撰写科研论文策略与步骤

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"《Writing Scientific Research Articles》是针对早期职业科学家的一本指南，旨在帮助他们更有效地撰写并成功发表科研论文。作者Margaret Cargill和Patrick O’Connor通过实用的方法，聚焦于科学家在三个关键领域的技能提升：科学研究文章的策略和步骤。该书面向那些在国际同行评审期刊上投稿论文的新手，以及希望提高这方面技能的研究人员。" 在科学界，出版研究成果在知名期刊上是每个科学家面临的压力，而写作和发表过程中也会遇到各种挑战。本书以实践为导向，提供了以下关键知识点： 1. **研究文章的结构和组成**：一个完整的科研论文通常包括摘要、引言、材料与方法、结果、讨论、结论、参考文献等部分。作者可能需要详细讲解如何构建每个部分，以确保信息清晰且具有说服力。 2. **科研伦理**：强调诚信和透明度的重要性，包括正确引用他人的工作，避免抄袭，以及对实验数据的准确记录和公正分析。 3. **有效沟通**：科学论文应以清晰、简洁的语言表达，让同行评审和广泛读者都能理解。这包括使用正确的科学术语，避免行话，以及适当地解释复杂概念。 4. **论文策略**：选择合适的期刊进行投稿，了解目标期刊的读者群和投稿指南，以及如何根据期刊的要求调整论文格式和风格。 5. **同行评审过程**：详细解释同行评审的作用，如何应对审稿人的反馈，以及如何修改论文以满足审稿人和编辑的要求。 6. **语言和文体**：科学写作需要遵循特定的文体规则，如使用被动语态、第三人称，以及保持客观性。作者可能会提供关于如何改进写作技巧的建议。 7. **数据分析和可视化**：如何有效地展示数据，创建清晰的图表，以及解释统计分析的结果。 8. **论文修订和润色**：强调论文修订的重要性，包括语法、拼写和逻辑一致性方面的检查。 9. **作者权益和版权**：理解出版协议，知道如何保护自己的知识产权，以及如何处理版权问题。 10. **出版后的传播和影响力**：如何通过社交媒体、会议演讲等方式扩大研究成果的影响。通过学习这些知识点，早期职业科学家将能够更好地适应科研论文写作的挑战，提高他们的成功率，并对科研社区做出更大的贡献。这本书是他们建立强大写作技能和提高科研可见性的宝贵资源。

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Why is it difficult to publish?

In addition to the language-related barriers that spring to mind, it is also impor-

tant to realize that writing is a skill, whatever the language. Many of the points

covered in this book are equally important for EAL scientists and those who speak

English as their first language.

Getting published is also a skill: not all writers are published. Some reasons for

this fact include the following.

. Not all research is new or of sufficient scientific interest.

. Experiments do not always work: positive results are easier to publish.

. Scientific journals have specific requirements which can be difficult to meet:

publishing is a buyer’s market.

These issues will be addressed as you proceed through the book.

Another reason that researchers find the writing and publication process difficult

is that communicating your work and ideas opens you up to potential criticism.

The process of advancing concepts, ideas, and knowledge is adversarial and new

results and ideas are often rigorously debated. Authors facing the blank page and a

potentially critical audience can find the task of writing very daunting. This book

offers frameworks for you to structure your thinking and writing for each section of

a scientific article and for dealing with the publishing process. The frameworks

provided will allow you to break down the large task of writing the whole manu-

script into small tasks of writing sections and subsections, and to navigate the

publishing process.

What does participation in the international scientific community require?

A helpful image is to think about submitting a manuscript to an international

journal as a way of participating in the international scientific community. You

are, in effect, joining an international conversation. To join this conversation, you

need to know what has already been said by the other people conversing. In other

words, you need to understand the ‘‘cutting edge’’ of your scientific discipline:

what work is being done now by the important players in the field internationally.

This means:

. getting access to the journals where people in the field are publishing;

. subscribing to the e-mail alert schemes offered by journal publishers on their

websites so that you receive tables of contents when new issues are published; and

. developing skills for searching the Internet and electronic databases in libraries

to which you have access.

Without this, it will be difficult to write about your work so as to show how it

fits into the progress being made in your field. In fact, this knowledge is important

when the research is being planned, well before the time when the paper is being

written: you should try to plan your research so it fits into a developing conversation

in your field.

