Writing

Scientific
Document
s:
Article/Res.
Paper
Writing Scientific
Documents
there is a common saying, ‘if
you haven’t written it, you
haven’t done it.
despite this, writing is one of
the most inadequately
developed of all the skills that
scientists use in their research
activities.
Writing Scientific
Documents
Let us look briefly at the
statistics.
99% of scientists agree that
writing is an integral part of
their job as scientists.
fewer than 5% have ever had
any formal instruction in
scientific writing as part of their
scientific training.
Writing Scientific Documents
for most, the only learning
experience they have is the
example they get from the
scientific literature that they
read.
About 10% enjoy writing; the
other 90% consider it a
necessary chore.
What do Scientists Write?
 Books and book chapters;
 Annual reports;
 Working papers;
 Newsletters;
 Project proposals and reports;

Theses
Research Papers
“Effective
communication is an
essential part of the
scientific endeavor”
Structure of Research Article
 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 important 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.
Conventional article
structure (AIMRAD)
 Title
 Authors and affiliation
 A= Abstract
 I= Introduction
 M= Materials and methods
 R= Results
 A= and
 D= Discussion
 and its variations
Conventional article structure
Before we explore
article structure in
detail, it is important to
note that our focus 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.
Conventional article structure

Introduction what led to the

work and what are the
objectives?
Materials what was used?
Methods what was done and
how?
Results what happened?
Discussion what does it mean?
Conventional article
structure

Conclusions what are the

implications of the results?
Acknowledgements who
helped?
References who is referred to
in the text?
Title
Itis extremely important to
write a good title for a paper.
The title attracts the interest
of the reader and it is used in
bibliographic information
services,
so it needs to be accurate and
informative.
Title
 The object is to include as much
information as you can in as few
words as possible.
 Put the most important part of your
work at the start of title, where it
will be easiest for the reader
scanning a list to see.
 You can write your title as one
statement, or use the main/subtitle
format.
Topic9a-Writing Title of
Research Paper.pptx
Authors
The first author should be the
person who carried out most
of the work reported,
with other workers mentioned
in decreasing order of
contribution.
The scientist who oversaw the
work is usually placed last.
Authors
Allpeople who are listed as
authors must be aware of the
paper, must
have agreed to be named as
an author,
and must have had the
opportunity to contribute to
and comment on the paper
Authors
Do not make a distinction
between men and women.
Indicate which author should
receive correspondence and
proofs (the corresponding
author), with their email and
full postal address.
Topic 9b-Authorship o
f Research Paper.pptx
Addresses/ Affiliation
 You should give an address for
each author you mention on the
title page,
 that is, the address of the author
at the time when the work was
done.
 If any authors have moved,
include a footnote with their
present address.
Topic9b-Authorship of R
esearch Paper.pptx
Guide to Authorship Dis
putes and How to Preve
nt Them.pdf
Abstracts
An abstract represents the
contents of the article in short
form. There are three types of
abstract:
informative,
indicative
and structured.
Abstracts
There is often confusion about
the words ‘Abstract’ and
‘Summary’.
A summary restates the main
findings and conclusions of a
paper, and is written for
people who have already read
the paper.
Abstracts
 An abstract is an abbreviated
version of the paper, written for
people who may never read the
complete version.
 So a summary is not the same as
an abstract,
 although some journals call the
abstracts of the articles they
publish ‘summaries’.
Informative Abstracts
An informative abstract should
answer the following questions:
Why did you start?
What did you do, and how?
What did you find?
What do your findings mean?
Informative Abstracts
In other an informative
abstract is made up of four
parts:
 Purpose
Methodology
Results
Conclusions
Informative Abstracts
 The abstract must be written so that it
can be read on its own.
 Do not waste words by repeating the
title in the abstract.
 Keep to 250 words or fewer for an article
of 2000–5000 words,
 and to about 100 words for a short
communication, depending on the
journal’s requirements
Informative Abstracts
State the purpose of research.
Say what you studied and
what methods you used.
Give your main findings
concisely and summarize your
conclusions.
Informative Abstracts
 Generally speaking, a short
abstract should be written as a
single paragraph.
 To help computerized text
searching, use significant words
from the text in the abstract.
 Avoid unfamiliar terms, acronyms,
abbreviations or symbols;
Informative Abstracts
Do not include
tables,
diagrams,
Equations,
formulae in an abstract.
Indicative Abstracts
Indicative abstracts
contain general
statements describing
what is in the text,
giving readers a general
idea of the contents of the
paper, but little, if any,
specific detail.
Indicative Abstracts

