Efnisyfirlit

• Contents
• Acknowledgements
• Preface to the Second Edition
• Introduction
  • Planning: The Underlying Narrative Scaffold
  • Writing: The Active Narrative Wrap
• Unit 1: How to Write the Introduction
  • 1.1. The Structure and Content of the Introduction
  • 1.2. Building a Model
    • 1.2.1 EXERCISE 1: How to build a simple model by reverse engineering
    • 1.2.2 Key
    • 1.2.3 The Introduction model
  • 1.3. Testing and Adjusting the Model
    • 1.3.1 A demonstration of the model
    • 1.3.2 EXERCISE 2a: Identifying the model components
    • 1.3.3 EXERCISE 2b: Identifying the model components
  • 1.4. Useful Words and Phrases
    • 1.4.1 Language task
    • 1.4.2 Language for the Introduction
  • 1.5. Language and Writing Skills
    • 1.5.1 Verb tense choices
    • 1.5.2 Linking sentences and information together
    • 1.5.3 Passive/Active choices
    • 1.5.4 Paragraphing
  • 1.6. Writing the Introduction
    • 1.6.1 Write the Introduction
    • 1.6.2 Key
• Unit 2: How to Write about Methods
  • 2.1. The Structure and Content of the Methods Section
  • 2.2. Building a Model
    • 2.2.1 EXERCISE 1: How to build a simple model
    • 2.2.2 Key
    • 2.2.3 A Methods model
  • 2.3. Testing and Adjusting the Model
    • 2.3.1 A demonstration of the model
    • 2.3.2 EXERCISE 2a: Identifying the model components
    • 2.3.3 EXERCISE 2b: Identifying the model components
  • 2.4. Useful Words and Phrases
    • 2.4.1 Language task
    • 2.4.2 Language for the Methods section
  • 2.5. Language and Writing Skills
    • 2.5.1 Verb tense and the agentless passive
    • 2.5.2 Prepositions
    • 2.5.3 Using A/AN (indefinite article), Ø (zero article), and THE (definite article)
  • 2.6. Writing a Methods Section
    • 2.6.1 Write a Methods section
    • 2.6.2 Key
• Unit 3: How to Write about Results
  • 3.1. The Structure and Content of the Results
  • 3.2. Building a Model
    • 3.2.1 EXERCISE 1: Using target articles to build a model
    • 3.2.2 Key
    • 3.2.3 A Results model
  • 3.3. Testing and Adjusting the Model
    • 3.3.1 A demonstration of the model
    • 3.3.2 EXERCISE 2: Identifying the model components
  • 3.4. Useful Words and Phrases
    • 3.4.1 Language task
    • 3.4.2 Language for the Results section
  • 3.5. Language and Writing Skills: The Certainty Continuum
    • 3.5.1 Choose a verb that accurately reflects the causal relationships you are describing
    • 3.5.2 Choose the appropriate verb tense
    • 3.5.3 Adding risk-reducing language
• Unit 4: How to Write the Discussion
  • 4.1. How to Write the Discussion
    • 4.1.1 Wrapping the discussion in a narrative
  • 4.2. Building Your Own Model
    • 4.2.1 EXERCISE 1: Using your own target articles to build a Discussion model
    • 4.2.2 Key
    • 4.2.3 A Discussion model
  • 4.3. Testing and Adjusting the Basic Generic Model
    • 4.3.1 A demonstration of the model
    • 4.3.2 EXERCISE 2: Identifying the model components
  • 4.4. Useful Words and Phrases
    • 4.4.1 Language task
    • 4.4.2 Language for the Discussion section
  • 4.5. Language and Writing Skills: Modal Verbs
    • 4.5.1 Using modal verbs in research writing
    • 4.5.2 Modal sentences exercise
  • 4.6. Summary Discussion Exercise
• Unit 5: How to Write the Conclusion
  • 5.1. Building a Model
  • 5.2. Testing and Adjusting the Model
  • 5.3. Useful Words and Phrases
  • 5.4. Language and Writing Skills
    • 5.4.1 Verb tense in the Conclusion
    • 5.4.2 Owning your contribution
• Unit 6: Writing the Abstract
  • 6.1. Guidelines for the Abstract
    • 6.1.1 Clarity and coherence
  • 6.2. Types of Abstract
    • 6.2.1 Simple/Standard Abstracts
    • 6.2.2 Structured Abstracts
    • 6.2.3 Abstracts that include a Significance Statement and/or Highlights
    • 6.2.4 Graphical Abstracts
  • 6.3. A Generic Abstract Model
    • 6.3.1 The model components
  • 6.4. Language
  • 6.5. Summary Abstract Exercise
• Unit 7: Writing the Title
  • 7.1. Check Average Length
  • 7.2. Using Acronyms
  • 7.3. Compare the Title Keywords to the Keyword List
  • 7.4. Check the Grammar of the Title
  • 7.5. Map and Model the Structural Content of the Titles in Target Articles
  • 7.6. Check that Expectations that the Title Suggests Are Fulfilled in the Paper
• Unit 8: Checklist and Tips
  • 8.1. Organising the Information
    • Planning
    • The value of the study: Identifying achievement, contribution, and impact
    • Creating subsections and their subtitles
    • Ordering information
    • Wrapping the information in a narrative
    • Relevance: Make sure the reader knows why you are writing each sentence
    • Assumptions
    • Paragraphing
  • 8.2. Creating Sentences
    • Ordering the information in the sentence
    • Sentence start-up
    • Sentence length and density
    • Signalling connectors
  • 8.3. Grammar and Vocabulary
    • Verb tense
    • Owning your contribution: Passive use and impersonal/non-human grammatical subjects
    • Indefinite and definite articles
    • Prepositions
    • Subject-verb agreement
    • Reference
    • Adverb location
    • -ing ambiguity
    • Avoid over-simple/weak verbs — they have too many possible meanings
    • Vocabulary accuracy
  • 8.4. General
    • Ownership: Make sure the reader knows who is ‘speaking’
    • The certainty continuum and modal verbs
    • Citations
    • Self-edit lexical writing tics such as indeed/in fact/basically/clearly
    • Self-edit punctuation-related writing tics such as parentheses, dash pairs, multiple commas
• Sources and Credits
• Appendix A: Prefixes Used in Science Writing
• Appendix B: Research Verbs
• Writing Skills Index
• Language Index

UM RAFBÆKUR Á HEIMKAUP.IS

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Fleiri góðir kostir
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- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
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