1. SCIENTIFIC WRITING Erik Dietzenbacher Faculty of Economics and Business, University of Groningen, The Netherlands Regional Economics Applications Laboratory (REAL), University of Illinois at Urbana-Champaign, USA Graduate University, Chinese Academy of Sciences, Beijing, PR China

2. Student ↓ Research Master student PhD student ↓ Researcher Faculty staff member ↓ Professor › Let’s talk about your future

3. Student ↓ Research Master student› write application for project PhD student› write PhD thesis ↓ Researcher› write papers for scientific Faculty staff member journals ↓ Professor › write papers and books › write applications for research grants Your future

4. Student ↓ Research Master student› write application for project PhD student› write PhD thesis ↓ Researcher› write papers for scientific Faculty staff member journals ↓ Professor › write papers and books › write applications for research grants Business/Governm› write policy reports Your future

5. Three important issues in YOUR future:

6. 1.WRITING

7. Three important issues in YOUR future: 1.WRITING 2.WRITING

8. Three important issues in YOUR future: 1.WRITING 2.WRITING 3.WRITING in English

9. Writing IS your future! You’re in business! You will be evaluated (quality of your project application, your quality as researcher) on the basis of WRITTEN output

10. Writing IS your future! Whether you like it or not: language of science is English as economist you don’t need to write poetry but the reader must understand you! (follow courses, spend some time abroad)

11. What is writing? Writing is: conveying a message There is a sender and there is a receiver what the receiver receives must be the same as what the sender has sent

12. What is writing? Writing is: conveying a message There is a sender and there is a receiver what the receiver receives must be the same as what the sender has sent Obvious??

13. My wife

15. What is writing? Writing is: conveying a message There is a sender and there is a receiver what the receiver receives must be the same as what the sender has sent (not trivial and far from easy, with written messages: no chance for corrections)

16. Two aspects of conveying a message (1) The reader must be willing to spend time on reading your message Like with a good meal: the appetizer is crucial abstract and introduction are the appetizer (if they are good: the reader has an appetite for the full story and wants to read all the details)

17. Two aspects of conveying a message (2) The reader must be able to understand your message when (s)he tries You must express yourself very, very clearly there must be absolutely no room for alternative interpretations

18. Two aspects of conveying a message (2) The reader must be able to understand your message when (s)he tries You must express yourself very, very clearly there must be absolutely no room for alternative interpretations For poets: GDP = national income = welfare but not for economists

19. Another (obvious) aspect of conveying a message You must know what you are talking about! Obvious?

20. Another (obvious) aspect of conveying a message You must know what you are talking about! Obvious? NOT AT ALL!! Too often: a poor story (or bad presentation) is not caused by poor writing (or presentation) skills but by the researcher not mastering his/her subject

21. Yet another obvious aspect of conveying a message You must know who is the receiver of your message in other words: know your audience! >experts in the field (come to the point quickly, convince on details) >a more general audience (avoid jargon, convince on relevance) >the most difficult case: more than one audience (the “best of both worlds” means walking on thin ice!)

22. This lecture’s immediate future: Central message so far: writing will determine the rest of your life start practicing tomorrow!

23. This lecture’s immediate future: Central message so far: writing will determine the rest of your life start practicing tomorrow! Rest of this lecture: more specific 14 lessons for writing a scientific paper

24. This lecture’s immediate future: Central message so far: writing will determine the rest of your life start practicing tomorrow! Rest of this lecture: more specific 14 lessons for writing a scientific paper Once again, recall the importance of writing: even the most brilliant research results should not only exist in your head but must be available on paper

25. Essentials: Paper should be: well structured, clear and fun to read How to write a paper in 14 lessons

26. Have a clear structure just a bag of excellent ideas is not sufficient recall: you’re in business, you have to sell you story Abstract Introduction ◦ motivation ◦ background Literature (review) Methodology and techniques Data description Results and discussion Summary and conclusions Lesson 1: Structure of your paper

27. Talking about structure: structure of your “story” or line of reasoning Often a struggle: what is absolutely essential what is not (and thus a potential cause for confusion) TIP: Lesson 1: Structure of your paper

