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PRESENTER SARFRAZ AHMAD MAYO WRITING SKILLS WRITING SKILLS

Writing Skills By Sarfraz Ahmad Mayo

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PRESENTER

SARFRAZ AHMAD MAYO

WRITING SKILLSWRITING SKILLS

CONTANTSCONTANTS ORGANIZATIONORGANIZATION

LENGTHLENGTH ORGANIZING A MANUSCRIPT WITH HEADINGSORGANIZING A MANUSCRIPT WITH HEADINGS LEVELS OF HEADINGLEVELS OF HEADING SERIATIONSERIATION

WRITING STYLEWRITING STYLE CONTINUITY IN PRESENTATION OF IDEASCONTINUITY IN PRESENTATION OF IDEAS SMOOTHNESS OF EXPRESSIONSMOOTHNESS OF EXPRESSION TONETONE ECONOMY OF EXPRESSIONECONOMY OF EXPRESSION PRECISION AND CLARITYPRECISION AND CLARITY LINGUISTIC DEVICESLINGUISTIC DEVICES

STRATEGIES TO IMPROvE WRITING STYLE STRATEGIES TO IMPROvE WRITING STYLE REDucING BIAS IN LANGuAGEREDucING BIAS IN LANGuAGE

ORGANIZATIONORGANIZATION

LENGTHLENGTH

““Less is More”Less is More”

Points should be clear and directPoints should be clear and direct

Eliminate repetition across sectionsEliminate repetition across sections

Shorten the Paper by stating points clearly and directly.Shorten the Paper by stating points clearly and directly.Publishing Manual,2010,pp.61

ORGANIZINGORGANIZING A MANUSCRIPT WITH HEADINGSA MANUSCRIPT WITH HEADINGS

Sound organizational structure is the key to clear, precise, and Sound organizational structure is the key to clear, precise, and logical communicationlogical communication

Use of headings to effectively organize ideas within a study Use of headings to effectively organize ideas within a study Concise headings help the reader anticipate key points and track Concise headings help the reader anticipate key points and track

the development of your argument. the development of your argument. Avoid having only one subsection heading and subsection within a Avoid having only one subsection heading and subsection within a

sectionsection Use at least two subsection headings within any given section, or Use at least two subsection headings within any given section, or

use none (e.g., in an outline, you could divide a section numbered I use none (e.g., in an outline, you could divide a section numbered I into a minimum of A and B sections; just an A section could not into a minimum of A and B sections; just an A section could not stand alone)stand alone)

Publishing Manual,2010,pp.61

LEVEL OF HEADINGSLEVEL OF HEADINGS According to APA, the heading style consists of five possible formatting According to APA, the heading style consists of five possible formatting

arrangements;arrangements;

Publishing Manual,2010,pp.61

PATTERN OF ARTICLE PATTERN OF ARTICLE

1.Title Page1.Title Page – – No boldface, centeredNo boldface, centered

2. Author Note2. Author Note – – No boldface, centeredNo boldface, centered

3. Abstract 3. Abstract – – No boldface, centered No boldface, centered

4. Introduction4. Introduction – – No boldface, centered No boldface, centered

5. Method5. Method – – Boldface, centeredBoldface, centered

6. Results 6. Results – – Boldface, centeredBoldface, centered

7. Discussion 7. Discussion – – Boldface, centered Boldface, centered

8.References 8.References – – No boldface, centeredNo boldface, centered

9.Footnotes 9.Footnotes _ _ No boldface, centeredNo boldface, centered

10.Table(s) 10.Table(s)

11.Figure(s)11.Figure(s)

12. Appendix 12. Appendix – – No boldface, centeredNo boldface, centered

EXAMPLEEXAMPLEMethodMethod

Sample and Participant SelectionSample and Participant Selection

Assessment and MeasuresAssessment and Measures

Q-sort measures of inhibition and aggressiveness, Q-sort measures of inhibition and aggressiveness,

life History Calendar. life History Calendar.

