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0 (hodnocen0 x )

BK

Second edition

Cham : Springer, [2016]

xx, 377 ; 24 cm

ISBN 978-3-319-26092-1 (brožováno)

English for academic research

Obsahuje bibliografii na stranách 367-373 a rejstřík

001459749

Contents // Part I Writing Skills // 1 Planning and Preparation... 3 // 1.1 What’s the buzz?... 4 // 1.2 Why should I publish? How do I know whether // my research is worth publishing?... 5 // 1.3 Which journal should I choose?... 6 // 1.4 How can I know exactly what the editor is looking for?... 7 // 1.5 What preparation do I need to do?... 7 // 1.6 How can I create a template?... 9 // 1.7 In what order should I write the various sections?... 9 // 1.8 Should I write the initial draft in my own language // before writing it in English?... 10 // 1.9 How do I know what style and structure to use?... 11 // 1.10 How can I highlight my key findings?... 12 // 1.11 Whose responsibility is it to ensure my paper // is understood? Mine or my readers?...13 // 1.12 How do I keep the referees happy?...13 // 1.13 What role do search engines play in making a paper // accessible to others?...15 // 1.14 Summary...16 // 2 Structuring a Sentence: Word Order... 17 // 2.1 What’s the buzz?... 18 // 2.2 Basic word order in English: subject + verb + object + // indirect object... 19 // 2.3 Place the various elements in your sentence in the most logical order possible: don’t force // the reader to have to change their perspective... 20 // 2.4 Place the subject before the verb... 21 // 2.5 Don’t delay the subject... 22 // ix // x // 2.6 Keep the subject and verb close to each other... 23 // 2.7 Avoid inserting parenthetical information between // the subject and the verb... 24 // 2.8 Don’t separate

the verb from its direct object... 25 // 2.9 Put the direct object before the indirect object... 26 // 2.10 Don’t use a pronoun (it, they) before you introduce // the noun that the pronoun refers to... 26 // 2.11 Locate negations near the beginning of the sentence... 27 // 2.12 Locate negations before the main verb, but after auxiliary // and modal verbs... 28 // 2.13 State your aim before giving the reasons for it... 28 // 2.14 Deciding where to locate an adverb... 29 // 2.15 Put adjectives before the noun they describe, // or use a relative clause... 29 // 2.16 Do not put an adjective before the wrong noun // or between two nouns... 30 // 2.17 Avoid creating strings of nouns that describe other nouns... 30 // 2.18 Summary... 31 // 3 Structuring Paragraphs... 33 // 3.1 What’s the buzz?... 34 // 3.2 First paragraph of a new section - begin with a mini // summary plus an indication of the structure... 35 // 3.3 First paragraph of a new section - go directly to the point... 36 // 3.4 Choose the most relevant subject to put it at the beginning // of a sentence that opens a new paragraph... 37 // 3.5 Deciding where to put new and old information // within a sentence... 38 // 3.6 Deciding where to put new and old information // within a paragraph... 40 // 3.7 Use ‘generic + specific’ constructions with caution... 42 // 3.8 Try to be as concrete as possible as soon as possible... 43 // 3.9 Link each sentence by moving from general concepts // to increasingly more specific concepts...

44 // 3.10 Don’t force readers to hold a lot of preliminary information in their head before giving them // the main information... 45 // 3.11 Present and explain ideas in the same (logical) sequence... 46 // 3.12 Use a consistent numbering system to list phases, // states, parts etc... 47 // 3.13 Break up long paragraphs... 48 // 3.14 Look for the markers that indicate where you could // begin a new sentence or new paragraph... 50 // 3.15 Begin a new paragraph when you begin to talk // about your study and your key findings... 51 // XI // 3.16 Concluding a paragraph: avoid redundancy... 51 // 3.17 How to structure a paragraph: an example... 52 // 3.18 Summary... 55 // 4 Breaking Up Long Sentences... 57 // 4.1 Whats the buzz?... 58 // 4.2 Analyse why and how long sentences are created... 60 // 4.3 Using short sentences will help your co-authors // if they need to modify your text... 61 // 4.4 Using short sentence often entails repeating the key // word, thus improving clarity... 61 // 4.5 Only use a series of short sentences to attract // the reader’s attention... 62 // 4.6 Combine two short sentences into one longer // sentence if this will avoid redundancy... 62 // 4.7 When expressing your aims, consider dividing // up a long sentence into shorter parts... 63 // 4.8 If possible replace and and as well as with a period (.)... 64 // 4.9 Be careful how you use link words...66 // 4.10 Avoid which and relative clauses when these create // long sentences... 69 // 4.11 Avoid the

