151212 Edanz Nagasaki Day 1

Nagasaki University

12 December 2015

Trevor Lane, PhD Kate Harris, PhD

Author Success Workshop: Effectively Communicating Your Research

S

Be an effective communicator

Your goal is not only to publish, but also to be widely read and cited

Develop professional writing skills

Write your ideas clearly

Logically present your research

Section 1


Professional writing skills

Increase impact

High quality research

Logical, engaging, useful message

Original and novel research

Well-designed, well-reported,

transparent study News value, importance, timeliness

What editors want

High scientific & technical quality, sound research/publication ethics,

registered human trials

High readability & interest; clear, real-

world relevance

Impact factor (for past 2 years) = No. of cites / No. of articles

Professional writing skills Impact and study design

Systematic

reviews of RCTs

Randomized controlled

trials (RCTs)

Other controlled trials

Observational studies (cohort, case-control,

cross-sectional surveys/audits, diagnostics)

Computer models (in silico), animal models (in vivo),

in vitro, case studies

Case studies, anecdote, opinion, technical,

simulation

Hypothesis

testing

{ Descriptive

Methodological {

{

Secondary

research

Primary

research

{ } Experimental (exposure assigned)*

}

} Non-

experimental

*


Research Article

Short Communication Case Study Technical Note Review Article Editorial Letter to the Editor

Brief report about a specific finding

Most common; full-length paper

Brief report about a specific situation

Brief report about a new methodology

Summary of recent advances in a field

Brief discussion about an interesting topic

Brief discussion about a published article

Types of articles

Professional writing skills Use reporting guidelines

PRISMA Systematic reviews &

Meta-analyses

STROBE Observational studies

CARE Case reports

CONSORT Randomized controlled

clinical trials

ARRIVE Animal studies

http://www.equator-network.org/


Logically organizing your ideas

Communicating in English

Two factors to consider when writing a manuscript

Importance of logic

Draft outline & abstract/title; Draft & revise

manuscript

Edit manuscript & finalize

abstract/title


Start with your illustrations

Where to start?

Your findings form the basis of your manuscript

First step: logically organize your display items

Logic, then language

Figure 1

Figure 2

Table 1

Figure 3

Logical flow (Chronology, Least to most

important, General to

specific, Whole+parts)

Is anything missing?

? Additional analyses?

Professional writing skills Prepare an outline

I. Introduction A. General background B. Related studies C. Problems in the field D. Aims

II. Methods A. Subjects/Samples/Materials B. General methods C. Specific methods D. Statistical analyses

III. Results A. Key points about Figure 1 B. Key points about Table 1 C. Key points about Figure 2 D. Key points about Figure 3 E. Key points about Figure 4

IV. Discussion A. Major conclusion B. Key findings that support conclusion C. Relevance to published studies D. Limitations E. Unexpected results F. Implications G. Future directions

Write down key ideas in bullet points, as IMRaD

No need for sentences or correct

English yet

Use reporting guidelines

Then, draft the title/abstract

List information from your reading in the appropriate section: Paraphrase with citations!

Professional writing skills Get feedback

Write your manuscript section-by-section – Less stressful – Get feedback after each section; set deadlines – Easier for your colleagues to review

Revise for content, overall logic, and journal style (see guidelines/past papers)

Edit for conciseness, clarity, consistency & accuracy

Get feedback from pre-submission peer review

Get language assistance

Professional writing skills Manuscript structure

How does your study contribute to your field?

What did you find?

What did you do?

Why did you do the study?

Title/Abstract

Introduction

Methods

Results

Discussion


Title/Abstract

Introduction

Methods

Results

Discussion

Title/Abstract

Methods

Results

Discussion

Introduction

Abstract /Title

write

The ‘write’ order


A is 4 times larger than B A is 4-fold larger than B A is 4 times as large as B

B is 4 times smaller than A

B is 75% smaller than A; B is 25% the size of A

A B

Write logical sentences


A is 4 times larger than B A is 4-fold larger than B A is 4 times as large as B

B is 4 times smaller than A

B is 75% smaller than A; B is 25% the size of A

A B

Comparing data, Method–Purpose, Condition–Effect, Reason–Result, Cause–Effect, Contrast, Similarity, Sequence, Addition, Concession, Exemplification

Write logical sentences


Academic English writing style

Logical connectors

Sequential

Causal

Adversative Although, Even though, Whereas, Despite,

However, In contrast,...

