruction, 98, 102121.

Aurbach, E. L., Prater, K. E., Patterson, B., & Zikmund-Fisher, B. J. (2018). Half-life your message: A quick, flexible tool for message discovery. Science Communication, 40(5), 669-677.

This material is based upon work supported by the National Science Foundation under Award No. 2412389. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.