Without sustaining injury Without sustaining injury Without - - PDF document

without sustaining injury without sustaining injury
SMART_READER_LITE
LIVE PREVIEW

Without sustaining injury Without sustaining injury Without - - PDF document

Credentials Credentials Credentials Credentials Without sustaining injury Without sustaining injury Without sustaining injury Without sustaining injury English+ Philosophy, Leiden University Common Pitfalls of Common Pitfalls of Common


slide-1
SLIDE 1

1

1 1 1 1

Without sustaining injury Without sustaining injury Without sustaining injury Without sustaining injury

Common Pitfalls of Common Pitfalls of Common Pitfalls of Common Pitfalls of Scientific Writing in English Scientific Writing in English Scientific Writing in English Scientific Writing in English Lisette van Hulst, MA Info@textandtraining.com

2 2 2 2

Credentials Credentials Credentials Credentials

English+ Philosophy, Leiden University Editor, copy writer, trainer, coach, tutor Academic Writing at Leiden University Since 2008: Editor scientific articles Since 2009: Teacher Scientific writing for publication in bio-medical journals Currently: Courses in Teaching Hospitals all over the Netherlands (12 so far…)

3 3 3 3

Todays topic’s Todays topic’s Todays topic’s Todays topic’s

How to be effective in scientific writing

  • 1. Strategy: guidelines for your choices
  • 2. Structure: organizing your content
  • 3. Content: the overall story
  • 4. Style: word choice and sentence structure
  • 5. How to find an interesting title

4 4 4 4

Aim of my courses

To make you more effective in scientific writing What effect do you want to achieve? To be published To be read and understood To be quoted

5 5 5 5

Your readers’ expectations

Academic conventions What do they want to know?

Type of content Type of research Applicability of results

In theory In practice

6 6 6 6

Writing for experts

How much do they already know?

Context Content Specific vocabulary, technical terms

When will they read your article?

After dinner Sunday afternoon

slide-2
SLIDE 2

2

7 7 7 7

Strategic choices

To save time and effort

  • For writers and readers!

Apply accepted structures Choose appropriate words Offer a clear argumentation Write for peer reviewers!

8 8 8 8

  • 1. Strategy

Clarity and precision are leading Overall structure: aimed at clear overview Vocabulary: academic, clear and precise Spelling: formal and consistently AE or BE Italics etc: Follow journal’s instructions Paragraphs: offering a clear overview, easy reference and readability

9 9 9 9

The journal’s requirements

Information for authors Recommendations for the Conduct, Reporting, Editing, and Publication of Scholarly Work in Medical Journals International Committee of Medical Journal Editors (>500 journals) www.ICMJE.org

10 10 10 10

  • 2. Structure: IMRaD

11 11 11 11

Known versus new

12 12 12 12

Facts versus argumentation

slide-3
SLIDE 3

3

13 13 13 13

Scientific argument

14 14 14 14

Tip

Write the Introduction and the Method a.s.a.p., preferably before you start your actual research! Particularly useful for reviews…

15 15 15 15

Structure of the content

16 16 16 16

Structure of the content

17 17 17 17

  • 3. Content
  • 3. Content
  • 3. Content
  • 3. Content

Guidelines: Scientifically correct Readable Clear

18 18 18 18

The overall story

Introduction

  • 1. Identify the problem

area and its relevance

  • 2. Briefly review relevant

previous studies

  • 3. State open questions
  • 4. Formulate the aim of

your study. Discussion

  • 1. Repeat the study aim

and key results

  • 2. Compare your results

with previous findings

  • 3. Explain implications
  • 4. State limitations and

suggest further research

  • 5. Draw your conclusion
slide-4
SLIDE 4

4

19 19 19 19

Discussion: 9 Moves

1. Repeat research purpose and emphasize scientific value 2. Summarise key results 3. Compare with previous studies (in line with..) 4. Contrast with previous studies (not in line with) 5. Offer explanations 6. Present implications for theory and practice 7. State the limitations of the study 8. Offer recommendations for future research 9. Build up to a strong conclusion

20 20 20 20

Pitfall: boring opening

Alcoholism is a significant public health problem. Chronic obstructive pulmonary disease (COPD) constitutes a major health problem. Percutaneous coronary intervention was first reported in 1979 by Gruntzig. The clinical diagnosis of small bowel disease is complicated by non- specific symptoms and a low index of suspicion. Major surgery induces the production of reactive

  • xygen species as part of

an immuno-inflammatory response that may cause cellular injury by damaging lipids, proteins and DNA.

