Manual Del Participante Red Art

Redacción de Artículos Científicos

con estilo propio

Manual del participante

Redacción de artículos científicos Con estilo propio

2 | Manual del participante

Slide 1

Redacción de Artículos Científicos

con estilo propio

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Slide 2

Writing scientific articles

with own style

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Slide 3

Requirements

• Results (Tables and Figures)

• 10 Articles on the topic (Printed and previously read)

• Convinced (I can write, I want to do it, and I will be writing)

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Slide 4

“I Stick with the celebrity instructors. IF I heard of them, I sign up with them”

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Slide 5

Celebrity scientist

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Slide 6

Scientific Method Steps

1. Statement of the GAP (the lack of scientific knowledge)

2. HYPOTHESIS formulation

3. HYPOTHESIS testing

4. Formulation of LAWS, THEORIES and MODELS

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Slide 7

Research work is incomplete unless the

results are disseminated to the wider

community.

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Slide 8

Writing articles and its publication are key

components in the generation of scientific knowledge

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Slide 9

What do you want:

Publish or Perish ?

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Slide 10

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Slide 11

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Slide 12

What do you want:

Publish or Perish ?

IF PUBLISH:

WHY, WHERE AND HOW?

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Slide 13

Action

(I do)

Commitment

(I want to)Capability

(I can)

I am on time

My intention is goodI am motivated

Ti

Individual Talent (Ti)

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Slide 14

Results

Beliefs

LearningExperiences

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Slide 15

Why should you publish?

• It is a good principle – almost a duty – to make results accesible.

• It gives the scientific community a chance to find out about your work.

• That way, people are more likely to be able to build on it rather than reinvent the wheel and duplicate the research.

• It is a way of “paying back” those who fund you.

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Slide 16


• It improves your writing and analytical skills.

• You will attract useful comments and input that you may not have thought of.

• This will help your ideas progress and improve yourfuture work.

• It gets you and your work known in the wider scientificcommunity.

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Slide 17


• Good for your career.

• Good for your organization.

• $$$,$$$: Job category,

• Programa de Estímulos’, ‘SNI’…

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Slide 18

Objective:

Developing the writing of scientific

papers competence (capabilities,

abilities, and skills).

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Slide 19

1. ‘SNI’: Entry, permanency and

promotion criteria

2. Self-assessment: How do I write?

3. How to write better and possibilities

that my contribution will be

published

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Slide 20

1. ‘SNI’: Entry, permanency and

promotion criteria

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Slide 21

2. Self-assessment: How do I

write?

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Slide 22

“But this is the simplified version forthe general public.”

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Slide 23

Gunning Fog Index (FI)(quantify the difficulty that involves reading what was

written)

FI = 0.4 X (average of words per sentence + % long words),

where:

• 0.4 is a fixed parameter

• % long words is the relative proportion between words having

more than three (or four) syllables and the total of words

An interpretation is that the text can be understood by someone who

left full-time education at a later age than the index.

FI > 12; Beware! You’ve lost most of your audience in the

dense fog. So, write better. You can do it!

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Slide 24

Temporal variation of natural phenomena has been difficultto characterize and quantify. Determining whether timeseries of data from dynamic systems exhibit regular,stochastic or chaotic behaviour is a goal in a variety ofproblems (Wales, 1991). For annual mean yield series, thegoal may simply be to discover whether a series is chaoticor not; in other words, the goal may be to describe thecomplexity of temporal variation of yields. To solve problemsof this kind, fractal geometry was introduced by Mandelbrot.

TW 84

NS 4

LW 5

AWS 21

%LW 5.95

FI 10.78

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Slide 25

The word fractal comes from the Latin adjective ‘fractus’,which means irregular. Mandelbrot (1977) used the term‘fractal’ specifically for temporal or spatial phenomena thatare continuous but not differentiable, and that exhibit partialcorrelations over many scales. A series, as a polynomial, isdifferentiable when it can be split up into an infinite numberof smooth straight lines. A non-differentiable continuousseries cannot be resolved. Every attempt to split it up intosmaller parts results in the resolution of still more structure(Burrough, 1981).

TW 85NS 5LW 7

AWS 17%LD 8.24FI 10.09

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Slide 26

The word fractal comes from the Latin adjective ‘fractus’,

which means irregular[.] Mandelbrot (1977) used the term

‘fractal’ specifically for temporal or spatial phenomena that

are continuous but not differentiable, and that exhibit

partial correlations over many scales[.] A series, as a

polynomial, is differentiable when it can be split up into an

infinite number of smooth straight lines[.] A non-

differentiable continuous series cannot be resolved[.]

Every attempt to split it up into smaller parts results in the

resolution of still more structure (Burrough, 1981)[.]

FI = 15.74

http://gunning-fog-index.com/

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Slide 27

Flesch Reading Ease test

This test rates text on a 100-point scale. The higher the

score, the easier it is to understand the document. For

most standard files, you want the score to be between 60

and 70.

The formula for the Flesch Reading Ease score is:

206.835 – (1.015 x ASL) – (84.6 x ASW),

where:

ASL = average sentence length (the number of words

divided by the number of sentences)

ASW = average number of syllables per word (the

number of syllables divided by the number of words).

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Slide 28

Flesch-Kincaid Grade Level test

This test rates text on a U.S. school grade level. For example,

a score of 8.0 means that an eighth grader can understand the

document. For most documents, aim for a score of

approximately 7.0 to 8.0.

The formula for the Flesch-Kincaid Grade Level score is:

(0.39 x ASL) + (11.8 x ASW) – 15.59,

where:

ASL = average sentence length (the number of words divided

by the number of sentences)

ASW = average number of syllables per word (the number of

syllables divided by the number of words).

