Journal articles: 'Scientific writing'

1

Nileshwar, Anitha. "Scientific writing." Indian Journal of Respiratory Care 7, no. 1 (2018): 1. http://dx.doi.org/10.4103/ijrc.ijrc_27_17.

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Pollock, Neal W. "Scientific Writing." Wilderness & Environmental Medicine 28, no. 4 (December 2017): 283–84. http://dx.doi.org/10.1016/j.wem.2017.09.007.

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Hyland, Ken, and Françoise Salager-Meyer. "Scientific writing." Annual Review of Information Science and Technology 42, no. 1 (November 5, 2009): 297–338. http://dx.doi.org/10.1002/aris.2008.1440420114.

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CO, Omolase. "Rudiments of Writing for Scientific Publication." Open Access Journal of Ophthalmology 6, no. 1 (January 4, 2021): 1–4. http://dx.doi.org/10.23880/oajo-16000219.

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Holmes, Frederic L. "Scientific Writing and Scientific Discovery." Isis 78, no. 2 (June 1987): 220–35. http://dx.doi.org/10.1086/354391.

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Myers, Greg, Steve Woolgar, Jonathan Potter, Margaret Wetherell, and Bruno Latour. "Writing about Writing about Scientific Writing: Books on the Sociology of Scientific Knowledge." College Composition and Communication 39, no. 4 (December 1988): 465. http://dx.doi.org/10.2307/357703.

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Herrick, M. J. "Medical scientific writing." Anaesthesia 50, no. 12 (December 1995): 1100. http://dx.doi.org/10.1111/j.1365-2044.1995.tb05978.x.

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Van Way, Charles W. "On Scientific Writing." Journal of Parenteral and Enteral Nutrition 31, no. 3 (May 2007): 259–60. http://dx.doi.org/10.1177/0148607107031003259.

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Scott, Susannah L., and Christopher W. Jones. "Superlative Scientific Writing." ACS Catalysis 7, no. 3 (February 22, 2017): 2218–19. http://dx.doi.org/10.1021/acscatal.7b00566.

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Greene, Mott T. "Writing Scientific Biography." Journal of the History of Biology 40, no. 4 (April 13, 2007): 727–59. http://dx.doi.org/10.1007/s10739-007-9124-x.

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Basaglia, T., Z. W. Bell, P. V. Dressendorfer, A. Larkin, and M. G. Pia. "Writing Software or Writing Scientific Articles?" IEEE Transactions on Nuclear Science 55, no. 2 (April 2008): 671–78. http://dx.doi.org/10.1109/tns.2008.919563.

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Moeins, Anoesyirwan, Sudaryono Sudaryono, and Alfiah Khoirunisa. "Utilization of Management of Writing Scientific in the Learning Process in Higher Education." Aptisi Transactions on Management (ATM) 2, no. 1 (January 2, 2018): 1–8. http://dx.doi.org/10.33050/atm.v2i1.761.

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In a scientific work, it is closely related to a writing management. Writing which is a writing activity is inseparable in the learning process. Writing can also be used as a management communication tool in conveying information. There are 4 (four) written communication elements as media tools. But recently a new paradigm has begun to develop that a management of scientific work does not have to be based on scientific research, but also a study of a problem that is analyzed professionally by experts. With the method of description using 5 (five) principles in the management of scientific writing to solve problems. So writing management is needed in compiling scientific papers in order to create good work by following the development of the industrial era 4.0. Thus, the task of intellectuals and intellectuals is not only able to read, but also must be able to manage writing about scientific writings and master the procedures for preparing scientific works. Utilization of Management of Writing Scientific Writing in the Learning Process in Higher Education. Keywords: management of scientific work, management of writing, scientific work.

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Vaidyanathan, AnandKumar. "Images in scientific writing." Journal of Indian Prosthodontic Society 22, no. 2 (2022): 107. http://dx.doi.org/10.4103/jips.jips_137_22.

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Kurien, Mary, L. Jeyaseelan, and Kurien Thomas. "Writing a scientific article." Indian Journal of Otolaryngology and Head and Neck Surgery 52, no. 1 (December 1999): 2–4. http://dx.doi.org/10.1007/bf02996421.

