Writing Readable Research; A Guide for Students of Social Science; Beverly Lewin

Beverly Lewin [+–]

Tel Aviv University

Beverly A. Lewin has extensive experience in teaching scientific writing to Ph.D. students from non – English speaking backgrounds, in various social sciences, as well as in fields ranging from astronomy to zoology. Her research focuses on scientific discourse, especially genre analysis and managing interpersonal relations in texts (hedging and criticism). Publications include Expository Discourse: A Genre-Based Approach to Social Science Texts (co-authored with Jonathan Fine and Lynne Young, Continuum, 2001) and The Sword and the Word: Criticism in the Academy (co-edited with Françoise Salager-Meyer, Peter Lang, forthcoming).

Writing Readable Research tries to help users create texts that are easy to read, interesting, and dynamic, yet conform to current standards of English, to criteria of the fields of social science, and to conventions of society in general. This book gives attention to all the layers of scientific writing, from nitty-gritty problems in grammar and punctuation to sensitive interpersonal issues such as criticism of other authors and advancing one’s own claims. It can be used as part of a course or independently by students.

Since the intended users of this textbook are novice writers, whether graduate students or new faculty members, the practical issues are spelled out. On the other hand, since these writers are also sophisticated scientists, the book addresses their need to understand the theoretical rationale and historical background for some of the guidelines.

Although Writing Readable Research concentrates on journal articles, it also provides valuable advice on the preparation of talks and posters for conferences, abstracts, and professional letters. Most of all, it is enhanced with a little humor, lots of authentic examples from published texts, and some challenging tasks for students to complete, presented in an easy-to-read layout.

Series: Equinox Textbooks and Surveys in Linguistics

Preliminaries

Preface [+–] xi-xii

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Like the sound of the proverbial tree falling in a forest with no human audience, research that is not ultimately published is ‘unheard’ and forever lost. Moreover, published research that is not reported well may not stand a chance in today’s competitive academic world. Those whose first language is not English bear a double burden in trying to make themselves heard and understood. Writing Readable Research tries to help users create texts that are easy to read, interesting, and dynamic, yet conform to current standards of English, to criteria of the fields of social science, and to conventions of society in general. This book gives attention to all the layers of scientific writing, from nitty-gritty problems in grammar and punctuation to sensitive interpersonal issues such as criticism of other authors and advancing one’s own claims. It can be used as part of a course or independently by students. Since the intended users of this textbook are novice writers, whether graduate students or new faculty members, the practical issues are spelled out. On the other hand, since these writers are also sophisticated scientists, the book addresses their need to understand the theoretical rationale and historical background for some of the guidelines. Although Writing Readable Research concentrates on journal articles, it also provides valuable advice on the preparation of talks and posters for conferences, abstracts, and professional letters. Most of all, it is enhanced with a little humor, lots of authentic examples from published texts, and some challenging tasks for students to complete, presented in an easy-to-read layout.

Acknowledgements [+–] xiii

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Chapter 1

What Are the Constraints in Scientific Writing? [+–] 1-10

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Scientific writing is very ‘bounded’ (constrained) by layers of rules and conventions that must be observed in order for the text to be publishable. This chapter discusses these rules and conventions: Topics covered: Register; Style; Textual Cohesion; Social Realities and Conventions; Genre; Medium; Field; Rhetoric; Where Do these Constraints Come From; Putting It Together

Chapter 2

Nouns and Pronouns [+–] 11-22

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This chapter looks at the rules of grammar, which are conventions that have evolved over time. Topics Covered: Introduction to Grammar; Nouns; Determiners; Pronouns; Answers to Tasks

Chapter 3

Using Verbs [+–] 23-54

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Information is expressed in clauses containing a subject (in the form of a noun or pronoun), discussed in Chapter 2, and a verb. Verbs tell you what the subject does. This chapter looks at verbs and tenses and considers their importance in scientific writing. Topics Covered: Tenses in General; Tenses in Social Science Writing; Using the Tenses; The Passive; Modals; The Conditional; Putting it Altogether; Answers to Tasks

Chapter 4

Shaping Sentences and Paragraphs [+–] 55-66

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This chapter builds on the previous chapters and looks at the construction of sentences with nouns and verbs. Topics Covered: Keep Elements in Order; Keep Elements in Parallel; Avoid Heavy Sentences; Avoid Ambiguity; Punctuate Punctiliously; Paragraphs

Chapter 5

Being Concise [+–] 67-74

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Writers of academic texts are often told to be concise. This chapter looks at the importance of being concise and cases where the writing has become too dense as a result and offers guidelines for conciseness

Chapter 6

Making Connections—Connectives [+–] 75-82

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This chapter considers connectives. Connectives are the words or phrases that bind together parts of a text and helps you to understand the point the author is trying to make. Topics Covered: What is the Role of Connectives; What Connectives Do We Use in Scientific Writing?

