Writting For A Publication

Writing for Publication
May 23, 2011

Mountcastle Auditorium
8:45 2:00
AGENDA
8:45 9:00
Coffee (provided)
9:00 9:15
Welcome and Introductions
9:15 9:30
Why we publish
9:30 10:00
Planning
10:00 -10:30
Getting Started
10:30 10:40
Break
10:40 11:10
Peer Review
Dr. Poynton
11:10 11:30
Organization
Dr. Vogel
11:30 12:30
Lunch (On your own)
12:30 1:00
Figures and Tables
Dr. Hayat
1:00 2:00
Mechanics of Effective Writing
Dr. Vogel
Dr. Vogel
You are invited to make a follow-up appointment with Dr. Vogel to discuss your
own Abstract and Introduction.

Professional Developmental Office
Johns Hopkins Medical Institutions
Additional Material May 23, 2011
A. Why? Worksheet
B. Justifications for Authorship (Huth, 2nd ed.)
C. Confused and Misused Word Pairs (Huth, 2nd ed.)
D. Empty Phrases (Huth, 2nd ed.)
E. Titles worksheet
F. Where is the Action? Worksheet
G, H. Exercise on Repeating and Linking Key Terms (Zeiger)
I. Transition Words (Zeiger)
J. A scheme for revising (Huth, 2nd ed.)
K. Nineteen Steps in Planning, Writing, and Publishing a Paper (Huth, 3rd ed.)
L. References
Why do we read papers?
Why do we publish papers?
Who is our audience?
Who should be an author? See Huth, p. 45
Table 3.1 Justifications for Authorship

Basis for authorship
Legitimate
Genesis of the paper
Research report
Case report,
Clinical
Observation
Review
Research efforts
Clinical Studies
Interpretation of
Findings
Writing a paper
Responsibility for
Content
Development of a testable
hypothesis or specific
question
First notice of previously
unobserved phenomenon
Critical interpretations of
reviewed papers and
assembled data
Development of study
design
Development of new
method (laboratory, field,
statistical) or critical
modification of previous
method
Personal collection and
interpretation of data
Not Legitimate
Suggestion that legitimate
author(s) work on the
problem
Physicians, nurses,
pharmacists routine referral,
care, or service.
Suggestion that the review
be written
Suggestion of use of
standard study design
Observations and
measurements by routine
methods
Collection of data without
interpretation
New diagnostic and

Therapeutic efforts
Routine diagnostic and

therapeutic efforts that
would have occurred even if
the paper had not been
written
Explanatory insight into
Routine explanations such
unexpected phenomenona
as electrocardiographic and
radiological reports
Writing the 1st draft or
Solely criticizing drafts and
critically important revision suggesting revision of
of concept or interpretation presentation, not ideas
in a later draft
Revision limited to technical
changes, as in details of
prose style or table structure
Ability to justify
Solely attesting to accuracy
intellectually the
of individual facts reported
conclusions of the paper,
including defense of the
evidence and counterevidence weighed in
reaching them
Huth, Edward J.
How to Write and Publish Papers in the Medical Sciences.
2nd Edition
Williams & Wilkins 1990
WZ
345
H979h
Chapter 11/Revising Prose Structure and Style Confused and Misused Word Pairs
Some pairs of words with closely related, but not identical. Meanings are frequently misused in the
medical literature. The words defined below are some of the most frequently misused pairs.
Accuracy:
Precision:
the degree to which a measurement or statement is correct

the degree of refinement to which some thing is measured, or to which a measurement is
reported; precision applied to statements implies qualities of definitiveness, terseness,
and specificity
Case:
an episode or example of illness, injury, or asymptomatic disease; not a patient (see

comments below under: Dehumanizing Words: in Revising for Grace)
the person cared for by the physician, nurse or other professional person
Patient:
Dosage:
Dose:
the amount of medicine to be taken or given in a period, or the total amount; not the
amount taken at one time
the amount of medicine taken or given at one time; the sum of the doses may be dosage
or total dose
Effect:
Affect:
as a noun, the result of an action; as a verb, to bring about or cause to come into being
as a noun in psychiatry. The sum of feelings accompanying a mental state, or the
appearance of emotion or mood; as a verb, to modify or to elicit an effect
Etiology:
Cause:
the study or description of the causes of a disease

the agent, single or multifactorial, bringing about an effect, such as inducing a disease.
Incidence:
Prevalence:
the number of cases developing in a specified unit of population per specified period
the number of cases existing in a specified unit of population at a specified time
Infer:
Imply:
to conclude or deduce from an observation or premises

to suggest a conclusion to be drawn from allusion or reference
Pathology:
Disease:
the study or description of disease; do not use for disease, lesion, abnormality
lesion, abnormality; terms not synonymous with pathology
People:
a group of persons, either a large group such as the inhabitants of a nation or a small notenumerated group with characteristics held in common
individual human beings. Even in references to a group, as in 10 persons injured in a
train wreck
Persons:
Theory:
Hypothesis:
working hypothesis suggested by experimental observations; do not use loosely for idea,
concept, hypothesis
a proposition for experimental or logical testing
Varying:
Various:
as an adjective, changing; as a verb, causing change