Because (of), To (+verb), Owing to, So that, Therefore, Thus, Hence, Consequently,…

Until, After, Before, While, Since, When, Then, Next, First/Second/Third,…

Conditional If, Even if, Unless, Whether or not, Provided

that, Otherwise,…


Readers focus at the end of the sentence to determine what is important.

1. You deserve the funding, but the study design is not perfect.

Which sentence suggests that you

will get funding?

2. The study design is not perfect, but you deserve the funding.



The study design is not perfect, but you deserve the

funding. The grant will be awarded in two stages.

Stress position

Topic position

The topic position introduces the idea of the current sentence

The stress position also introduces the topic of the next sentence



Almost all participants indicated a high level of satisfaction with the content, sequence and relevance of the ICT professional development program they attended. Only a few teachers reported that the duration of the professional development program was too short. However, the majority of the teachers reported that they developed an understanding of what TPACK is, and the way technology can enhance teaching and learning of difficult science concepts through the collaborative design of technology-enhanced science lessons in teams. “I developed an understanding of how TPACK can be applied in the design and teaching of a technology-enhanced lesson” said one of the pre-service teachers. A teacher from School C said if it was not the professional development he attended, he would not know how to use technology in teaching.

The pre-service teachers had the opportunity to further develop learning about technology integration in teaching after the professional development program had finished. They were invited to use their TPACK knowledge in workshops organized by the Ministry of Education and Vocational Training…

Topic sentence

Stress sentence Topic sentence

Supporting sentences


Source: Kafyulilo et al. Educ Inf Technol. 5 May 2015; DOI 10.1007/s10639-015-9398-0

Please see Activity 1 in your Workbook

Activity 1: Logical writing

Write effectively 1

Section 2

Customer Service Effective writing

Nature’s guide to authors:

Nature is an international journal covering all the sciences. Contributions should therefore be written clearly and simply so that they are accessible to readers in other disciplines and to readers for whom English is not their first language.

www.nature.com/nature/authors/gta/index.html#a4

“I should use complex words to make my writing more impressive.”


To ascertain the efficaciousness of the optional language program, we interrogated the optional

language program participants.

Improve readability


To ascertain the efficaciousness of the optional language program, we interrogated the optional

language program participants.

To determine the success of the program, we questioned the participants.

Improve readability

Customer Service Effective writing Avoid complex words

Preferred Enough Clear Determine Begin Try Very Size Keep Enough End Use

Avoid Adequate Apparent Ascertain Commence Endeavor Exceedingly Magnitude* Retain Sufficient Terminate* Utilization *OK in certain fields (magnitude of earthquakes, to terminate gene expression)

Customer Service Effective writing Delete unnecessary words

“A number of studies have shown that demographic factors...”

“...as described in our previous study.”

“...at a flow rate of 1.0 mL/min.”

“As a matter of fact, such a genetic mutation…”

“That is another reason why, we believe…”

“It is well known that most of the interviewed informants...” “It is well known that Most of the interviewed informants...”

“As a matter of fact, such a This genetic mutation…”

“A number of studies have shown that Demographic factors...”

“That is thus another reason why Therefore, we believe…”

“...as described previously in our previous study.”

“...at a flow rate of 1.0 mL/min.”

Customer Service Effective writing Delete unnecessary words

Avoid At a concentration of 2 g/L At a temperature of 37C In order to In the first place Four in number Green color Subsequent to Prior to Future plans; past history

Prefer At 2 g/L At 37C To First Four Green After Before Plans; history

Customer Service Effective writing Active voice

Sentences written in the active voice are:

simple direct clear easy to read

The mechanisms regulating enzyme activity were investigated.

Passive

We investigated the mechanisms regulating enzyme activity.

Active

Customer Service Effective writing Active voice is preferred

“Use the active voice when it is less wordy and more direct than the passive”.

“Use the active voice rather than the passive voice…”.

“As a matter of style, passive voice is typically, but not always, inferior to active voice”.

“In general, authors should use the active voice…”

ACS Style Guide

APA Style

Chicago Style Guide

AMA Style

“Use active voice. The use of active rather than passive voice produces clearer, more concise writing”

SPE Style

“Wherever possible, use active verbs that demonstrate what is being done and who is doing it…”

ASCE Style

“Use active voice by default; research shows readers comprehend it more quickly than passive voice…”

IEEE

Customer Service Effective writing Avoid reader confusion

Is this sentence in the active or passive voice?

