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Scientific writing

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KNOWLEDGE FOR THE BENEFIT OF HUMANITY
SEMINAR IN NUTRITION & DIETETICS (HFS4302)
SCIENTIFIC WRITING
Dr. Mohd Razif Shahril
BSc Nutrition (Hons) UKM, PhD (Nutrition) UniSZA
School of Nutrition & Dietetics,
Faculty of Health Sciences
Universiti Sultan Zainal Abidin
"In science, the credit goes to the man who
convinces the world, not to the man to whom
the idea first occurs."
Sir William Osler
"Writing is an art. But when it is writing to
inform it comes close to being a science as
well."
Robert Gunning. The Technique of Clear Writing
Scientific writing
Topic Learning Outcome:
At the end of this lecture, students should be able
to;
• Outline components of a scientific article.
• Rephrase non-scientific sentences into scientific
sentences.
• Cite while they write and produce reference lists
using latest desktop or online tools.
Anatomy of a scientific research paper
Anatomy of a scientific article

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Scientific writing

  • 1. KNOWLEDGE FOR THE BENEFIT OF HUMANITY SEMINAR IN NUTRITION & DIETETICS (HFS4302) SCIENTIFIC WRITING Dr. Mohd Razif Shahril BSc Nutrition (Hons) UKM, PhD (Nutrition) UniSZA School of Nutrition & Dietetics, Faculty of Health Sciences Universiti Sultan Zainal Abidin
  • 2. "In science, the credit goes to the man who convinces the world, not to the man to whom the idea first occurs." Sir William Osler "Writing is an art. But when it is writing to inform it comes close to being a science as well." Robert Gunning. The Technique of Clear Writing
  • 4. Topic Learning Outcome: At the end of this lecture, students should be able to; • Outline components of a scientific article. • Rephrase non-scientific sentences into scientific sentences. • Cite while they write and produce reference lists using latest desktop or online tools.
  • 5. Anatomy of a scientific research paper
  • 6. Anatomy of a scientific article
  • 7. What makes a good writing? Good writing communicates an idea clearly and effectively • Takes having something to say and clear thinking. What makes a good writer? • Having something to say. • Logical and clear thinking. • A few simple, learnable rules of style.
  • 8. Clear writing starts with clear thinking • Before you start writing, ask: “What am I trying to say?” • When you finish writing, ask: “Have I said it?” • Once you know what you’re trying to say, then pay attention to your words. • Strip your sentences to just the words that tell.
  • 9. Reduce dead weight words and phrases Words: • Get rid of jargons and repetitions • Cut, cut, cut; learn to part with your words • Be specific Sentences: • Follow: subject + verb + object (SVO) • Use strong verbs and avoid turning verbs into nouns • Eliminate negatives; use positive constructions instead
  • 10. Example 1; • “The expected prevalence of mental retardation, based on the assumption of a normal distribution of intelligence in the population, is stated to be theoretically about 2.5%.” Improved: • “The expected prevalence of mental retardation, if intelligence is normally distributed, is 2.5%.”
  • 11. Example 2; • “To control infection with Mycobacterium tuberculosis (M. tb), a robust cell-mediated immune response is necessary, and deficiency in this response predisposes an individual towards active TB.” Improved: • “Deficiency in T-cell-mediated immune response predisposes an individual to active TB.”
  • 12. Example 3; • “As it is well known, increased athletic activity has been related to a profile of lower cardiovascular risk, lower blood pressure levels, and improved muscular and cardio- respiratory performance.” Improved: • “Increased athletic activity is associated with lower cardiovascular risk, lower blood pressure, and improved fitness.” or just: • “Increased athletic activity is associated with improved cardiovascular health.” or, use verbs: • Increased athletic activity reduces cardiovascular risk and improves cardiovascular performance.
  • 13. Cast out unneeded words • Very, really, quite, basically, generally – These words seldom add anything useful. Try the sentence without them and see if it improves. • Watch out for the verb “to be”. Often “there are” is extra weight. – There are many students who like writing. – Improved: Many students like writing.
