The document discusses various linguistic structures and provides examples of how to simplify scientific writing. It recommends keeping subject and verb close together, using parallel structure, and avoiding unnecessary words. The goal is to make complex concepts and methods clear and unambiguous for readers. Simplifying language, using an outline, and following conventions for scientific writing can help achieve this objective.

1. TEMPORAL CONJUNCTIONS/ADVERBS
Since this research was comparative in nature the
author collected information from groups that
were already intact; however did not equate
group differences for many important variables.
Four children had bilateral mild abnormalities,
three had bilateral moderate abnormalities, and
two had bilateral severe abnormalities, while
one child did not have a cochlear or vestibular
nerve bilaterally (Kutz et al., 2011).

2. TEMPORAL CONJUNCTIONS/ADVERBS
Because this research was comparative in nature
the author collected information from groups
that were already intact; however did not equate
group differences for many important variables.
Four children had bilateral mild abnormalities,
three had bilateral moderate abnormalities, and
two had bilateral severe abnormalities, and one
child did not have a cochlear or vestibular nerve
bilaterally (Kutz et al., 2011).

3. TEMPORAL CONJUNCTIONS/ADVERBS
The hearing loss was present since birth.
Caregivers completed a demographic
questionnaire while their children were being
examined.

4. SENTENCE FOCUS
Colletti et al. (2002) demonstrated that auditory
brainstem implantation is a possible solution
for children with cochlear aplasia.
Aram et al (2006) found that, as suspected,
storybook telling and joint word writing
among parents and children predicted early
literacy among kindergarteners in very
unique ways.

5. SENTENCE FOCUS
Auditory brainstem implantation is a possible
solution for children with cochlear aplasia
(Colletti et al.,2002).
There is a unique relationship between
storybook telling and joint word writing
between parents and children and literacy at
kindergarten (Aram et al., 2006).

6. SENTENCE FOCUS
Aram et al.’s study provides further support for
parent-child literacy-based activities.

7. SUBJECT-VERB PROXIMITY
Kronenberger et al. (2013), using these
reported trends, selected a wide age-range
of implanted participants in attempt to
examine the effects of auditory deprivation
on executive functioning in short-term and
long-term users of cochlear implants as such
information becomes valuable in assessing
the developmental outcomes in cognition in
this population.

8. SUBJECT-VERB PROXIMITY
Based on these reported trends, Kronenberger
et al. (2013) examined the effects of auditory
deprivation on executive functioning in short-
term and long-term users of cochlear
implants to inform the assessment of
cognitive development in this population.

9. PARALLEL FORM
Participants were told to make themselves
comfortable, to read the instructions, and
that they should ask about anything they
did not understand.
The results show that such changes could be
made without affecting error rate and ⃞
latencies continued to decrease over time

10. PARALLEL FORM
Participants were told to make themselves
comfortable, to read the instructions, and to
ask about anything they did not understand.
The results show that such changes could be
made without affecting error rate and that
latencies continued to decrease over time

11. PASSIVE VOICE
 To test this hypothesis, the participants were
divided into two groups.
 The children who completed the protocol
were given a prize.

12. PASSIVE VOICE
 To test this hypothesis, I divided the
participants into two groups.
 We gave a prize to the children who
completed the protocol.

13. ECONOMY OF EXPRESSION
 They were both alike.
 A total of 68
participants…
 Four different groups
saw…
 …has been previously
found…
 …in close proximity…
 …practically all…
 …very few…
 They were alike.
 Sixty-eight
participants…
 Four groups saw…
 …has been found…
 …in proximity…
 …[specify amount]…

14. ECONOMY OF EXPRESSION
 Based on the fact
that…
 For the purpose of…
 There were several
subjects who
completed…
 Because…
 For (or to)…
 Several subjects
completed…

15. SCIENTIFIC WRITING IS DIFFERENT
 Precision: ambiguities in writing cause confusion
and may prevent a reader from grasping crucial
aspects of the methodology and synthesis
 Clarity: concepts and methods in the sciences
can often be complex; writing that is difficult to
follow greatly amplifies any confusion on the
part of the reader
 Objectivity: any claims that you make need to
be based on facts, not intuition or emotion
http://writingcenter.unc.edu/resources/handouts-demos/writing-for-specific-

16.  Importance of an outline
 Hourglass structure
 Parallel structure
 Within a sentence
 Visual stimuli were displayed at eye-level by a
television monitor and a loudspeaker on the right and
left sides of the booth presenting the auditory stimuli.
 Within a paragraph
 Across the paper
 Rationale and discussion

17. SIMPLIFY
Complex Efficacious Utilize Elucidate
Simple Effective Use Explain
 The osmoregulatory organ, which is located at the
base of the third dorsal spine on the outer margin of
the terminal papillae and functions by expelling
excess sodium ions, activates only under
hypertonic conditions.
 Located on the outer margin of the terminal papillae
at the base of the third dorsal spine, the
osmoregulatory organ expels excess sodium ions
under hypertonic conditions.
Try to keep subject close to verb.
Try to limit number of clauses, prepositional phrases, and
verbs in a sentence.
http://writingcenter.unc.edu/resources/handouts-demos/writing-for-specific-

18. WRITING APPENDECTOMY
 It is interesting to note that…
 It is important to note for…
 One must wonder…
 One would think…
 Studies have shown…
 It has been found that…
 The fact that…
 In order to…
 While keeping this in mind…

19. COMPREHENSIVE
WRITING WEBSITE

20. FORMATTING