In this study, a mathematical equation for domestic happiness was developed, using factor analysis.


Is this sentence in the active or passive voice?

Passive voice




Tunn et al. created a questionnaire to probe how happy people feel in their households.3

Avoid reader confusion

Part of the Introduction






Who did the work in this study?

The author ? Tunn et al. ?





In this study, we developed a mathematical equation for domestic happiness using factor analysis.


Fix stacked and misplaced modifiers

The final analyzed sample only appeared blue temporarily because we had added the especially

prepared reagent that we were testing slowly.


Fix stacked and misplaced modifiers

The final analyzed sample only appeared blue temporarily because we had added the especially

prepared reagent that we were testing slowly.

The final sample that we analyzed appeared blue only temporarily, because we had slowly added the

test reagent.


Activity 2: Effective Writing 1


30 words

Economists considered Tanaka Industries, a large Japanese trading corporation founded in 1916 outside of Nagoya by Ichiro Tanaka, to be a model in the development of modern employee conditions worldwide.

Use short sentences


30 words

Economists considered Tanaka Industries, a large Japanese trading corporation founded in 1916 outside of Nagoya by Ichiro Tanaka, to be a model in the development of modern employee conditions worldwide.

Use short sentences


Economists considered Tanaka Industries to be a model in the development of modern employee conditions worldwide. This large Japanese trading corporation was founded in 1916 outside of Nagoya by Ichiro Tanaka.

16 words

15 words

One idea per sentence

Use short sentences


Readers expect…

verbs to closely follow their subjects heavy ends (not starts) of clauses

Subject

The viral infection that the patient caught on a trip to an outbreak-prone area in Africa spread among the hospital staff quickly.

The patient caught a viral infection on a trip to an outbreak-prone area in Africa. This infection spread quickly among the hospital staff.

Verb

Write clear sentences


Avoid nominalizations

Use strong verbs instead of converting a verb into a noun

Estimate Estimation

Decide Decision

Assess Assessment

We made a/an… We conducted a/an…

Extra, weak verb

We decided… Clear, short, and direct

Use strong verbs

Customer Service Effective writing Clarify the subject

“Titania (TiO2) has been extensively investigated because of its potential usefulness for monitoring analytes of biomedical importance, such as dopamine, glucose, glutamate... It has three primary polymorphs in nature…”

“Titania (TiO2) has been extensively investigated because of its potential usefulness for monitoring analytes of biomedical importance, such as dopamine, glucose, glutamate... TiO2 has three primary polymorphs in nature…”

?

Customer Service Effective writing Use correct verb tense

Present

Present perfect

Past

Stating an accepted fact Stating current implications

Referring to previous results that are still relevant

Referring to what you did in the current study

Introduction Discussion

Introduction Discussion

Methods Results

“The CRISPR/Cas system is one of the most powerful tools for gene editing.”

“Nanobiocatalysts have been shown to increase the reaction rates of...”

“Silanization increased the resin bonding strength at the fiber post...”

Customer Service Effective writing Correct verb tense – Case study

“Several ubiquitination models for proteolysis were described.”

Introduction

“Several ubiquitination models for proteolysis have been described.”

“Our laboratory conducts studies using E1 and E2 enzymes….”

“Our laboratory has been conducting studies using E1 and E2 enzymes. These enzymes are...”

“Our laboratory has conducted studies using E1 and E2 enzymes. These enzymes were…”

Present perfect: “So far”, Experience, News/announcing, Change topic/new paragraph

Customer Service Effective writing Correct verb tense – Case study

“We have taken the body fat percentage…”

Results

“We measured the body fat percentage…”

“A shift in the patient’s attitude is observed…”

“A shift in the patient’s attitude was observed…”

“We observed a shift in the patient’s attitude …”


“This result suggested that these peaks were from…”

Discussion

“This result suggests that these peaks originated from…”

“These computed tomography results confirmed that…”

“These computed tomography results confirm that…”

Signal words: Suggest, demonstrate, confirm, support

Correct verb tense – Case study


Respectively is used for corresponding list items

The two values were 143 and 21, respectively.

The values for groups A and B were 143 and 21, respectively.

The two values were 143 and 21.

Avoid mistakes 1


Compared with is for saying how things are different

The toxicity of the new scaffold was reduced

compared to the previous scaffold.

The toxicity of the new scaffold was reduced compared with that of the previous scaffold.