These are more common in

field reports,
long papers such as review
articles,
and for books or chapters in
books.
Indicative Abstracts
An indicative abstract is
generally made up of three
parts:
 Scope
Arguments Used
Conclusions
writing-abstracts.pdf
Structured Abstracts
Some journals now ask for an
abstract with a specific
structure.
This sort of abstract is written
mostly as a series of points,
although the Results and
Conclusions sections should
be in sentence form.
Structured Abstracts
 Annals of Botany requests a
structured abstract not exceeding
300 words made up of bulleted
headings as follows:
 Background and Aims;
 Methods;
 Key Results;
 Conclusions.
Structured Abstracts
Annals of Botany XX 1–13.
2019.pdf
MLA _ Publications _ Struct
ured Abstract.pdf
Structured_Abstract_Templ
ate.pdf
Key words
 Key words or phrases for indexing are
often printed at the end of an abstract.
 If the journal asks for key words, choose
the most important and most specific
terms you can find in your paper.
 Note that essential words in the title
should be repeated (unless asked not to
do that) in the key words,
 since these, rather than the title, are
used in some electronic searches.
Introduction
The Introduction should
answer the questions,
“Why did you do the
work?”
and “What did you want to
find out?”
It should contain three
parts:
Introduction
 the background to the work and
a brief review of the relevant
literature, to allow the reader to
evaluate the present work;
 the logic that led you to do the
work, and your hypothesis;
 a clear statement of the
objectives of the work.
Introduction
 You need to show the logical
development of your theory or
objective within the context of
existing work.
 Explain how your hypothesis came
about, briefly reviewing previous
published work on the subject.
 Use references to support
everything you say.
 Materials and Methods
 Here the questions are “What did you
use?” and “What did you do?”
 In this section, you only describe the
materials you used,
 and the methods you used in the
work.
 You do not need to interpret anything.
Materials and Methods
 Use internationally recognized
standards for naming materials,
 and also use metric units,
 standard nomenclature, etc.
 If you have used well known
methods,
 just give their names and a
reference,
 but if you made any changes, these
should be explained
Materials and Methods
 Be brief, but do not leave out
important information such as
sizes or volumes.
 Describe the statistical techniques
you used, but do not go into
detail.
 If a technique is not so well
known, then you can give a
reference.
 Only if the method is new or
original should you describe it in
Materials and Methods
 However, you must make sure you
have described everything in
sufficient detail
 so that another scientist could
repeat your experiment after
reading the description.
 Follow a logical order.
 Results
 In the Results, you describe what
happened.
 present the results in a sequence that
corresponds to your original
objectives.
 Report any negative results that will
influence your interpretation later on.
 Present all the relevant results in this
section so that you do not need to
introduce new material in the
Discussion.
Figures and Tables

There is no need to repeat boring

lists of statistics in the text when
they are already in the tables or
figures.