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Pollock, Neal W. "Referencing in Scientific Writing." Wilderness & Environmental Medicine 32, no. 3 (September 2021): 269–70. http://dx.doi.org/10.1016/j.wem.2021.06.002.

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Imai, Takasuke. "Writing a scientific paper." Nihon Shuchu Chiryo Igakukai zasshi 18, no. 1 (2011): 43–47. http://dx.doi.org/10.3918/jsicm.18.43.

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Prayag, Amrita. "Challenges in scientific writing." Indian Journal of Medical and Paediatric Oncology 40, no. 4 (2019): 554. http://dx.doi.org/10.4103/ijmpo.ijmpo_275_19.

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Bano, Nusrat. "Scientific writing and plagiarism." Archives of Pharmacy Practice 4, no. 3 (2013): 137. http://dx.doi.org/10.4103/2045-080x.119068.

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Fagan, Alphonsus J. "Some scientific writing traps." Leading Edge 12, no. 12 (December 1993): 1178. http://dx.doi.org/10.1190/1.1436933.

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Farrell, Mike. "Scientific writing - following guidelines." Journal of Small Animal Practice 54, no. 4 (March 17, 2013): 171–73. http://dx.doi.org/10.1111/jsap.12050.

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Lee, Shou-Dong. "Plagiarism in Scientific Writing." Journal of the Chinese Medical Association 71, no. 6 (June 2008): 273–74. http://dx.doi.org/10.1016/s1726-4901(08)70121-7.

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Dawson, J. H. "Speculation in Scientific Writing." Weed Technology 10, no. 3 (September 1996): 679. http://dx.doi.org/10.1017/s0890037x00040616.

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Pollock, Neal W. "Retraction of Scientific Writing." Wilderness & Environmental Medicine 31, no. 3 (September 2020): 257–58. http://dx.doi.org/10.1016/j.wem.2020.07.001.

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Pollock, Neal W. "Telegraphing in Scientific Writing." Wilderness & Environmental Medicine 31, no. 4 (December 2020): 383–84. http://dx.doi.org/10.1016/j.wem.2020.09.005.

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Klimova, Blanka Frydrychova. "Improving Students’ Scientific Writing." Procedia - Social and Behavioral Sciences 83 (July 2013): 130–33. http://dx.doi.org/10.1016/j.sbspro.2013.06.025.

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Wood, E. J. "Writing a scientific paper." Biochemical Education 14, no. 3 (July 1986): 141. http://dx.doi.org/10.1016/0307-4412(86)90178-0.

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Van Way, Charles W. "Writing a Scientific Paper." Nutrition in Clinical Practice 22, no. 6 (December 2007): 636–40. http://dx.doi.org/10.1177/0115426507022006636.

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Lindsay, D. "001.Writing scientific papers." Reproduction, Fertility and Development 17, no. 9 (2005): 62. http://dx.doi.org/10.1071/srb05abs001.

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If you haven't written about your scientific work you might as well not have done it. But, if you haven’t written it well, you won’t have done much better because your scientific colleagues probably won’t read it. This short workshop illustrates an approach to structuring scientific papers that encourages readers to find and retain the important information that you wish them to read. It demonstrates that logical structure is even more important than style and shows how to organize the structure of a paper around the scientific hypothesis on which the work was based. The hypothesis is a statement of what might plausibly have been expected from the experiment before it was done and that expectation can be used to describe the experiment in a way that induces readers to anticipate what they are about to read. This anticipation not only persuades them to read on but enhances their chances of retaining the information that they pick up when they do.

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Becker, Patricia Thomas. "Mentorship in scientific writing." Research in Nursing & Health 35, no. 3 (March 2, 2012): 215–16. http://dx.doi.org/10.1002/nur.21468.

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Valdivia, Omar Abreu, and Netzahualcoyotl Velasco Morales. "Guidelines for Scientific Writing." Advances in Social Sciences Research Journal 9, no. 10 (October 28, 2022): 357–67. http://dx.doi.org/10.14738/assrj.910.13346.