The toxicity of the new scaffold was lower than that of the previous scaffold.

Avoid mistakes 2


Due to means “caused by” or “attributable to”

Due to the heavy rain, the samples became unusable.

Owing to the heavy rain,… Because it rained heavily,…

The loss of usable samples was due to the heavy rain.

Avoid mistakes 3


Don’t use numbers to start a sentence

506 patients were recruited.

We recruited 506 patients. / In this study, 506 patients were recruited.

Five hundred and six patients were recruited.

Avoid mistakes 4


Don’t use new words; use “that” for defining terms

Some of the data from the last 2 years, which we inputted into the analysis, impacted on the overall

calculation.

Some of the data from the past 2 years that we entered into the analysis affected the overall

calculation.

Some of the data from the past 2 years that we included in the analysis skewed the overall calculation.

Avoid mistakes 5


Activity 3: Effective Writing 2

Structure your manuscript

Section 3

Coverage and Staffing Plan Manuscript

structure Introduction

Current state of the field

Background information

Specific aim/approach/contents Aim

Problem in the field

Previous studies

Current study

General

Specific Importance/hypothesis

Worldwide relevance? Broad/specialized?

Recent, International Not too many self-cites

Why is your study needed?


structure Writing the Introduction

Your aims must directly address the problem 1

So far, most research has focused on the negative psychological impact of myocardial infarction. However, trauma can also produce psychological benefits. The identification of factors associated with post-traumatic growth after myocardial infarction is of importance.

Aims The present study investigated the relative contribution of three possible factors to post-traumatic growth after myocardial infarction: personality, psychological health, and cognitive coping.

Problem

Modified from: Garnetski et al. J Clin Psychol Med Settings. 2008; 15:270–277 .


structure Writing the Introduction

Your aims must directly address the problem 2

Currently, the standard procedure used to evaluate hepatic steatosis is the histopathological examination of cross-liver sections… …this is an invasive practice that presents inherent risks... Therefore, it is essential to establish new non-invasive approaches to accurately determine hepatic fat concentration…

Aims

The purpose of our prospective study…was to evaluate the potential of multi-echo MRI to quantitate the hepatic triglyceride concentration.

Problem

Jiménez-Agüero et al. BMC Med. 2014; 12:137.


structure

Common mistakes in the Introduction

Ideas are not logically organized

Important topics in the Introduction are not mentioned again in the Results/Discussion

Important topics in the Results/Discussion are not mentioned in the Introduction

Cited studies are not up-to-date

Cited studies are geographically biased

Why study needs to be done?

Keep focused

Write last

<5 years

International


structure

Study design

http://www.equator-network.org/

Methods


structure Methods

What did you do?

How the study was done

• Processes, treatments, measurements, follow-up

• Variables (direct/proxy) • Outcome/endpoints (1o, 2o)

• Quantification/models • Statistical tests (& P level) • Consult a statistician

Who/what was studied

• Participants, controls • Enrollment, N & “power” • Materials, databases

Data analysis


structure

Established techniques

• Cite previously published studies • Briefly state modifications • Use flow chart/table if needed

• Explain purposes; justify choices • Give enough detail for reproducibility • Use Supplementary Information

Organization • Arrange in (titled) subsections • Keep parallel to the display items • Use topic sentences

New techniques

Methods


structure

Distribution of data affects analysis and presentation

• Parametric tests (e.g., t-test and ANOVA) can be used only with continuous & normally distributed data with a large enough sample size

• Use the mean ± SD only for normally distributed data

Simple guide:

• If SD is ≥ mean, most likely not normally distributed • If SD is > 0.5 × mean, may not be normally distributed

Use Shapiro-Wilk’s W test for normality

Wrong statistical tests

Common mistakes in the Methods


structure

2 categorical endpoints

Paired (within sample)

Unpaired (between sample)

McNemar’s test

Fisher’s exact test 2 treatment groups

*for sample sizes > 60

Chi-square test* >2 treatment groups

du Prel et al. Dtsch Arztebl Int 2010; 107: 343–8.



structure

Continuous endpoints

Parametric Nonparametric

Paired Unpaired Paired Unpaired

2 groups: Paired t test

>2 groups: Repeated-

measures ANOVA

2 groups: Unpaired t test

>2 groups: ANOVA (F test)

2 groups: Wilcoxon signed-

rank test

>2 groups: Friedman

one-way ANOVA

2 groups: Mann–Whitney U test (Wilcoxon

rank-sum test )

>2 groups: Kruskal–Wallis

test

Lang and Secic 1997; 71.



structure

What did you find?

