Academic Writing for Science Students

1. Academic Writing for Science Students

2. Approaching Academic Writing • Who are you writing for? • What are you trying to say? • How are you going to say it effectively?

3. Purposes of Academic Writing • Advance knowledge in a particular field • Replication • Rational inquiry • Ways to verify scholars’ claims • Scientific method (techniques for investigating phenomena) • Develop, test theories on how the world works Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

4. Differences Between Academic and Personal Writing Adapted from Crème P & Lea M, Writing at University, Buckingham, OUP, 1997, p. 105

5. Types of Academic Writing • Essays • Laboratory reports • Research proposals • Personal statements • Presentations • Reflective journals

6. Characteristics of academic writing • Never use a long word where a short one will suffice. • If it is possible to cut a word out, always cut it out. • George Orwell, “Politics of Language” • Clarity • Objective • Impersonal, usually formal • Unity • Focus on one topic only • Coherence • Achieved by consistent use of terms Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

7. Formal vs. Informal Style http://unilearning.uow.edu.au/main.html A) The inequity in the distribution of wealth in Australia is yet another indicator of Australia's lack of egalitarianism. In 1995, 20% of the Australian population owned 72.2% of Australia's wealth with the top 50% owning 92.1% (Raskall, 1998: 287). Such a significant skew in the distribution of wealth indicates that, at least in terms of economics, there is an established class system in Australia. McGregor (1988) argues that Australian society can be categorized into three levels: the Upper, Middle and Working classes. Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

8. Formal vs. Informal Style http://unilearning.uow.edu.au/main.html B) Because only a few people have most of the money and power in Australia, I conclude that it is not an equal society. Society has an Upper, Middle and Lower class and I think that most people when they are born into one class, end up staying in that class for their whole lives. When all three classes are looked at more closely, other things such as the differences between the sexes and people's racial backgrounds also add to the unequal nature of Australian society. Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

9. Clarity is more important than “sounding academic” Which do you prefer? Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

10. Clarity is more important than “sounding academic” or Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

11. Passive vs. Active Voice • Passive voice, when overused, is weak • The actor of the verb is hidden, so is responsibility • Usually requires a “to be” construction • Find yourself asking “by whom or what”? • But it can be useful, if your topic doesn’t require a specific acting agent Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

12. Task 2: Scientific Writing • Which of the two samples of scientific writing is better? • A survey designed at the University of Wales Institute of Science and Technology (UWIST) offered two different ways of writing up the same piece of scientific information. The two authors were given neutral names, "Smith" and "Brown". • Read the two texts in Task 2 and discuss with your group. Choose your preferred text and give reasons.

13. What can you tell? Source: http://www.lancs.ac.uk/celt/sldc/materials/science/saunders-writing.html

14. A more impressive scientist… Source: http://www.lancs.ac.uk/celt/sldc/materials/science/saunders-writing.html

15. A more impressive scientist… Source: http://www.lancs.ac.uk/celt/sldc/materials/science/saunders-writing.html

16. 3 C Principles Correct Clear Concise Academic Writing for Science Subjects Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

17. Useful formula

18. Correct Verb Tense • Generally accepted theories >> present tense • Specific research papers >> e.g. “describe, present” or “deal with, investigate” >> past tense • Author+ Reference number or date+ verb of report ( past tense)+ that +Findings (Present tense) Curie [1] showed that aluminum in seawater is regulated by a thermodynamic balance. Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

19. 2a. Choosing between active & passive voice • The passive voice: The actor is not really important but the process or principle being described is of ultimate importance. • The active voice: The actor is more important than the process or principle being described. Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

20. 2b. The cases using Active Voice Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

21. 3a. Effective Verbs • Use “Formal + Precise” verbs • Phrasal verbs often have one-word synonyms, which are usually of Latin origin and are more formal than their phrasal verb equivalent. Reference://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

22. 3b. Effective Verbs • Avoid “Verb + Noun” Collocation >> use direct verbs >> Workshop Ex: Task 3 Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

23. 4a. Skills to write clearly • Avoid using unclear pronouns: it, this, that, these, they. >>use “ This/ these + noun” to join ideas together. Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

24. 4b. Skills for writing concisely • Reduce the relative clause into a prepositional phrase: 1. S+Be/V +(N1)+ which has+N2. → S+Be/V+(N1)+ with+N2. • Use a prepositional phrase to express the less important idea: Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

25. 4c. Skills for writing concisely • Reduce the clause into participle phrase: >> Workshop Ex: Task 4 Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

26. 4d. Dangling Modifiers should be avoided • Have the same subject in two clauses: Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

27. 3 C Principles Correct Clear Concise Concluding Remarks >> Workshop Ex: Task 5 Reference: http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt

28. The Process of Writing • Analyse the question • Check your understanding of the topic through reviewing the lecture notes or other information • Brainstorm • Collect more data • Organise the details • Plan – draft an outline • Write out the first draft • Rewrite it/ edit it

29. Characteristics of a good essay • Focuses on the question/ task • Has a clear structure - easy to follow • Is well researched - evidence based • Adheres to academic conventions • Is correctly referenced • Is well presented – word limit, page numbering, margins, line spacing, font type, spelling … Source: http://www.kent.ac.uk/uelt/learning/programmes-workshops/aimaterials0910/essaywriting1physics0910.pptx

30. Physics (Science) Essay should … • include diagrams/ equations/ graphs/ tables • keep the readers in mind >>A reader has to be able to understand your writing • include technical terms but should not overuse jargon >> define the terms • prefer clarity and accuracy over elegance >> shorter sentences, no padding, no poetry • have a thesis statement or work from a hypothesis >> have a clear objective • use some quotations Source: http://www.kent.ac.uk/uelt/learning/programmes-workshops/aimaterials0910/essaywriting1physics0910.pptx