Describe the overall results, not

each individual value.
Figures and Tables

 Do not say:
 “The results of experiment A are
reported in Table 1”;
 say instead: “
 The treatment used in experiment
A gave 50% greater yield than the
control (Table 1)”.
Discussion
 Inthe Discussion, you must
answer the questions:
 “What do my results mean?”,
 “Why did this happen?” and “What
are the implications?”.
 This is the most thoughtful and
demanding section of the paper,
but also the most important.
Discussion
 You must interpret your results for the
readers so that they can understand
the meaning of your findings.
 You need to distinguish among a mass
of information and select that which is
most relevant to your argument.
 In this section, you discuss why
something happened and why things
did not,
 highlight the strengths and explain the
weaknesses of your work
Conclusions
 Often you will not need to write a
Conclusions section because you will have
already stated your main conclusions in
the final section of the Discussion.
 You should certainly never include a
Conclusion just to repeat what you have
said in the Discussion.
 However, if your results and the
subsequent discussion have been
especially complicated, it may be useful
to bring all your findings together.
Acknowledgements
 Here you should acknowledge technical
help and advice that you received from
others.
 Bodies or individuals granting money
that supported either the research or
the authors of the paper should be
mentioned.
 Keep this section short.
References
 Cite references in the text,
 List all the references in the list of
references/ bibliography,
 Cite and list in the style of the
journal,
 Or in the accepted scientific
writing standards.
 Style and
Language
in
Scientific Writing
Style and Language
 Publishing is a highly competitive
field, and journals receive many more
good papers than they can publish.
 An editor will select a well written and
well presented paper before one that
is clumsily written and presented, if
the scientific quality is similar.
 Clear, concise writing gives the
impression of confidence and
knowledge, credibility and authority.
Style and Language
 IfEnglish is not your first
language, don’t expect to write it
perfectly.
 English is a difficult language to
write well – even native English
speakers have problems.
 Be sure of what you want to say.
Style and Language
Keep these points when you
are writing and revising your
paper:
use simple and direct
language;
avoid abstract nouns made
from verbs;
avoid noun clusters;
Style and Language
be aware of errors of meaning
and form; avoid jargon;
be aware of sentence structure;
use the correct verb forms
(tense and voice);
use personal pronouns
(sometimes).
Simple and direct
language
Choose a simple word rather
than a difficult one;
a concrete word in preference
to an abstract one;
a familiar word instead of a
rare one.
Unnecessary and
difficult words
 ‘Verbosity’ means to say a thing in a
complicated way, with lots of words,
usually to make it sound more important.
 This is poor style.
 For example, you might say:
 The efficacy of the soil restorative agent
utilized was undeniable. This is verbose.
 Much better if you write exactly what you
mean in a direct and simple way: The
fertilizer we used was effective.
Spelling
 Check to see if the journal you have
selected uses British or American
spelling –
 or Canadian, which is a mix of both.
 Then use that style of spelling
consistently.
 Consistency is part of the packaging and
Errors of meaning
 Make sure you understand the meaning of all
the words you are using.
 Do not use a long word that you think sounds
impressive unless you are certain of what it
means.
 If you have used it wrongly, you will hide what
you are really trying to say.
 There are many words in English that look
almost the same but have different meanings,
 for example, various, varying, variable.
Errors of meaning
 Remember that words such as data,
phenomena and criteria are plural, not
singular;
 equipment and information are always
singular and never have a closing “s”.
Figures and Tables
Make sure you mention
every table and figure in
the text,
and include each table and
figure that you mention.
Jargon
 According to the Oxford English
Dictionary, jargon is “a mode of speech
familiar only to a group or profession”.
 All scientific disciplines have their own
special language of technical words,
 but be careful not to use them in your
manuscript without defining them.
 Depart? Compro? Feb? Uni? Pic?
Jargon
 English has become the
universal language of science
because so many people
understand it.
But if the reader cannot
understand the specialized
terms you are using, you are
not communicating.
Jargon