Results

• Efficacy/safety • Group/subgroups • Uni-/bi-/multivariable

• Each subsection corresponds to one figure and method

• Remember to refer to all figures

• What you found, not what it means

• Use Supplementary Information

• Data accessibility

Logical presentation

Subsections

Factual description


structure

What did you find?

Results

• Efficacy/safety • Group/subgroups • Uni-/bi-/multivariable

• Each subsection corresponds to one figure and method

• Remember to refer to all figures

• What you found, not what it means

• Use Supplementary Information

• Data accessibility

Logical presentation

Subsections

Factual description


structure

Describe relationships among your results

Drug A reduced tumor volume by 32.7%, increased blood pressure by 12.3%, and increased the patient’s weight by 7.3 kg. Drug B reduced tumor volume by 22.3%, increased blood pressure by 15.6%, and increased the patient’s weight by 2.4 kg. Drug C reduced tumor volume by 38.1%, increased blood pressure by 6.9%, and increased the patient’s weight by 9.2 kg.


structure

Describe relationships among your results

Patients treated with Drug C showed the greatest reduction in tumor volume (38.1%) compared with those treated with Drug A (32.7%) or Drug B (22.3%). Drug C also had the lowest increase in blood pressure (6.9%) compared with that seen after treatment with Drug A (12.3%) or Drug B (15.65). However, patients treated with Drug C had the highest weight gain among the three groups (Drug A, 7.3 kg; Drug B, 2.4 kg; Drug C, 9.2 kg).


structure Common mistakes in the Results

Patient parameters …improved significantly; it is significant that… X was correlated with Y The risk of developing X in this case-control study…

Patient variables …improved considerably/markedly; it is important that…* X was associated with/related to/linked to Y The odds of developing X in this case-control study…

Don’t misuse statistical words!

*Also: don’t confuse statistical with clinical significance!


structure

Some teachers reported that they developed an understanding of what ICT is and the way technology can enhance teaching and learning of difficult science concepts through the collaborative design of science lessons in teams. “I developed an understanding of how ICT can be applied in the design and teaching of a technology-enhanced lesson,” said one of the pre-service teachers.

• Match qualitative data to the claim • “Tell” and “Show”

Modified from: Kafyulilo et al. Educ Inf Technol. 5 May 2015; DOI 10.1007/s10639-015-9398-0

Topic sentences are unsupported!

Common mistakes in the Results

Activity 4: Results



structure Discussion

Summary of findings

Relevance

Conclusion

Similarities/differences Unexpected/negative results Limitations (validity, reliability)

Implications

Previous studies

Current study

Future studies

Specific

General

How do you advance your field?


structure

Writing the beginning of your Discussion

State the major conclusion of the study

Most health professionals, including dental students, require rudimentary introduction to health economics. The pedagogical challenges of teaching health economics in dentistry arise from the fact that health economics is a nondental subject that requires deep understanding. In this study, we found that debate when used to teach health economics to dental students enhanced their interest and reinforced their knowledge of the topic and improved organizational thinking.

Re-introduction

Conclusion

Modified from: Khan et al. J Dent Educ. 2012;76: 1675–1683.

Problem


structure

Compare your findings with those published by others

Writing the middle of your Discussion

Modified from: Rimfeld et al. Transl Psychiatry. 2015;5:e638.

Comparison with previous studies

Current finding

Potential reasons

We found that most individual differences in second language achievement are accounted for by genetic differences, rather than school, family, and other environmental influences. Our heritability estimates are higher than those in our earlier study [3], which might be because different measures were used. In the present study we used standardized examination scores at the end of compulsory education, as compared with teacher ratings of academic achievement in our earlier report.…


structure

Describe limitations and negative results

Why?

Reporting transparency

• Allows complete evaluation of your study • Prevents others from repeating those experiments • Allows others to modify those experiments • Prevents funding agencies from wasting money

Data repositories

Writing the middle of your Discussion


structure

Readers use sentence structure to determine emphasis

• Stress position • Main clause vs. subordinate clause • Clause length

Useful in the Discussion Vary emphasis of your interpretations

Contrasting ideas


structure Contrasting ideas

Main vs. subordinate clause

Although the study design is not perfect, you deserve funding.