- ing form to link phrases together... 71 // 4.12 Limit the number of commas in the same sentence... 72 // 4.13 Consider not using semicolons... 74 // 4.14 Only use semicolons in lists... 75 // 4.15 Restrict use of parentheses to giving examples... 76 // 4.16 Final guidelines... 77 // 4.17 Summary... 78 // 5 Being Concise and Removing Redundancy... 79 // 5.1 What’s the buzz... 80 // 5.2 Write less and you will make fewer mistakes // in English, and your key points will be clearer... 81 // 5.3 Cut individual redundant words... 82 // 5.4 Consider cutting abstract words... 83 // 5.5 Avoid generic + specific constructions... 83 // 5.6 When drawing the reader’s attention to something // use the least number of words possible... 84 // 5.7 Reduce the number of link words... 84 // 5.8 When connecting sentences, use the shortest form possible... 86 // 5.9 Choose the shortest expressions... 86 // 5.10 Cut redundant adjectives... 87 // 5.11 Cut pointless introductory phrases... 87 // 5.12 Replace impersonal expressions beginning it is... 88 // 5.13 Prefer verbs to nouns... 89 // Xll // 5.14 Use one verb (e.g. analyze) instead of a verb+noun // (e.g. make an analysis)... 89 // 5.15 Reduce your authorial voice... 91 // 5.16 Be concise when referring to figures and tables... 91 // 5.17 Use the infinitive when expressing an aim... 92 // 5.18 Remove unnecessary commonly-known // or obvious information... 92 // 5.19 Be concise even if you are writing for an online journal... 93 // 5.20 Consider

reducing the length of your paper... 93 // 5.21 Summary... 94 // 6 Avoiding Ambiguity, Repetition, and Vague Language... 95 // 6.1 Whats the buzz?... 96 // 6.2 Place words in an unambiguous order... 97 // 6.3 Beware of pronouns: possibly the greatest source // of ambiguity... 98 // 6.4 Avoid replacing key words with synonyms // and clarify ambiguity introduced by generic words... 100 // 6.5 Restrict the use of synonyms to non-key words... 102 // 6.6 Don’t use technical / sector vocabulary that your // readers may not be familiar with... 104 // 6.7 Be as precise as possible... 104 // 6.8 Choose the least generic word... 106 // 6.9 Use punctuation to show how words and concepts // are related to each other... 107 // 6.10 Defining vs non-defining clauses: that vs which / who... 108 // 6.11 Clarifying which noun you are referring to: // which, that and who... 110 // 6.12 -ing form vs that... 110 // 6.13 - ing form vs. subject + verb... Ill // 6.14 Avoiding ambiguity with the - ing form: // use by and thus... 112 // 6.15 Uncountable nouns... 114 // 6.16 Definite and indefinite articles... 115 // 6.17 Referring backwards: the dangers // of the former, the latter... 116 // 6.18 Referring backwards and forwards: the dangers // of above, below, previously, earlier, later... 118 // 6.19 Use of respectively to disambiguate... 118 // 6.20 Distinguishing between both ... and, and either ...or... 119 // 6.21 Talking about similarities: as, like, unlike... 120 // 6.22 Differentiating between/rom

and by... 120 // 6.23 Be careful with Latin words... 121 // 6.24 False friends... 122 // 6.25 Be careful of typos... 122 // 6.26 Summary... 123 // xiii // 7 Clarifying Who Did What... 125 // 7.1 What’s the buzz?... 126 // 7.2 Check your journal’s style - first person or passive... 127 // 7.3 How to form the passive and when to use it... 127 // 7.4 Use the active form when the passive might be ambiguous... 128 // 7.5 Consider starting a new paragraph to distinguish // between your work and the literature... 129 // 7.6 Ensure you use the right tenses to differentiate // your work from others, particularly when your journal // prohibits the use of we... 130 // 7.7 For journals that allow personal forms, use we // to distinguish yourself from other authors... 133 // 7.8 When we is acceptable, even when you are // not distinguishing yourself from other authors... 133 // 7.9 Make good use of references... 134 // 7.10 Ensure that readers understand what you mean // when you write the authors... 136 // 7.11 What to do if your paper is subject to a ‘blind’ review... 136 // 7.12 Summary... 137 // 8 Highlighting Your Findings... 139 // 8.1 What’s the buzz?... 140 // 8.2 Show your paper to a non-expert and get // him / her to underline your key findings... 140 // 8.3 Avoid long blocks of text to ensure that referees (and readers) can find and understand the importance // of your contribution... 141 // 8.4 Construct your sentences to help the reader’s // eye automatically fall

