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• 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