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Slide 29

Text Readability Consensus Calculator

http://www.readabilityformulas.com/free-

readability-formula-tests.php

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Slide 30

3. How to write better

and possibilities that

my contribution will be

published

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Slide 31

What do you want:

Publish or Perish ?

IF PUBLISH:

WHY, WHERE AND HOW?

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Slide 32

Where should you publish?

Peer-reviewed journals are arguably the most widely respected avenue for presenting research findings.

Choose one!

Read the GUIDELINES

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Slide 33

What do you want:

Publish or Perish ?

IF PUBLISH:

WHY, WHERE AND HOW?

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Slide 34

My Article Model

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Slide 35

Johann Wolfgang von Goethe

If any man wish to write in a

clear style, let him first be

clear in his thoughts

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Slide 36

How to publish?

Read the “instructions for contributors” on how to publish in the journal of your interest.

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Slide 37

Editors’ advice on how to get work

published:

• Study the journal. The first step is to know who the journal is for and the kinds of articles it publishes.

• Photocopy, read lots of papers related papers (references) from top Journals of the area, and learn from them.

TIP

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Slide 38


published:

Writing the first draft

TIP

• Reserve a block of time for writing (3-4 hours every day for 4-5 days).

• Write when your energy is high, not when you are tired or distracted.

• Surround yourself with everything you need to write effectively: data, drafts of figures and tables, references, computer or paper, coffee,…

• Work in a quiet place where you will not be interrupted.

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Slide 39


published:

TIP

• When writing use good English. Reviewers often reject papers because the grammar is bad, rather than on the basis of the content.

Rememeber: In the sentence of life, the devil may be a comma, but never

let him be the period.

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Slide 40


published:

TIP

• Do not try too hard to sound important; don’t use a pompous voice.

• Make sure the title matches the content, e.g. do not use the title “Impact of climate change on bird ecology” when there is not a single climate parameter in your paper.

• Read lots of papers and learn from them.

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Slide 41


published:

TIP

• Be realistic. Be aware of the value of your results but do not over-interpret them.

• Tell a coherent story, and do not make sweeping conclusions if you don’t have the results to support them; i.e. do not be over-speculative

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Slide 42

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Slide 43

“Fiction! I don´t do fiction.I only do non-fiction.”

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Slide 44

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Slide 45

How should the sentences be?

In the sentence of life, the devil may be a comma, but never let him be the period.

Clear, concise and direct.

Noun + verb + complement.

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Slide 46

Which are the scientific article sections?

Title

Authors

Summary or Abstract

Key words

Introduction

Objective(s)

Methods

Results

Discussion

Conclusions

Perspectives

Acknowledgements

References

Annexes (if there are)

Tables

Figures

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Slide 47

RESULTS(what you found/saw)

METHODOLOGY(what you did/used)

INTRODUCTION

Central articlesection

ABSTRACT/SUMMARY

DISCUSSION/CONCLUSION

General

Specific

Specific

General

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Slide 48

Make an outline of the paper

first:

Having an ordering of the topics iskey to identifying gaps inargumentation and gaps ininformation that you might stillhave before writing the paper.

A list of topics andarguments which planto address in yourpaper.

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Slide 49

Knowing what to WRITE

Four basic things:

1) What I (We) did

2) Why I (We) did it

3) What I (We) found out

4) What I (We) think it all means

?

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Slide 50



INTRODUCTION


ABSTRACT/SUMMARY


General

Specific

Specific

General

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Slide 51

Methodology

• The title of this section varies in different disciplines and in different journals.

• It is sometimes called Materials and Methods, or it can be called Procedure, Experiments, Experimental, Simulation, Methodology or Model.

• This section is the first part of the central ‘report’ section of the research.

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Slide 52

Methodology important questions

• How do I start the Methodology/Experiments section?

• What type of sentence should I begin with?

• What type of information should be in this section, and in what order?

• How do I end this section?

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Slide 53


It should contain

sufficient detail for

readers to replicate

the work done and

obtain similar results.

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Slide 54


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Slide 55

Methodology

• PASSIVES AND TENSE PAIRS

• USE OF ‘A’ AND ‘THE’

• ADVERBS AND ADVERB LOCATION

Grammar and Writing Skills

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Slide 56

Methodology


We/I collected the samples. Active

The samples were collected. Passive

(a) A flexible section is inserted in the pipe. Present Simple passive

(b) A flexible section was inserted in the pipe. Past Simple passive(a) To describe what is normally done

(b) To describe what you did yourself


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Slide 57

Methodology


Two dye jets are placed in the laser cavity. A gain jet is thenexcited by an argon ion laser and the pulses are spatiallyfiltered in order to obtain a Gaussian beam. Polarisation isconfirmed using a polarising cube. The pulses were split intoreference pulses and probe pulses and the reference pulseswere carefully aligned into the detector to minimise noiselevels.


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Slide 58

Methodology


When you use a noun, stop and think — do you mean noun ingeneral (uncountable) or a particular noun (countable)?


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Slide 59

Methodology


How do you decide whether to use a or the?

You may have been told that a is used for general referenceand the is used for specific reference, but it depends on thementioned times.


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Slide 60

Methodology



Writer (Knows it first time) –

Reader (Knows it till second time)

I had a cheese sandwich and an apple for lunch. The sandwich was fine but the apple had a worm in it.


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Slide 61

Methodology



USE THE IF OR WHEN YOU AND YOUR READER BOTH KNOW WHICH THING/PERSON YOU MEAN.

He lit a match but the flame went out.


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Slide 62

Methodology



USE THE IF THERE IS ONLY ONE POSSIBLE REFERENT.

The sun’s altitude is used to determine latitude.


