The rising popularity of open access (OA) publishing in scholarly communities is purportedly leading to increased public access to knowledge. This is especially true for discussions of scientific research. However, we argue that while there have been significant moves to provide better material or technological access to research, OA advocates must still tackle the issue of making original scientific research articles conceptually accessible to broader publics. Despite being freely available on the Web, research articles are not by default linguistically or conceptually accessible to the global public(s) they are partially intended to reach with the move to OA. In this paper we examine how OA, coupled with innovative scientific communication practices, can help align the ideals of OA with the realities of complex, specialized genres of writing to provide better, more "open," access to research. We look to PLOS ONE and the PLOS Blog Network to consider how material access coupled with communication strategies developed by bloggers can work together toward more openly accessible original scientific research articles. Contents Introduction Open Access and the Open Movement Accommodating science Accommodating and access: PLOS ONE and the PLOS Blog Network Conclusion 9/7/13

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Our paper describes the Rhetorical Figure Ontology Project, a multidisciplinary research project that is presently working towards the development of a comprehensive database of rhetorical figures, an associated wiki, and, ultimately, an ontology of rhetorical figures. The database and wiki project provide the dataset and space for the conceptual development, respectively, to create an ontology. We define an ontology as a formalized taxonomy or system of classification of concepts and associated descriptions of said concepts. Here

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

One of the most challenging problems in microbiology today is predicting the structure of operation of a cell and serve numerous critical functions such as breaking down starches in food for energy our blood. Inside a living cell, protein functions (be they enzymes, antibodies, or code RNA) are determined largely by their structural arrangements: their size, shape, and the reactivity of molecules on the outside of the structures. Single proteins, however, can contain thousands of individual amino acids in different combinations and configurations. The entire field of structural microbiology is dedicated to discovering structures and their related functions. And the field has recently grown branches, one of which concerns protein design. Rather scientists design protein structures with amino acids. Protein design depends mostly on (1) the amino acid sequence of a protein and (2) the way that the chain is "folded" into itself and connected to other proteins. While researchers understand the importance of these elements, no easy way to predict a structure currently exists. Protein designers often use computer visualization tools to manipulate virtual proteins. probabilistically fold proteins into as many variations as possible, but the automated approach is unwieldy because of the multiplicity of moving parts and possible combinations. Moreover, it is difficult