28. Talking about structure: structure of your “story” or line of reasoning Often a struggle: what is absolutely essential what is not (and thus a potential cause for confusion) TIP: Tell it to your mother! strip your story to its bare essentials take its clothes off → naked truth that is the starting-point for building up (and dressing) the story Lesson 1: Structure of your paper

29. Talking about structure: structure of your “story” or line of reasoning Often a struggle: what is absolutely essential what is not (and thus a potential cause for confusion) TIP: Tell it to your mother! strip your story to its bare essentials take its clothes off → naked truth that is the starting-point for building up (and dressing) the story TIP 2: use presentations usually limited time → you can only tell the essentials Lesson 1: Structure of your paper

30. Do not write a long introduction The introduction should make clear what the research is about, why it is relevant and how it enhances our current knowledge Remember: introductions are often read also by non-experts, so keep the introduction clear and simple (the technical details to “convince” the expert reader must be kept for a later stage) Lesson 2: The introduction

31. Very important: Abstract ≠ Introduction ≠ Summary Abstract is short and contains the central message no technical terminology if necessary: use “the so-called … indicator” or “we will develop …” Introduction: sketches background and line of reasoning Summary (and discussion): summarizes the findings (empirical or theoretical) (in that case: do discuss something) Lesson 2: The introduction

32. Research question should be as specific as possible If possible, split it up in sub questions However, make sure that sub questions are clearly related and tell the reader about these relationships!! recall: no-one “buys” a bag of loose ideas (readers are not clairvoyant, inform them) Lesson 3: The research question

33. It should become clear to what literature your research contributes However: do not try to give an exhaustive survey of the literature, only refer to the most important papers Make clear how your research differs from previous research Lesson 4: Literature

34. It should become clear to what literature your research contributes However: do not try to give an exhaustive survey of the literature, only refer to the most important papers Make clear how your research differs from previous research TIP(?): most literature reviews are absolutely booooooring!! can only be read by those who know the literature already are impossible to follow by the uninitiated Lesson 4: Literature

35. TIP 1: make sure that you have some very recent references Lesson 4: Literature

36. TIP 1: make sure that you have some very recent references otherwise the reader may think that: ◦ your knowledge is hopelessly outdated, or Lesson 4: Literature

37. TIP 1: make sure that you have some very recent references otherwise the reader may think that: ◦ your knowledge is hopelessly outdated, or ◦ your field of research has been “dead” for quite some time Lesson 4: Literature

38. TIP 1: make sure that you have some very recent references otherwise the reader may think that: ◦ your knowledge is hopelessly outdated, or ◦ your field of research has been “dead” for quite some time TIP 2: have some references to top-field journals ◦ only low-rated journals: then the topic must be low-rated ◦ be careful with websites (unless for data sources) Lesson 4: Literature

39. TIP 1: make sure that you have some very recent references otherwise the reader may think that: ◦ your knowledge is hopelessly outdated, or ◦ your field of research has been “dead” for quite some time TIP 2: have some references to top-field journals ◦ only low-rated journals: then the topic must be low-rated ◦ be careful with websites (unless for data sources) TIP 3: have some references to papers in the journal you are submitting it to Lesson 4: Literature

40. Explain your methodology very precisely If your research is theoretical: explain the structure of the model, and how it has been solved If your research is empirical: explain how you have analyzed the data (technique, estimation method, what data) Lesson 5: Methodology

41. Explain your methodology very precisely If your research is theoretical: explain the structure of the model, and how it has been solved If your research is empirical: explain how you have analyzed the data (technique, estimation method, what data) Be very, very clear: the reader should be able to replicate what you have done if (s)he had the same data Lesson 5: Methodology

42. Be very, very clear: the reader should be able to replicate what you have done if (s)he had the same data Sounds so obvious, but is extremely difficult Lesson 5: Methodology

43. Be very, very clear: the reader should be able to replicate what you have done if (s)he had the same data Sounds so obvious, but is extremely difficult and rarely met!!! Lesson 5: Methodology

44. Be very, very clear: the reader should be able to replicate what you have done if (s)he had the same data Sounds so obvious, but is extremely difficult and rarely met!!! Do the test: Read a paper and imagine you would have to replicate it without having to guess what the author has done Lesson 5: Methodology

45. If you are going to use existing data: explain the sources very precisely If you are going to construct your own data: explain very precisely how you will gather your data If you gather data by a survey: explain the design of the survey include a pilot and explain very precisely who will be surveyed and why Lesson 6: The data