ResultsResults Outcome of Inhibited Children at 23 Years Outcome of Inhibited Children at 23 Years

Personality and self-esteem. Personality and self-esteem.

Social network. Social network.

life history and 10. life history and 10.

Outcome of Aggressive Children at 23 Years Outcome of Aggressive Children at 23 Years

DiscussionDiscussion

Inhibited Children: Inhibited Children: Delayed Social Transitions During Emerging Adulthood Delayed Social Transitions During Emerging Adulthood

Inhibited Children:Inhibited Children: Weak Evidence for Internalizing Difficulties Weak Evidence for Internalizing Difficulties

limitations of the Present Study limitations of the Present Study

Conclusions and Future ProspectsConclusions and Future ProspectsPublishing Manual,2010,pp.61

SERIATIONSERIATION Seriation helps the reader to understand the organization of key Seriation helps the reader to understand the organization of key

points within section, paragraphs, and sentencespoints within section, paragraphs, and sentences Within a paragraph or sentence, identify elements in a series by Within a paragraph or sentence, identify elements in a series by

lowercase letters in parentheses.lowercase letters in parentheses.

The participant's three choices were (a) working with another participant, The participant's three choices were (a) working with another participant,

(b) working with a team, and (c) working alone.(b) working with a team, and (c) working alone.

Within a sentence, use commas to separate three or more elements Within a sentence, use commas to separate three or more elements that do not have internal commas; use semicolons to separate three or that do not have internal commas; use semicolons to separate three or more elements that have internal commas. more elements that have internal commas.

We tested three groups: (a) low scorers, who scored fewer than 20 points; We tested three groups: (a) low scorers, who scored fewer than 20 points; (b) moderate scorers, who scored between 20 and 50 points; and (c) high (b) moderate scorers, who scored between 20 and 50 points; and (c) high scorers, who scored more than 50 points. scorers, who scored more than 50 points.

Publishing Manual,2010,pp.62

SERIATION SERIATION Cont…….Cont…….

Alternatively, you may use bulleted lists within a sentence to Alternatively, you may use bulleted lists within a sentence to separate three or more elements.separate three or more elements.

In accordance with this theory, these relations should be marked by In accordance with this theory, these relations should be marked by

• • equity, social justice, and equal opportunity; equity, social justice, and equal opportunity;

• • sensitivity to individual differences and promotion of a goodness-of-fit between sensitivity to individual differences and promotion of a goodness-of-fit between

individually different people and contexts; individually different people and contexts;

• • affirmative actions to correct ontogenetic or historical inequities in person-context affirmative actions to correct ontogenetic or historical inequities in person-context

fit;fit;

Publishing Manual,2010,pp.62

if the article has four sections, some of which have subsections and if the article has four sections, some of which have subsections and some of which don’t, use headings depending on the level of some of which don’t, use headings depending on the level of subordination. Section headings receive level one format. subordination. Section headings receive level one format. Subsections receive level two format. Subsections of subsections Subsections receive level two format. Subsections of subsections receive level three format. For example:receive level three format. For example:

  Method (Level 1)Method (Level 1) Site of StudySite of Study (Level 2) (Level 2) Participant PopulationParticipant Population (Level 2) (Level 2) Teachers.Teachers. (Level 3) (Level 3) Students.Students. (Level 3) (Level 3) ResultsResults (Level 1) (Level 1) Spatial AbilitySpatial Ability (Level 2) (Level 2) Test one.Test one. (Level 3) (Level 3) Teachers with experience.Teachers with experience. (Level 4) (Level 4) Teachers in training.Teachers in training. (Level 4) (Level 4) Test two.Test two. (Level 3) (Level 3) Kinesthetic AbilityKinesthetic Ability (Level 2) (Level 2)

Writing styleWriting style

CONTINUITY IN PRESENTATION OF IDEASCONTINUITY IN PRESENTATION OF IDEAS

Continuity in words, concepts, and thematic development from the Continuity in words, concepts, and thematic development from the

opening statement to the conclusionopening statement to the conclusion

Punctuation marks contribute to continuity by showing relationships Punctuation marks contribute to continuity by showing relationships

between ideasbetween ideas

Use the full range of punctuation aids available: Neither overuse nor Use the full range of punctuation aids available: Neither overuse nor

underuse one type of punctuation.underuse one type of punctuation.

