1. Writing for Advanced Science Courses Part 3: Grammar and Proof- reading Materials taken from Knisely, Karin. (2009). Writing in Biology. Sinaur/Freeman and edited by Angela Bush, SRVHS

2. Hints for Writing “Good” Lab Reports Do not use first person language –Example: I noticed that when the yeast was mixed with sugar-water, it smelled like bread. –Revised: When the yeast was mixed with sugar-water, it smelled like bread Write to enlighten your peers (other students), not to impress your teacher –Do not use unnecessary verbiage Keep it simple and get to the point! See slides 5-8 –Do not use language that you don’t understand –Use scientific words when appropriate. Define terms that are unfamiliar to your audience. –Do not use jargon –Avoid clichés, slang, and abbreviations. –Do not plagiarizeplagiarize

3. Use Complete Sentences and Proper Grammar Always include the question in your answer to ensure complete, comprehensible sentences Do not use pronouns without antecedents, use nouns! –Example: No, it did not. –Revised: No, the sand did not show signs of life under the microscope –Not sure if it is a pronoun, or if you are properly using a pronoun? Check this website!Check this website Do not use contractions in formal writing Be sure your word usage is correct –Spell check will not correct a word that is spelled correctly, but used incorrectly! –Grammar check often misses these mistakes too! See slides 9-12

4. Use Well Developed Paragraphs Each paragraph focuses on one topic The first sentence introduces the topic Subsequent sentences support the topic sentence Connecting phrases are use to achieve good flow between sentences.

5. Clarity in Writing (avoiding redundancy) RedundantRevised It is absolutely essentialIt is essential Mutual cooperationCooperation Totally uniqueUnique The solution was obtained and transferred The solution was transferred

6. Examples of Clarity There are two protein assays that are often used in research laboratories. It is interesting to note that some enzymes are stable at temperatures above 60°C.

7. Empty Phrases (wasted words) EmptyConcise A majority ofMost As soon asWhen At all timesAlways Based on the fact thatBecause For this reasonSo In factDon’t use at all Functions to, serves toDon’t use at all It is interesting to note thatDon’t use at all

8. Empty Phrases (con’t). EmptyConcise Referred to asCalled With the exception ofExcept Came to the conclusionConcluded With the result thatSo that At a much greater rate thanFaster So as toTo Despite the fact thatAlthough, though At the presentnow

9. Word Usage: Affect vs Effect Affect is a verb that means “to influence.” –Example: Temperature affects enzyme activity. Effect can be a noun, effect means “result,” if effect is used as a verb “to cause.” –Example (noun): We studied the effect of temperature on enzyme activity. –Example (verb): High temperature effected a change in the shape of the enzyme, which destroyed the enzyme’s activity.

10. Word Usage Cont’d Fewer vs. less. –Use fewer when a quantity can be counted. Use less when the quantity is unknown. Do not use contractions in formal writing. Use it is instead of it’s. Lowered vs. raised. –Transitive verbs require a direct object, a noun to act on. –Example: Wrong: The fish’s body temperature lowered the response to the cold water. Correct: The cold water lowered the fish’s body temperature.

11. Spelling Advice Wrest a Spell Eye halve a spelling chequer It came with my pea sea It plainly marques four my revue Miss steaks eye kin knot sea. Eye strike a key and type a word And weight four it two say Weather eye am wrong oar write It shows me strait a weigh.

12. Spelling Advice…. As soon as a mist ache is maid It nose bee fore two long And eye can put the error rite Its rare leas ever wrong. Eye have run this poem threw it I am shore your pleased two no Its letter perfect awl the weigh My chequer tolled me sew. -Sauce unknown