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A Short Course on Scientific Writing - Swinburne University of ...

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Comm<strong>on</strong> C<strong>on</strong>voluti<strong>on</strong>s <strong>of</strong> English in Technical <strong>Writing</strong> 2<br />

Adjectival clusters<br />

• “The The maximum net returns above feed cost rati<strong>on</strong>”.<br />

• “The n<strong>on</strong>-nitrogen nitrogen supplemented group”.<br />

Sentences beginning with subordinate clauses<br />

“Thus, although there were too few plots to show all<br />

<strong>of</strong> the interacti<strong>on</strong>s which we sought [subordinate[<br />

clause],<br />

under the c<strong>on</strong>diti<strong>on</strong>s <strong>of</strong> the experiment [subordinate[<br />

phrase],<br />

copper and zinc acted additively”.<br />

cf. “Thus, copper and zinc acted additively under the<br />

c<strong>on</strong>diti<strong>on</strong>s <strong>of</strong> our experiment although there were ....”.<br />

25<br />

Helpful Rules in Organizing Your <strong>Writing</strong><br />

The Power <strong>of</strong> Positi<strong>on</strong> (after Lindsay, 1995)<br />

“Fleming, in 1929, discovered penicillin after a<br />

bacterial plate he was culturing became<br />

c<strong>on</strong>taminated with a spore <strong>of</strong> the fungus Penicillium.”<br />

Facts c<strong>on</strong>veyed<br />

• The discoverer <strong>of</strong> penicillin<br />

• The date <strong>of</strong> the discovery<br />

• The way it came to notice<br />

• The name <strong>of</strong> the organism involved<br />

• What it c<strong>on</strong>taminated<br />

26<br />

Readability 3<br />

Paragraphing 2<br />

The Fog Index (Gunning, 1952)<br />

Procedure<br />

Take an approx. 100-word sample (including a sentence end).<br />

Count the number <strong>of</strong> sentences<br />

Count the number <strong>of</strong> l<strong>on</strong>g words.<br />

Fog Index =<br />

Readability<br />

No. <strong>of</strong> words No. <strong>of</strong> l<strong>on</strong>g words<br />

( No. <strong>of</strong> sentences ) + ( Total no. <strong>of</strong> words ) X 0.4<br />

5 Easy<br />

10 More difficult<br />

15 Difficult<br />

20 Very difficult<br />

Paragraphs are used<br />

• to break a large work so that it is easier to absorb.<br />

• to group ideas in a work i.e. a paragraph should c<strong>on</strong>tain<br />

sentences expounding the same topic.<br />

• to present a logical progressi<strong>on</strong> <strong>of</strong> ideas (paragraphs).<br />

28

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