 Remember that researchers

outside your own field or
discipline may not understand the
terms.
 Review your manuscript to make
sure you have defined all the
jargon that you may have
included.
Sentence structure
Avoid long sentences.
How long is a long sentence?
Any sentence that is more
than two typewritten lines
may be too long.
Verb forms
 Tense: Most of the time, the past
tense is used in scientific papers,
 because whatever is described in
the paper has already happened.
 However, in the Discussion
section the present tense might be
used for something that exists or
has already been demonstrated
Active and passive voices
 passive voice is often used in scientific
style. In the sentence
 “We measured the variation” (active),
 In the passive voice, the object comes
first and has something done to it by the
subject:
 “The variation was measured by us.”
 But in the passive voice you can also
leave the subject out and say:
 “The variation was measured.
Unbiased language
 Watch carefully to make sure your
paper does not include hidden biases
in its language.
 The English language has many words
with discriminatory overtones, such as
 spokesman, chairman, mankind.
 “The emergency room must be
manned at all times.”
 but: “The emergency room must be
staffed at all times.”
 Numbers, Units, Nomenclature
and Abbreviations
A number is more quickly read and
understood than a word,
 for example, two thousand and six compared
with 2006.
 A standard convention with numbers is that,
 if there is no unit, then write out the numbers
from one to nine in words,
 and use figures for numbers of 10 and above,
for example, “more than two” and “over 500”.
Numbers, Units, Nomenclature
and Abbreviations
 There are many different ways of presenting
and using numbers, units and abbreviations.
 Even a simple unit can have a number of
variations, for example:
 29 kg/ha (space before unit);
 29kg/ha (no space before unit);
 29 kg per ha;
 29kg per ha;
 29 kg ha–1;
 29kg ha–1.
Numbers, Units, Nomenclature
and Abbreviations
 Adjust your units to avoid too many
zeros in numbers less than one,
 for example, 45 mg, not 0.000 45 g.
 Another way to avoid this is to use
numbers with factors of 10 after them:
 3 500 000 = 3.5 × 106.
 The numbers in ranges are usually
written in full, for example 1992–2003,
to avoid any ambiguity.
 Dates
 There is real danger of confusion when
writing dates,
 because 4/8/10 means 8 April 2010 in the
United States and 4 August 2010 in Europe.
 Because of these different conventions, it is
most clear to write dates out using a word
for the month:
 10 November 2003 or 10 Nov 2003.
 No punctuation is needed in a date (4
December 2005),
 nor is it necessary to write 4th December.
SI units
 Most journals use the metric system based
on the Système International d’Unités (SI).
 You will be familiar with most of these.
 You should always express all quantities as
metric units.
 If you are using traditional or local units, or
a unit that may be well known only in one
country, you should always include a
metric equivalent so that other workers
can fully understand the amounts you are
talking about.
Abbreviations
 Many scientific, technical and industrial
bodies have adopted standard forms of
abbreviation.
 The object of using shortened forms is
to save space and make reading easier.
 The safest way is to use the term in full
the first time it occurs in the text, and
give the abbreviation you intend to use
in brackets.
Acronyms
 An acronym is a word formed from the
initial letters of other words,
 for example, WHO (World Health
Organization),
 International Union of Food Science and
Technology (IUFoST).
 The European Federation of Food
Science & Technology (EFFoST)
 As a general principle, acronyms do not
have a full point between the capital
letters.
Symbols
 Symbols are similar to
abbreviations or acronyms, but
they are usually shorter,
 for example, Pi for inorganic
phosphate, Ω for ohm.
 Many symbols are very widely
accepted and do not need
definition (such as %).
Symbols
 Ineither style, start a sentence
with words: “Fifty-two of the
respondents were…”
 Use numbers with all units of
measurement, even those below
10:
 3 ml; 5 m; 10 kg.
References
 There are a number of ways in which
you can reference the source, but most
are based upon variations of MLA and
APA style.
 If you use one style all of the way
through, there should be no problem,
but mixing the styles makes things
unclear to the reader.
Cite References in Paper
 Styles:
 American Psychological Association (APA)
Documentation
 Chicago/Turabian Documentation
 Modern Language Association (MLA)
Documentation
 American Political Science
Association(APSA) Documentation
 Council of Science Editors
Documentation(CSE)
 Institute of Electrical and Electronics
Engineers(IEE) Documentation
APA Style in Text Citations
 The American Psychological Association
standard (APA-standard) is used in
 most social and psychological papers,
 and variations of the author/date style
are used by many scientific disciplines.