on the key information... 143 // 8.5 Consider using bullets and headings... 144 // 8.6 In review papers and book chapters, use lots of headings... 145 // 8.7 Use tables and figures to attract attention... 145 // 8.8 When you have something really important to say, // make your sentences shorter than normal... 146 // 8.9 Present your key findings in a very short sentence // and list the implications... 147 // 8.10 Remove redundancy... 148 // 8.11 Think about the types of words that attract attention... 148 // 8.12 Signal to the reader that you are about to say // something important by using more dynamic language... 149 // 8.13 When discussing key findings avoid flat phrases... 149 // 8.14 Consider avoiding the use of phrases containing // note and noting... 151 // 8.15 Be explicit about your findings, so that even // a non-expert can understand them... 151 // xiv // 8.16 Convince readers to believe your interpretation // ofyourdata... 153 // 8.17 Beware of overstating your project’s achievements // and significance... 154 // 8.18 Summary... 155 // 9 Discussing Your Limitations... 157 // 9.1 What’s the buzz?... 158 // 9.2 Recognize the importance of‘bad data’... 159 // 9.3 There will always be uncertainty in your results, // don’t try to hide it... 160 // 9.4 Be constructive in how you present your limitations... 160 // 9.5 Clarify exactly what your limitations are... 161 // 9.6 Avoid losing credibility... 162 // 9.7 Anticipate alternative interpretations of your data...

163 // 9.8 Refer to other authors who experienced similar problems... 164 // 9.9 Tell the reader that with the current // state-of-the-art this problem is not solvable... 165 // 9.10 Explain why you did not study certain data... 166 // 9.11 Tell the reader from what standpoint you wish // them to view your data... 166 // 9.12 Don’t end your paper by talking about your limitations... 167 // 9.13 Summary... 168 // 10 Hedging and Criticising... 169 // 10.1 What’s the buzz?... 170 // 10.2 Why and when to hedge... 171 // 10.3 Highlighting and hedging... 173 // 10.4 Toning down verbs... 174 // 10.5 Toning down adjectives and adverbs... 175 // 10.6 Inserting adverbs to tone down strong claims... 176 // 10.7 Toning down the level of probability... 177 // 10.8 Saving your own face: revealing and obscuring // your identity as the author in humanist subjects... 178 // 10.9 Saving other authors’ faces: put their research // in a positive light... 179 // 10.10 Saving other author’s faces: say their findings // are open to another interpretation... 180 // 10.11 Don’t overhedge... 181 // 10.12 Hedging: An extended example // from a Discussion section... 181 // 10.13 Summary... 184 // 11 Plagiarism and Paraphrasing... 185 // 11.1 What’s the buzz?... 186 // 11.2 Plagiarism is not difficult to spot... 187 // 11.3 You cm copy generic phrases... 188 // XV // 11.4 How to quote directly from other papers... 189 // 11.5 How to quote from another paper by paraphrasing... 190 // 11.6 Examples

of how and how not to paraphrase... 192 // 11.7 Paraphrasing the work of a third author... 193 // 11.8 Paraphrasing: a simple example... 193 // 11.9 Paraphrasing: how it can help you write correct English... 194 // 11.10 Plagiarism: A personal view... 195 // 11.11 Summary... 196 // Part II Sections of a Paper // 12 Titles... 199 // 12.1 Whats the buzz?... 200 // 12.2 How can I generate a title? How long should it be?... 201 // 12.3 Should I use prepositions in my title?... 202 // 12.4 Are articles (a/an, the) necessary?... 203 // 12.5 How do I know whether to use a or ani... 204 // 12.6 Should I try to include some verbs?... 205 // 12.7 Will adjectives such as innovative and novel // attract attention?... 206 // 12.8 Is it a good idea to make my title concise // by having a string of nouns?... 206 // 12.9 What other criteria should I use to decide // whether to include certain words or not?... 208 // 12.10 How should I punctuate my title? What words // should I capitalize?... 209 // 12.11 How can I make my title shorter?... 210 // 12.12 How can I make my title sound more dynamic?... 211 // 12.13 Can I use my title to make a claim?... 212 // 12.14 Are questions in titles a good way to attract attention?... 212 // 12.15 When is a two-part title a good idea?... 213 // 12.16 How should I write a title for a conference?... 213 // 12.17 What is a running title?... 214 // 12.18 Is using an automatic spell check enough?... 215 // 12.19 Summary: How can I assess the quality of my title?...