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Slide 63

Methodology



USE A IF IT DOES NOT MATTER or YOU DON’T KNOW or YOUR READER DOESN’T KNOW WHICH THING/ PERSON YOU ARE REFERRING TO.

The subject then spoke to an interviewer (It doesn’t matter which interviewer/I know which one but you don’t).


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Slide 64

Methodology



USE A IF IT DOES NOT MATTER or YOU DON’T KNOW or YOUR READER DOESN’T KNOW WHICH THING/ PERSON YOU ARE REFERRING TO.

The subject then spoke to an interviewer (It doesn’t matter which interviewer/I know which one but you don’t).


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Slide 65

Methodology

1. Provide a general introduction and overview of the

materials/methods and give the source of

materials/equipment usedall (of)

both (of)

each (of)

many (of)

most (of)

the majority(of)

(the) tests

(the) samples

(the) trials

(the) experiments

(the) equipment

(the) chemicals

(the) models

(the) instruments

(the) materials

is/are commercially available

was/were acquired (from/by)

was/were carried out

was/were chosen

was/were conducted

was/were collected

was/were devised

was/were found in

was/were generated (by)

was/were modifi ed

was/were obtained (from/by)

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Slide 66

Methodology

1. Provide a general introduction and overview of the

materials/methods and give the source of

materials/equipment usedall (of)

both (of)

each (of)

many (of)

most (of)

the majority(of)

(the) tests

(the) samples

(the) trials

(the) experiments

(the) equipment

(the) chemicals

(the) models

(the) instruments

(the) materials

was/were acquired (from/by)

was/were carried out

was/were chosen

was/were conducted

was/were collected

was/were devised

was/were found in

was/were generated (by)

was/were modifi ed

was/were obtained (from/by)

was/were performed (by/in)

was/were provided (by)

was/were purchased (from)

was/were supplied (by)

was/were used as supplied

was/were investigated

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Slide 67

Methodology

2. Supply essential background information

opposite

out of range (of)

below

above

parallel (to/with)

on the right/left

(to) bisect

near side/end

side

downstream (of)

boundary

on the front/back

higher/lower

equidistant

on either side

is placed

is mounted (on)

facing

within range (of)

under

over

perpendicular (to)

to the right/left

(to) converge

far side/end

edge

upstream (of)

margin

at the front/back

upper/lower

vertical

rectangular

equally spaced

on both sides

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Pedro Antonio Ochoa Garcia

Sticky Note

En resultados se indica: Los resultados fueron no significativos. No se dice los resultados no fueron significativos.�



Slide 68

Methodology

3. Provide specific and precise details about materials and

methodswas adapted

was added

was adopted

was adjusted

was applied

was arranged

was assembled

was assumed

was attached

was calculated

was calibrated

was carried out

was characterised

was collected

was combined

was computed

was consolidated

was optimised

was plotted

was positioned

was prepared

was quantified

was recorded

was regulated

was removed

was repeated

was restricted

was retained

was sampled

was scored

was selected

was separated

was simulated

was maximised

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Slide 69

Methodology

4. Justify choices made (Using pro-forms)

because

by doing…, we were able to

chosen for (+ noun)

chosen to (+ infinitive)

for the purpose of (+ -ing or noun)

for the sake of (+ -ing or noun)

in an attempt to (+ infinitive)

in order to (+ infinitive)

it was possible to (+ infinitive)

off er a means of (+ -ing)

one way to avoid...

our aim was to (+ infinitive)

provide a way of (+ -ing)

selected on the basis of…

so as to (+ infinitive)

so/such that

so (+ -ing )

thereby (+ -ing )

therefore

thus (+ -ing)

to (+ infinitive)

to take advantage of

which/this allows/allowed

with the intention of (+ -ing)

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Slide 70

Methodology

5. Indicate that appropriate care was taken

accurately

always

appropriately

at least

both/all

carefully

completely

constantly

correctly

Directly

every/each

exactly

entirely

fi rmly

frequently

freshly

fully

individually

never

only

precisely

randomly

rapidly

reliably

repeatedly

rigorously

separately

smoothly

successfully

suitably

tightly

thoroughly

uniformly

vigorously

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Slide 71

Methodology

6. Relate materials/methods to other studies

according to

as described by/in

as explained by/in

as in

as proposed by/in

as reported by/in

as reported previously

as suggested by/in

can be found in

details are given in

given by/in

identical to

in accordance with

the same as that of/in

using the method of/in

a (modified) version of adapted from

based in part/partly on based on

essentially identical in line with

more or less identical

slightly modified

almost the same

essentially the same

largely the same

practically the same

virtually the same

with some adjustments

with some alterations

with some changes

with some modifications

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Slide 72

Methodology

7. Indicate where problems occurred

Minimise problem

did not align precisely

only approximate

it is recognised that

less than ideal

not perfect

not identical

slightly problematic

rather time-consuming

minor deficit

slightly disappointing

negligible

unimportant

immaterial

a preliminary attempt

not significant

Minimise responsibility

limited by

Inevitably

necessarily

impractical

as far as possible

(it was) hard to

(it was) diffi cult to

unavoidable

impossible

not possible

Maximise good aspects

acceptable

fairly well

quite good

reasonably robust

however

Nevertheless

talk about a solution

future work should…

future work will…

currently in progress

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Slide 73

MethodologyRead this example

1 The current investigation involved sampling and analysing sixsites to measure changes in groundwater chemistry. 2 The siteswere selected from the London Basin area, which is located in thesouth-east of England and has been frequently used to interpretgroundwater evolution.2, 3, 4

3 A total of 18 samples was collected and then analysed for theisotopes mentioned earlier. 4 Samples 1–9 were collected inthoroughly-rinsed 25 ml brown glass bottles which were filled tothe top and then sealed tightly to prevent contamination. 5 Thefilled bottles were shipped directly to two separate laboratories atReading University, where they were analysed using standardmethods suitably miniaturised to handle small quantities ofwater.5

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Slide 74

Methodology

4 Paragraphs: 1-2; 3-5; 6-7; 8-9 Sentences

In Sentence 1the writer offers a general overview of the section.