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The article refers to an experience put into practice at the IPH University Institute of Mexico to improve the scientific writing of students of the different modalities. It was based on the study of the written texts produced by students of said institution, to determine the deficiencies that persist in their academic writing and develop a solution strategy on that basis. Methods, techniques and procedures were used, such as the documentary, historical, genetic, systemic, statistical, analysis and synthesis, hermeneutical, peer comparison methodology of expert criteria and as a study procedure, coding. of the works for its management in an analytical matrix. Its result consists of the elaboration and validation of a practical didactic alternative that serves as an instrument for the improvement of academic writing in this center.

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B.M, Dr Khalid, and Dr Praveen. "SCIENTIFIC ARTICLE WRITING WORKSHOP." AVISHKARA 01, no. 05 (2022): 52. http://dx.doi.org/10.56804/avishkara.2022.1510.

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32

Gupta, Anshul, Amita Kashyap, Priyanka Kapoor, Monika Rathore, and Peter Shirley. "Enhancement of Scientific Writing Skills of Medical Teachers through Scientific Writing Workshop." MGM Journal of Medical Sciences 6, no. 1 (2019): 29–31. http://dx.doi.org/10.5005/jp-journals-10036-1227.

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Satiti, Wisnu Siwi, and Mucharommah Sartika Ami. "Pelatihan Penulisan Karya Tulis Ilmiah bagi Mahasiswa Program Studi Pendidikan Matematika UNWAHA." Jumat Pendidikan: Jurnal Pengabdian Masyarakat 3, no. 2 (August 6, 2022): 105–10. http://dx.doi.org/10.32764/abdimaspen.v3i2.2581.

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Scientific writing is a familiar academic activities to students of higher education. Since the beginning of their academic life in higher education, students have been faced with various tasks that involve scientific writing as reports. In addition, writing scientific papers is one of requirements for students in order to obtain academic degree in higher education. However, some evidenc and results of several previous studies show that students' writing skills are still low. Even though there have been supporting courses to support students in compiling scientific papers, many students consider writing scientific papers as a tough task. Therefore, it is needed for training activities to improve students' knowledge and abilities in writing scientific papers. This scientific writing training is part of service activity. The training was carried out in five meetings, they were 1) providing material on scientific writings and writing methods, 2) selecting ideas and titles of works, writing backgrounds, reviewing literature and writing references, 3) writing research methods, 4) writing results and discussions, and closing, 5) review and finalization of the works. The results of this training activity shows that students' interest in writing scientific papers is quite high. However, students' initial knowledge about scientific writing and writing methods is still low. Therefore, this scientific writing training activity is necessary. The posttest results shows that 90% of the participants experiences an increase in their writing knowledge and skills. These results indicate that this training activity is effective in helping students improve their knowledge and ability to write scientific papers.

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Rostini, Deti, and Ade Tutty Rokhayati Rosa. "INNOVATION EDUCATION IN THE WRITING OF SCIENTIFIC PAPERS." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 97. http://dx.doi.org/10.20961/shes.v1i2.26898.

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<p><em>Among the Development of teachers professionalism is in the ability to make scientific papers which is believed to improve professionalism and improve the quality of learning ,.Among the problems of elementary schools teachers in the focus areas is lack of understanding in the writing of scientific papers. Whereas professional teachers should be able to write scientipic papers. Among the causes are long willingness, ability, coaching . This study aims to provide news strategies /theories and improvements in the willingness and ability of teachers to write scientifics papers.mastery of methodology ,research design , practical ways,and tips for successful writing of scientific papers .Problem solving frameworks by holding a workshop.The methode Is qualitative analytic,descriptive designed through R & D . This reseach belongs to appropriate technology development of empowerment model and professionalism of teachers of elementary school in West Java.</em></p>

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35

Kobayashi, Kent D. "(139) Enhancing Professional Development of Graduate Students through a Scientific Writing Course." HortScience 40, no. 4 (July 2005): 1043B—1043. http://dx.doi.org/10.21273/hortsci.40.4.1043b.

