Meet Delia Savin and Her Rhetorical Approach to SARS and COVID-19 Research
Delia Savin is a Senior Chemistry and Music Major at Emory University in Atlanta, Georgia, and the author of “The Construction and Functions of Value Arguments in Scientific Literature of the SARS and COVID-19 Pandemics.” The article tackles how scientific authors construct their arguments about their research. Using Michael Carter’s Classification System of Value arguments, Delia explores and examines SARS and COVID-19 epidemic research papers to reflect different rhetorical approaches.
Delia became interested in the idea of argument theories while in her rhetorical studies class at Oxford College, where her professor would assign readings that focused on analyzing scientific writings through the lens of stasis theory. It was while she was writing her final paper on value arguments in scientific writing that she realized this topic has broader implications beyond a classroom. That’s when she decided to transform her topic into a research project, delving into the ways value arguments function and present themselves in pandemic-related literature. When asked about the importance of her research, Delia says, “I think that understanding more about the ways science writers make successful arguments to audiences can help demystify the writing process for the next generation of researchers.” For Delia, this insight has the potential to benefit not only her peers but also future researchers who struggle with the complexities of technical language. Delia hopes her research will contribute to a more accessible and smooth understanding of rhetorical strategies utilized in scientific literature.
Delia’s goal of conducting her research wasn’t as easy as initially expected. Delia worked back and forth with her advisor while both writing and editing the article. Delia says, “Throughout the entire process, Dr. Reid helped me talk through my ideas, suggested papers to read, and gave me feedback on my drafts. I'm very grateful for her support and guidance, and I think that the project wouldn't have been possible without her mentorship.”
The level of communication and feedback the YSW revision process had to offer made Delia a better writer. However, she faced numerous challenges during the revision process, “At one point, I had to cut a large section of writing that I really liked, and it was difficult to make the choice to replace work that I was proud of.” In the end, the changes made to Delia’s paper led to a more focused result. She reflects on the process and work with a faculty advisor: “Our conversation helped me reconsider the ways my work fits into the field and the larger conclusions about scientific communication.”
Delia views YSW as a brilliant and invaluable opportunity for students to get a taste of academic publishing and to collaborate with faculty from various institutions: “YSW makes what might be a student's first publication experience into a supportive, helpful environment.” She also provides some advice for other university students who may be interested in writing for YSW. She suggests beginning right away and to “...talk about your ideas with friends, classmates, and professors. The ways you think about your topic might change over time, and their feedback might help you consider new ideas. Give yourself time to take breaks from writing and come back with a fresh perspective.”
---
This post was initially developed through a partnership between Dr. Cutrufello’s Fall 2024; Digital Writing students, who interviewed the author and drafted the posts, and Dr. Beam’s Fall 2024 WRT410: Editing and Style students, who handled the first round of edits. Shelby Welch edited it and updated it for publication.