In Sentence 2the writer provides background information and justification.

In Sentence 3the writer provides an overview of the procedure/method itself.

In Sentence 4the writer provides details about what was done and used and shows thatcare was taken.

In Sentence 5the writer continues to describe what was done in detail, using language

which communicates that care was taken.

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Slide 75

Methodology

4 Paragraphs: 1-2; 3-5; 6-7; 8-9 Sentences

In Sentence 6the writer describes what was done by referring to existing methods in theliterature.

In Sentence 7the writer provides more detailed information about the method andshows it to have been a good choice.

In Sentence 8the writer provides more details of the method.

In Sentence 9the writer mentions a possible difficulty in the methodology.

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Slide 76

MethodologyBUILD A MODEL

¿? Paragraphs: ¿? Sentences

1 PROVIDE A GENERAL INTRODUCTION AND OVERVIEW OF THEMATERIALS/METHODSRESTATE THE PURPOSE OF THE WORKGIVE THE SOURCE OF MATERIALS/EQUIPMENT USEDSUPPLY ESSENTIAL BACKGROUND INFORMATION

2 PROVIDE SPECIFIC AND PRECISE DETAILS ABOUT MATERIALS AND METHODS (i.e. quantities, temperatures, duration, sequence, conditions, locations, sizes)JUSTIFY CHOICES MADEINDICATE THAT APPROPRIATE CARE WAS TAKEN

3 RELATE MATERIALS/METHODS TO OTHER STUDIES4 INDICATE WHERE PROBLEMS OCCURRED

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Slide 77



You can do it!… Go ahead!

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Slide 78

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Slide 79

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Slide 80

The only one impossible thing is what you do not

attempt to do!

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Slide 81

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Slide 82

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Slide 83



INTRODUCTION


ABSTRACT/SUMMARY


General

Specific

Specific

General

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Slide 84

Results

• Avoid to replicate information in both Tables and Figures.

• Write your important findings with clear, concise anddirect sentences. They must be easily appreciated in adetailed way in Tables and Figures.

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Slide 85

Results

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Slide 86

Results

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Slide 87

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Slide 88

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Slide 89

Results

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Slide 90

Results

Four important language areas:

• SEQUENCE

• FREQUENCY

• QUANTITY

• CAUSALITY


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Slide 91

Results

SEQUENCE

At the end there was a noticeable drop in temperature but it was decided afterwards to omit it from the input data.

After, afterwards, as, as soon as, at first, at that point, at the beginning, at the end, at the same time, straight away, subsequently, then, to begin with, to start with, towards the end.


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Slide 92

Results

FREQUENCY


habituallyas a rulegenerallynormallyusually

each/every timewithout exceptionon each/every occasionalwaysinvariably

on no occasionnot onceat no timenever

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Slide 93

Results

QUANTITY

Results do not speak for themselves!


If the table or graph of your results shows that the effect youwere looking for occurred in 23% of cases, you cancommunicate this as a strong result (in as many as 23% ofcases) or a weak result (in only 23% of cases), but if you justwrite: As can be seen in Fig. 1, the effect occurred in 23% ofcases, you have not added anything to what the reader can seefor themselves.

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Slide 94

Results

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Slide 95

Results

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Slide 96

Results

QUANTITY Words/Phrases


a great deal (of)

a few

a little

all

a number (of)

appreciable

appreciably (higher/lower)

approximately

as many as (e.g. 45)

as few as (e.g. 45)

at least

barely

below

by far

close (to)

considerable

considerably (higher/lower)

easily (over/under)

even (higher/lower)

exceptionally (high/low)

extremely (high/low)

fairly (high/low)

far (above/below)

few

fewer (than)

greater (than)

Hardly

marginally (higher/lower)

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Slide 97

Results

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Slide 98

Results

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Slide 99

Results

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Slide 100

Results

CAUSALITY


(be) a/the cause of

(be) a/the consequence of

(be) a factor in

(be) a/the result of

(be) due to

accompany/(be) accompanied

account for/(be) accounted for

affect/(be) affected

arise from

ascribe to/(be) ascribed to

associate/(be) associated

attribute to/(be) attributed to

bring about/(be) brought about

cause/(be) caused

come from

connect to/(be) connected to

contribute to

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Slide 101

Results

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Slide 102

Results

Read this example

1 Data obtained in previous studies1,2 using a fixed on-site monitorindicated that travel by car resulted in lower CO exposure than travel onfoot. 2 According to Figo et al. (1999), the median exposure of carpassengers was 11%lower than for those walking.2 3 In our study, modelled emission rateswere obtained using the Traffic Emission Model (TEM), a CO exposuremodelling framework developed by Ka.3 4 Modelled results werecompared withactual roadside CO concentrations measured hourly at a fixed monitor. 5Figure 1 shows the results obtained using TEM.

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Slide 103

Results

Read this example

6 As can be seen, during morning peak-time journeys the COconcentrations for car passengers were significantly lower than forpedestrians, which is consistent with results obtained in previousstudies.1,2 7 However, the modeled data were not consistent with theseresults for afternoon journeys. 8 Although the mean CO concentrationsmodeled by TEM for afternoon journeys on foot were in line with thoseof Figo et al., a striking difference was noted when each of the threepeak hours was considered singly (Fig. 2).