Chapter 7

Understanding Genre Analysis—Introductions [+–] 83-94

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Within scientific writing there are a number of different genres, for example a scientific article. Each genre then is made up of a number of sub-genres, for example, introduction and conclusion. This chapter considers the structure of introductions. Topics Covered: What Are the Expected Structures in Introductions; literature reviews; order; context

Chapter 8

Review of the Literature [+–] 95-110

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A key feature of academic writing is the literature review. This chapter discusses the different formats this make take and provides guidelines for the readers own review. Topics Covered: What Constitutes a Review of the Literature; Giving Credit Where Credit is Due; How Extensive Should a Review of the Literature Be; Why Do We Incorporate Other People’s Ideas; The Psychological Force of References; Criteria for Selecting References; References and Rhetorical Moves; What is the Focus in References; What Verbs are Used; Patterns of Organization; Before Writing the Review of the Literature; Guidelines for Writing the Review

Chapter 9

Methods [+–] 111-118

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This chapter considers the structure and layout of the methods section in research writing. Topics Covered: Structure; Language Characteristics; Ethical Considerations

Chapter 10

Results [+–] 119-124

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The author has studied a number of results sections and has found that in most cases with is the largest section in a research report. This chapter looks at the layout and structure of the results section. Topics Covered: Presenting Data in Graphics or Images (Visuals); A Word About Visuals; Commenting on Visuals; Prepositions to Express Results

Chapter 11

Discussion Sections [+–] 125-143

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Th is chapter attempts to answer two questions: 1. What are the usual moves in a Discussion section and their rhetorical functions? 2. What lexical and grammatical structures are common to these moves? Topics Covered: What Are the Moves and Their Rhetorical Functions; Variability of Moves; The Rhetorical Dimension of the Key Moves; Sequencing Arguments; Lexical/Grammatical Structures; Other Lexical/Grammatical Signals; Stating Conclusions

Chapter 12

Conference Texts [+–] 145-154

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When writing for conferences there are a number of different genres to consider including, posters; abstracts and oral presentations. The author considers the structure and layout for each genre. Topics covered: Oral Presentations; Practical Tips; Responding to Comments from the Audience; Posters

Chapter 13

Abstracts [+–] 155-164

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In research abstracts are regularly written for journals, dissertations, grant proposals and conferences and are therefore very important. Each abstract has its own audience, purpose, and recommended discourse structure, the author uses this chapter to discuss these. Topics: Conference Abstracts; Journal Abstracts

Chapter 14

Writing Professional Letters [+–] 165-179

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This chapter considers some typical letters that might have to be written by a researcher. It provides advice on the construction and structure of each genre of letter.

End Matter

References [+–] 180-189

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Index [+–] 190-193

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Reviews

A welcome addition to the array of academically inclined instructional manuals on how to create reader-friendly scientific texts. The author is an expert in the field of teaching scientific writing in the discipline of the Social Sciences and offers a compact volume with plenty of useful advice to students and guidance to tutors of scientific writing.

The most attractive feature of the book is its balanced mix of explanations, theory and task-based approach with a strong emphasis on skills building through activities, which are all based on authentic materials showcasing some similarities but also many differences between disciplines under the Social Sciences umbrella.
Linguist List 24.396, January 2013

This book represents a useful addition to the pedagogical literature for teachers who instruct novice social scientists in professional writing. It could easily succeed as the main course text for an advanced undergraduate or graduate level research writing course for students in any of the social sciences.
Journal of English for Academic Purposes, July 2011

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Writing Readable Research

A Guide for Students of Social Science

Beverly Lewin [+–]

Tel Aviv University

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