216 // 13 Abstracts... 217 // 13.1 Whats the buzz?... 218 // 13.2 What is an abstract?... 219 // 13.3 How important is the Abstract?... 220 // 13.4 Where is the Abstract located?... 221 // 13.5 What are‘highlights’?... 221 // 13.6 How should I select my key words?... 222 // 13.7 Why should I download the instructions to the author? // Isn’t it enough to check how other authors for the same // journal have structured their abstract?... 223 // xvi // 13.8 What style should I use: personal or impersonal?... 223 // 13.9 What tenses should I use?... 225 // 13.10 What is a structured abstract?... 226 // 13.11 I am not a medical researcher, can I still use // a structured abstract?... 228 // 13.12 What is an Extended Abstract?... 228 // 13.13 What is a video abstract? How can I make one?... 229 // 13.14 My aim is to have my paper published in Nature. // Is a Nature abstract different from abstracts // in other journals?... 230 // 13.15 How should I begin my Abstract?... 231 // 13.16 How much background information should I give?... 233 // 13.17 Should I mention any limitations in my research?... 234 // 13.18 How can I ensure that my Abstract has maximum impact? ... 234 // 13.19 Why and how should I be concise?... 235 // 13.20 What should I not mention in my Abstract?... 236 // 13.21 What kinds of words do referees not want to see // in an Abstract?... 237 // 13.22 What are some of the typical characteristics // of poor abstracts?... 237 // 13.23 Social and behavioral sciences.

How should // I structure my abstract? How much background // information?... 239 // 13.24 I am a historian. We don’t necessarily get ‘results’ // or follow a specific methodology. What should I do?... 240 // 13.25 I need to write a review. How should I structure // my Abstract?... 241 // 13.26 I am writing an abstract for a presentation // at a conference. What do I need to be aware of?... 242 // 13.27 How do I write an abstract for a work in progress // that will be presented at a conference?... 243 // 13.28 How do I write an abstract for an informal talk, // workshop or seminar at an international conference?... 245 // 13.29 How do journal editors and conference review // committees assess the abstracts that they receive?... 246 // 13.30 Summary: How can I assess the quality of my Abstract?... 247 // 14 Introduction... 249 // 14.1 What’s the buzz?... 250 // 14.2 How should I structure the Introduction? // Can I use subheadings?... 251 // 14.3 How does an Introduction differ from an Abstract?... 251 // 14.4 How long should the Introduction be?... 253 // 14.5 How should I begin my Introduction?... 254 // 14.6 My research area is not a ‘hard’ science. Are there // any other ways of beginning an Introduction?... 256 // xvii // 14.7 How should I structure the rest of the Introduction?... 257 // 14.8 What tenses should I use?... 259 // 14.9 How long should the paragraphs be?... 260 // 14.10 What are typical pitfalls of an Introduction?... 261 // 14.11 What typical phrases

should I avoid in my // Introduction?... 262 // 14.12 How should I outline the structure of the rest // of my paper?... 262 // 14.13 Summary: How can I assess the quality // of my Introduction?... 264 // 15 Review of the Literature... 265 // 15.1 Whats the buzz?... 266 // 15.2 How should I structure my Review of the Literature?... 267 // 15.3 Do I need to cover all the literature? And what about // the literature that goes against my hypotheses?... 268 // 15.4 How should I begin my literature review? How can // I structure it to show the progress through the years?... 268 // 15.5 What is the clearest way to refer to other authors? // Should I focus on the authors or their ideas?... 269 // 15.6 How can I talk about the limitations of previous work and the novelty of my work in a constructive // and diplomatic way?... 270 // 15.7 What tenses should I use?... 271 // 15.8 How can I reduce the amount I write when reporting // the literature?... 274 // 15.9 Summary: How can I assess the quality of my // Literature Review?... 275 // 16 Methods... 277 // 16.1 Whats the buzz?... 278 // 16.2 How should I structure the Methods?... 279 // 16.3 What style: should I use the active or passive? // What tenses should I use?... 280 // 16.4 How should I begin the Methods?... 282 // 16.5 My methods use a standard procedure. Do I need // to describe the methods in detail?... 283 // 16.6 My methods in the paper I am writing now // are (almost) identical to the methods I published // in a previous paper.