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Slide 104

Results

Read this example

9 It can be observed that during the first hour (H1) of the peak period,journeys on foot resulted in a considerably lower level of CO exposure.10 Although levels for journeys on foot generally exceeded thosemodeled for car journeys during H2, during the last hour (H3) the levelsfor journeys on foot were again frequently far lower than for carjourneys.

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Slide 105

Results

Read this example

11 A quantitative analysis to determine modeling uncertainties wasapplied, based on the maximum deviation of the measured andcalculated levels within the considered period. 12 Using thisapproach, the uncertainty of the model prediction for this studyslightly exceeds the 50% acceptability limit defined by Jiang.7 13Nevertheless, these results suggest that data obtained using TEM tosimulate CO exposures may provide more sensitive information forassessing the impact of traffic management strategies thantraditional on-site measurement.

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Slide 106

ResultsBUILD A MODEL


1 REVISITING THE RESEARCH AIM/EXISTING RESEARCHREVISTING/EXPANDING METHODOLOGYGENERAL OVERVIEW OF RESULTS

2 INVITATION TO VIEW RESULTSSPECIFIC/KEY RESULT IN DETAIL, WITH OR WITHOUT EXPLANATIONSCOMPARISONS WITH RESULTS IN OTHER RESEARCHCOMPARISON/S WITH MODEL PREDICTIONS

3 PROBLEMS WITH RESULTS4 POSSIBLE IMPLICATIONS OF RESULTS

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Slide 107

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Slide 108




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Slide 109

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Slide 110

Not you,

is your spelling!

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Slide 111

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Slide 112



INTRODUCTION


ABSTRACT/SUMMARY


General

Specific

Specific

General

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Slide 113

Discussion /Conclusion(s)

When you start the Introduction, you must help your readers

move into the research article by establishing that the topic is

a significant topic, providing background information and so

on. Following the same pattern in reverse, you end this

Section by helping your readers move out of the article.

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Slide 114


Basic questions:

1. How do I start the Discussion/Conclusion section?

2. What type of sentence should I begin with?

3. What type of information should be in this section,

and in what order?

4. How do I end this section?

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Slide 115


Basic questions:

1. How do I start the Discussion/Conclusion section?

2. What type of sentence should I begin with?

Begin by referring back to something from the previoussections. If the most important aspect of your paper is that itprovides a strong response to the gap or problem that you setup in the Introduction, fulfils your aim and/or actually solvesthe problem, begin by recalling that gap, aim or problem fromthe Introduction.

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Slide 116


Basic questions:


and in what order?

Achievement or contributions of your work. Specify the nature of your achievements, using positive language that clearly presents the benefits or advantages.

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Slide 117


Basic questions:


and in what order?

Saying what your results are is the central function of theResults section; talking about what they mean is the centralfunction of theDiscussion.

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Slide 118


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Slide 119


Basic questions:

4. How do I end this section?

Open up directions for research, inviting the researchcommunity to follow your work in a specific way has manyfunctions.

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Slide 120


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Slide 121


Grammar and Writing SkillsA complex language area is important in this section:MODAL VERBS (may, might, could, can, should, ought to, need to, have to and must).

Modal verbs are oft en used to modify the ‘truth value’ of a sentence.In a sentence like:

The drop in pressure was due to a crack in the pipe (No MV, you gave empirical evidence of that truth).

The drop in pressure may have been due to a crack in the pipe (possible cause for the drop in pressure; perhaps it wasdue to a crack in the pipe — and perhaps not).

The drop in pressure must have been due to a crack in the pipe (virtually certain that the drop in pressure was caused by a crack in the pipe, but you do not actually have evidence to prove it).

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Slide 122



CAN, ABLE/CAPABLE(He can go home by himself)

MAY, MIGHT, COULD, CAN, POSSIBLE/OPTIONAL(He may/might/could/can be at home)

SHOULD, OUGHT TO, PROBABLE/LIKELY(He should/ought to be home soon)

MUST, HAVE TO, VIRTUALLY CERTAIN(He must/has to be at home)

SHOULD, OUGHT TO, ADVISABLE(He should/ought to go home)

MUST, NEED TO, HAVE TO, NECESSARY(He must/needs to/has to go home)

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Slide 123



CAN, ABLE/CAPABLE

Present Simple CANThis software can distinguish between different viruses.

Present Simple negative CANNOTUntil 18 months a child cannot use symbols to represent objects.

Past Simple COULD, COULD HAVEIt was found that the gun could shoot accurately even at 300 meters.If we had extended the time period we could have produced more crystals.

Past Simple negative COULD NOT, COULD NOT HAVE1n 1990, 80% of households could not receive digital television.The subjects reported that they could not

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Slide 124


Grammar and Writing SkillsMAY, MIGHT, COULD, CAN, POSSIBLE/OPTIONAL

Present Simple MAY, MIGHT, COULD, CANA rubber seal may/might/could/can be useful at this location.

Present Simple negative MAY NOT, MIGHT NOT (but not COULD NOT or CANNOT)A rubber seal may not/might not be useful at this location.

Past Simple MAY HAVE, MIGHT HAVE, COULD HAVE, (but not CAN HAVE)The fall in pressure may have been/might have been/could have been caused by leakage.

Past Simple Negative, MAY NOT HAVE, MIGHT NOT HAVE, (but not COULD NOT, HAVE or CANNOT HAVE)The fall in pressure may not have been/might not have been caused by leakage.

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Slide 125



SHOULD, OUGHT TO, PROBABLE/LIKELY

Present Simple SHOULD, OUGHT TOThe material should remain stable if it is kept below 30°C.

Present Simple negative SHOULD NOT, OUGHT NOT TOThe material should not decompose unless heated above 30°C.

