Dr Dana Thomsen

School of Animal and Veterinary Sciences

The University of Adelaide
• Scientific writing fundamentals

• Stages of essay writing

• Some specifics of scientific writing

• Academic integrity and referencing

 Writing conventions and standards vary across
different faculties
 Writing for science is different to writing for other
disciplines
 Clear and concise - no unnecessary words/phrases
 Simple - direct language, not vague or complicated
 Logical – ideas flow logically
 Accurate – quantified, factual statements
 Objective - statements supported by evidence
The meaning of every word and sentence must be clear.
Not all cases of this illness occur in the presence of a family history
and these sporadic cases present some further difficulties to the
clinician.
Sporadic cases of this illness that occur in the absence of a family
history may be difficult to diagnose accurately.

Scientific writing omits superfluous words.

may be the mechanism responsible for may have caused
various lines of evidence suggest evidence suggests
showed a tendency to higher survival rate had higher survival
Minimum number of words and the simplest words
convey meaning
Climate change presents a significant problem to the world and
there is much evidence to suggest that climate change
negatively impacts on environments.
Climate change is a significant environmental problem.
There is no ‘belief’ in science, only proven facts.
Statements must be based on evidence and quantified.

The researchers believe that habitat destruction is having an impact on

panda numbers.

Research has shown that habitat destruction is a key factor in declining

panda numbers (Smith 1999).
Scientific writing is objective, impartial and clearly
states a fact or process.

Elephants are majestic creatures.

Elephants are large, herbivorous mammals.

 Six stages of writing an essay
…and partying is not one of them

1. Consider/define the topic

2. Research
3. Plan your essay
4. Prepare a draft
5. Read, revise and edit your draft (as many
times as necessary)
6. Proofread
 Stage 1
Consider / define the topic
Analyse the essay question
Underline key words and phrases
There are usually three parts to essay questions:
1. Content: words that describe the essay topic
2. Directives: words that tell you what to do with the content eg.
compare, define, evaluate, explain, critique
3. Limiters: words that limit the focus of the essay question eg. a
particular species, time frame or context

Discuss commercial harvest of kangaroos as compared to culling of

kangaroos in the South Australian context.
 Stage 2
Research

How credible and reliable is the information?

What authority does the author have to comment
on the topic?
Could the author be biased?
Is the research methodology presented?
When was the information published?
Is it still relevant?
 Critical Thinking
Critical thinking = Reflective judgement

Critical thinking is rigorous and involves:

• Interpreting: understanding significance and
clarifying meaning
• Analysing: comparing, contrasting and recombining
information
• Reasoning: developing a logical argument
• Evaluating: judging the credibility of information
sources
 Stage 3
Plan your essay

Brainstorm: What ideas that should be included?

Organise: Group related ideas/topics together
Order: Arrange the ideas/topics in logical order
Detail: For each main idea/topic, what are the key points or
elements that need to be discussed?
Create: Make an outline of your essay that includes
headings and subheadings
Grouping related ideas together

From here you can develop your essay plan

 Stage 4
Prepare a draft
Use the essay plan to prepare a first draft

Introduction: (Write this last)

Background information, indicate why the topic is important, state
what the essay covers, indicate direction of the essay.

Body: (Write this first)

Provides details of the issues/topics, use subheadings, ensure logical
flow of ideas

Conclusion: (Write this second)

Draw together the ideas/argument presented in the body, summarise
main points, no new information
 Stage 5
Read, revise and edit your draft
Revision and editing your essay is a critical process,
in terms of importance and how you approach the task
Allow plenty of time for the revision and editing process
The more time you put into this stage – the better your
grade
Consider:
Have you addressed the essay question/criteria?
Does the essay flow logically, both within and between paragraphs?
Is paragraph structure correct?
Is the meaning of each sentence clear?
Have you referenced information sources accurately?
Is formatting consistent and correct?
 Stage 6
Proofread and submit
Have a friend/family member read your essay and ask them:
‘Can you understand what I have written?’
Finalise your essay, then leave it for a couple of days.
Return to your essay with a fresh focus and proofread for
consistency, flow, grammar, spelling and structure.
Make the necessary changes, then submit your essay.
• Anthropomorphism
• Colloquialisms
• Emotive language
• Contracted words
• Lack of consistency
• Meaning not clear
• Not revising, editing and proof-reading
• Poor sentence and paragraph structure
 Zombie Nouns

Nominalisation: Use of the noun form of verbs

Use of verbs: The water is evaporating.
Nominalisation: Evaporation is occurring.