31. Analysing the Essay Question • Read the question carefully; check any unknown vocabulary • Suggestion: use colour pens or highlighters • Draw a box around phrases which instruct you how to tackle the questions • Outline /evaluate / analyse / justify / describe • Identify and underline the words or phrases which establish the subject(s) of the question • Underline with dashes, the refining words/ phrases which further limit the subject area

32. A good introduction should:

33. A conclusion should:

34. A Broad Statement on the Topic Question • Thesis: The Position you want to PROVE • The Organization Statement – 3 Points you want to prove that make up the (ESSAY) BODY Thesis 3 Paragraphs1)Topic Sentence 2) Facts 3) Facts4) Facts5) Analysis/ Transition Body of Your Essay Conclusion • Restate your thesis • Recap your points • Analysis/Conclusion AP Hamburger Method

35. Questions to ask when checking Your work • Does the introduction act as a signpost for the whole text? • Does the assignment address the title question? • Does the text have a central idea? Is the idea apparent to the reader or do you have to search for it? • Do any points need more explicit ‘framing’ to provide a necessary context for a point raised? • Does the text raise questions that it does not answer? • Is there a sense of an argument developing? • Is the evidence provided substantial? Are the illustrations/examples relevant? • Do points, both within and beyond paragraphs, follow logically? Does the whole piece hang together coherently? • Why is this piece of information in the text – what purpose does it fulfil? • Is the use of subject specific terminology clear? • Is the ending satisfactory? Worthington, P. Language & Learning Centre, UWA 2003

36. What is a laboratory report? • A laboratory report is a way of describing research in a standardized format. • A lab report will include the following: • An abstract • An introduction to the research topic • Methods section • The results of the research’ • A discussion of the results • References

37. Why Reference • To support your ideas with evidence • To show that you have read within your subject area • To inform your reader of the: Range Extent Nature of your source material • To show that you are able to select and use appropriate materials • To acknowledge that part of your work has been derived from other people’s works. • To indicate the approach you have adopted. Adapted from: Trzeciak J & Mackay S, Study skills for Academic Writing (London: Prentice Hall, 1994), p. 56

38. Why cite? • Readers can look up related works • Show that you are a professional and that you have understood what other researchers have done • Give credit to previous researchers • Avoid plagiarism

39. Citing and References • Departments have their own guidelines • Two main styles of citation in common use • Harvard places references within the text (Smith, 2002) and a bibliography • Chicago uses footnotes or endnotes1

40. Cite what? What needs to be cited1 • Quotations taken from a published source • Someone else’s theories or ideas (even if you have paraphrased them) • Someone else’s sentences, phrases, or special expressions (invented jargon) • Facts, figures, and research data compiled by someone else (not you or your colleagues) • Graphs, pictures, and charts designed by someone else Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

41. Cite for credibility • Use credible sources (not Wikipedia!) • Avoid statements out of context, e.g. All human minds start as a blank slate. • Instead, use a source: John Locke developed the concept of tabula rasa, that is, that all humans start as blank slates and all experiences are learned (cite here). I agree/disagree because . . . • Clarity of style contributes to your credibility. Source: http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt

42. What the ILC cannot do • We will not edit or proofread your paper. • But we shall work with you to help you become a better writer and editor of your own work. • We cannot tell you whether or not you have met your professor’s expectations. • But we can tell you, based on the topic and content you have presented, whether you have written the paper clearly.

43. Writing for science • http://www.writing.engr.psu.edu/exercises/index.html • The Craft of Scientific Writing by Michael Alley held in the main library: UL  -  T11 .A37 1996 Also see the downloadable work available through the university library catalogue: The Craft of Scientific Presentations

44. References • Practical Sharing of Paper Submission to Journals http://taiwan.elsevier.com/htmlmailings/Author-NKUAS-Sam%20Yang.ppt • Academic Writing - Why it is what it is http://coe.unm.edu/Portals/30/Files/presentations/Academic%20Writing%20blitz%20fall%2009.ppt • Essay writing for Physics Students, Angela Koch http://www.kent.ac.uk/uelt/learning/programmes-workshops/aimaterials0910/essaywriting1physics0910.pptx • Style and flow in Scientific Writinghttp://www.google.com.hk/search?hl=zh-TW&q=academic+writing+for+science+students+PPT&start=80&sa=N • Writing for Science and Technology Students, Effective Learning, SLDC http://www.lancs.ac.uk/celt/sldc/materials/science/science.htmA • Writing about Physics (and other sciences), University of Toronto http://www.writing.utoronto.ca/advice/specific-types-of-writing/physics • Effective Writingby Pedro Pak-tao Ng, CUHK (H62. N338 2003), Appendix 7 “Writing Clear and Effective Sentences”.

45. Any questions? • If you want more help, don’t forget the Independent Learning Centre has writing workshops and online resources !

46. Ilc.cuhk.edu.hk • ILC offers a range of resources • Check out our resources links • Join other workshops • Make a booking for a 20 minute face to face consultation

47. What the ILC can do • Join our workshops on various types of academic writing, e.g. academic essays, reports, personal statements, application letters, etc. • One-on-one consultation with writing issues such as: • Focusing your ideas • Developing a thesis for an academic paper • Constructing an argument • Planning and structuring literature reviews • Targeting a particular audience • Using appropriate referencing styles • Learning how to edit for grammar and syntax • Developing writing strategies

48. 3C+ KISS “KeepItSimple and Short.” Thank You!