Past Simple SHOULD HAVE, OUGHT TO HAVEBy the time the cobalt is added, the crystals should have dissolved.

Past Simple negative SHOULD NOT HAVE, OUGHT NOT TO HAVEThis was unexpected; the material should not have decomposed at thistemperature.

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Slide 126



MUST, HAVE TO, VIRTUALLY CERTAIN

Present Simple MUST, HAVE TOOur results indicate that contamination must be due to the presence of sea water in the pipe.

Present Simple negative CANNOT It is clear that contamination cannot/could not be due to the presence of sea water in the pipe.

Past Simple MUST HAVE Our results indicate that contamination must have been due to the presence of sea water in the pipe.

Past Simple Negative CANNOT HAVE, COULD NOT, COULD NOT HAVEIt was clear that contamination could not be/ cannot have been/could not have been due to the presence of sea water in the pipe.

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Slide 127



SHOULD, OUGHT TO, ADVISABLE

Present Simple SHOULD, OUGHT TOThe apparatus should be disconnected from the mains during repairs.

Present Simple negative SHOULD NOT, OUGHT NOT TOThis material should not be exposed to sunlight

Past Simple SHOULD HAVE, OUGHT TO HAVEThe apparatus should have been disconnected from the mains during repairs.

Past Simple Negative, SHOULD NOT HAVE, OUGHT NOT TOHAVEThis material should not have been exposed to sunlight

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Slide 128



MUST, NEED TO, HAVE TO, NECESSARY / OBLIGATION

Present Simple MUST, NEED TO, HAVE TOThe apparatus must/needs to/ has to be disconnected from themains during repairs.

Present Simple negative NEED NOT, DO NOT NEED TO, DO NOT HAVE TOThe apparatus need not/does not need to/does not have to be disconnected from the mains during repairs.

Past Simple NEEDED TO, HAD TOWe needed to/had to heat the valves before use.

Past Simple negative DID NOT NEED TO, DID NOT HAVE TO, NEED NOT HAVEWe did not need to/did not have to heat the valves before use.We need not have heated the valves before use.

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Slide 129


Read this example

1 Prior work has documented the effectiveness of psychosocialintervention in improving quality of life (QoL) and reducing stress inpatients suffering from various disorders; Epstein,18 for example,reports that orthopedic patients participating in a two weekmultimedia intervention programme improved across several QoLindices, including interpersonal conflict and mental health. 2 However,these studies have either been short term studies or have not focusedon patients whose disorder was stress-related. 3 In this study we testedthe extent to which an extended three-month stress managementprogramme improved QoL among a group of patients being treated forstress-related skin disorders such as eczema.

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Slide 130


Read this example

4 We found that in virtually all cases, participation in our three-monthstress management programme was associated with substantialincreases in the skills needed to improve QoL. 5 These findings extendthose of Kaliom, confirming that a longer, more intensive period ofstress-management trainingtends to produce more effective skills than when those skills are inputover a shorter period via information transfer media such as leafletsand presentations (Kaliom et al., 2003). 6 In addition,the improvements noted in our study were unrelated to age, gender orethnic background. 7 This study therefore indicates that the benefitsgained from stress-management interventionmay address QoL needs across a wide range of patients.

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Slide 131


Read this example

8 Most notably, this is the first study to our knowledge to investigatethe effectiveness of extended psychosocial intervention in patientswhose disorder is itself thought to be stressrelated. 9 Our resultsprovide compelling evidence for long-term involvement with suchpatients and suggest that this approach appears to be effective incounteracting stress that may exacerbate the disorder. 10 However,some limitations are worth noting. 11 Although our hypotheses weresupported statistically, the sample was not reassessed once theprogramme was over. 12 Future work should therefore include follow-up work designed to evaluate whether the skills are retained in thelong term and also whether they continue to be used to improve QoL.

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Slide 132


In Sentence 1The writer revisits previous research.

In Sentence 2The writer revisits the Introduction to recall specific weakness in themethodology used in previous studies.

In Sentence 3The writer revisit the methodology used in this study.

In Sentence 4The writer revisits and summarizes the results.

In Sentence 5The writer shows where and how the present work fits into theresearch ‘map’ in this field.

In Sentence 6The writer recalls an aspect of the results that represents a positiveachievement or contribution of this work.

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Slide 133


In Sentence 7The writer focuses on the meaning and implications of theachievement in this work.

In Sentence 8The writer notes that one of the achievements or contributions ofthis work is its novelty.

In Sentence 9The writer refines the implications of the result, including possibleapplications.

In Sentence 10The writer revisits and summarizes the results.

In Sentence 11The writer describes the limitations which should direct futureresearch.

In Sentence 12The writer suggests a specific area to be addressed in future work.

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Slide 134


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Slide 135


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Slide 136

Discussion /Conclusion(s)BUILD A MODEL


1 REVISITING PREVIOUS SECTIONSSUMMARISING/REVISITING GENERAL OR KEY RESULTS

2 MAPPING (RELATIONSHIP TO EXISITING RESEARCH)3 ACHIEVEMENT/CONTRIBUTION

REFINING THE IMPLICATIONS4 LIMITATIONS

CURRENT AND FUTURE WORKAPPLICATIONS

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Slide 137


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Slide 138



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Slide 139



INTRODUCTION


ABSTRACT/SUMMARY


General

Specific

Specific

General

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Slide 140

Introduction

Important questions:

1. How do writers normally start the Introduction?

2. What type of information should be in my

Introduction, and in what order?

