The material is not about correctness grammar, punctuation, etcbut about communicating what you intend to the reader. Sheer length was neither the problem nor the solution.
Writing as if you are explaining your work to audiences outside your field can give you practical experience both in communicating your work and in giving people an understanding of the importance of your findings.
These revisions lead us to a second set of reader expectations. The rates at which tectonic plates move and accumulate strain at their boundaries are approximately uniform. When the sections are confused—when too much experimental detail is found in the Results section, or when discussion and results intermingle—readers are often equally confused.
Although this information may provide some sense of comfort, it does little to answer the interpretive questions that need answering. The Stress Position It is a linguistic commonplace that readers naturally emphasize the material that arrives at the end of a sentence.
Without the verb, we do not know what the subject is doing, or what the sentence is all about. By using a semicolon, we created a second stress position to accommodate a second piece of information that seemed to require emphasis. Here is one way to incorporate it into the sentence structure: Then one more time.
To a writer, this includes understanding the way a reader interprets material. A sense of the mysterious: In revising the example passage, we made certain decisions about what to omit and what to emphasize.
Such success will follow from authors becoming more consciously aware of the various reader expectations presented here. The stress position can change in size from sentence to sentence. Science and the human spirit. I often try to write as if I am explaining my work to my younger brother.
As communities of readers, however, we tend to work out tacit agreements as to what kinds of meaning are most likely to be extracted from certain articulations.
It seems the reader is hindered by more than just the scientific jargon. Here is the passage again, with the difficult words temporarily lifted: Anything of length that intervenes between subject and verb is read as an interruption, and therefore as something of lesser importance.
Besides this, you will be able to communicate better not only with other researchers, but with the public, who funds your research.The Science of Scientific Writing By George Gopen, Judith Swan If the reader is to grasp what the writer means, the writer must understand what the reader needs.
The Science of Scientific Writing. George Gopen, Judith Swan. This article was originally published in the November-December issue of. American Scientist. Science is often hard to read. Most people assume that its difficulties are born out of necessity, thought, but rather its actual communication.
It does not matter how. 4/23/13 The Science of Scientific Writing» American Scientist 1/7 FEATURE ARTICLE The Science of Scientific Writing If the reader is to grasp what the writer means, the writer must understand what the reader needs George Gopen, Judith Swan This article was originally published in the NovemberDecember issue of American Scientist.
Science is often hard to read. View Test Prep - science-of-writing from SCI at University College Roosevelt. The Science of Scientific Writing by George D.
Gopen and Judith A. Swan This article, downloaded from. Unformatted text preview: i l i The Science of Scientific Writing If the reader is to grasp what the writer means, the writer must understand what the reader needs George D.
Gopen and Judith A. Swan cience is often hard to cheri197.com people assume that its difficulties are born out of necessity, out of the extreme complexity of scientific. George D. Gopen and Judith A. Swan S rather its actual communication. It does not matter how 12 32 Writing with the Reader in Mind: Expectation and Context right ~ a less obvious pattern, the discovery of which is Readers do not simply read; they interpret.
Any piece of the pomt of ~e table.Download