46. If you are going to use existing data: explain the sources very precisely If you are going to construct your own data: explain very precisely how you will gather your data If you gather data by a survey: explain the design of the survey include a pilot and explain very precisely who will be surveyed and why Be very, very clear: the reader should be able to “replicate” what you aim to do just on the basis of your description Lesson 6: The data

47. Once again: try to convince your mother Do not include an endless number of huge tables or complex graphs (in general: more ≠ better) Lesson 7: Results section

48. Once again: try to convince your mother Do not include an endless number of huge tables or complex graphs (in general: more ≠ better) If you have zillions of results, try to summarize them in a simple table that highlights your key finding (what do you really want to tell?) each key finding may require a separate table Lesson 7: Results section

49. Once again: try to convince your mother Do not include an endless number of huge tables or complex graphs (in general: more ≠ better) If you have zillions of results, try to summarize them in a simple table that highlights your key finding (what do you really want to tell?) each key finding may require a separate table Once again: what is your message? strip down the results until you have the naked truth that is the starting point for dressing up again which yields your table Lesson 7: Results section

50. How to discuss the results in the table? It is not very useful (and informative) to write down what the reader can see in the table (avoid: this is the largest, that ranks two, then we have etcetera)

51. Lesson 7: Results section How to discuss the results in the table? It is not very useful (and informative) to write down what the reader can see in the table (avoid: this is the largest, that ranks two, then we have etcetera) Macroscopic view: Sketch the rough, overall picture of your picture focusing on your central message in the table

52. Lesson 7: Results section How to discuss the results in the table? It is not very useful (and informative) to write down what the reader can see in the table (avoid: this is the largest, that ranks two, then we have etcetera) Macroscopic view: Sketch the rough, overall picture of your picture focusing on your central message in the table Microscopic view: Highlight (and discuss) the interesting (strange, surprising?) results If possible: make a connection between results

53. Explain how your research expands our current knowledge: what do we learn from it? Indicate very precisely the new elements in your research (new model, new method, new data….) Recall: you’re in business and trying to sell a story if you have a unique selling point: tell it it will increase your “business success” If you cannot tell what is so new about your story then why would the editor accept your paper? you are competing with many other authors who do have some news Lesson 8: Innovation of your research

54. Indicate very precisely the new elements in your research (new model, new method, new data….) Example: we develop a new measure! Lesson 8: Innovation of your research

55. Indicate very precisely the new elements in your research (new model, new method, new data….) Example: we develop a new measure! Q1: why, we already have 173 alternative measures? Lesson 8: Innovation of your research

56. Indicate very precisely the new elements in your research (new model, new method, new data….) Example: we develop a new measure! Q1: why, we already have 173 alternative measures? we want a better measure! Lesson 8: Innovation of your research

57. Indicate very precisely the new elements in your research (new model, new method, new data….) Example: we develop a new measure! Q1: why, we already have 173 alternative measures? we want a better measure! A1: what’s wrong with the other measures (they cannot handle certain questions, they are incorrect or produce implausible results, this one is simpler to calculate) Lesson 8: Innovation of your research

58. Explain why your research may be relevant for society and science If possible, explain why your research may be relevant for other fields (e.g. if you develop a new methodology) Recall: you’re in business and trying to sell a story Lesson 9: Relevance of your research

59. Explain why your research may be relevant for society and science If possible, explain why your research may be relevant for other fields (e.g. if you develop a new methodology) Recall: you’re in business and trying to sell a story if you cannot tell what is so relevant about your story then why would the reader show an interest? you are competing with many other story-tellers who do have a relevant story Lesson 9: Relevance of your research

60. Discuss your paper not only with your supervisor, but also with other students Learn from them: is it clear what you have written? Lesson 10: Testing your paper

61. You are the expert, your aim is to help the reader in becoming an expert The reader must (be able to) understand each and every single detail The reader should be able to replicate what you have done if (s)he had the same data Lesson 11: Be a reader yourself!

62. TIP: after writing your paper, put it aside for two months read again what you have written after these two months Lesson 11: Be a reader yourself!