3. How do writers normally end the Introduction?

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Slide 141

Introduction

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Slide 142

Introduction

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Slide 143

IntroductionGrammar and Writing Skills

• TENSE PAIRS

• SIGNALLING LANGUAGE

• PASSIVE/ACTIVE USE

• PARAGRAPHING

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Slide 144


TENSE PAIRS

Present Simple/Present Continuous

I live in Torreon (permanent situation, fact-reference)I am living in Torreon (temporal situation)

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Slide 145


TENSE PAIRS

Past Simple/Present Perfect

I lived in Torreón for five years but I do not live thereanymore.

I have lived in Torreón for five years and I still live there now.

To define the relevance of the topic -referenced

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Slide 146


SIGNALLING LANGUAGE

Sentence or idea connectionOverlap

The pattern of inflammation during an asthma attack isdifferent from that seen in stable asthma. In stable asthmathe total number of inflammatory cells does not increase.

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Slide 147


SIGNALLING LANGUAGE

Sentence or idea connectionpronoun (it, they) or pro-form (this method, these systems)

Many researchers have suggested ways of reducing costwithout affecting the quality of the image. These methodsrely on data structures built during a preprocessing step.

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Slide 148


SIGNALLING LANGUAGE

Sentence or idea connectionsemicolon or a relative clause (a ‘which’ clause)

The procedure for testing whether components areoperationally safe usually takes many hours; this means thattests are rarely repeated.It has received much attention over the past few decades dueto its biodegradable properties, which offer importanteconomic benefits.

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Slide 149


SIGNALLING LANGUAGE

Sentence or idea connectiontherefore and howeverCAUSEdue to (the fact that), as, on account of (the fact that), because, in view of (the fact that)

The experiment was unsuccessful ________ the measuringinstruments were inaccurate.

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Slide 150


SIGNALLING LANGUAGE

Sentence or idea connectionRESULTtherefore, as a result (of which), consequently, which is why, hence, so

The measuring instruments were calibrated accurately,________ the experiment was successful.

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Slide 151


SIGNALLING LANGUAGE

Sentence or idea connectionCONTRAST/DIFFERENCEhowever, on the other hand, whereas, while, but, by contrast

British students are all vegetarians, _________ Norwegianstudents eat meat every day.

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Slide 152


SIGNALLING LANGUAGE

Sentence or idea connectionUNEXPECTEDNESS

(a) _______ it was difficult, a solution was eventually found.(b) _______ the difficulty, a solution was eventually found.(c) It was difficult; ________ a solution was eventually found.

(a) Although (b) Despite (c) nevertheless (a) Even though (b) In spite of (c) however(a) Though (b) Regardless of (c) yet

(b) Notwithstanding (c) nonetheless(c) even so

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Slide 153


SIGNALLING LANGUAGE

Sentence or idea connectionADDITIONin addition, also, moreover, secondly, furthermore, in the second place, apart from that/which, what is more

We used a batch processing system because it was moreeffective; ___________ it was faster.

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Slide 154


PASSIVE/ACTIVE USE

It is known/thought that…It was measured, It was addedHere and, This study

This article describes an algorithm for clustering sequencesinto index classes.

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Slide 155


PARAGRAPHING

When you are planning your paper, write down each idea/concept that youwant to talk about, checking that they are in a logical order and then listingwhat you want to say about each, using bullet points. This will help youcreate paragraphs that have a logical and coherent structure.

Write three/four to six short sentences, providing the main idea in the firstsentence, develop/discuss in the next two or four sentences and conclude inthe last one.

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Slide 156


PARAGRAPHING

A paragraph in scientific writing often starts with a topic sentence, whichgives the main idea of the paragraph, and tells the reader what theparagraph is about.

The other sentences are related to this idea; they discuss it, describe it,define it in more detail, argue about it, give examples of it, rephrase it, etc.

When the ‘topic’ or idea moves too far away from the first sentence, thewriter usually begins a new paragraph.

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Slide 157

IntroductionGeneral Tips

When you are planning your paper, write down each idea/conceptthat you want to talk about, checking that they are in a logical orderand then listing what you want to say about each, using bullet points.This will help you create paragraphs that have a logical and coherentstructure.

Use direct and concise tenses.

Re-write the introduction by connecting sentences using relative clauses.

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Slide 158

IntroductionVocabulary for ‘The gap’

ambiguous

computationally demanding

confused

deficient

doubtful

expensive

false

far from perfect

ill-defined

impractical

(the) absence of(an) alternative approach(a) challenge(a) defect(a) difficulty(a) disadvantage(a) drawback(an) error(a) flaw(a) gap in our knowledge(a) lack(a) limitation(a) need for clarification

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Slide 159

Introduction

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Slide 160

IntroductionBUILD A MODEL

3 Paragraphs: 1-4; 5-7; 8-10 SentencesGuidelines

Read this example

1 Polylactide (PLA) has received much attention in recent years due to itsbiodegradable properties, which offer important economic benefi ts. 2 PLAis a polymer obtained from corn and is produced by the polymerisation oflactide. 3 It has many possible uses in the biomedical field1 and has alsobeen investigated as a potential engineering material.2,3 4 However, it hasbeen found to be too weak under impact to be used commercially.4

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Slide 161

Introduction

Read this example

5 One way to toughen polymers is to incorporate a layer of rubberparticles5 and there has been extensive research regarding the rubbermodification of PLA. 6 For example, Penney et al. showed that PLAcomposites could be prepared using blending techniques6 and morerecently, Hillier established the toughness of such composites.7 7 However,although the effect of the rubber particles on the mechanical properties ofcopolymer systems was demonstrated over two years ago,8 little attentionhas been paid to the selection of an appropriate rubber component.

