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Técnicas de redacción de articulo científicos.
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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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5 | Manual del participante
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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9 | Manual del participante
Slide 8
Writing articles and its publication are key
components in the generation of scientific knowledge
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10 | Manual del participante
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
Why should you publish?
• 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
Why should you publish?
• 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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30 | Manual del participante
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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33 | Manual del participante
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
Editors’ advice on how to get work
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
Editors’ advice on how to get work
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
Editors’ advice on how to get work
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
Editors’ advice on how to get work
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
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 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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53 | Manual del participante
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
Methodology important questions
It should contain
sufficient detail for
readers to replicate
the work done and
obtain similar results.
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Slide 54
Methodology important questions
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56 | Manual del participante
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
• PASSIVES AND TENSE PAIRS
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
Grammar and Writing Skills
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Slide 57
Methodology
• PASSIVES AND TENSE PAIRS
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.
Grammar and Writing Skills
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59 | Manual del participante
Slide 58
Methodology
• USE OF ‘A’ AND ‘THE’
When you use a noun, stop and think — do you mean noun ingeneral (uncountable) or a particular noun (countable)?
Grammar and Writing Skills
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60 | Manual del participante
Slide 59
Methodology
• USE OF ‘A’ AND ‘THE’
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.
Grammar and Writing Skills
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61 | Manual del participante
Slide 60
Methodology
• USE OF ‘A’ AND ‘THE’
How do you decide whether to use a or the?
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.
Grammar and Writing Skills
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Slide 61
Methodology
• USE OF ‘A’ AND ‘THE’
How do you decide whether to use a or the?
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.
Grammar and Writing Skills
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63 | Manual del participante
Slide 62
Methodology
• USE OF ‘A’ AND ‘THE’
How do you decide whether to use a or the?
USE THE IF THERE IS ONLY ONE POSSIBLE REFERENT.
The sun’s altitude is used to determine latitude.
Grammar and Writing Skills
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64 | Manual del participante
Slide 63
Methodology
• USE OF ‘A’ AND ‘THE’
How do you decide whether to use a or the?
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).
Grammar and Writing Skills
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65 | Manual del participante
Slide 64
Methodology
• USE OF ‘A’ AND ‘THE’
How do you decide whether to use a or the?
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).
Grammar and Writing Skills
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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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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
MethodologyBUILD A MODEL
¿? Paragraphs: ¿? Sentences
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
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 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
Grammar and Writing Skills
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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.
Grammar and Writing Skills
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Slide 92
Results
FREQUENCY
Grammar and Writing Skills
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!
Grammar and Writing Skills
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
Grammar and Writing Skills
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
Grammar and Writing Skills
(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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106 | Manual del participante
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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107 | Manual del participante
Slide 106
ResultsBUILD A MODEL
¿? Paragraphs: ¿? Sentences
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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109 | Manual del participante
Slide 108
MethodologyBUILD A MODEL
¿? Paragraphs: ¿? Sentences
You can do it!… Go ahead!
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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
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 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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115 | Manual del participante
Slide 114
Discussion /Conclusion(s)
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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116 | Manual del participante
Slide 115
Discussion /Conclusion(s)
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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117 | Manual del participante
Slide 116
Discussion /Conclusion(s)
Basic questions:
3. What type of information should be in this section,
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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118 | Manual del participante
Slide 117
Discussion /Conclusion(s)
Basic questions:
3. What type of information should be in this section,
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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119 | Manual del participante
Slide 118
Discussion /Conclusion(s)
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120 | Manual del participante
Slide 119
Discussion /Conclusion(s)
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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121 | Manual del participante
Slide 120
Discussion /Conclusion(s)
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122 | Manual del participante
Slide 121
Discussion /Conclusion(s)
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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123 | Manual del participante
Slide 122
Discussion /Conclusion(s)
Grammar and Writing Skills
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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124 | Manual del participante
Slide 123
Discussion /Conclusion(s)
Grammar and Writing Skills
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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125 | Manual del participante
Slide 124
Discussion /Conclusion(s)
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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126 | Manual del participante
Slide 125
Discussion /Conclusion(s)
Grammar and Writing Skills
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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127 | Manual del participante
Slide 126
Discussion /Conclusion(s)
Grammar and Writing Skills
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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128 | Manual del participante
Slide 127
Discussion /Conclusion(s)
Grammar and Writing Skills
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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129 | Manual del participante
Slide 128
Discussion /Conclusion(s)
Grammar and Writing Skills
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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130 | Manual del participante
Slide 129
Discussion /Conclusion(s)
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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131 | Manual del participante
Slide 130
Discussion /Conclusion(s)
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
Discussion /Conclusion(s)
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
Discussion /Conclusion(s)
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
Discussion /Conclusion(s)
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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135 | Manual del participante
Slide 134
Discussion /Conclusion(s)
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Slide 135
Discussion /Conclusion(s)
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Slide 136
Discussion /Conclusion(s)BUILD A MODEL
¿? Paragraphs: ¿? Sentences
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
Discussion /Conclusion(s)
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139 | Manual del participante
Slide 138
Discussion /Conclusion(s)
You can do it!… Go ahead!
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Slide 139
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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141 | Manual del participante
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionGrammar and Writing Skills
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
IntroductionBUILD A MODEL
3 Paragraphs: 1-4; 5-7; 8-10 SentencesGuidelines
• 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
IntroductionBUILD A MODEL
3 Paragraphs: 1-4; 5-7; 8-10 SentencesGuidelines
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
IntroductionBUILD A MODEL
3 Paragraphs: 1-4; 5-7; 8-10 SentencesGuidelines
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
You can do it!… Go ahead!
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Slide 171
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 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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Redacción de artículos científicos Con estilo propio
189 | Manual del participante
Slide 188
¡ Thanks a lot because of
your kind attention !
www.jpacd.org
vacrida@hotmail.com
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Redacción de artículos científicos Con estilo propio
190 | Manual del participante
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