having dissimilar characteristics; synonymous with differing
Which:
relative pronoun used to introduce a nonrestrictive (nonessential) clause (these diseases,

which cause most of the deaths each year in the United States, are the main subject of this
textbook.)
relative pronoun used to introduce a restrictive (essential) clause (This is the one lesion
that is usually fatal.)
That:
Huth EJ, 2nd ed.
Below are examples of empty phrases; shifting to shorter equivalents or deleting such phrases saves the
reader time and effort.
Empty phrase
a majority of
a number of
accounted for by the fact
are of the same opinion
as a consequence of
at the present moment, at this point in time
by means of
despite the fact that
due to the fact that
during the course of
during the time that
fewer in number
for the purpose of
the reason that
give rise to
has the capability of
if conditions are such that
in all cases
in a position to
in a satisfactory manner
in an adequate manner
in close proximity to
in connection with
in (my, our) opinion it is not an unjustifiable
assumption that
in order to
in the event that
in view of the fact that
it has been reported by Jones
it is clear that
it is often the case that
it is possible that the cause is
it is worth pointing out that
it may, however, be noted that
it would appear that
lacked the ability to
numbers of
on account of
on behalf of
on the basis of
on the grounds that
owing to the fact
prior to (in time)
referred to as
subsequent to
take into consideration
the question as to whether
through the use of
was of the opinion that
with a view to
with reference to
with regard to
Equivalent
most
many
because
agree
because
now
by. With
although
because
during, while
while
number
for
because
cause
can
if
always, invariably
can, may
satisfactorily
adequately
near
about, concerning
(I, we) think
to
if
because
Jones has reported
clearly
often
the cause may be
note that
but
apparently
could not
many
because
for
because, by, from
because
because
before
called
after
consider
whether
by, with
believed
to
about (or omit)
about, concerning (or omit)
From Huth, EJ
2nd ed.
TITLES:
Stating the Topic in the Title

X
Y
Z
Effect of Beta-endorphin in Breathing Movements in Fetal Sheep
Stating the Message in the Title
a) A Phrase: Reduced Metabolic Rate during Radio-Frequency Irradiation in Rats
Where is the dependent variable?
Where is the message and what form of speech is it?
b) Alteration of Lung Mechanics by Protein-Calorie Malnutrition in Weaned Rats
Where is the dependent variable?
Where is the message and what form of speech is it?
Stating the Message in a Sentence
Effects of Verapamil and Diet on Atherosclerosis in Cholesterol-fed Rabbits
Verapamil and Diet Halt the Progression of Atherosclerosis in Cholesterol-fed Rabbits
Which is stronger?
When can you use a strong title?
WHERE IS THE ACTION?

An increase in heart rate occurred.
The new drug caused a decrease in heart rate
With hypoxia of longer duration, the shortening phase may get progressively briefer.
With bilateral leg vessel congestion, the compliance of forearm vessels increased significantly.
We tested the hypothesis that there is alteration of phospholipids metabolites in lipid of white
matter signal hyperintensities.
These results demonstrate the essential role of the D1 receptor in the stimulant effects of cocaine.
p. 70 Copyright Mimi Zeiger
Exercise 3.4: REPEATING AND LINKING KEY TERMS

In the following paragraph from an Introduction, four key terms from the first two sentences
blood products, risk of intracranial hemorrhage, timing, and method are not
repeated in the third sentence, so the relation between the three sentences is not easy to see.
To make the relation clear in sentence C,
1. Repeat the key term blood products exactly; omit volume expansion.
2. Use more precise key terms instead of timing and method, and repeat them exactly.
3. Link the key term risk of intracranial hemorrhage to cerebral blood flow and
intracranial pressure. (Cerebral blood flow and intracranial pressure are variables that can
be measured to indicate the risk of intracranial hemorrhage.)
A
Blood products are used frequently in the care of sick preterm infants, but their use may
increase the risk of intracranial hemorrhage. BClinicians may be able to decrease the risk of
intracranial hemorrhage by optimizing the timing and method of blood product administration.
C
We therefore studied the effects of the rapidity of volume expansion on cerebral blood flow and
intracranial pressure in small preterm infants within the first 7 days after birth.
Exercise 3.4: Repeating Key Terms Exactly and Early and Linking Key Terms
Revision I
A
Blood products are used frequently in the care of sick preterm infants, but their use may
increase the risk of intracranial hemorrhage. BThis risk may be decreased by optimizing the rate
of blood product infusion. CTherefore, we studied the effects of various rates of blood product
infusion on two indicators of the risk of intracranial hemorrhage, cerebral blood flow and
intracranial pressure, in sick preterm infants within the first 7 days after birth.
COMMENTS
Repeat Key Terms Exactly
In revision I, the key terms blood products and the risk of intracranial hemorrhage from
sentences A and B are repeated in sentence C. Volume expansion is omitted.
The key terms timing, method, and rapidity are replaced by the precise term rate.
Administration is changed to the precise term infusion.
In addition, the key term sick preterm infants from A is repeated in C rather than being
changed to small preterm infants a very different population.
Repeat Key Terms Early
In sentence B, the clinicians are omitted, thus allowing risk to be repeated early.
Link Key Terms
Cerebral blood flow and intracranial pressure are identified as indicators of the risk of
intracranial hemorrhage, thus linking these key terms.
Revision 2
A
Blood products are used frequently in the care of sick preterm infants. BHowever, if blood
products are infused rapidly, causing sudden expansion of blood volume, the risk of
intracranial hemorrhage may be increased. CWe suspected that this risk varies with the rate of
which blood volume is expanded. DTherefore, we studied the effects of various rates of
expanding blood volume on two indicators of the risk of intracranial hemorrhage, cerebral
blood flow and intracranial pressure, in sick preterm infants within the first 7 days after birth.
Transition Words
Transition words are standard terms that indicate standard logical relationships between ideas.
Examples include therefore and thus (conclusions), for example (example), first
(sequence), in addition (addition), in contrast (contrast), and however (difference). Thus,
transition words can be phrases such as for example, in addition, in contrast, and even
on the other hand.
To see how important transition words are in guiding your understanding of sentences
and paragraphs, read each of the following examples both with and without the underlined
words.
Example 3.20
Relationship
Transition words within a sentence
reason
The lymphocytes that infiltrate the alveolar walls in the rejection phase are likely
to be conveyed by the blood, because they infiltrate all alveolar walls synchronously all over the
lungs.
consequence
concession
Both of these high-density-lipoprotein-associated proteins are initially synthesized