 For this style, after every paraphrase, you

include the surname of the author and
the date of writing.
 For example, (Sargeant, 2007) at the end
of the sentence
APA Style in Text
Citations
 Or ………Sargeant (2007), found that the
fatty acid composition……
 This will allow any readers to find your
work in the reference list and check the
original source for themselves.
 If the author has written more than one
paper in the same year,
 then you can use an alphabetical
appendix:
 (Sargeant, 2008a)
APA Style in Text
Citations
 Some departments prefer it if to use page
numbers, if possible.
 For example, (Sargeant 2008, 17)

 Difficulty is when there is no author

mentioned, and the source was written by an
organization.
 In this case, you use the name of the
organization or a recognized abbreviation. For
example, NHS, for the National Health Service,
or WHO, for the World Health Organization is
used.
APA Style in Text
Citations
 The exact abbreviation does not matter
too much, as long as it is clear in the
bibliography.
 The same is true of many electronic
sources, although be careful that any
non-attributed source is reliable.
MLA Style in Text Citations

 The MLA style in text citation has two variations,

the author/page number,
 although the modern trend is for author/year/page
number, such as (Sargeant 2008, 17)

 If there are more than two authors listed, then the

usual standard is to mention both (Sargeant &
McEvoy, 2008).

 For multiple authors, it is usual to mention them all

the first time, but to use 'et al.' afterwards.
 For example (Sargeant et al.).
MLA Style in Text
Citations
 Occasionally, you may have to use a source that
has been referenced in another source.
 If you can, try to find the original source and use
that.
 If you cannot obtain this source, then you need
to use a two-stage referencing system.
 For example, (Sorgheloos, 1967, as cited in
Sargeant, 2008).