Active involvement in international conferences is an important way to gain

access to this international world of research in your field. Therefore you need

both written and spoken English for communication with peers. This book aims

to help with the written language, and some ideas for developing spoken science

English are given in Chapter 16. As you become a member of the international

research community in your field in these ways, you will develop the knowledge

Ch 1

How the book

is organized,

and why

How the book is organized, and why

Cargill / Writing Scientific Research Articles 9781405186193_4_c01 Final Proof page 5 12.1.2009 6:36pm Compositor Name: KKavitha

base you need to help you select the most appropriate journal for submission of

your manuscript: we call this your target journal.

What do you need to know to select your target journal?

. Does the journal normally publish the kind of work you have done? Check

several issues and search the journal website, if it has one. It is helpful if you can

cite work from the journal in the Introduction of your manuscript, to show that

you are joining a conversation already in progress in the journal.

. Does the journal referee the papers? This is absolutely imperative for enhancing

the international credibility of your work. It may also be important to check the

journal’s impact factor, if this measure is important for assessing research

outcomes in your country or research context. (See Chapter 12 for more

information on impact factor, citation index, and other similar measurements.)

. Does the journal publish reasonably quickly? Many journals include the dates when

a manuscript was received and published underneath the title information, so you

can check the likely timeline. Others include this information on their websites.

. Are there page charges? Some journals charge authors a fee to publish, or to

publish coloured illustrations. Check whether this is the case. If so, you can ask

whether the journal is willing to waive these charges for authors in some parts of

the world.

. Are members of the editorial staff efficient and helpful? Some journals have

information on their website with targeted advice for authors from EAL back-

grounds, or you may be able to ask colleagues who have submitted to particular

journals about their experiences. It can be especially useful to share this kind of

information among colleagues in your laboratory group or work team, perhaps

as part of a program to encourage international publication of the work of your

institution or group.

More detail about evaluating different journals and selecting your target journal is

given in Chapter 12.

How can you get the most out of publishing?

Publishing quickly is often helpful. In addition, publishing in a widely read

journal is better for you (higher citation index; see Chapter 12). However, if

you aim too high in relation to the international value of the work you have done,

you may be rejected, and resubmission takes more time. These two issues have to

be balanced carefully to determine an optimal strategy for your own situation.

Finally, publishing where your peers will read the paper is important.

Once you have thought about the issues raised above, and made some prelim-

inary decisions about a possible target journal, you are ready to move on to

consider the aims of this book.

1.3 Aims of this book

The aims of the book are to provide you, the reader, with:

. an improved understanding of the structure and underlying logic of scientific

research articles published in English in the international literature;

A framework for success

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. an overall strategy for turning a set of results into a paper for publication;

. skills for analysing the structure and language features of scientific articles in

your own discipline, and for using the results of this analysis to improve your

own scientific writing;

. knowledge of the stages involved in the process of submitting an article for

publication, and strategies for completing each stage;

. knowledge and basic mastery of the specific English language features com-

monly used in each section of published articles;

. strategies and tools for improving your own drafts, such as structured checklists,

ways to strategically re-use relevant language elements, special-purpose soft-

ware, and discipline-specific writing groups; and

. a process for completing a draft of an article on your own research results,

prepared in the style of the journal to which you wish to submit.

1.4 How the book is structured

Two principles underlie the way we have organized this book: that people learn best

by doing, and that you will want to continue developing your skills on your own or

with colleagues in the future, even if you first encounter the book in a classroom

environment. Therefore we aim to show you how you can use examples of journal

articles, from your own field and also from others, to learn more about writing for

publication.

To achieve this goal, the book will often invite you to discuss examples with a

colleague and then report to a larger group. This assumes that you are using the

book in a class situation. However, if you are using it for individual study, you

can note down your answers and then revise them once you reach the end of a

section. As we move through the book, you will also have the opportunity to draft

(or substantially revise) your own article, section by section, if this is appropriate.

Instructions for activities in the book will use the following terms to refer to

different categories of example articles:

. Provided Example Article(s) (PEAs): these are two articles chosen by the

authors of the book and included in full at the back (Chapters 18 and 19).

You will use both in the early sections of the book and then be asked to select

one to use in more detail.

. Selected Article (SA): this is an article that you will choose from your own field

of research, and that may be from your target journal. You will choose your SA

as you continue with Chapter 1.

. Own Article (OA): this is the draft manuscript you will write using your own

results as you progress through the book. If you do not yet have your own

results, you can skip the tasks relating to the OA and come back to them later.

The following sections of the book work like this.

