Ch2
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The document discusses principles for effective scientific writing, including writing with the reader in mind, using precise and simple language, avoiding abbreviations, checking for misused terms, being sensitive to gendered language, removing unnecessary words, and using correct nomenclature and terminology. It provides examples of applying these principles, such as revising sentences to be more precise or removing sexist language. The overall message is that scientific writers should understand their readers and communicate clearly using proper scientific terminology.
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The document discusses the purpose and content of the materials and methods section of a scientific research paper. The materials and methods section describes the experimental approach used in the study and provides enough detail for other researchers to reproduce the results. It should include descriptions of the materials used, subjects in a study, experimental design, procedures, and methods, but not any results. Technical details like measurements, quantities, and sequences of procedures should be precisely explained. The section should follow guidelines regarding ethical conduct and use appropriate verb tense, voice, word choice, organization, and referencing of other works.
Ch4
This chapter discusses various aspects of technical writing style in scientific documents. It recommends using short, clear sentences with an average of 22 words each. It suggests using the active voice and past tense as appropriate. Parallel structure should be used for comparisons. Pronouns should be unambiguous by avoiding referring to multiple possible nouns or no nouns. Common errors in spelling, grammar and punctuation should be avoided.
Ch15
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Ch3
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Ch6
The document discusses strategies for writing clear and cohesive paragraphs in scientific works. It provides an example of a poorly written paragraph that is unclear and lacks cohesion. The key strategies discussed include using topic sentences to provide an overview of the paragraph, placing important details in powerful positions like the first and last sentences, and maintaining consistency of order, point of view, and terminology between sentences to ensure smooth flow of ideas. Transitions between sentences should clearly indicate logical relationships through repetition of key terms and use of transition words, phrases and clauses. Together, these techniques help tell a clear story with the paragraph and improve readability and understanding.
Writing paraphrases
This document is quoted from Academic Writing Skill, IFL, Cambodia. It's for students in year three not only at IFL but also other institutions in Cambodia.
Englang a2 exam q1a
The document provides guidance for answering a question about analyzing differences between the language used in a historical text and current English. It instructs the reader to:
1) Select two examples from the provided historical text that represent different aspects of language.
2) Analyze the differences between the English used when the historical text was created and modern English using the two examples.
3) The question aims to demonstrate understanding of linguistic concepts and how contextual factors influence language production and comprehension.
Ch2
The document discusses effective scientific writing principles for communicating with readers. It recommends writers understand readers interpret text and aim for high impact by writing with the reader in mind. To do so, writers should use precise, simple language and avoid abbreviations. Care must be taken to avoid misused terms and ensure language is not sexist. Redundant words and jargon should be omitted. Proper nomenclature and terminology should also be used.
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Ch11
The document discusses the purpose and content of the materials and methods section of a scientific research paper. The materials and methods section describes the experimental approach used in the study and provides enough detail for other researchers to reproduce the results. It should include descriptions of the materials used, subjects in a study, experimental design, procedures, and methods, but not any results. Technical details like measurements, quantities, and sequences of procedures should be precisely explained. The section should follow guidelines regarding ethical conduct and use appropriate verb tense, voice, word choice, organization, and referencing of other works.
Ch4
This chapter discusses various aspects of technical writing style in scientific documents. It recommends using short, clear sentences with an average of 22 words each. It suggests using the active voice and past tense as appropriate. Parallel structure should be used for comparisons. Pronouns should be unambiguous by avoiding referring to multiple possible nouns or no nouns. Common errors in spelling, grammar and punctuation should be avoided.
Ch15
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Ch3
The document discusses word location within sentences in scientific writing. It recommends placing old, familiar, and short information at the beginning of sentences, and new, complex, or long information at the end of sentences. It also suggests getting to the main subject of a sentence quickly using a short, specific subject. Interruptions between the subject and verb or verb and object of a sentence should be avoided.
Ch6
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Writing paraphrases
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The document provides guidance for answering a question about analyzing differences between the language used in a historical text and current English. It instructs the reader to:
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3) The question aims to demonstrate understanding of linguistic concepts and how contextual factors influence language production and comprehension.
Ch2
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Ch24
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Ch25
This chapter discusses the approach/research design section of a scientific proposal. The approach/research design section should describe the planned experimental approach, address the problems stated in the background and preliminary results sections, and convey confidence in the methods and expected outcomes. It should cover about 2/3 of the proposal length and be organized according to the specific aims. Within each aim, the researcher should explain the rationale, experimental design, analysis, expected results, and alternative strategies. The conclusion should summarize the specific aims, expected overall outcomes, and significance of the proposed work.