Subordinate Main

Linking word

• Although • Even though • While • Whereas

Subordinate clauses say 2 things:

• Idea may not be important • There is a contrasting idea coming


structure Discussing limitations

Although this study was limited by its small sample size, our survey demonstrates that women commonly cite experiencing signs and symptoms of postnatal depression within the first 6 months of delivery.

Although our survey demonstrates that postnatal depression is common, the study was limited by its small sample size.

Bad news = Subordinate clause at the start

Bad news = Main clause in stress position

Bad news = Subordinate clause at start Good news = LONG main clause in stress position


structure

What do you want people to remember?

Writing the end of your Discussion

May be a separate section

May be a “Future work” section

We have demonstrated here that genes explain a larger proportion of differences between children in second language achievement than do shared environmental influences of school and home. Our bivariate results for twins demonstrate a general genetic factor of language achievement in the sense that achievement in English and second language is influenced to a large extent by the same genes. It is important to note that genes not only influence aptitude and achievement, but also appetite for knowledge. Such genotype–environment correlation may be increasingly important during adolescence. Our future research thus involves longitudinal study of second language achievement.

Conclusion

Key finding

Implications

Future directions

Modified from: Rimfeld et al. Transl Psychiatry. 2015;5:e638.


structure

Common mistakes in the Discussion

Do not restate your results

We showed that tumor volumes in Groups A, B, and C were 34.6, 74.2, and 53.9 mm3, respectively, after a 4-month drug treatment, reflecting only a 8.6% decrease. However, after a 12-month drug treatment, the tumor volumes in Groups A, B, and C were 16.3, 18.7, and 16.9 mm3, respectively, which reflects a 45.2% decrease (p<0.05). The results demonstrate that 12 months of treatment is necessary for Drug X to effectively reduce tumor size among the three groups.

The results presented in this study demonstrate that Drug X more effectively reduces tumor size after 12 months of treatment (45.2% reduction) than it does after 4 months (8.6% reduction).


structure

Common mistakes in the Discussion

Do not overgeneralize your findings

In this study, we demonstrated that Drug A effectively reduced tumor growth. Therefore, this drug should have therapeutic applications in breast cancer treatment.

In this study, we demonstrated that Drug A effectively reduced the growth of various breast cancer cell lines. Our findings suggest that this drug may have therapeutic applications in breast cancer treatment.

Result: Drug A reduced breast cancer cell growth in vitro


structure Link your ideas

General background

Aims

Methodology

Results and figures

Summary of findings

Implications for the field

Relevance of findings

Problem in the field

Current state of the field Introduction

Methods

Results

Discussion

Solution

Situation/Problem

Evaluation/Comment


structure Link your ideas

Problem-based learning is an instructional method in which problems are the focal part of learning.

However, it is unclear which particular aspect of the problem is essential for student learning.

In conclusion, this study is among the first to shed more light on the causal interactions of specific problem characteristics at the micro level.

Background

Problem

Conclusion

Discussion

Modified from: Sockalingam et al. Advances in Health Sciences Education. 2011;16:481–490.

We tested a model in which we hypothesized that problem input variables would be related to problem process and outcome variables.

Objective


structure After the first draft….

Format manuscript

• Use journal template/style • Re-check word limits • Format references

Revise manuscript

• Get input from colleagues • Check Figures/Tables • Check consistency/logical

flow between sections • Edit for clarity, conciseness,

and accuracy • Have a rest! Then proofread

Activity 5: Manuscript structure



structure

Present large amount of data quickly and efficiently

Keep it simple: use separate panels if necessary

Must be able to stand alone: clear labels and

figure legends

Usually the first thing readers will look at

Figures, graphs & tables

Display items


structure Figures Clear figure legend

Kindlin-2 knockdown and focal adhesion localization. Confocal immunofluorescent microscopy with anti-β1 integrin and anti-paxillin on C2C12 cells transfected with RNAi and then changed to differentiation media for 2 days. Control cells show linear staining consistent with localization to costameres (arrows), as well as punctate focal contact staining (arrowheads). Focal contact proteins in the kindlin-2 RNAi cells fail to form linear structures and instead are concentrated in unusual appearing puncta (*). (Scale bar = 20 μM).

Dowling et al. (2008) BMC Cell Biol 9:36.

Clear indicators

Title of the experiment

Brief methodology

Key findings


structure Tables vs. graphs

Type A Type B Type C

0

1

2

3

4

5

6

7

8

Aluminum

Gold

Figure 1. Additional 50-year projected life expectancy

Ad

dit

ion

al y

ears

Who will have a longer life in 50 years’ time?