21 21 21 21

Pitfall: confusing paragraphs

Our results concerning the association of general anesthesia and perioperative agents with delirium are consistent with the results of other studies. We clinically assessed patients on admission prior to surgery and included a large number of patients in one well-defined class of surgery, many of whom were not at risk for delirium. Furthermore, in our study diagnosis of postoperative delirium was based on clinical patient interviews and DSM IV criteria, and validated diagnostic instruments and delirium rating scales were used. By doing so we were able to examine both the effects of anesthesia type, anesthetics, and baseline risk factors on delirium in a single multivariate analysis. Thus, we consider our method as a rigorous approach to explore the important problem of potentially adverse short-term outcomes of anesthesia. 22 22 22 22

Improved version

While our results are consistent with other studies, we used a particularly rigorous approach to explore short-term outcomes

  • f anesthesia. We clinically assessed patients on admission

prior to surgery and included a large number of patients in one well-defined class of surgery, including many who were not at risk for delirium. Furthermore, in our study the diagnosis of postoperative delirium was based on clinical patient interviews and DSM IV criteria, and we used validated diagnostic instruments and delirium rating scales. By doing so, we were able to examine the effects of anesthesia type, of anesthetics and of baseline risk factors on delirium in a single multivariate analysis. 23 23 23 23

Funnel to pyramid Funnel to pyramid Funnel to pyramid Funnel to pyramid

Evidence

Corroboration

Claim Claim Corroboration

Corroboration

Evidence Evidence

24 24 24 24

Paragraph structure

  • 1. Topic sentence
  • 2. Supporting material
  • examples, quotes, statistics etc
  • Evaluate evidence, compare sources
  • Causes, reasons, consequences etc
  • Explain unclear key terms
  • 3. Concluding sentence (optional)
slide-5
SLIDE 5

5

25 25 25 25

  • 4. Style

Academic Clear Precise Readable Interesting …

26 26 26 26

Pitfall: ‘Official style’

Often passive where active would do Impersonal formulations Abstract nouns replacing verbs This may explain… This may provide an explanation for... Wordiness and lack of clarity!

27 27 27 27

Example

Nicotine has an inhibitory effect on wound inflammation, but it has a stimulatory effect on wound proliferation because of an impaired fibroblast and collagen I synthesis in the wounds of smokers. Nicotine inhibits wound inflammation, but it stimulates wound proliferation because it impairs fibroblast and collagen I synthesis.

28 28 28 28

Style and choice of words

Ambiguous – clear and precise General - specific Common – sophisticated Personal - impersonal Formal - normal

29 29 29 29

Ambiguous vs precise

To get To receive To acquire To collect To become To understand To...

30 30 30 30

slide-6
SLIDE 6

6

31 31 31 31

Common vs sophisticated

To ask To show To see Needs Growth Shrinkage To enquire, to question To demonstrate, to present To perceive, to observe Requirements, demands Increase, expansion Decrease, decline, reduction etc

32 32 32 32

Common vs clear & precise

To find out To point out To turn down To look into To get rid of To make up To take on To discover, to reveal To emphasize, to indicate To reject, to decline To examine, to investigate To eliminate, to remove To invent, to constitute To accept, to assume

33 33 33 33

Academic alternatives

Right mouse click > synonyms Shift F7 Example: to ask Only use the ones you recognize!

34 34 34 34

Academic Word List

The most frequently used academic words 570 word families Clarity: clear, unclear, clearly, to clarify, clarification Word list with online dictionary http://oald8.oxfordlearnersdictiona ries.com/academic/

35 35 35 35

Choosing the right word

The Dutch health care directorate stated that assessment and certification of skills should be developed in national collaboration to guarantee a minimal level of skills. …to guarantee a minimum level of skills.

36 36 36 36

"aged four“, "two years of age"

slide-7
SLIDE 7

7

37 37 37 37

Aged 12 years

38 38 38 38

Pitfall: right word, wrong meaning

She had a scooter accident 35 years ago without sustaining damage. She had a scooter accident 35 years ago without any sustaining damage. She had a scooter accident 35 years ago without sustaining any damage. She had a scooter accident 35 years ago without sustaining any permanent damage.

39 39 39 39

Academic formulations

Academic Phrasebank

http://www.phrasebank.manchester.ac.uk/

“The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people’s ideas and this does not constitute plagiarism.”

