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