Women

Men

Country 1 Country 2 Country 3


structure Tables vs. graphs

Type A Type B Type C

0

1

2

3

4

5

6

7

8

Aluminum

Gold

What is the highest number of projected additional years?

?

Ad

dit

ion

al y

ears

Women

Men

Figure 1. Additional 50-year projected life expectancy

Country 1 Country 2 Country 3


structure

Country Population No. of years

Country 1 Women 4.3

Country 2 Women 3.4

Country 3 Women 6.7

Country 1 Men 1.4

Country 2 Men 2.4

Country 3 Men 3.8

Tables vs. graphs

Table 1. Additional projected life expectancy in the next 50 years

What is the highest number of projected additional years?


structure

Independent variables

Table formatting

Raj et al. PLoS ONE. 2014; 9: doi:10.1371/journal.pone.0106210.

Symbols defined

Dependent variable;

N numbers given

Table 1. Demographic profiled of ever-married women aged 20–24 years for most recent Demographic Health Survey data from Bangladesh, India, Nepal, and Pakistan.

Clear and concise table title


structure

What’s wrong with this line graph?


structure Line graphs

Kennedy et al. Reprod Health. 2011;8:11.

Figure 2. Proportion of births to women aged 15-49 spaced less than 18 months for A. 'ever-married women' and B. 'all women' (married and unmarried) (%). Cambodia, Marshall Islands, Nauru, Samoa, Solomon Islands, Tuvalu and Vietnam do not include data for adolescents for this indicator because of too few non-first births in the 15-19 age group.

Use colors and shapes to differentiate lines

Figure title and notes usually go below

Independent variable

Dependent variable


structure Bar graphs

Waters et al. SAGE Open. 2014; doi: 10.1177/2158244014529779.

Figure 3. Impediments to choosing elective music versus sport. Note. Impediment items were phrased in negative where appropriate, meaning that a high mean score indicates strong agreement with the opposite valence compared with strong agreement with the corresponding item. *p < .05.

Dependent variable

Independent variable

Statistical significance

Attract your readers through titles and

abstracts

Section 4

Attract your readers Title and abstract

First impression of paper: clear/concise/convincing

Importance of your results

Validity of your conclusions

Relevance of your aims

Your title & abstract should attract readers

It sells your work: Readers judge your style & credibility

Often first or only part that is read by readers/reviewers


Title

Important points

Only main idea/s Accurate, simple Population/model Include keywords Fewer than 20 words Include method/

study type

Avoid

Unneeded words (“A study of”) Sensationalism, journalistic style Complex word order Abbreviations, jargon “New” or “novel”


Interrogative Do biochar blends affect microbial composition of sandy soil?

Indicative/ Descriptive

Effects of modern fertilizers on nutrient leaching and legume crop yield

… + Approach (subtitle)

Melamine contamination of milk: A southern China perspective

Assertive/ Declarative

Health literacy does not narrow the education-based e-health gap / Education-based e-health gap not narrowed by health literacy

Title

Attract your readers Structured abstracts

Aim Objective, hypothesis

Results Most important findings

Conclusion Relevance, implications

Methods Techniques, measurements

No references, jargon, unusual abbreviations, figures/tables

Background Context, problem

Attract your readers Unstructured abstract

Modified from: Cannegieter et al. Blood. 2015; 125: 229‒235.

Numerous systemic treatment options exist for patients with mycosis fungoides (MF) and Sézary syndrome (SS); however, the comparative efficacy of these treatments is unclear. We performed a retrospective analysis of our cutaneous lymphoma database to evaluate the treatment efficacy of 198 MF/SS patients undergoing systemic therapies. The primary end point was time to next treatment (TTNT). Patients with advanced-stage disease made up 53%. The median follow-up time from diagnosis for all alive patients was 4.9 years (range 0.3‒39.6), with a median survival of 11.4 years. Patients received a median of 3 lines of therapy (range 1‒13), resulting in 709 treatment episodes. Twenty-eight treatment modalities were analyzed. We found that the median TTNT for single- or multiagent chemotherapy was only 3.9 months (95% confidence interval [CI] 3.2‒5.1), with few durable remissions. α-interferon gave a median TTNT of 8.7 months (95% CI 6.0-18.0), and histone deacetylase inhibitors (HDACi) gave a median TTNT of 4.5 months (95% CI 4.0‒6.1). When compared directly with chemotherapy, interferon and HDACi both had greater TTNT (P < .00001 and P = .01, respectively). In conclusion, this study confirms that all chemotherapy regimens assessed have very modest efficacy; we recommend their use be restricted until other options are exhausted.