. We present information about the structure of research articles, section by

section, which has been summarized from the work of scholars in the field of

applied linguistics over the last 20 years. We present this as a description, not a

prescription: i.e. ‘‘this is what the scholars have found’’, not ‘‘this is what you

should do’’. We do this because there are many effective ways to write articles,

How the book is organized, and why

Ch 1

How the book

is organized,

and why

Cargill / Writing Scientific Research Articles 9781405186193_4_c01 Final Proof page 7 12.1.2009 6:36pm Compositor Name: KKavitha

not just one way. Our aim is to help you develop a repertoire (a range of

effective possibilities) to select from, depending on the goals you have for a

given article section.

. Then we ask you to look at the relevant section of the PEA (Provided Example

Article) and check whether you can find the described features there (answers to

the Tasks can be found in the Answer pages at the end of the book).

. Next, we ask you to analyse your own SA for the same features, and think about

possible reasons for what you find.

. Finally, we ask you to work on the draft of your OA (Own Article), using

the new information you have gained from the analysis. (These sections are

optional for readers who do not have their own results ready to write up.)

. As well as this analysis of structural features, the book includes teaching,

analysis, and exercises on elements of English language usage that are particu-

larly relevant to each section of a research article. Again, answers are in the

Answer pages. If English is your first language, you may choose to skip some or

all of these sections.

. After all the sections of a research article have been covered in this way, we

focus on the process of submitting the manuscript to the journal, and how to

engage in correspondence with the editor about possible revisions.

. Chapter 15 summarizes a process for preparing a manuscript from first to last,

with strategies for editing and checking.

. Chapter 16 focuses on techniques and strategies for ongoing development of

your skills for writing, publishing, and presenting your research in English.

. Chapter 17 provides advice about specific features of science writing that often

cause problems for authors with EAL. It can be studied at any stage of a reader’s

progress through the book.

. The final section of the book (Chapters 18 and 19) contains the two PEAs.

Additional examples may be found on our website at www.writeresearch.com.au.

. At the end of the book you will find answers to the tasks that appear in the other

chapters, and the Reference list.

Task 1.1 Selecting an article to analyze

Select an article in your own field of research to use as your SA (Selected

Article), preferably from your target journal and preferably written by a native

speaker of English (check authors’ names and the location of their work sites to

help identify an author’s language background). We suggest that you do not

choose your SA from Nature (UK) or Science (USA), as these two journals use

conventions that are very different from most other journals. It will be more

useful to learn the more usual conventions first, and then adapt them later if

you need to. (See Chapter 2 for more details on the differences in article

structure.)

A framework for success

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CHAPTER 2

Research article structures

We will now look at the overall structure of research articles in science. In general,

this follows a set of conventions that have developed over the years from 1665,

when the first issue of Philosophical Transactions appeared in England. It is impor-

tant to recognize that, within a common core structure, there are variations from

field to field and from journal to journal: always check the specific requirements

of your target journal before finalizing the structure of any article you write.

Before we look at the results of research into article structure, complete the

introductory task below.

2.1 Conventional article structure: AIMRaD (Abstract,

Introduction, Materials and methods, Results, and Discussion)

and its variations

Before we explore article structure in detail, it is important to note that our focus

in this book is on research articles based on experimental research. Other research

paradigms, for example in humanities and social science fields, use different

structures for their papers. Similarly, papers other than research articles use

different structures. Of particular relevance to scientists are review articles (or

reviews), which do not present new data from fresh experimentation, but rather

selectively discuss and compare the findings of other scientists, in order to

advance thinking in the area of interest. We will think more about these other

types of scientific article in later subsections. First, we will consider the hourglass

Writing Scientific Research Articles: Strategy and Steps, 1st edition. By M. Cargill and

P. O’Connor. Published 2009 by Blackwell Publishing, ISBN 978-1-4051-8619-3 (pb)

and 978-1-4051-9335-1 (hb)

Task 2.1 Article headings and subheadings

Read quickly to find the headings of the sections of the PEAs (Chapters 18

and 19):

. How is each paper organized?

. What are the main headings and subheadings? Make brief notes.

Check your answers in the Answer pages.

Now look at the headings of your SA (a Selected Article from your own research

field) and the SA of a colleague. Note the similarities and differences you find.

Cargill / Writing Scientific Research Articles 9781405186193_4_c02 Final Proof page 9 13.1.2009 12:39pm Compositor Name: KKavitha

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