  • 14. Dead weight phrases - AVOID • in the event that • in the nature of • it has been estimated that • it seems that • the point I am trying to make • what I mean to say is • it may be argued that • for the most part • for the purpose of • in a manner of speaking • in a very real sense • in my opinion • in the case of • in the final analysis
  • 15. Cast out unneeded words • Very, really, quite, basically, generally – These words seldom add anything useful. Try the sentence without them and see if it improves. • Watch out for the verb “to be”. Often “there are” is extra weight. – There are many students who like writing. – Improved: Many students like writing.
  • 16. cont. Cast out unneeded words • A majority of most • A number of many • Are of the same opinion agree • At the present moment now • By means of by • Less frequently occurring rare Clunky phrase Equivalent
  • 17. • All three of the the three • Fewer in number fewer • Give rise to cause • In all cases always • In a position to can • In close proximity to near • In order to to Clunky phrase Equivalent cont. Cast out unneeded words
  • 18. cont. Cast out unneeded words • Assistance help • Utilize use • Numerous many • Facilitate ease • Individual man or woman • Remainder rest • Initial first • Implement do • Sufficient enough Beware of clunky words that sneak in: Beware of Use instead
  • 19. cont. Cast out unneeded words • Attempt try • Referred to as called • With the possible exception of except • Due to the fact that because • He totally lacked the ability to he couldn’t • Until such time as until • For the purpose of for Beware of Use instead
  • 20. cont. Cast out unneeded words • Investigate study • Optimum best • Indicate show • Initiate start • Currently now • Facilitate help • Endeavor try • Ascertain find out Beware of Use instead
  • 21. Don’t afraid to cut • Be vigilant and ruthless • After investing much effort to put words on a page, we often find it hard to part with them. But fight their seductive pull… • Try the sentence without the extra words and see how it’s better—conveys the same idea with more power
  • 22. Parting with your words Example: “Brain injury incidence shows two peak periods in almost all reports: rates are the highest in young people and the elderly.” More punch “Brain injury incidence peaks in the young and the elderly.”
  • 23. Be specific • “Prefer the specific to the general, the definite to the vague, the concrete to the abstract.”--Strunk and White • “Some words and phrases are blobs.” --Zinsser  Vague: A period of unfavorable weather set in.  Specific: It rained every day for a week.  Vague: He showed satisfaction as he took possession of his well earned reward.  Specific: He grinned as he pocketed the coin.
  • 24. cont. Be specific Use specific nouns and specific verbs and specific details…. Vague nouns: Problem, situation, approach, method, reaction, component, technique, solution, challenge, difficulty
  • 25. cont. Be specific Vague: In proportion as the manners, customs, and amusements of a nation are cruel and barbarous, the regulations of its penal code will be severe. Specific: In proportion as men delight in battles, bullfights, and combats of gladiators, will they punish by hanging, burning, and the rack.
  • 26. Active vs. Passive voice • In passive-voice sentences, the subject is acted upon; the subject doesn’t act. • Passive verb = a form of the verb “to be” + the past participle of the main verb • The main verb must be a transitive verb (that is, take an object). • Subject + verb + object (SVO)
  • 27. cont. Active vs. Passive voice She is loved.  Which evokes the question, “Who’s loving her?” Past participle of a transitive verb: to love (direct object). Form of “to be” The direct object of the verb. She’s not the subject since she’s not the one doing the loving.
  • 28. cont. Active vs. Passive voice President Kennedy was shot in 1963. Past participle of a transitive verb: to shoot (direct object). Form of “to be” The direct object of the verb. He’s not the subject since he’s not the one doing the shooting. Active: Oswald shot President Kennedy in 1963.
  • 29. cont. Active vs. Passive voice "Cigarette ads were designed to appeal especially to children." vs. "We designed the cigarette ads to appeal especially to children.” Responsible party!
  • 30. Use strong verbs, avoid turning verbs to nouns • A sentence uses one main verb to convey its central action; without that verb the sentence would collapse. • The verb is the engine that drives the sentence. Dull, lifeless verbs slow the sentence down. • Action verbs reflect the action they were chosen to describe, and help bring the reader into the story.