Overuse may annoy the reader; underuse may confuse. Instead, Overuse may annoy the reader; underuse may confuse. Instead,

use punctuation to support meaning. use punctuation to support meaning.

Publishing Manual,2010,pp.65

CONTINUITY IN PRESENTATION OF IDEASCONTINUITY IN PRESENTATION OF IDEASCont.....Cont.....

Use of transitional wordsUse of transitional words

Transitional words maintain the flow of thought, especially when the Transitional words maintain the flow of thought, especially when the

material is complex or abstractmaterial is complex or abstract

A pronoun that refers to a noun in the preceding sentence not only A pronoun that refers to a noun in the preceding sentence not only

serves as a transition but also avoids repetitionserves as a transition but also avoids repetition

Other transition devices are;Other transition devices are;

Time links (then, next, after, while, since), Time links (then, next, after, while, since),

Cause-effect links (therefore, consequently, as a result), Cause-effect links (therefore, consequently, as a result),

Addition links (in addition, moreover, furthermore, similarly), Addition links (in addition, moreover, furthermore, similarly),

Contrast links (but, conversely, nevertheless, however, although)Contrast links (but, conversely, nevertheless, however, although)

Publishing Manual,2010,pp.65

SMOOTHNESS OF EXPRESSIONSMOOTHNESS OF EXPRESSION

Try to avoid these devices and aim for clear and logical communication;Try to avoid these devices and aim for clear and logical communication;

Setting up ambiguity; Setting up ambiguity;

Inserting the unexpected;Inserting the unexpected;

Omitting the expected; Omitting the expected;

Suddenly shifting the topicSuddenly shifting the topic

Because these tense, confuse or disturb readers of scientific proseBecause these tense, confuse or disturb readers of scientific prose. .

A reading by a colleague may uncover such problems.A reading by a colleague may uncover such problems.

You can usually catch omissions, irrelevancies, and abruptness by putting You can usually catch omissions, irrelevancies, and abruptness by putting

the manuscript aside and rereading it later. the manuscript aside and rereading it later.

Reading the paper aloud can make flaws more apparent.Reading the paper aloud can make flaws more apparent.

Publishing Manual,2010,pp.65

SMOOTHNESS OF EXPRESSIONSMOOTHNESS OF EXPRESSIONCont……Cont……

Abruptness may result from sudden, unnecessary shifts in verb Abruptness may result from sudden, unnecessary shifts in verb tense within the same paragraph or in adjacent paragraphstense within the same paragraph or in adjacent paragraphs

By using verb tenses consistently, you can help ensure smooth By using verb tenses consistently, you can help ensure smooth expression.expression.

Past tense (e.g., "Smith showed") or present perfect tense (e.g., Past tense (e.g., "Smith showed") or present perfect tense (e.g., "researchers have shown") is appropriate for the literature review "researchers have shown") is appropriate for the literature review and the description of the procedure if the discussion is of past and the description of the procedure if the discussion is of past events.events.

Use past tense (e.g., "anxiety decreased significantly") to describe Use past tense (e.g., "anxiety decreased significantly") to describe the results.the results.

Use the present tense (e.g., "the results of Experiment 2 indicate") Use the present tense (e.g., "the results of Experiment 2 indicate") to discuss implications of the results and to present the conclusions.to discuss implications of the results and to present the conclusions.

By reporting conclusions in the present tense, you allow readers to By reporting conclusions in the present tense, you allow readers to join you in deliberating the matter at hand.join you in deliberating the matter at hand.

Publishing Manual,2010,pp.65

Several nouns used one after another to modify a final noun, create Several nouns used one after another to modify a final noun, create another form of abruptness(Noun String).another form of abruptness(Noun String).