 This makes it clear that you could not access the

original work, and that you correctly attribute
the original findings to the researcher who
actually performed the initial research.
CSE (Council of Science
Editors) Citation Style
 In-text references
 CSE's name-year in-text reference takes the
form of the author's last name and the year
of publication, in parentheses.
 Cite a source written by one author
 The rapid discovery of the unique
mechanisms underlying crown gall disease
demonstrated how quickly an area could
advince given significant investment and
competition (Zambryski 1988).
CSE Citation Style
 Cite a source written by two authors
 Initial infection of tubers by H. solani occurs in the
field either from the seed tuber (Jellis and Taylor
1977) or soil (Merida and Loria 1994).
 Cite a source written by three or more authors
 For example, terrestrial carbon can play a central
role in supporting lake food webs (Pace et al. 2004),
while the problem of aquatic ecosystem
eutrophication is driven by urban and agricultural
land use that contributes nutrients to downstream
aquatic systems (Carpenter et al. 1998).
CSE Citation Style
 Where to cite?
 Cite sources as close as practicable to
the information they support.
 This might mean citing a source at the
end of a sentence or in the middle of a
sentence.
 This might lead to long sentences, with
citations immediately following the topics
with which those sources are associated:
CSE Citation Style
 Although "target" ranges of MUN have
been proposed (Hof et al. 1997; Kohn
et al. 2002), its use as a management
tool on farms remains uncertain
because of permanent or temporary
effects specific to herds (e.g., rolling
herd average for milk production;
Rajala-Schultz and Saville 2003).
CSE Citation Style
 Cite a source written by an organization
 When citing an organization, corporation, or
university as an author, use an abbreviation or
acronym to avoid interrupting your text with a
long citation.
 Here is what the reference list entry for this
source would look like:
 AIPL (Animal Improvement Program
Laboratory), USDA. 2011. Trend in milk BV for
Holstein [Internet]. [Cited 20 June 2013.]
Available from
http://aipl.arsusda.gov/eval/summary/trend.cf
m?R_Menu=HO#StartBody.
CSE Citation Style
 Cite multiple sources in a sentence
 Put the sources in chronological order from
oldest to most recent (and alphabetically if
published in the same year). Separate
studies by semicolon:
 Readers curious about plant pathogenic
bacteria are encouraged to explore the
following and other older sources, which
describe key research questions that
remain unsolved (Smith 1920; Walker
1963; Schuster and Coyne 1974;
Vidaver 1981; Mount and Lacy 1982;
Starr 1984; Billing 1987; Nester 2004).
CSE Citation Style
 Multiple works by the same author
or set of authors (different years)
 Cite them by naming the author, or set
of authors, once and listing the years
separated by commas:
 …..are each critical for epiphytic fitness
in the field; these important phenotypes
were invisible in the controlled
environment of a growth chamber
(Upper and Hirano 1996; Hirano et
al. 1997, 1999).
CSE Citation Style
 Multiple works by the same author
or set of authors (same year)
 Add a letter after the year to help your
reader see which source in your
reference list you mean.
 Assign letters chronologically, so that
the work that was published first is
listed, for example, as 2002a.
CSE Citation Style
 Mobileorganisms that regularly traverse
ecosystem boundaries have the
capacity to deliver nutrients and energy,
and affect consumers within a recipient
ecosystem (Lundberg and Moberg 2003)
including vertebrate (Sabo and Power
2002b) and invertebrate taxa
(Henschel et al. 2001b, Yang 2006).
CSE Citation Style
 Here is what the end references for the
Sabo and Power sources look like:
 Sabo JL, Power ME. 2002a. River-
watershed exchange: effects of riverine
subsidies on riparian lizards and their
terrestrial prey. Ecology 83(7): 1860-1869.
 Sabo JL, Power ME. 2002b. Numerical
response of lizards to aquatic insects and
short-term consequences for terrestrial
prey. Ecology 83(11): 3023-3036.
CSE Citation Style
 Multiple works by the same first
author but by different additional
authors (same year)
 If you are citing works published by the
same first author in the same year but
with different groups of additional
authors,
 CSE's official rule is that you should
name as many authors as necessary for
your reader to be able to distinguish
each source.
CSE Citation Style
 Recent studies investigating the
location of the Vitamin D3
receptor (Wang and DeLuca
2011; Wang, Borchert, et al.
2012; Wang, Marling, et al.
2012; Wang, Zhu, et al. 2012)
suggest that . . .
CSE Citation Style
Format your end references
Authors' first names are
rendered as capitals after their
surnames.
Otegui MS, Kiessling LL, Batzli J.
The reference list is organized
alphabetically by author's last
name.
CSE Citation Style
 When there is more than one work by an
author, those works are organized
chronologically.
 Allen C, Bent A, Charkowski AO. 2009.
 Bennett AB, Gratton C. 2012.
 Only the first word of a book or article
title should be capitalized.
 The fat-soluble vitamins: handbook
of lipid research 2.
CSE Citation Style
 Titles are not italicized. However, species
names are italicized.
 In vitro and in vivo reconstitution of the
cadherin-catenin-actin complex from
Caenorhabditis elegans.
 To save space, journal titles are
abbreviated by shortening significant
words and omitting insignificant words.
 Livestock Prod Sci.
 Biochem Mol Biol Educ.
 J Dairy Sci.
CSE Citation Style
 Read to know the name of the journal will
have to search the List of Title Word
Abbreviations at ISSN.org.
 Year of publication and volume number are
required for all references to articles.
 Issue number is strongly recommended.
 To save space, use no spaces to separate
an article's date, volume, and page.
 Annu Rev Phytopathol. 50:425-49.
 Mol Plant Microbe Interact. 24(7):773-
86.
Examples of end references
 Book
 References for books follow the order
Author(s). Year. Title. Edition. Place of
publication: publisher. Extent.
 Allen C, Prior P, Hayward AC. 2005.
Bacterial wilt: the disease and the
Ralstonia solanacearum species
complex. St. Paul (MN): APS Press
508 p.
 [A book's extent in number of pages
("508 p." in the example above) is
optional but provides useful information.]
Examples of end
references
 Book chapter
 References for chapters or other parts of a
book follow the order Author(s). Year.
Chapter title. In: Editor(s). Book title. Place
of publication: publisher. Page numbers for
that chapter.
 Allen, C. 2007. Bacteria, bioterrorism,
and the geranium ladies of Guatemala.
In: Cabezas AL, Reese E, Waller M,
editors. Wages of empire: neoliberal
policies, repression, and women's
poverty. Boulder (CO): Paradigm Press.
p. 169-177.
Examples of end
references
 Journal article
 References for journal articles follow the
order Author(s). Year. Article title.
Abbreviated journal title.
Volume(issue):pages.
 Flores-Cruz Z, Allen C. 2011.
Necessity of OxyR for the hydrogen
peroxide stress response and full
virulence in Ralstonia solanacearum.
Appl Environ Microbiol. 77(18):6426-
6432.
Examples of end
references
 Journal article found online
 Reference list information for
articles found online adds a
medium designator—[Internet],
including the brackets—at the end
of the title of the journal, as well
as a citation date and a URL.
Examples of end
references
 Bennett AB, Gratton C. 2013.
Floral diversity increases
beneficial arthropod richness and
decreases variability in arthropod
community composition. Ecol Appl
[Internet]. [cited 12 Sep
2013];23(1):86-95. Available from:
http://labs.russell.wisc.edu/gratton
/files/2013/03/Ecological-
Applications.pdf
Examples of end
references
 Internet resource
 Williamson RC. 2004. Deciduous
tree galls [Internet]. Madison (WI):
University of Wisconsin-Madison;
[cited 2013 Sep 12]. Available
from
http://labs.russell.wisc.edu/pddc/fil
es/Fact_Sheets/FC_PDF/Deciduous_
Tree_Galls.pdf
Examples of end
references
 Government document
 Working Group on Diversity in the
Biomedical Research Workforce (US).
2012. Draft report diversity in the
biomedical research workforce [Internet].
Bethesda (MD): National Institutes of
Health (US); [cited 2013 Sep 12].
Available from
http://acd.od.nih.gov/Diversity%20in
%20the%20Biomedical%20Research
%20Workforce%20Report.pdf
Examples of end
references
 Dissertation
 OliverSS. 2012. Context
dependent protein interpretation
of the histone language
[dissertation]. University of
Wisconsin-Madison. 238 p.
Examples of end
references
 Conference presentation or lecture
 If a conference paper is subsequently
published, either in the proceedings of the
conference or in a journal, cite as a chapter
in a book or as an article in a journal.
Otherwise, cite as follows.
 Vierstra R. 2011. Atomic perspectives
on phytochrome photoactivation and
signaling. Paper presented at:
Steenbock 35. Proceedings of the 35th
Steenbock Symposium on Advances in
Biomolecular NMR; Madison, WI.
Acknowledgements
The acknowledgment
is a formal printed
statement that recognizes individuals

