1. Introduction to Scientific writing Rob Wass rob.wass@otago.ac.nz Zoology / HEDC 479-5127 PowerPoint available on-line http://unitube.otago.ac.nz

2. Understand the writing process  Preparation –Goals (do you understand why you are doing this exercise?) –Do you understand the terminology? –Do you understand how the methods relates to the research question? –If you are unsure of what is required have you looked at some examples?  Make a plan –Time saver (you know what you are going to say and how you are going to say it) –Essential for identifying gaps in your knowledge

3. Understand the writing process  Stage 1: writing clarifies thoughts –Write for yourself –Don’t stop until your hand aches –Reread and reflect: note your reflections  Stage 2: redraft to communicate –Are arguments, examples, and figures clear and uncluttered? Remove unnecessary repetition –Paragraphs Should have a introductory sentence followed by sentences which clarify and expand One idea per paragraph Each paragraph should run seductively to the next.

4. Understand the writing process  Stage 3: drafting for detail –Spelling –Punctuation –Grammar –Consistency of word usage –Check style and format of references –Documentation style

5. Improving clarity - use more happening verbs  Some verbs say that something actually happens.  Happening verbs –Jump, run, collapse, explode, fry, flee, float, fling, say, write, provide, think, remember, relax, wonder, cooperate  Other verbs merely suggest something exists, or say what it is like. Nothing happens. Being verbs –Am, are, is, was, will be, were, exist, be

6. Something happens  Sentence with being verbs (nothing happens) –There was evidence of fraud. –A peaceful scene was in front of us.  Sentences with happening verbs –The inspectors found evidence of fraud. –A peaceful scene reassured us

7. Audit your abstract nouns  Too many abstract nouns can make your writing incomprehensible  Abstract nouns are things we cannot see or touch; peace, corruption, enforcement, philosophy, community –Word endings that signal abstract nouns -ment, -tion, -ence, -ance, -ancy, -ency, -ity, -ism  Concrete nouns are things we can see, hear or touch; daffodil, envelope, car, child, traffic, cloud

8. Abstract nouns confuse people  Use the original verb instead Abstract nounVerb Effect an improvementImprove Give considerationConsider Exert dominanceDominate Feel a preferencePrefer Have a collisionCollide

9. How to edit abstract overload  Check the number of abstract nouns  Figure what you mean, and say that.  Use verbs instead of abstract nouns  Use simple, somebody-does-something sentences

10. An example  Sentence with too many abstract nouns –In conjunction with the alleviation of pain there is an expectation of a diminution of body temperature  Sentence edited –We expect the patient’s body temperature to go down as the pain diminishes.

11. Try this: cull abstract nouns  The programme would assist in creating a significant improvement in the quality of life of the disabled population, not least as access to transport is a key requirement for education, employment and social activities. The programme would improve the quality of life of disabled people, because they need transport to schools, jobs and social activities.

12. The writer’s diet  A diagnostic tool http://www.writersdiet.ac.nz/  Use it to analyse your own writing and then edit it taking into account suggestions that we have talked about today

13. Introduction to Scientific Writing  By now you will have: –considered why scientists write –analysed the purpose, structure, and style of scientific writing –learned some conventions of scientific writing  Learned useful techniques to help you write and edit your own work Enjoy your writing. Use it as a voyage of discovery and adventure