Use of verbs: A team of scientists analysed the data…

Nominalisation: Analysis of data by a team of scientists…

Use of verbs: The researchers discovered the cause and then developed
a cure.
Nominalisation: The discovery lead to a cure
 Sentence structure

subject – verb - object

An indication of probable asymmetric throat area reduction

between the upper and lower throats of this nozzle during
reverse thrust operation is shown by the jet-lift coefficients
in figure 28.

The jet-lift coefficients presented in figure 28 indicate a

probable asymmetric throat area reduction between the
upper and lower throats of this nozzle during reverse thrust
operation.
 Paragraph structure
One topic per paragraph
First sentence is the topic sentence and it works like a mini-subheading

Body sentences provide explanation and evidence about the paragraph

topic

Final sentence concludes the topic and links to the next paragraph
 Active/passive voice
Passive: A detailed description of the apparatus used in this research is
presented in this report.

Active: This report presents a detailed description of the apparatus used in the
research.

Active voice: Use passive voice when:

More direct The actor is unimportant (It was found that… )

Economy of words
When the receiver of the action should be emphasised
More concise (The samples were analysed…)

Academic text: mixture of active and passive

voice, but active voice is favoured
 Use of acronyms

Spell out the words and first provide the acronym in parentheses
eg. World Health Organisation (WHO) or revolutions per minute (RPM)

Note that only the proper name of World Health Organisation begins
with capital letters when writing in full, as opposed to revolutions per
minute

Do not begin a sentence with an acronym, even if previously defined –

write in full

Do not use an apostrophe to make an acronym a plural – eg RPMs

Use full forms of words rather than
contractions
• is not rather than isn’t
• cannot rather than can’t
• did not rather than didn’t
Academic integrity and referencing
 Why reference?
• To recognise and respect the original
researcher/author
• To show that we have read widely
• To allow the reader to find and verify our
sources
• To provide strong support for our
arguments
• To avoid plagiarism
 Where to reference?

• In the text wherever you refer to someone else’s idea

• In a reference list at the end of the document

Ideas, paraphrasing and

quotes all require a reference
 When is it ok NOT to reference?
When it is common knowledge.

For example:

Australia is a continent.
The earth revolves around the sun.
George Washington was the first president of the United States.
 Quoting and paraphrasing

Quotes use exactly the same words

as the original source and use
quotation marks

Paraphrasing uses another

author’s idea but the idea is
expressed completely in your own
words

Both quoting and paraphrasing require referencing

 In-text references: paraphrasing

Meat pH above 5.8 reduces bacteriological stability of

chilled meat (Egan and Shay 1988) and between 5.8 and 6.2
toughness is greatest (Purchas and Aungsupakorn 1993).

Gardner et al. (1999) report that merinos respond

differently to suboptimal nutrition as compared to other
sheep breeds.

The rate of organic sulphur accumulation varies with soil

type and climate (Jackman 1964; Saggar et al. 1998).
 In-text references: quotes
According to Nguyen et al. (2005, p. 31) “cultivated
chickpea germplasm collections contain a low frequency of
blight resistant accessions”.

Laboratory studies have shown that “an average amoeba

eats between a thousand and a hundred thousand bacteria
a day” (Beattie and Ehrlich 2001, p. 94).

Use dots to show there is something missing from the

quote:
According to Vanclay (1992, p. 15), “extension officers
report that marginal farmers tend to be less sustainability
conscious…as compared to top-end farmers”.
 Reference list
Follow the referencing style as per essay instructions, if no
specific referencing instructions use Harvard
All in-text references must be included in the reference list
All entries in the reference list must be included in the
essay as in-text references
Alphabetical order by first author, surname then initials
List all authors (do not use et al.)
Do not use dot points or number the reference list
BE CONSISTENT
CONSISTENCY
TRUMPS
CORRECTNESS
 Example reference list
Cargill, M. and Bellotti, M. (2002) Written communication in the agricultural and
natural resource sciences. The University of Adelaide Learning and Teaching
Unit: Adelaide.

Finegold, L. (2002) Writing for science as scholarly communication. Journal of

Science Education and Technology. vol. 11, iss. 3, pp. 255-260.

Monash University (2015) Writing in Science. Accessed on-line (15 June 2015)
www.monash.edu.au/lls/llonline/writing/science/index.xml.

Variations:

Authors Volume, issue, Publisher, place

Cargill, M and Bellotti M page numbers Wiley, New York
Cargill, M & Bellotti M 11:3:255-260 Wiley: New York
11(3) pp. 255-260
Internet source
viewed [15th June 2015] Journal title Year
at www… Jnl of Sci Ed & Tech 2002, (2002).
Questions?

Ask [email protected]