Can I repeat them word for word?... 283 // 16.7 Should I describe everything in chronological order?... 284 // 16.8 How many actions / steps can I refer // to in a single sentence?... 285 // 16.9 Can I use bullets?... 286 // 16.10 How can I reduce the word count?... 287 // 16.11 How can I avoid my Methods appearing // like a series of lists?... 287 // xviii // 16.12 How can I avoid ambiguity?... 288 // 16.13 How should I designate my study parameters // in a way that my readers do not have to constantly // refer backwards?... 289 // 16.14 What grammatical constructions can I use // to justify my aims and choices?... 289 // 16.15 What grammatical construction is used with allow, // enable and permiti... 290 // 16.16 How can I indicate the consequences // of my choices and actions?... 291 // 16.17 What other points should I include // in the Methods? How should I end the Methods?... 292 // 16.18 How can I assess the quality of my Methods section?... 293 // 17 Results... 295 // 17.1 What’s the buzz?... 296 // 17.2 How should I structure the Results?... 297 // 17.3 How should I begin the Results?... 298 // 17.4 What tenses should I use when reporting my Results?... 298 // 17.5 What style should I use when reporting my Results?... 299 // 17.6 Is it OK if I use a more personal style?... 299 // 17.7 Should I report any negative results?... 300 // 17.8 How can I show my readers the value // of my data, rather than just telling them?... 301 // 17.9 How should I comment on my tables and

figures?... 302 // 17.10 What more do I need to know about commenting // on tables?... 303 // 17.11 What about legends and captions?... 304 // 17.12 My research was based on various surveys and interviews. How should I report quotations // from the people we interviewed?... 305 // 17.13 What else do I need to be careful about // when reporting data?... 306 // 17.14 Summary: How can I assess the quality // of my Results section?... 307 // 18 Discussion... 309 // 18.1 What’s the buzz... 310 // 18.2 Active or passive? What kind of writing // style should I use?... 312 // 18.3 How should I structure the Discussion?... 313 // 18.4 What is a ‘Structured Discussion’?... 314 // 18.5 How should I begin the Discussion?... 315 // 18.6 Why and how should I compare my work // with that of others?... 316 // 18.7 How can I give my interpretation of my data while taking into account other possible // interpretations that I do not agree with?... 318 // xix // 18.8 How can I bring a little excitement to my Discussion?... 319 // 18.9 How can I use seems and appears to admit // that I have not investigated all possible cases?... 321 // 18.10 What about the literature that does not support // my findings - should I mention it?... 321 // 18.11 How can I show the pitfalls of other works // in the literature?... 322 // 18.12 Should I discuss the limitations of my research?... 322 // 18.13 What typical problems do researchers // in the humanities have when writing the Discussion?... 323 // 18.14 How

long should the Discussion be?... 324 // 18.15 How can I be more concise?... 324 // 18.16 How long should the paragraphs be?... 325 // 18.17 How should I end the Discussion if I have // a Conclusions section?... 326 // 18.18 How should I end the Discussion if I do not // have a Conclusions section?... 327 // 18.19 Summary: How can I assess the quality // of my Discussion?... 328 // 19 Conclusions... 331 // 19.1 What’s the buzz?... 332 // 19.2 Do I have to have a Conclusions section?... 333 // 19.3 What tenses should I use?... 334 // 19.4 How should I structure the Conclusions?... 334 // 19.5 How can I differentiate my Conclusions // from my Abstract?... 336 // 19.6 How can I differentiate my Conclusions // from my Introduction and from the last paragraph // of my Discussion?... 337 // 19.7 How can I increase the impact of the first sentence // of my Conclusions?... 338 // 19.8 I don’t have any clear Conclusions, // what can I do? Should I mention my limitations?... 340 // 19.9 How should I relate my limitations to possible future work?... 341 // 19.10 How can I end my Conclusions?... 344 // 19.11 How should I write the Acknowledgements?... 346 // 19.12 Summary: How can I assess the quality // of my Conclusions?... 347 // 20 The Final Check... 349 // 20.1 What’s the buzz?... 350 // 20.2 Print out your paper. Don’t just correct // it directly on your computer... 352 // 20.3 Ensure your paper is as good as it could // possibly be the first time you submit it... 353 // 20.4 Cut,

cut, cut and keep cutting... 354 // 20.5 Check your paper for readability... 354 // XX // 20.6 Always have the referee in mind... 356 // 20.7 Check for clarity in the logical order // of your argumentation... 356 // 20.8 Be careful with cut and pastes... 356 // 20.9 Make sure everything is consistent... 357 // 20.10 Check that your English is suitably formal... 357 // 20.11 Don’t underestimate the importance // of spelling mistakes... 358 // 20.12 Write a good letter / email to accompany // your manuscript... 359 // 20.13 Dealing with rejections... 360 // 20.14 Take the editor’s and reviewers’ comments seriously... 360 // 20.15 A tip for using professional editing agencies... 361 // 20.16 A final word from the author: Let’s put a bit // of fun into scientific writing !... 361 // 20.17 Summary of this chapter... 363 // 20.18 Summary of the entire book: 10 key concepts... 364 // Acknowledgements... 365 // Sources of the Factoids and other info... 367 // Index... 375