40 40 40 40

Style and spelling

Not this way… It’s We’re Can’t Wouldn’t Wanna …but this way! It is We are Cannot Would not Want to

41 41 41 41

Style and sentence structure

Concrete formulations Concise formulations Active sentences where possible Logical sequence of information, according to English readers’ expectations

From known to new, From sought to found etc.

42 42 42 42

Sequence determines meaning

  • 1. The students arranged to meet in the pub

at 3 o’clock.

  • 2. At 3 o’clock the students arranged to meet

in the pub.

  • 3. In the pub the students arranged to meet

at 3 o’clock.

slide-8
SLIDE 8

8

43 43 43 43

Whose story is it?

The man hit the woman. The woman was hit by the man.

44 44 44 44

Compare: Who is the hero?

In a meta-analysis Spierer and colleagues (2013) have shown that the Go/NoGo task and stop-signal task (SST) are mainly used to measure inhibitory motor control.

According a meta-analysis by Spierer and

colleagues (2013), inhibitory motor control is usually measured with the Go/NoGo task and stop-signal task (SST).

45 45 45 45

Present the verb a.s.a.p.

An association between complaints with long lasting exercise and disorders of the lipids metabolism or between complaints with short, intensive exercise and disorders of the glycogen metabolism was not found. No association was found between complaints after long lasting exercise… We found no association between…

46 46 46 46

Dunglish sentence structure

Combinations of different markers, especially CDT and GGT, have been

  • studied. ... However, among

adolescents little research has been done. However, little research has been done among adolescents.

47 47 47 47

Stress position

“Both usage and reason agree in regarding the end of the sentence as the place of greatest strength

  • r emphasis.”

Alexander Bain, 1811-1903

Both usage and reason agree that the place of greatest strength or emphasis in a sentence is… The End!

48 48 48 48

What’s new?

The ‘Utrechtse Coping Lijst’ was used to measure coping strategies (UCL) . Coping strategies were measured by means of the ‘Utrechtse Coping Lijst’ (UCL).

slide-9
SLIDE 9

9

49 49 49 49

Sought -> found

In the boys at the age of 14 the largest difference was found between the mean testicular volumes and in the boys at the age of 2 the smallest difference was found. The largest difference between the mean testicular volumes was found in the 14- year-old boys and the smallest difference was found in the boys aged 2.

50 50 50 50

Effective sentence structure

  • 1. Start with familiar information
  • 2. Choose a perspective and place it in

Subject position (who’s the hero?)

  • 3. Place action in verbs where possible
  • 4. Introduce the verb a.s.a.p.
  • 5. Place new information after the verb,

the most important in final position

51 51 51 51

  • 5. Interesting title

As short as possible As precise as possile As interesting as possible

52 52 52 52

Facts versus results

Influenza vaccination reduces the risk for influenza in elderly persons Influenza vaccination reduced the risk for influenza in elderly persons

Source: ACP Journal Club

53 53 53 53

Problem versus outcome

The effects of antioxidant-enriched enteral nutrition on oxidative stress after major upper gastro- intestinal tract surgery Antioxidant-enriched enteral nutrition reduced oxidative stress after major upper gastro-intestinal tract surgery

54 54 54 54

Questions versus answers

Glutamine – critical nutritional supplement in critically ill?! Glutamine supplementation was essential in the critically ill The importance of glutamine supplementation in the critically ill

  • a review
slide-10
SLIDE 10

10

55 55 55 55

Challenge convictions

Preoperative nutritional status and postoperative outcome in elderly general surgical patients; a systematic review. Limited merit of preoperative nutritional parameters in predicting postoperative

  • utcome in elderly general surgery

patients; a systematic review

56 56 56 56

Every word counts

Haptotherapy reduced fear of childbirth during pregnancy Haptotherapy during pregnancy reduced fear of childbirth Fear of childbirth was reduced by haptotherapy during pregnancy Fear of childbirth was reduced by haptotherapy

57 57 57 57

Title

Avoid absolute statements No problems, but results No questions, but answers As short as possible As precise as possible Every word counts!

58 58 58 58

Exercise

Write down the title of your paper. Note the most important (expected) results. With you neighbour, try to find a more interesting title.

59 59 59 59

Best training: Just start writing and ask for feedback!

Lisette van Hulst info@textandtraining.com 06-12 99 83 88

60 60 60 60

Full course program Full course program Full course program Full course program

I. Effective scientific writing II. Writing readable sentences III. Composing clear paragraphs

  • IV. Convincing argumentation

V. Grammar: getting the details right

  • VI. Submitting for publication