Journal Article•
The Science of Scientific Writing
TL;DR: The authors argue that complexity of thought need not lead to impenetrability of expression, and demonstrate a number of rhetorical principles that can produce clarity in communication without oversimplifying scientific issues.
Abstract: Science is often hard to read Most people assume that its difficulties are born out of necessity, out of the extreme complexity of scientific concepts, data and analysis We argue here that complexity of thought need not lead to impenetrability of expression; we demonstrate a number of rhetorical principles that can produce clarity in communication without oversimplifying scientific issues The results are substantive, not merely cosmetic: Improving the quality of writing actually improves the quality of thought
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TL;DR: Self-study and/or the introduction of these principles into an applied, advanced graduate class can remove ambiguity from model formulations and improve the communication between modelers and their intended audience.
13 citations
TL;DR: Literature and Communication in Graduate Chemistry (CH584) as discussed by the authors was introduced in the Department of Chemistry at The University of Alabama and was well received by both the chemistry faculty and chemistry graduate students.
Abstract: A new graduate chemistry course was introduced in the Department of Chemistry at The University of Alabama. The new course, CH584—Literature and Communication in Graduate Chemistry, replaced a second year graduate student literature seminar requirement. Course topics included chemical information resources, critical analysis, scientific writing, scientific presentations, and peer-review. CH584 was well received by both the chemistry faculty and chemistry graduate students. This article discusses the detailed implementation and content taught in CH584. Moreover, we present our experiences teaching CH584 as well as potential revisions.
13 citations
01 Jan 2002
TL;DR: In this article, a short guide on how to write a thesis at both the undergraduate and postgraduate levels is presented, aimed at students of engineering and science, with a focus on three S's: structure, substance and style.
Abstract: This is a short guide on how to write a thesis at both the undergraduate and postgraduate levels. It is aimed at students of engineering and science. A thesis may be analysed into three S’s: structure, substance and style. Structure confers logical coherence; substance, significance and depth; and style, elegance and appeal. State your hypothesis clearly, ensuring that it is both reasonable and testable. Keep meticulous records and write up rough drafts of your work as you go along. Begin writing your thesis proper with the experimental chapters. Progress to the literature review, introduction and conclusions. Write the summary or abstract last, after writing the conclusions. Write clearly and directly, with the reader’s expectations always in mind. Lead the reader from the known to the unknown. Write clearly, precisely and briefly. Think, plan, write, and revise. Follow layout guidelines and check spelling and grammar. Re-read, seek criticism, and revise. Submit your best effort as your completed thesis.
13 citations
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Book•
07 Aug 2002TL;DR: The Style: Ten Lessons in clarity and grace as mentioned in this paperocusing on the single most serious problem that mature writers face: a wordy, tangled, too-complex prose style, is a useful resource for any mature writer.
Abstract: In his preface, Joseph M. Williams says that Style: ten lessons in clarity and grace focuses on “the single most serious problem that mature writers face: a wordy, tangled, too-complex prose style.” His book deals with that problem admirably. Indeed, the advice and examples furnished by Williams are varied and sophisticated enough to make it a useful resource for any mature writer — even the mature writer whose prose is clear and concise.
381 citations