Welcome to the Natural Inquirer Writing Course

Lucky Session 13

Writing the Introduction and Associated Reflection Section

Congratulations on completing the first two sections!

Now we’ll begin writing the article proper.

In this slide show, we’ll explore the “Introduction.”

Recall that the “Introduction” usually contains three pieces of information…

The “Introduction” contains background information, which may include findings from past research. This is what scientists knew about the research topic before they conducted their study.

The “Introduction” points to a problem, which explains why scientists are studying the research topic. For applied research, this is often expressed as a human problem (e.g., destructive Asian Long-horned beetles have been found in southern Michigan).

The “Introduction” identifies the specific question or questions the scientist(s) addressed in the research.

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To the degree possible within a 2-3 paragraph limit, briefly outline these 3 pieces of information in your “Introduction.”

The more critical pieces of information, for Natural Inquirer purposes, are the problem

and the question(s).

Remember to stay close to the text.

Write for your audience.

Connect your writing to the students’ experience.

Keep sentences and paragraphs short.

Simplify!

Limit glossary words to the minimum (simplify!)

Think locally and globally.

As you read in “Thinking About the Environment,” forest managers were looking for a way to use small trees that were being cut from the forests. One of the historic uses of wood was for heating. In recent years, however, most heating in the United States has come from other sources of energy, such as petroleum, gas, and electricity. The scientists in this study wondered if using wood for heating would save schools money compared to the way the schools are usually heated. The school district in Darby, Montana was interested in the same question (figure 1).

Here is an example “Introduction” from the BioEnergy Edition:

In this “Introduction,” reference is made to “Thinking About the Environment.” By doing this, information is not repeated and the storyline is unfolding. If you must refer students to an earlier section that is not physically close in the text, provide information as to where the referred-to section can be found (e.g., “If you need a refresher, reread ‘Thinking About the Environment’ on page 6.”). You may also briefly remind students of an earlier point. Resist the urge to go into too much detail.

Note the reference to figure 1. In the article, figure 1 is a map showing the location of Darby, Montana. This map is shown at two scales: The United States with Montana highlighted, and Montana with Darby highlighted. Always provide orientation on your maps (i.e., show the North direction). This is an example of how the Natural Inquirer integrates disciplines.

Edit your own writing. After you have finished the first draft, reread and edit by simplifying. Break long sentences into shorter sentences. Divide long paragraphs.

Should any words be defined? If so, is your glossary word too complex? If this is the case, simplify.

Students should be challenged by their reading, but they should not be frustrated or overwhelmed. (Reading science is hard work!)

How is your storyline unfolding?

Once you are satisfied with your “Introduction,” it’s time to encourage critical thinking in your readers!

If possible, restrict your Reflection Questions to 2.

Reflection questions encourage students to think critically about what they’ve read, or to predict what might be coming in the future.

Often, the first reflection question asks students to identify the problem or the question addressed by the research. Recall that the Science Education Standards expect students to be able to identify

research questions. Also recall that Reflection Questions do not necessarily have right and wrong answers.

In italics, write a possible answer to your reflection questions. These will later be cut and pasted in a separate section at the end of the journal or monograph to be used as a teacher resource. Look at

the Wilderness Edition for a model.

If you want to use a photo or illustration in the “Introduction,” refer to it in the text (e.g., figure 1). A

photo or illustration is placed as close behind the reference as possible. This is usually after the paragraph

in which the photo or illustration is mentioned.

In your text, therefore, indicate where the figure should be placed. For example, see the first paragraph of an

“Introduction” from the Invasive Species Edition (next slide).

Introduction

The Oriental bittersweet is a vine that was transported to the United States from Asia in 1860. Oriental bittersweet is attractive, partly because it produces lots of bright orange berries (figure 2). Unfortunately, birds eat the berries and then fly away from the plant. When the birds defecate, they deposit the seeds deep in the forest, often far from where the seeds were eaten. Oriental bittersweet escaped from gardens and has spread into natural areas where it is not native. When the vine takes over natural areas, native vegetation cannot compete with it for the resources they need. These resources include space, water, and sunlight (figure 3).

Figure 2. Oriental bittersweet berries.

Figure 3. Oriental bittersweet taking over an open area within a forest. Photo by Henry McNab.

At this point in your writing, you will probably not know which photograph you will use. You may only know, for example, that you

want a photo of Oriental bittersweet taking over a forested area. Indicate what you want in your figure or illustration.