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How do we enhance the learning experience of graduate students in scientific writing, an essential skill in their professional development? A graduate course TPSS 711 “Scientific Writing for Graduate Students” was developed to address this need. Its objectives were to help students write, analyze, and revise parts of a scientific paper; critically evaluate their own writing and the writings of others; and become familiar with types of publications. The diverse topics included purpose of scientific writing; organizing your writing; parts of a scientific paper; data analysis and growth analysis; writing the content of a poster or oral presentation; newspaper articles and popular works; extension publications; technical writing for the general public; thesis/dissertation writing; a journal editor's perspective; and reviewing a manuscript. TPSS 711 had an enrollment of 11 TPSS master's students. Students were in their second through fifth semesters of their graduate program. A student survey showed no student had submitted a manuscript to a peer-reviewed journal, had a peer-reviewed article published, or had a newspaper, trade magazine, or popular work published. Only 9% of the students had a paper published in a conference proceedings or presented a scientific paper outside Hawaii, with only 18% having presented a paper in Hawaii. Writing assignments, in-class activities, and evaluations of the writings of others helped students gain intensive hands-on experience in scientific writing. As a course requirement, students submitted an abstract and presented a paper at our college's annual scientific symposium. Course evaluations indicated this course was important and valuable in helping enhance the students' learning experience.

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Gillen, Christopher M., Andrew J. Kerkhoff, David H. Lynn, Hewlet G. McFarlane, Andrew J. Niemiec, Sarah C. Petersen, and Anna Duke Reach. "Does creative writing improve scientific writing and learning?" FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.05351.

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Sterken, C. "Writing a Scientific Paper I. The writing process." EAS Publications Series 50 (2011): 1–63. http://dx.doi.org/10.1051/eas/1150001.

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38

Deng, Yang, Gregory J. Kelly, and Lishi Xiao. "The development of Chinese undergraduate students’ competence of scientific writing in the context of an advanced organic chemistry experiment course." Chemistry Education Research and Practice 20, no. 1 (2019): 270–87. http://dx.doi.org/10.1039/c8rp00171e.

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This study examines scientific practices associated with scientific writing in organic chemistry in China. Although there is rapidly growing literature on the features and strategies of scientific writing, further research in this area is needed to recognize and treat scientific writing as a social endeavor to evaluate it in a more comprehensive and detailed way in order to effectively convey scientific information to readers. This study shared these important premises and attempted to investigate the development of Chinese undergraduate students’ competence of scientific writing. Twenty-two undergraduate students majoring in chemistry participated in this study. They experienced a researcher-intervenedAdvanced Organic Chemistry Experimentcourse and were asked to write scientific articles on the six course experiments. Their scientific writings were analyzed based on normativity, objectivity, and logicality. These dimensions of the development of students’ competence in scientific writing during the course were portrayed. This study suggested that student's development in scientific writing can be divided into categories, demonstrating the importance and implications of teaching “learn to write” in science.

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Demchenko, N. A. "Training course for students philologists scientific writing skills development." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (330) (2019): 122–30. http://dx.doi.org/10.12958/2227-2844-2019-7(330)-122-130.

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40

Ra’uf, Mayyada Mahdi. "Scientific Academic Writing: The Difficulties of Writing Abstracts of Theses and Dissertations in Biological Disciplines." International Journal of Psychosocial Rehabilitation 24, no. 02 (February 12, 2020): 2078–87. http://dx.doi.org/10.37200/ijpr/v24i2/pr200508.

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41

Hakim, Nasrul, Dwi Kurnia Hayati, Hifni Septina Carolina, Tri Andri Setiawan, Tika Mayang Sari, Asih Fitriana Dewi, Pundi Restu Lulul Hakiki, and Siti Soleha. "KOMUNITAS PENULIS ILMIAH (KOPI); UPAYA PENINGKATAN DAYA SAING MAHASISWA MELALUI PELATIHAN KETERAMPILAN MENULIS." DEDIKASI: Jurnal Pengabdian Masyarakat 2, no. 2 (March 4, 2021): 235. http://dx.doi.org/10.32332/d.v2i2.3154.