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Chapter11
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Ch25
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Ch14
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Ch9
The document discusses best practices for presenting data visually in scientific writing. It recommends using graphs instead of tables to show trends or relationships in data, and tables instead of graphs when precise numbers are important. Key guidelines for figures and tables include designing them with the reader in mind, using a strong visual design, and ensuring they can stand alone without text. Common types of graphs like line graphs, bar graphs, and scatter plots are described along with guidelines for formatting them clearly and readably. The document also covers designing figure legends and tables, as well as using statistical analysis to interpret data trends and significance.
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Student Name Professor Name Course Date Is Englis.docx
Student Name
Professor Name
Course
Date
Is English Really that Crazy?
“Sometimes you have to believe that all English speakers should be committed to an
asylum for the verbally insane.” This is a quote from the book Crazy English, written by Richard
Lederer in 1989. In the essay “English is Crazy Language”, which is a excerpt from the opening
chapter of his book Crazy English, Lederer takes a witty and rather genius approach of proving
how English is, indeed, a very crazy language.
Lederer starts the book off with facts about the English language, emphasizing about how
it is “the most widely spoken language in the history of our planet.” I find that this is a very
clever way to prove to the readers that he is knowledgeable in this matter. Lederer then states
“nonetheless, it is now time to face the fact that English is a crazy language.” From here on, we
are faced with a whirlwind of Lederer’s ridiculously brilliant examples and play on words of the
English language in an almost poetic-like stance.
He begins with “the blackbird hen is brown, blackboards can be blue or green… if
blackberries were really black and blueberries really blue, what are strawberries, cranberries,
elderberries, huckleberries, raspberries… supposed to look like?” This clearly already shows the
readers how absurd the English language really can be. If a blackboard is green, why is it called a
blackboard and not a greenboard? Why aren’t strawberries called pinkberries and raspberries
redberries? Lederer also includes other examples like “hot dogs can be cold, darkrooms can be
lit, homework can be done in school, nightmares can take place in broad daylight…” These
professor� 4/26/15 8:18 AM
Comment [1]: The
first
paragraph
introduces
the
text
that
the
student
will
respond
to.
Both
the
title
and
author
are
identified
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well
as
the
general
topic
of
the
text.
professor� 4/26/15 8:19 AM
Comment [2]: In
this
paragraph
the
student
gives
a
little
more
detail
by
identifying
the
thesis
of
the
original
text.
2
examples particularly stood out to me because I feel like they have completely contrasting
meanings. In a way, they can be similar to a juxtaposition of sorts.
Lederer then begins to question what other languages use the same ironic and, shall I
say, confusing phrases used in English. “In what other language do people drive in a parkway
and park in a driveway? In what other language do people recite at a play and play at a recital?”
These examples made me really wonder, is English really the only language that does this? After
giving it much thought, I’ve come to this conclusion: English may be crazy, but it’s not any
crazier than most other languages.
Although they might not have as many ironic phrases and words as English does, I do
beli.
Ch8
This document discusses proper referencing and plagiarism in scientific writing. It defines referencing as giving credit to other works and ideas, and outlines primary, secondary and tertiary reference types. Several top science databases for finding references are listed. When selecting references, the most relevant should be chosen based on significance and availability. References must be accurate and formatted according to journal style. Placement of references within the text and construction of the reference list is also covered. Plagiarism is defined and examples are provided to illustrate proper attribution of ideas.
Ch29
The document discusses best practices for creating and delivering effective oral presentations. It recommends preparing well in advance, practicing frequently, and knowing the audience. When creating slides, the key points are to keep content clear and simple, limit text, and use large readable fonts. The talk should have an introduction, main body with clear structure, and conclusion. Presenters are advised to rehearse fully, maintain eye contact and enthusiasm, and stay within an area visible to the audience.
Ch23
The document discusses how to write an effective innovation section for a grant application. It should be 1/2 to 1 page and answer what the innovation is, why it is better than previous approaches, and what makes it novel. The innovation should propose improvements or new methods rather than a paradigm shift. It should emphasize innovative aspects and include an overview, background, statement of need, innovation statement, approach, and impact. The innovation statement should be clearly signaled and explained in the context of advancing the field. Common pitfalls to avoid are proposals that are too innovative, equate innovation with significance, or lack feasibility and credibility.