63. TIP: after writing your paper, put it aside for two months read again what you have written after these two months typically: what exactly did I mean here? that is the spot that needs improvement because: if you as the writer cannot understand it after just two months how on earth should an innocent reader be able to understand your scribbling? Lesson 11: Be a reader yourself!

64. Select the appropriate journal Do not submit an average paper to a top journal it is a waste of time, it will be rejected Lesson 12: Submission

65. Select the appropriate journal Do not submit an average paper to a top journal it is a waste of time, it will be rejected if you want to gamble, go to the casino Lesson 12: Submission

66. Select the appropriate journal Do not submit an average paper to a top journal it is a waste of time, it will be rejected if you want to gamble, go to the casino Do not submit a good paper to a low-ranked journal it’s a waste of quality, you can do better Selecting the appropriate journal is important but difficult it requires you to know the quality of your work very difficult for young researchers Lesson 12: Submission

67. Select the appropriate journal Do not submit an average paper to a top journal it is a waste of time, it will be rejected if you want to gamble, go to the casino Do not submit a good paper to a low-ranked journal it’s a waste of quality, you can do better Selecting the appropriate journal is important but difficult it requires you to know the quality of your work very difficult for young researchers TIP: present it at conferences and use the feedback Lesson 12: Submission

68. Typically there are guidelines for submission (length of abstract, style, questions when submitting electronically) Lesson 12: Submission

69. Typically there are guidelines for submission (length of abstract, style, questions when submitting electronically) don’t be stubborn, just obey the rules and make sure to meet the guidelines!!! Lesson 12: Submission

70. Typically there are guidelines for submission (length of abstract, style, questions when submitting electronically) don’t be stubborn, just obey the rules and make sure to meet the guidelines!!! If you do not (or cannot) cope with a simple set of guidelines or questions how can I (as editor) trust you can write a good paper? Lesson 12: Submission

71. Typically you will receive comments by the referees and (often) a chance to respond For your response, there are two simple rules: Lesson 13: Coping with the referees’ comments

72. Typically you will receive comments by the referees and (often) a chance to respond For your response, there are two simple rules: RULE 1: The referee is always right! Lesson 13: Coping with the referees’ comments

73. Typically you will receive comments by the referees and (often) a chance to respond For your response, there are two simple rules: RULE 1: The referee is always right! RULE 2: In case the referee is not right, we fall automatically back to rule 1 Lesson 13: Coping with the referees’ comments

74. These two rules sound silly and childish yet, they contain a lot of truth Even if the referee makes very stupid comments it indicates that you have failed to convey your message adequately so not the referee is to blame blame yourself and try to write better (i.e. more clear) Lesson 13: Coping with the referees’ comments

75. >Reference list and citing references: irrelevant Lesson 14: Reference list

76. >Reference list and citing references: irrelevant but very important > Do the test Lesson 14: Reference list

77. >Reference list and citing references: irrelevant but very important > Do the test > Take one minute to decide on the quality of the paper > What does the reference list “look like” > Like a mess: paper is of poor quality Lesson 14: Reference list

78. >Reference list and citing references: irrelevant but very important > Do the test > Take one minute to decide on the quality of the paper > What does the reference list “look like” > Like a mess: paper is of poor quality > Surprisingly often: correct qualification >For me: reference list contains a very important signal Lesson 14: Reference list

79. SUCCESS !!!

80. > What are good journals? SSCI impact factors IF(2008) for journal A = (# citations to papers published in 2007 in A + # citations to papers published in 2006 in A) : (# papers published in 2006 + 2007 in A) the average number of times that a paper in A is cited in the next year and the year after that Additional issues

81. > What are good journals? SSCI impact factors > Although there is a lot of critique, all over the world many institutions use publications in journals with an impact factor as a criterion Additional issues

82. > Measuring output > In Groningen: top (field) journals:5 points very good journals:3 points other SSCI journals:1 point for a list, see www.som.rug.nlwww.som.rug.nl > n authors: each author receives a share 2/(n+1) of the number of points for that journal Additional issues

83. > Requirement to become fellow of research school: at least 5 points in 4 years (5 papers in 1-point journals; 10 papers, each with 3 authors, in 1-point journals 1 single-authored paper in a 5-point journal > visibility of an institute in the international scientific community: only through publications in top and very good journals >fellows get 40-50% of their time for research Additional issues