非英语母语者科学论文写作指南：第二版

需积分: 5 172 浏览量更新于2024-06-18 收藏 29.16MB PDF 举报

身份认证购VIP最低享 7 折!

领优惠券(最高得80元）

资源详情

资源推荐

b3779 Science Research Writing“9x6”

Introduction

you begin planning your text, reverse engineer a current example of the

relevant genre as a model.

Who might read this? Where do I pitch the informaon level of my text?

What can I assume that all potenal readers know? How quickly can I move

into scienc detail? Is the readership of this text likely to become more

interdisciplinary in the future?

DIVIDING INTO SUBSECTIONS Are there standard subsecons for this type

of text in this eld? How many subsecons are normal in my target arcles?

What is the average length of these subsecons? Does my work t neatly

and logically into these subsecons? If not, is the way I have divided my text

into subsecons more appropriate?

CHOOSING THE NUMBER, ORDER AND POSITION OF GRAPHICS (i.e. gures,

tables, images) Do I have a good reason for including each graphic? What is

the most logical order of my graphics? Where is each one most useful to the

reader? Posion each graphic within the surrounding text so that it doesn’t

interrupt the narrave ow of the text but rather comes at a natural point within

the narrave, i.e. exactly when the reader becomes aware of wanng to see it.

PLANNING THE FUNCTION AND ORDER OF PARAGRAPHS Do all my paragraphs

have an idenable funcon? Is that funcon clear to the reader? Is the order

of paragraphs logical?

PLANNING THE FUNCTION AND ORDER OF SENTENCES WITHIN PARAGRAPHS

Do all my sentences have an idenable funcon? Is that funcon clear to

the reader, or will they wonder why I have included it here? Does each

sentence t with the overall funcon of the paragraph? Does each sentence

follow logically from the next?

Writing: The Active Narrative Wrap

COMMENTING ON INFORMATION/DATA FOR THE READER Have I (perhaps

incorrectly) assumed that what I think about the informaon/data is obvious

to all potenal readers?

IDENTIFYING THE FUNCTION OF INFORMATION/DATA FOR THE READER

Have I (perhaps incorrectly) assumed that the funcon of the informaon/

data is obvious to all potenal readers?

b3779_FM.indd 15 02-11-2020 4.59.07 PM

b3779 Science Research Writing “9x6”

Science Research Writing

xvi

MAKING GRAMMAR CHOICES THAT COMMUNICATE THE FUNCTION OF THE

INFORMATION Have I thought about the meaning and impact of the verb tense

I am using in each sentence? Have I made grammar choices that resolve (or

create) potenal ambiguity?

MAKING VOCABULARY CHOICES THAT HELP THE READER Have I considered

the needs of the global reader? Am I using vocabulary consistently?

STARTING PARAGRAPHS AND SENTENCES IN WAYS THAT SUPPORT THE

READER Does the start of each paragraph help the reader see where I am

going in that paragraph? Have I closed the gaps between sentences and

started them in a reader-friendly way?

CREATING TITLES AND SUBTITLES THAT HELP THE READER Does my title

represent and predict the content or is it just the original ‘working’ tle that I

haven’t really thought about since I began the project? Is my tle a normal

length for this type of arcle? Do my subsecon tles work for the enre

subsection? Do my subtitles help the reader enter the subsection? Does

everything in this subsecon ‘t’ the subtle? Are my subtles a normal length

for this type of arcle? Are subtles normally grammacal sentences in my

target arcles? Are they supposed to summarise the content of the subsecon?

What strategy is used in this book?

A classic approach to wring is the genre-based approach, which deals with

the structure and content of dierent types of texts. Genre-based instrucon

is widely used to teach wring. However, although this approach is good at

telling writers what they need to do, it is less eecve when it comes to

telling them how to do it. For example:

WRITING THE DISCUSSION SECTION:

Highlight the most signicant results, but don’t just repeat what you’ve

wrien in the Results secon. HOW DO I DO THAT? Show how these

results relate to the original queson. HOW? Discuss whether or not

your results are consistent with what other invesgators have reported.

TELL ME HOW! Look at alternave ways to interpret your results. HOW

DO I DO THAT? Discuss how your results t into the big picture. HOW

EXACTLY DO I ‘DISCUSS’ THAT?

b3779_FM.indd 16 02-11-2020 4.59.07 PM

b3779 Science Research Writing“9x6”

Introduction

xvii

To answer quesons of this type, users of this book are shown how to develop

a reverse-engineering approach. They are guided towards deconstrucng

successful current research wring in their own eld to create models for

their own wring. I have used this reverse-engineering approach at Imperial

College London and other universies around the world, analysing thousands

of recently-published research arcles in a range of STEMM disciplines to

construct and validate the basic models, the grammar, and the language lists

in the book. The Centre for Academic English at Imperial College London uses

the approach to teach STEMM wring to early-stage researchers, as well as

training more experienced research writers to develop and apply it. A key

advantage of the reverse-engineering approach is that it responds well to

the fast-changing nature of research wring: once the strategy becomes

familiar, writers can adjust and update their models alongside the next round

of changes in science wring and publicaon plaorms.

The aim of this book is to provide a quick, do-it-yourself guide for wring

science research for publicaon. The reverse-engineering approach can be

understood quickly, used independently, and tailored to the needs of all

STEMM research disciplines and all STEMM texts, including grant proposals,

conference abstracts and industry reports. The approach is descripve rather

than prescripve. Instead of oering advice or telling writers what to do and

what not to do, the aim is to begin by generang a highly accurate descripon

of the type of wring each individual writer wants to produce. Accurate

descripons alone, however, do not generate wrien text — describing

something is not the same as being able to do it, so in addion to a descripon

of what to do, the key contribuon of this approach is that it then helps the

writer to discover how to do it, and to apply that knowledge.