Skillful hyphenation can clarify the relationships between words, but Skillful hyphenation can clarify the relationships between words, but often the best approach is to untangle the string.often the best approach is to untangle the string.

For example, consider the following string: For example, consider the following string:

““commonly used investigative expanded issue control question technique” commonly used investigative expanded issue control question technique”

Possible ways to untangle the string are as follows: Possible ways to untangle the string are as follows:

• • a control-question technique that is commonly used to expand issues in a control-question technique that is commonly used to expand issues in investigations investigations

• • an expanded-issue control-question technique that is commonly used in an expanded-issue control-question technique that is commonly used in Investigations Investigations

• • a common technique of using control questions to investigate expanded issuesa common technique of using control questions to investigate expanded issues

• • a common investigative technique of using expanded issues in control questions a common investigative technique of using expanded issues in control questions

Publishing Manual,2010,pp.65

TONETONE

Present the ideas and findings directly but aim for an interesting and Present the ideas and findings directly but aim for an interesting and

compelling style and a tone that reflects your involvement with the compelling style and a tone that reflects your involvement with the

problem. problem.

One effective way to achieve the right tone is to imagine a specific One effective way to achieve the right tone is to imagine a specific

reader you are intending to reach and to write in a way that will reader you are intending to reach and to write in a way that will

educate and persuade that individual.educate and persuade that individual.

ECONOMY OF EXPRESSION ECONOMY OF EXPRESSION

Say only what needs to be said.Say only what needs to be said.

Short words and short sentences are easier to comprehend than are Short words and short sentences are easier to comprehend than are

long oneslong ones

A long technical term, however, may be more precise than several A long technical term, however, may be more precise than several

short words, and technical terms are inseparable from scientific short words, and technical terms are inseparable from scientific

reporting.reporting.

The best way to eliminate wordiness is by editing your own writing The best way to eliminate wordiness is by editing your own writing

across successive drafts and asking others to edit drafts of your across successive drafts and asking others to edit drafts of your

paper.paper.

Publishing Manual,2010,pp.67

PRECISION AND CLARITY PRECISION AND CLARITY Word choice. Word choice. Make certain that every word means exactly what Make certain that every word means exactly what

you intend it to meanyou intend it to mean

Precision in using language means choosing the right word for what Precision in using language means choosing the right word for what

you want to say. It requires choosing words that mean exactly what you want to say. It requires choosing words that mean exactly what

you intend them to mean. For example, in psychology, belief is not you intend them to mean. For example, in psychology, belief is not

the same as attitude ; nor are sensations the same as feelings.the same as attitude ; nor are sensations the same as feelings.

A similar example is that like is often used when such as is meant: A similar example is that like is often used when such as is meant: Correct: Correct:

Articles by psychologists such as Skinner and Watson .... Articles by psychologists such as Skinner and Watson .... CorrectCorrect: :

Like Watson. Skinner believed. Like Watson. Skinner believed. Incorrect: Incorrect:

Articles by psychologists like Skinner and Watson .... Articles by psychologists like Skinner and Watson ....

Publishing Manual,2010,pp.68

Colloquial expressions. Colloquial expressions. Avoid colloquial expressions (e.g., Avoid colloquial expressions (e.g.,

write up for report), which diffuse meaning. Approximations of write up for report), which diffuse meaning. Approximations of

quantity (e.g., quite a large part, practically all, or very few) are quantity (e.g., quite a large part, practically all, or very few) are

interpreted differently by different readers or in different contexts.interpreted differently by different readers or in different contexts.