  • 31. Use strong verbs, avoid turning verbs to nouns Compare: “Loud music came from speakers embedded in the walls, and the entire arena moved as the hungry crowd got to its feet.” With: “Loud music exploded from speakers embedded in the walls, and the entire arena shook as the hungry crowd leaped to its feet.”
  • 32. Pick the right verb The WHO reports that approximately two-thirds of the world’s diabetics are found in developing countries, and estimates that the number of diabetics in these countries will double in the next 25 year.  The WHO estimates that two-thirds of the world’s diabetics are found in developing countries, and projects that the number of diabetics in these countries will double in the next 25 years.
  • 33. Don’t kill the verbs Obtain estimates of Estimate Has seen an expansion in has expanded Provides a methodologic emphasis emphasizes methodology Take an assessment of assess Weak verbs Formerly spunky verbs transformed into boring nouns
  • 34. Eliminates negatives, use positive construction instead • He was not often on time – He usually came late. • She did not think that studying writing was a sensible use of one’s time. – She thought studying writing was a waste of time.
  • 35. cont. Eliminates negatives, use positive construction instead • Not honest dishonest • Not important trifling • Does not have lacks • Did not remember forgot • Did not pay attention to ignored • Did not have much confidence distrusted • Did not succeed failed
  • 36. Recapitulate • 1. Reduce dead weight words and phrases • 2. Cut, cut, cut; learn to part with your words • 3. Be specific • 4. Follow: subject + verb + object (active voice!) • 5. Use strong verbs and avoid turning verbs into nouns • 6. Eliminate negatives; use positive constructions instead
  • 37. Example 1 Let’s dissect this sentence: • “It should be emphasized that these proportions generally are not the result of significant increases in moderate and severe injuries, but in many instances reflect mildly injured persons not being seen at a hospital.”
  • 38. cont. Example 1 • It should be emphasized that these proportions generally are not the result of significant increases in moderate and severe injuries, but in many instances reflect mildly injured persons not being seen at a hospital. Dead weight!! Can we use a more informative adjective than a pronoun? What’s important about “these” proportions? More dead weight. Ask yourself, what does the sentence loose without this qualifier?
  • 39. cont. Example 1 • It should be emphasized that these proportions generally are not the result of significant increases in moderate and severe injuries, but in many instances reflect mildly injured persons not being seen at a hospital. “The result of”due to “In many instances”often Use positives. Watch out for awkward uses of “to be”
  • 40. cont. Example 1 • Shifting proportions in injury severity may reflect stricter hospital admission criteria rather than true increases in moderate and severe injuries.
  • 41. Example 2 “The fear expressed by some teachers that students would not learn statistics well if they were permitted to use canned computer programs has not been realized in our experience. A careful monitoring of achievement levels before and after the introduction of computers in the teaching of our course revealed no appreciable change in students’ performances.” Really long subject! negatives wordy Passive voice
  • 42. cont. Example 2 “The fear expressed by some teachers that students would not learn statistics well if they were permitted to use canned computer programs has not been realized in our experience. A careful monitoring of achievement levels before and after the introduction of computers in the teaching of our course revealed no appreciable change in students’ performances.” Really long subject!Buried predicate + boring verb “hedge” word
  • 43. cont. Example 2  “Many teachers feared that the use of canned computer programs would prevent students from learning statistics. We monitored student achievement levels before and after the introduction of computers in our course and found no detriments in performance.”
  • 44. Example 3 On a scrap of paper, Try dissecting: Review of each center’s progress in recruitment is important to ensure that the cost involved in maintaining each center’s participation is worthwhile.
  • 45. cont. Example 3 On a scrap of paper, Try dissecting: Review of each center’s progress in recruitment is important to ensure that the cost involved in maintaining each center’s participation is worthwhile. Watch vague descriptors such as “important” and “worthwhile” “to be” is a weak verb SVO? When’s the verb coming? Clunky phrase
  • 46. cont. Example 3 One possible rewrite: Reviewing center recruitment progress ensures cost-effectiveness.
  • 47. Thank You This lecture was modified from the original source: http://www.slideworld.com/slideshow.aspx/Scientific-Writing-HRP-214-ppt-2813163