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Scientific writing (Style (comply to written English (respect punctuation…

- - - - parallel structures
        
        useful for lists
        
        based on rythm
        
        how to
        
        do
        
        use the same grammatical constructions
        
        not do
        
        do not force elements that do not belong to parallel construction
      - positive sentenses
  - - - lists
        
        as one sentence
        
        Colon after the heading
        
        Semi-colon in the following sentenses
        
        Full stop in the last item of the list
        
        as multiple sentenses
        
        Full stop in the heading
        
        Full stop in the following sentenses
      - magic numbers
        
        3
        
        whenever is possible list your points as 3 or break /nest them in groups of 3
        
        7
        
        no more than 7 bullet points in slides
        
        never more than 7 lines in a table
  - - - pompous
      - arrogant
    - - Objective
      - Accurate
      - Modest
      - Courteous
      - Cautious
      - Referenced
  - - - words that repeat the meaning
  - - - Introduction as the questions
      - Discussion answer the question
    - - ... are a group of related ideas in a logical order
      - ...provide visual reflief
      - shape
        
        1.Topic sentence
        
        Most important/ greatest number
        
        Less important
        
        Wrap up
      - You can prepare an outline in MS Word
        
        Go to view outline
        
        Select only view first line
    - - You can convert a sequence of facts in to flowing sequences by using linking and transition words
        
        Sentenses starts with a link
        
        Sequence
        
        Restatement
        
        For example/pause
        
        Reason
        
        Consequence
        
        Denied consequence
        
        Concession
        
        Similarity
        
        Addicition
        
        Conclusion
        
        Summary
- - - - Visual output
      - Check adverbs
      - Check passive voice
      - Identify hard to read sentences
      - Identify sentences with simpler alternatives
    - - stats
        
        Flesh reading ease
        
        based on the ratio between sentence and world length
        
        scores
        
        30 = good
        
        20-29 = just about acceptable
        
        0-19 = difficult
        
        Flech-Kincaid grade level
        
        if> 16 = difficult
        
        inform the number of years of education you need to understand that
      - Aim for
        
        reading ease between 40 and 45
        
        less than 25% of passive voice
  - - - Only have necessary words
      - Have the most important part in the beginning
      - Show lists are at the end
      - Have no extra information embedded in the sentence
      - Do not ask the reader to read again (backtrack)
      - Present the proper degree of generalination
      - Do not use long noun-adjective strings
      - Do not have abbreviations and acronyms
      - Has consistence in writing and spelling
      - Are short (~20 words, 1,5 line)
    - - Present tense
        
        Common knowledge
        
        Background
        
        Questions
        
        Answers
      - Past tense
        
        Previous research
        
        Methods
        
        Results
        
        Objectives of the study
    - - prefer
        
        less syllables
        
        words a phrases
      - avoid
        
        redundancy
        
        metadiscourse
        (lots of words when one is enough)
        
        imprecise
        
        Several
        
        Many
        
        change
        
        compromised
        
        Affected
        
        meaningless
        
        Adverbs (ending with ly)
        
        dubious
        
        very
        
        real
        
        particular
        
        aparent
        
        notable
        
        nominalizatin/smoothing verbs
        
        look for verbs ending in "ion" and "ing"
    - - Prefer active voice (Subject+action)
        
        Passive voice is preferable if
        
        the object/recipient is the main topic
        
        the action/method is more important than the subject
        
        the subject doesn't matter or you don't know it
        
        give a active text some balance
        
        Passive voice can be identified by the word/expression
        
        by
        
        was
        
        come to a conclusion
        
        reach a conclusion
        
        perform a calculation
        
        about
- - - - conclusion creep (different form the paper)
      - too many results
      - Results with statements not supported by figures
      - Try adding more than one object in the abstract
      - Not stating the answer
      - Question ommited or vague
      - too long background
      - keep to word count
      - repeating words from the title in the same order
    - - What do that mean?
      - What did you find?
      - How did you do it
      - Why did you didi it?
  - - - Take into consideration your answer and the interpretation to reach a conclusion
    - - present
        
        structure
        
        Unanswered questions
        
        Meaning of the results
        
        Strengths and weakness in relation to other studies
        
        Strengths and weakness
        
        Main findings
        
        balanced view
        
        interpretation
        
        lateral thinking
        
        look to your results as someone else's
        
        Answer to the research question in the first paragraph
        
        limitations
      - avoid
        
        marketing spin
        
        include irrelevant/unecessary material
        
        lack of structure
        
        repeat all results
        
        second introduction
      - structure model
        
        revisit previous sections
        
        choose to revisit the most important part of your work
        
        methods if you your procedure bring some important advances/novelty
        
        results if you confirm theory or reveal something new
        
        introduction if you solved the problem
        
        map your study in relation to previous work
        
        map how your findings extend/confirm/refute what we previously know
        
        revisit previous work, defining their limitations
        
        present your main findings
        
        highlight a positive achievement or contributuion
        
        frame your work
        
        report limitations of your study in a positive way
        
        invite/introduce for future research
        
        suggest applications/implications
      - vocabulary
    - - Legends
        
        Title
        
        Summarised methods
      - Key findings
        
        Stats
        
        Tables
        
        Figures
    - - you must provide the basis for repetition
      - Aligning with results improve global cohense
    - - respects busy readers
      - relevance to science
      - relevant information
        
        light literature review may be necessary to put things in perspective
        
        which information do I have to provide to elevate the reader to the level to understand my study
        
        what are the level of the reader
- - - - identify
      - improve
    - - fewer smothered verbs
      - fewer words per sentese
      - shorter non-techinical words
      - more sentenser in the active voice
    - - Watson and Crick 1953
        
        One of the most readable article (readability 40%, 20 words per sentence)
- - - - can/could
      - may/could
    - - had/have
      - was/were
      - show/shown
    - - among/between
      - larger/greater
      - wider/broader
    - - which/that
      - in/on
    - - likely/probably
      - quickly/rapidly
      - easily/readly
- - - - communicate possible reasons, obvious interpretations or probable implications
      - modify the "truth value" of a sentence :
    - - must = virtually certain/necessary
      - can = able/capable
      - may = possible/optional
        
        may well = stronger believe
      - could = possible/optional
      - need too = necessary
      - might = possible/optional
      - have too = virtually certain/necessary
      - should = probably/likely/advisible
      - ought = probably/likely/advisible
      - cannot = impossible
      - must not = not allowed/permitted
      - should have = not happened, but should
      - should not have = happened, but shouldn't