Attract your readers

Modified from: Cannegieter et al. Blood. 2015; 125: 229‒235.

Numerous systemic treatment options exist for patients with mycosis fungoides (MF) and Sézary syndrome (SS); however, the comparative efficacy of these treatments is unclear. We performed a retrospective analysis of our cutaneous lymphoma database to evaluate the treatment efficacy of 198 MF/SS patients undergoing systemic therapies. The primary end point was time to next treatment (TTNT). Patients with advanced-stage disease made up 53%. The median follow-up time from diagnosis for all alive patients was 4.9 years (range 0.3‒39.6), with a median survival of 11.4 years. Patients received a median of 3 lines of therapy (range 1‒13), resulting in 709 treatment episodes. Twenty-eight treatment modalities were analyzed. We found that the median TTNT for single- or multiagent chemotherapy was only 3.9 months (95% confidence interval [CI] 3.2‒5.1), with few durable remissions. α-interferon gave a median TTNT of 8.7 months (95% CI 6.0‒18.0), and histone deacetylase inhibitors (HDACi) gave a median TTNT of 4.5 months (95% CI 4.0‒6.1). When compared directly with chemotherapy, interferon and HDACi both had greater TTNT (P < .00001 and P = .01, respectively). In conclusion, this study confirms that all chemotherapy regimens assessed have very modest efficacy; we recommend their use be restricted until other options are exhausted. How does your study contribute to your field?

What did you find?

What did you do?

Why did you do the study?

Unstructured abstract


Bioethics traffics in matters moral. As such, bioethics frequently bumps up against religion, offering an ideal arena to examine how the sacred and the secular encounter each other in modern medicine. In this essay I consider two places where bioethics and religion intersect: 1) the response of bioethics to the universal problem of suffering, and 2) the professional proselytizing or “missionizing work” that bioethics does in order to make a place for itself among the professions of the life sciences.

De Vries. Society. 2015;52:438–447.

Social sciences abstract (short)


Bioethics traffics in matters moral. As such, bioethics frequently bumps up against religion, offering an ideal arena to examine how the sacred and the secular encounter each other in modern medicine. In this essay I consider two places where bioethics and religion intersect: 1) the response of bioethics to the universal problem of suffering, and 2) the professional proselytizing or “missionizing work” that bioethics does in order to make a place for itself among the professions of the life sciences.

De Vries. Society. 2015;52:438–447.

Social sciences abstract (short)

Why you did the study

What you did


Check author guidelines

Check recently published articles

Consider your audience

For interdisciplinary audiences, include background/aim, method,

results, and conclusion

Identify journal editor preference

What the journal requires

Social science abstracts

What sections should you include?

“…Implications and limitations of this study are discussed.”

Attract your readers Graphical abstracts

Visually demonstrate key features of the study Help readers quickly identify suitable articles

Targeting the lymphatics using dendritic polymers

Kaminskas and Porter. Adv Drug Delivery Rev. 2011; 63: 890–900.

Attract your readers Highlight statements

Clear summaries for quick overview 4–5 key sentences or 3–5 bullet points (maximum 85–100

characters per bullet, including spaces; no abbreviations)

British Medical Journal: (1) “What is already known on this topic” &

(2) “What this study adds” (included as a Box in online and print article)

Biochimica et Biophysica Acta, Fisheries Research,

Bioenergetics: 3–5 bullets of core results

(only in online version of table of contents and article)


Search Engine Optimization

Identify 7–8 keywords (try to use standard terms*)

Use 2 in your title; 5–6 in the keyword list

Use 3 keywords 3–4 times in your abstract

Use keywords in headings when appropriate

Be consistent throughout your paper; include some synonyms

Cite your previous publications when relevant

*Standard terms from PsycINFO, BIOSIS, ChemWeb, ERIC Thesaurus, GeoRef, MeSH, etc


Activity 6: Titles and abstracts

S

Be an effective communicator

Your goal is not only to publish, but also to be widely read and cited


Write your ideas clearly

Logically present your research

Thank you!

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Trevor Lane: [email protected] Kate Harris: [email protected]