Jargon. Jargon. Jargon is the continuous use of a technical vocabulary, Jargon is the continuous use of a technical vocabulary,

even in places where that vocabulary is not relevant. Jargon is also even in places where that vocabulary is not relevant. Jargon is also

the substitution of a euphemistic phrase for a familiar term (e.g., the substitution of a euphemistic phrase for a familiar term (e.g.,

monetarily felt scarcity for poverty), and you should scrupulously monetarily felt scarcity for poverty), and you should scrupulously

avoid using such jargon. avoid using such jargon. Publishing Manual,2010,pp.68

Pronouns. Pronouns. Pronouns such as this, that, these, and those can be Pronouns such as this, that, these, and those can be

troublesome when they refer to something or someone in a previous troublesome when they refer to something or someone in a previous

sentence. Eliminate ambiguity by writing, for . example, this test, sentence. Eliminate ambiguity by writing, for . example, this test,

that trial, these participants, and those reports.that trial, these participants, and those reports.

Third person. Third person. To avoid ambiguity, use a personal pronoun To avoid ambiguity, use a personal pronoun

rather than the third person when describing steps taken in your rather than the third person when describing steps taken in your

experiment. experiment. Correct: Correct:

We reviewed the literatureWe reviewed the literature. . Incorrect: Incorrect:

The authors reviewed the literature. The authors reviewed the literature.

Publishing Manual,2010,pp.68

AnthropomorphismAnthropomorphism. Do not attribute human characteristics to . Do not attribute human characteristics to

animals or to inanimate sources. animals or to inanimate sources.

Correct:Correct:

Pairs of rats (cage mates) were allowed to forage together. Pairs of rats (cage mates) were allowed to forage together.

Incorrect: Incorrect:

Rat couples (cage mates) were allowed to forage together. Rat couples (cage mates) were allowed to forage together.

Correct: Correct:

The staff for the community program was persuaded to allow five of the The staff for the community program was persuaded to allow five of the

observers to become tutors. observers to become tutors.

Incorrect: Incorrect:

The community program was persuaded to allow five of the observers to The community program was persuaded to allow five of the observers to

become tutorsbecome tutors. . Publishing Manual,2010,pp.69

Editorial we.Editorial we. For clarity, restrict your use of we to refer only to For clarity, restrict your use of we to refer only to

yourself and your coauthors (use I if you are the sole author of the yourself and your coauthors (use I if you are the sole author of the

paper). Broader uses of we may leave your readers wondering to paper). Broader uses of we may leave your readers wondering to

whom you are referring;whom you are referring;

Correct: Correct:

Researchers usually classify birdsong on the basis of frequency and Researchers usually classify birdsong on the basis of frequency and

temporal structure of the elements. temporal structure of the elements.

Incorrect: Incorrect:

We usually classify birdsong on the basis of frequency and temporal We usually classify birdsong on the basis of frequency and temporal

structure of the elements.structure of the elements.

Publishing Manual,2010,pp.69

REDUCING BIAS IN LANGUAGEREDUCING BIAS IN LANGUAGE

Choose words that are accurate, clear, and free from bias.Choose words that are accurate, clear, and free from bias.

When in doubt, be more specific rather than less, because it is When in doubt, be more specific rather than less, because it is

easier to aggregate published data than to disaggregate them using easier to aggregate published data than to disaggregate them using

man to refer to all human beings is simply not as accurate as the man to refer to all human beings is simply not as accurate as the

phrase women and men.phrase women and men.

To describe age groups, give a specific age range ("ages 65-83 To describe age groups, give a specific age range ("ages 65-83

years") instead of a broad category ("over 65 years"; see Schaie, years") instead of a broad category ("over 65 years"; see Schaie,

1993).1993).

Publishing Manual,2010,pp.71

When describing racial and ethnic groups, be appropriately specific When describing racial and ethnic groups, be appropriately specific

and sensitive to issues of labeling. and sensitive to issues of labeling.

For example, instead of describing participants as Asian American For example, instead of describing participants as Asian American

or Hispanic American, it may be helpful to describe them by their or Hispanic American, it may be helpful to describe them by their

nation or region of origin (e.g., Chinese Americans, Mexican nation or region of origin (e.g., Chinese Americans, Mexican

Americans).Americans).

THANK YOU!THANK YOU!

YOU ARE WELCOME TO YOU ARE WELCOME TO ASK QUESTIONASK QUESTION

THE END.THE END.