The strategy is as follows:

1. Build a sentence-based/paragraph-based model idenfying the

funcons of a successful text, for example: This sentence idenes a

gap in the research or This paragraph maps the contribuon of this

study onto the literature.

2. Mine successful texts for vocabulary to communicate these funcons,

for example, the words and phrases that idenfy a gap in the research.

3. Idenfy and master the relevant grammar, language and wring skills

that achieve these funcons, for example, verb tense choices.

b3779_FM.indd 17 02-11-2020 4.59.07 PM

b3779 Science Research Writing “9x6”

Science Research Writing

xviii

4. Connually reinforce, adjust, update and develop 1–3 above via

reading in the eld.

The last step in the process: Continually reinforce, adjust and develop

1–3 above via reading in the field is essential. Science research writing

is not a static genre; it is in transition, and successful writers need to be

willing and able to upgrade as the genre develops. The key to success is

to refer to a set of target research articles (or review articles, conference

abstracts etc.), update that set constantly and update the models

accordingly.

The models, grammar/language and vocabulary presented in each

chapter are the result of analysing over 2,500 recently-published research

arcles in a range of STEMM disciplines in order to generate a toolkit that is

reliable and has high face validity.

Key messages:

· THE CONTENT OF SCIENCE RESEARCH SHOULD BE ACCESSIBLE TO ALL

READERS.

· THE READER NEEDS TO BE SHOWN THE FUNCTION OF DATA OR

INFORMATION, NOT JUST PRESENTED WITH IT.

· THE AIM IS NOT SIMPLY TO MAKE IT POSSIBLE FOR THE READER TO

UNDERSTAND; THE AIM IS TO MAKE IT IMPOSSIBLE FOR THE READER

NOT TO UNDERSTAND.

· EVIDENCE-BASED GUIDANCE CAN BE OBTAINED BY STUDYING THE

STRUCTURE AND LANGUAGE OF SUCCESSFULLY-PUBLISHED PAPERS.

Who is this book for?

The book is designed to enable science researchers, both native and

non-nave speakers of English, to write more eecve research papers for

publicaon. The reverse-engineering strategy described in the book can also

be adapted to produce other research-related STEMM wring such as reports,

conference abstracts and review papers. In addion, since a research paper

is a microcosm of a thesis, it can also be used to write a PhD thesis. In fact,

many instuons permit PhD candidates to organise and submit the thesis

as a series of linked published papers, since this solves the problem of wring

the thesis and the relevant papers at the same me.

b3779_FM.indd 18 02-11-2020 4.59.07 PM

b3779 Science Research Writing“9x6”

Introduction

xix

Why might I need it?

Science does not exist unl it is published

. Good wring enhances the chance

of publicaon, and publicaon is a key goal of research; when you share your

work via publicaon you become part of the global science community. In

addion, high-quality publicaons aract funding and lead to parcipaon

in high-level projects. Wring and publishing a research paper is also the best

way to develop your career. If you turn your thesis or project into a useful

paper, your CV will look more professional, and will be more compeve

internaonally.

Good sciensts, however, are not always good writers. Some nd it

dicult to organise informaon opmally, or to represent their research

concisely and effectively. Others find writing burdensome and may feel

discouraged by the prospect of wring. This slows the wring process down —

somemes to a total stop. In the current global context, research needs to

be published quickly. This book is designed to speed up this ‘lab-to-journal’

process by providing the informaon, vocabulary and skills you need so that

you can write quickly, condently and independently.

As a science researcher, you read and understand highly complex material

in your eld with lile eort. However, you may nd it harder to produce

well-wrien texts at that level, or you may feel that your wring does not

represent the content or impact of your work eecvely. In this book you

will learn to use your exisng reading ability and the material you read to

develop the relevant wring skills. You don’t need to learn much more than

you already know; you just need to make that knowledge acve, rather than

passive. Science wring is easier than it looks.

Why not simply use proof-readers, or (in the case of non-nave researchers)

translaon soware?

Turning to proof-readers or translators for help resolves some language

errors, but may not resolve wring issues. They may not noce some errors,

because a sentence which is grammacally correct will sll be wrong if it

does not mean what the writer intended. The wrong verb tense, for

example, may make a nding (X occurred) look like a known and accepted

truth (X occurs). In addion, a proof-reader or translator may not check

whether your wring ts convenonal paerns in your eld. For example,

you may have forgoen to jusfy your choice of method or explain how

b3779_FM.indd 19 02-11-2020 4.59.07 PM

剩余384页未读，继续阅读

死磕代码程序媛

粉丝: 109
资源: 316

会员权益专享

非英语母语者科学论文写作指南：第二版

第二版Science Research Writing for Non-Native Speakers of English

Science Research Writing for Non-Native Speakers of English

Science research writing for non-native and native speakers

science research writing for non-native speakers of english.pdf

science research writing for native and non-native speakers of english

What are the biggest challenges you face when reading or writing an academic paper in English? How do you deal with it?

IELTS Writing

i think english is so hard

write a letter to a foreign friend who wants to teach English in China. Please recommend a city to him.

if i want to learn english from tv,what can you show me

写一篇以“English grammar，a headache to me”

csdn dama 英文版

android11 profile_supported_a2dp_sink

Proposal for organizing speech contest

帮我做一个PPT内容是介绍ChatGPT要英文版的

如何学好英语并翻译成英文

electron Windows 设置音频输出设备 代码。

I'm learning Chinese. How should I master different tones of Chinese?

会员权益专享

最新资源

electron Windows 设置音频输出设备代码。