and institutions that contributed to th

e work being reported
Acknowledgements
 The Acknowledgements give an
opportunity for the authors to
thank people who helped with the
study or preparation of the paper.
 This includes anyone who
provided technical assistance to
the authors, took care of the
animals, or provided reagents or
equipment.
Acknowledgements
Always acknowledge financial
support of the research—
always
The authors may want to
thank anyone who had helpful
discussions with them.
Acknowledgements
 Authors cannot thank each other
in the Acknowledgements.
 Authors cannot thank the
reviewers of their article.
 This could be considered as
favoritism or an attempt to
encourage reviewers to accept
their manuscript for reasons other
than scientific merit.
Acknowledgements
 Statements are all in active
voice. Delete the words "would
like to," "wish to," or "want to.“
 Thanking People, Institutions,
and Companies.
Acknowledgements
 Example
 The research for this paper was financially
supported by the Norwegian Research
Council, grant no. 141687/540. In
developing the ideas presented here, I have
received helpful input from Berit Anne
Bals, Harald Gaski, and Peter Svenonius. Ollu
giitu! I also thank the audiences at Grammar
in Focus 2003, Lund, BLS 29, Berkeley, the
Thursday Night Linguistics Seminar, and
University of Tromsø, for their feedback.
(Julien, 2007, pp. 159-160)