For example,

Figure 3. Photo of Oriental bittersweet taking over an area.

This will serve as a placeholder and a reminder for when you are collecting your illustrations.

Note, also, that credit is given to the photographer or the source of the photo (or illustration). Remember that for every photo used,

written permission for use must be given and provided to the Office of Communication.

Exceptions include public domain photographs, such as Forest Service photos. However, documentation that the photo is in the public domain must be provided. This is as simple as having a scientist (or the photo provider) indicate in an email that the

photo(s) is (are) the property of the Forest Service.

At the time you receive any photos, check them immediately for their resolution. This can be done by right-clicking on the

photograph, go to properties, then to summary. All photos must be at least 300 DPI.

Do not contact the scientist for photos at this time. It is best to wait until you have completed the entire article and have a

list of photos needed. Expect, however, that the scientist(s) will be unable to provide the photos you need.

A good source of natural resource photos is http://www.bugwood.org. You will need to register (it’s free) to download high resolution photos, and you must provide photo

credit in the text. In the credit, include the photographer’s name and “Courtesy of http://www.bugwood.org.”

If you have questions about proper formatting, punctuation, etc., use the Invasive Species Edition or

Wilderness Benefits Edition as your models. For example, the Forest Service Office of Communication requires the complete Web site url, and has certain conventions for

capitalization, abbreviations, etc.

The Office of Communication will ultimately edit the text. It is, however, easier on them if the text is as close to

proper format as possible.

Introduction

Sudden oak death is a new disease of trees and plants in the United States and Europe. Although scientists are not certain, they believe the fungus-like organism that causes sudden oak death was brought into the United States from another country. At first, the disease was found only in California (figure 1). Since that time, nursery plants affected with the organism that causes sudden oak death have been shipped to other nurseries across the United States (figure 2).

Figure 1. California. (This map showed California’s location within the United States.)

Figure 2. The location of nurseries across the United States that received plants from California nurseries that were infected with the organism that causes sudden oak death. (This was a map provided by the scientists from the original article.)

Just for fun (!), read the following “Introduction” from the Invasive Species Edition (3 slides)

One way the organism is spread is through the sale of infected nursery plants to homeowners or to nurseries in other locations. When this happens, the organism can be spread quickly across long distances. Spraying plants with a chemical to kill the organism does not always work well enough to keep the organism from reappearing and spreading.

The organism can also spread from plant to plant. When the organism that causes sudden oak death infects a plant, it is hard to stop its spread to other plants and trees. Although the organism damages but does not kill all of the tree species it infects, it does kill some of them. In this study, the scientists wanted to learn how the organism that causes sudden oak death is spread from tree to tree within a forest.

Reflection Section

What is the problem the scientists wanted to study?

Which type of tree would you guess is most often killed by the organism that causes sudden oak death?

Sidebar

What is sudden oak death?Sudden oak death is a deadly disease for four oak species in California and Oregon. It is caused by a fungus-like organism that causes cankers on the bark of oak trees. These cankers look like they are bleeding (figure 3). The sudden oak death organism also infects 13 other species of trees in California, including California bay laurel, coast redwood, Douglas fir, and bigleaf maple (figures 4a-4d). Although sudden oak death does not kill all of the trees it infects, the infection of any tree adds to the problem. When a tree is infected with the organism that causes sudden oak death, it enables the disease to continue to spread.

This “Introduction” includes figures (including maps and photos) and a sidebar. Sidebars are used when additional information must be provided. If this information were given in the introductory text, it would make the “Introduction” too long, and would move the reader too far from the storyline. Notice, too, the first Reflection Question asks the reader to identify the problem.

It is almost time to write your “Introduction!”

Before you begin, however, let’s go back to the scientist’s (s’) statement(s). You may have received one or more by now. If so, read their statement(s) carefully and critically. You may need to simplify their statement(s). Scientists are used to writing scientifically, and writing in short sentences with simple terms may be a challenge! In some instances, words in their statements may need to be added to the glossary.

We have also found instances where we’ve had to ask for a revised statement, although this does not happen often. If you have questions, call or email Babs (706-559-4224, bmcdonald@fs.fed.us AND mcdonaldbabs@gmail.com.

Now it is time to write your “Introduction” and associated Reflection Questions.

Good luck!

You have finished the Lucky 13!