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This community service activity aims to provide assistance to FTIK IAIN Metro students in terms of writing, providing training with various materials about scientific writing, assisting, providing motivation and providing directions as well as various information on competitions, seminars and scientific journal publications. The result of this activity is in the form of increased motivation and writing skills of students participating in the scientific writing community (KOPI). This result is marked by the achievement of student achievements in various scientific writing competitions, the publication of student writings in various accredited national scientific journals, passing as a speaker at various national seminars, published in various local mass media and several books with ISBN. This service activity is expected to continue to be developed with a wider scope as an effort to increase the competitiveness of students and institutions at large.

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Emmanuel, PatriciaJ, JaneD Carver, Ben Dellva, and Ritu Parchure. "Ethical considerations in scientific writing." Indian Journal of Sexually Transmitted Diseases and AIDS 32, no. 2 (2011): 124. http://dx.doi.org/10.4103/0253-7184.85425.

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43

Kayar, Ragıp. "Scientific Writing Ethics And Misconduct." Journal of Tepecik Education and Research Hospital 6, no. 2 (1996): 221–25. http://dx.doi.org/10.5222/terh.1996.27807.

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44

H, DeepthiR, ThanujaGopal Pradeep, and NS Murthy. "The Basics of Scientific Writing." TNOA Journal of Ophthalmic Science and Research 60, no. 2 (2022): 175. http://dx.doi.org/10.4103/tjosr.tjosr_182_21.

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45

Hayashi, Ichiro. "Thoughts on Writing Scientific Papers." Journal of the Kyushu Dental Society 42, no. 1 (1988): 215–20. http://dx.doi.org/10.2504/kds.42.215.

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Davis, Gregory G., and J. Keith Pinckard. "Principles for Sound Scientific Writing." Academic Forensic Pathology 4, no. 4 (December 2014): 492–96. http://dx.doi.org/10.23907/2014.063.

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47

Kafadar, Karen, Michael Alley, and Nicholas J. Higham. "The Craft of Scientific Writing." Journal of the American Statistical Association 92, no. 440 (December 1997): 1655. http://dx.doi.org/10.2307/2965457.

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Sharma, Dhananjaya, and Michael Cotton. "Writing scientific articles for TD." Tropical Doctor 51, no. 4 (October 2021): 467–68. http://dx.doi.org/10.1177/00494755211050508.

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Reddy, Vinay. "Scientific Article Writing: An Overview." Journal of Indian Orthodontic Society 46 (January 2011): 1–4. http://dx.doi.org/10.5005/jp-journals-10021-1001.

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Widiawati, Yogi. "Hedges in Scientific EFL Writing." Lingual: Journal of Language and Culture 5, no. 1 (June 6, 2018): 12. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p02.

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The main purpose of the academic writing is to inform other researchers about writers’ findings in certain research. In this case, writer will propose claims. For non-native English speaker like Indonesian, this is the tough work to do. L2 learners find difficulty to write for academic purposes or make claims. One of the strategies that L2 learners do is by using hedging devices. Hedges are used to present findings cautiously with leaving room for readers to have their own interpretation. This argument is also supported by Ken Hyland (1996) stated that academic writing is full of hedges. This study aims to find the hedges in academic writing used by Indonesian researchers or writers. According to Levinson (1987) with his theory of FTA (Face Treathening Act), those words mostly function as a tool for speakers or writers to make them comfortable and save negative face. It means that the writers should choose the correct words to achieve the communicative goal. The data is taken from 10 dissertations written in English. The method used is decriptive-qualitative analysis. The study focuses on 2 kinds of hedging strategies proposed by Hyland (1996). They are writer-oriented hedges and reader-oriented hedges. The first strategy consists of (1) passive voice, (2) dummy subjects, and (3) abstract rhetors. The latter consists of (1) personal attribution and (2) conditionals. The results reveal that writer-oriented hedges are the most frequent hedging device utilized by Indonesian researchers, such as: passive construction and dummy subjects. The conclusion of this study is that the use of passive constructions and modality (can, may, might, should) are highly desireable by Indonesian researchers. It means that Indonesians like to let the data talk by themselves in order to avoid a potential conflict and hence to maintain the harmony between writers and readers.

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Journal articles on the topic 'Scientific writing'

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