writing

What is good science writing? Clear To the point Descriptive Appropriate language usage –Appropriate to context

How to develop good writing? Read Write write Give yourself time to think Give yourself time to edit Edit edit If you don’t, your writing will at best be “lucky” but not always good

Writing is harder than talking When we converse, context helps explain things that we don’t say When we write, we have to make the context clear When we write, we don’t have tone of voice or facial expression to fill in the disconnected parts

Pointers Really editing pointers, not writing pointers Before you edit you have to write So just write! It doesn’t matter if its good –Good comes later with editing Write down all your ideas –Then organize, reorganize, reorganize… Then write some more –Then reorganize, organize, reorganize Write something, so you will have something to edit

Pointers-Words Know exactly what each word means and what it is doing –There is no filler Avoid overusing noticeable words –Use the thesaurus on your word processor Avoid gerunds (ing verbs and nouns) Make sure pronouns and antecedents match singular/plural –The person…they— –Should be “the person…he or she” or “people…they”

Pointers-words Avoid “emphasizers” –very, extremely, etc. Avoid “we” or “you” –Unless “we” specifically refers to your research team Significant—is a statistical term –Findings are significant or nonsignificant Not insignificant

Pointers-Words Which/That –That precedes a word or phrase that is crucial to the meaning of the sentence –Which precedes a word or phrase that adds to the sentence, but is not crucial The car that burns a lot of gas is lousy. Cars, which run on gas, can be lousy. Chances are you will be more correct using that than which

Pointers-words While/whereas While refers to an actual event in time –My cats played while I slept Whereas refers to conflicting ideas –Whereas my cats like to play, I wish they would be quiet.

Pointers-phrases “There is evidence to support” –Not “it is a fact that” or “it is known” And then you have to cite some evidence… “Research has shown/found” –Some studies have shown/found” –Some research indicates/suggests –Not “it has been shown that” –Not “it has been proven”

Pointers-phrases Avoid –“Not only A, but also B”… –Change to “A, and also B” –Or make two sentences, especially if both A and B are important ideas.

Pointers-sentences Each sentence has a core meaning or goal Each word should get you to that goal –Every word should play a clear role Know exactly what every word means Don’t use passive verb construction if you can avoid it

Pointers-sentences Shorter is generally better When in doubt make two sentences rather than one with several clauses A mix of short and long sentences is most engaging for a reader –As long as the long sentences are good Don’t be afraid to be brief and to the point –Packs more punch –Allows you to avoid “emphasizers.”

Pointers-paragraphs Try, uh, outlining… –I always forget this myself Use topic sentences –Be sure you know yourself what the topic is –Then stay on topic Make a new paragraph for a new important idea APA style needs 3 sentences for a paragraph