Ch10
The document discusses the introduction section of scientific writing. It states that the introduction should awaken the reader's interest, provide context, and tell the reader what to expect. The introduction contains background information on what is known, what problems or unknown factors exist, the question or addition made by the research, and the experimental approach. It should follow a funnel structure and keep the introduction short while including these key elements. The introduction signals to the reader the known, unknown, question, and experimental approach.
Ch16 17
The document discusses the process of revising, submitting, and publishing scientific manuscripts. It describes initial revisions focusing on content and organization, then subsequent revisions checking style, word choice, and flow. Authors provide drafts to coauthors and colleagues for feedback before submitting to journals, along with a cover letter. Papers then undergo peer review and the editing process, and authors must address reviewer comments in resubmissions or consider other journals for rejected papers. The goal is to produce a clear, well-organized final manuscript approved by all authors.
Ch20
The document discusses the key components and structure of an effective Letter of Inquiry (LOI). An LOI is a short preliminary proposal submitted to funding agencies. It should follow the agency's guidelines and include an abstract, introduction/background, statement of need, objectives/aims, strategy/goals, leadership/organization, budget, and impact/significance. The LOI must clearly and concisely address why the project is important, why the applicant should receive funding, why the proposed institution is suitable, why the specific agency is the appropriate sponsor, and why the project should be undertaken now.
Ch22
This document discusses how to write effective background and significance sections for scientific proposals. It recommends that these sections: 1) awaken interest in the topic, provide context, and explain the importance and potential impact of the research; 2) be organized logically with subsections that follow a funnel structure; and 3) clearly signal the background, what is unknown or needed, the research objective/aim, and potential significance. It provides examples of language to effectively convey these various components in a concise yet compelling manner.
Grammar Points on Bio-medical Writing - Dr. Steve Wallace
The document discusses various grammar points that are important for medical writing, including active and passive voice, hedging, and pronoun errors. It provides examples and recommendations for each topic. For active and passive voice, it notes that most medical journals prefer the active voice but the passive voice is acceptable in certain contexts like methods sections. For hedging, it discusses techniques like qualifiers, passive voice, and quotation marks that are useful but should be limited. For pronoun errors, it defines ambiguous, missing, and vague antecedents and provides tips to avoid these issues.
Similar to Ch2 (13)
Student Name Professor Name Course Date Is Englis.docx
Student Name Professor Name Course Date Is Englis.docx
Grammar Points on Bio-medical Writing - Dr. Steve Wallace
Grammar Points on Bio-medical Writing - Dr. Steve Wallace
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- 1. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Chapter 2 Individual Words
- 2. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Readers and Writers Fire! Readers: Readers do not simply read—they interpret
- 3. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Readers and Writers Readers: Readers do not simply read—they interpret Writers: To aim for the highest possible impact—need to understand readers Central Writing Principle: Write with the reader in mind
- 4. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Principles of Word Choice Use PRECISE words Example Plants were kept in the cold overnight. Revision Plants were kept at 0ºC overnight. Use SIMPLE words Example We utilized UV light … Revision We used UV light … Avoid too many abbreviations
- 5. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Common Mistakes and Misused Words Watch out for misused and confused scientific terms •Be especially careful about words that look similar but mean different things •Consult a dictionary if necessary Example Although we treated the patient with antibiotics, the drugs showed little (effect, affect). effect
- 6. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Handling Language Sensitively Avoid sexism Example 1 Man is not the only host for this parasite. Example 2 A nurse should double-check her IV settings. Nurses their Humans are
- 7. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Example It is well known that there are three subtypes of the KL-2 virus . . . Revision There are three subtypes of the KL-2 virus . . . Example period of time final outcome at the present time already existing Redundancies and Jargon Omit unnecessary words and phrases
- 8. Scientific Writing and Communication, 2e Angelika H. Hofmann Copyright © 2014 by Oxford University Press Nomenclature and Terminology Use correct nomenclature and terminology •Do not guess—look up terms if needed Example Species and most Latin derivates: italics (in vivo, Physcomitrella patens) Human genes: all caps and italics (ADH3, HBA1) Mouse genes: first letter capitalized, the rest lower case, italics (Sta, Shh, Glra1) Human proteins: capitals, no italics (ADH3, HBA1)
Editor's Notes
- Nomenclature and Termninology