In this article, we describe and analyze the experience of undergraduate chemistry students who scripted episodes of a science podcast for non-expert audiences. This practice aimed to improve public communication of science and technology, often suppressed throughout science careers but relevant for developing critical thinking. In particular, the script analysis focused on writing strategies used by students to promote suitability to the target audience. In this process, the students were responsible for searching for themes, scripting, and submitting episodes to a local radio station to record and broadcast. We compare feedback from students, experts, and listeners, showing an influence of current issues; a prevalence of interlocution, colloquialism, and apposition as language features; an awareness of using jargon; and a suitability to non-experts.