Writing for Advanced Science Courses

Part 3: Grammar and Proof-reading

Materials taken from Knisely, Karin. (2009). Writing in Biology. Sinaur/Freeman and edited by

Angela Bush, SRVHS

Hints for Writing “Good” Lab Reports• Do not use first person language

– Example: I noticed that when the yeast was mixed with sugar-water, it smelled like bread.

– Revised: When the yeast was mixed with sugar-water, it smelled like bread

• Write to enlighten your peers (other students), not to impress your teacher– Do not use unnecessary verbiage

• Keep it simple and get to the point!• See slides 5-8

– Do not use language that you don’t understand– Use scientific words when appropriate. Define

terms that are unfamiliar to your audience.– Do not use jargon– Avoid clichés, slang, and abbreviations.– Do not plagiarize

Use Complete Sentences and Proper Grammar• Always include the question in your answer to

ensure complete, comprehensible sentences• Do not use pronouns without antecedents, use

nouns!– Example: No, it did not.– Revised: No, the sand did not show signs of life

under the microscope– Not sure if it is a pronoun, or if you are properly

using a pronoun? Check this website!• Do not use contractions in formal writing• Be sure your word usage is correct

– Spell check will not correct a word that is spelled correctly, but used incorrectly!

– Grammar check often misses these mistakes too!•See slides 9-12

Use Well Developed Paragraphs• Each paragraph focuses on one topic• The first sentence introduces the

topic• Subsequent sentences support the

topic sentence• Connecting phrases are use to

achieve good flow between sentences.

Clarity in Writing (avoiding redundancy)

Redundant Revised

It is absolutely essential It is essential

Mutual cooperation Cooperation

Totally unique Unique

The solution was obtained and transferred

The solution was transferred

Examples of Clarity

Empty Phrases (wasted words)

Empty ConciseA majority of MostAs soon as WhenAt all times AlwaysBased on the fact that BecauseFor this reason SoIn fact Don’t use at allFunctions to, serves to Don’t use at allIt is interesting to note that Don’t use at all

Empty Phrases (con’t).Empty ConciseReferred to as CalledWith the exception of ExceptCame to the conclusion ConcludedWith the result that So thatAt a much greater rate than FasterSo as to ToDespite the fact that Although, thoughAt the present now

Word Usage: Affect vs Effect• Affect is a verb that means “to influence.”

– Example: Temperature affects enzyme activity. • Effect can be a noun, effect means “result,”

if effect is used as a verb “to cause.” – Example (noun): We studied the effect of

temperature on enzyme activity. – Example (verb): High temperature effected a

change in the shape of the enzyme, which destroyed the enzyme’s activity.

Word Usage Cont’d• Fewer vs. less.

– Use fewer when a quantity can be counted. Use less when the quantity is unknown.

• Do not use contractions in formal writing. Use it is instead of it’s.

• Lowered vs. raised. – Transitive verbs require a direct object, a noun

to act on. – Example:

• Wrong: The fish’s body temperature lowered the response to the cold water.

• Correct: The cold water lowered the fish’s body temperature.

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Spelling Advice….• As soon as a mist ache is maid• It nose bee fore two long• And eye can put the error rite• Its rare leas ever wrong.•  • Eye have run this poem threw it• I am shore your pleased two no• Its letter perfect awl the weigh• My chequer tolled me sew.•  • -Sauce unknown