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Slide 162

Introduction

Read this example

8 The present paper presents a set of criteria for selecting such acomponent. 9 On the basis of these criteria it then describes thepreparation of a set of polymer blends using PLA and a hydro-carbonrubber (PI). 10 This combination of two mechanistically distinctpolymerisations formed a novel copolymer in which the incorporation of PIsignificantly increased flexibility.

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Slide 163

Introduction

In Sentence 1The writer establishes the importance of this research topic.

In Sentence 2The writer provides general background information.

In Sentence 3The writer does the same as in Sentences 1 and 2, but in a morespecific/detailed way.

In Sentence 4The writer describes the general problem area or the currentresearch focus of the field.

In Sentence 5The writer provides a transition between the general problem areaand the literature review.

What the writer did in each sentence?

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Slide 164

Introduction

In Sentence 6The writer provides a brief overview of key research projects in thisarea.

In Sentence 7The writer describes a gap in the research.

In Sentence 8The writer describes the paper itself.

In Sentence 9The writer gives details about the methodology reported in thepaper.

In Sentence 10The writer announces the findings.

What the writer did in each sentence?

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Slide 165

Introduction

Which are the basic components?

1. Establish the importance of your field

Provide background facts/information (possibly from

research)

Define the terminology in the title/key words

Present the problem area/current research focus

2. Previous and/or current research and contributions

3. Previous and/or current research and contributions

4. Describe the present paper

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Slide 166



• Read introductions from the 10 recent papers you have on yourhands.

• Write your Model by taking into account information from theseintroductions: tense pairs, signaling language, and pasive/activevoices.

• Do not expect to produce a perfect model. You will modify yourmodel when you look at the Key, and perhaps again when youcompare it to the way Introductions work in your target articles.

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Slide 167



1. ESTABLISH SIGNIFICANCE

This includes phrases such as Much research in recent years. There is a good list of commonly used words and expressions will encourage you to include this in your first sentences.

2. DESCRIBE PREVIOUS AND/OR CURRENT RESEARCH AND CONTRIBUTIONSThis includes all past tense verbs describing what researchers did; i.e.

calculated, monitored, among others, instead of just using did, showed and found. You often need to be more specific about what a researcher actually ‘did’!

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Slide 168



3. DESCRIBE THE GAP/PROBLEM/QUESTION/PREDICTIONThis includes ways to say exactly how previous and/or current research isnot yet complete or has not addressed the problem your paper deals with;

e.g. However, few studies have focused on…

4. DESCRIBE THE PRESENT WORKThis may include your purpose, your strategy and the design of your paper,

using language such as The aims of the present work are as follows:

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Slide 169

Introduction

Remember:State the objectives of the work and provide an adequate background, avoiding a detailed

literature survey.

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Slide 170

Introduction

Build a Model3 Paragraphs: 1-4; 5-7; 8-10 Sentences

Guidelines


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Slide 171



INTRODUCTION


ABSTRACT/SUMMARY


General

Specific

Specific

General

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Slide 172

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Slide 173

Title

Concise and informative.

Titles are often used in information-retrieval

systems.

Avoid abbreviations and formulae where

possible.

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Slide 174

Author names and affiliations

Where the family name may be ambiguous (e.g., a double

name), please indicate this clearly. Present the authors'

affiliation addresses (where the actual work was done)

below the names. Indicate all affiliations with a lower-case

superscript letter immediately after the author's name and

in front of the appropriate address. Provide the full postal

address of each affiliation, including the country name and,

if available, the e-mail address of each author.

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Slide 175

Who should be the authors?

The commonly accepted guideline for authorship is that

one must have substantially contributed to the

development of the paper:

• Who initiate or develop the central ideas discussed in the journal

article

• Who actually gather the data needed by the program in progress

• The main person responsible for gathering the external data set

• Who write the paper

• Who …

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Slide 176

Corresponding author

Clearly indicate who will handle correspondence at all

stages of refereeing and publication, also post-

publication. Ensure that phone numbers (with country and

area code) are provided in addition to the e-mail address

and the complete postal address. Contact details must be

kept up to date by the corresponding author.

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Slide 177

Present/permanent address

If an author has moved since the work described in the

article was done, or was visiting at the time, a 'Present

address' (or 'Permanent address') may be indicated as a

footnote to that author's name. The address at which the

author actually did the work must be retained as the main,

affiliation address. Superscript Arabic numerals are used

for such footnotes.

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Slide 178

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Slide 179

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Slide 180

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Slide 181

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Slide 182

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Slide 183

Every baby Knows the scientific method!

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Slide 184

Every baby Knows the scientific method!

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Slide 185

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Slide 186

Curso-Taller Previo al de Redacción de

Artículos Científicos con Estilo Propio

Diseños Experimentales y Estadística

Definición de Problema (Gap) por involucrar en la Investigación / Informe (Artículo

Científico, Tesis, entre otros): Consulta de Reviews y Secciones de Discusión

Definición de Factores / Tratamientos

Identificación de Diseño Experimental / Modelo Estadístico

Definición de Métodos Estadísticos / Contraste de Hipótesis (Hipótesis Nula)

Diseño de Cuadros y Figuras (Resultados)

Buscar y seleccionar artículos para leer

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Slide 187

Curso-Taller Posterior al de Redacción de

Artículos Científicos con Estilo Propio

Envío y Seguimiento del Manuscrito hasta su Aceptación para ser

Publicado

Redacción de ‘Cover Letter’

Redacción de ‘Highlights’

Análisis de Comentarios, Sugerencias de los Árbitros

Consejos para modificar el Manuscrito

Redacción de Respuesta al Editor /Árbitros y Envío de Manuscrito Corregido

Modificación de la Prueba de Galera

Envío de la Prueba de Galera Corregida

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Slide 188

¡ Thanks a lot because of

your kind attention !

www.jpacd.org

[email protected]

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