as proteins and therefore undergo both co- and post-translational proteolysis.
Although individual residues in the repeated-sequence blocks in the core have diverged, the
patterns of amino acids are identical.
Transition words between sentences
addition
conclusion
By widening our focus to the entire trachea, we were able to see that most ganglion cell bodies
(72%) are located in the neural plexuses associated with the trachealis muscle and submucosal
glands, and only a small proportion (28%) are located along the longitudinal
nerve trunks. Furthermore, we are able to see that most of the ganglia in the superficial muscle
and gland plexuses contain only 1-4 ganglion cell bodies (average, 2.8 ganglion cell bodies).
Thus, previously reported ganglia along the longitudinal nerve trunk that contain 10 20
ganglion cell bodies are not typical of most tracheal ganglia.
In Example 3.20, if any of the underlined words were omitted, the logical relationship would
be difficult to see, and the story of the paragraph would be difficult to follow. For example, if
because were omitted from the first sentence in Example 3.20, the reader might be able to
figure out the they infiltrate is the reason that lymphocytes are likely to be conveyed by the
blood, or might not. But the point is that the reader should not have to construct the story of the
paragraph. It is the writers job to make the story clear.
In the next sentence in Example 3.20, if therefore were omitted, the logic would be
destroyed. A reader cannot be expected to invent a cause-effect relationship where only and is
written. So if undergoing proteolysis is a consequence of being synthesized as a protein, the
transition word therefore must be included.
The story of a paragraph (or a paper) is not simply what the sentences are saying. It is also
what the sentences are doing, that is giving a reason, adding detail, concluding, or whatever.
The reader must understand both what each sentence says and what its function is in order to
understand the story. That is why transition words are so important.
From: Zeiger, M
NINETEEN STEPS IN PLANNING, WRITING AND PUBLISHING A PAPER

1. Decide on the message of the paper. What is the main point you hope to make? Can you state it in a single sentence? With case
reports and reviews, you may not be sure of the exact message until you have searched the literature. (Chapters 2 and 3)
2. Decide whether the paper is worth writing. Have similar findings been reported? Is there a need for another report? Will your
research findings be more convincing? Even if it is a report of a negative results clinical trial, it may merit being published. If you are
planning to write a review, has your literature search turned up similar reviews? Will your review be more thorough and more rigorous?
(Chapters 2, 3, and 9)
3. Decide on the importance of your paper. Apply the so-what test; how would the paper change concept or practice? (Chapter 2)
4. Decide on the audience for the paper; apply the who cares test. (Chapter 2)
5. Select the journal for which you will prepare the paper. (Chapter 2)
6. Search the literature or update a previous search: for a firm decision on writing the paper and on its message; for documentary
materials. (Chapter 3)
7. Decide on authorship or review previous decisions on authorship. (Chapter 4 and Appendix A)
8. Assemble the materials needed to write and eventually publish the paper: protocols, data, graphs, illustrations, references, permissions.
If you are writing an invited review paper or editorial, make sure you know the conditions accompanying the invitation and request any
you believe should be met before you accept it. Decide on the technical tools needed to help you wit the mechanics of writing: software
for word processing, bibliographic references, and graphs. (Chapter 4)
9. Look up the manuscript requirements for the journal. (Chapter 4)
10. Consider the proper structure for the paper before you begin to outline it and write the first draft (Chapters 5 11)
11. Develop an outline or informal sketch of the paper for the first draft. (Chapter 12)
12. Write the first draft (Chapter 12) and prepare tentative versions of the title and abstract (Chapter 13) and of tables and illustrations
(Chapter 14 and 15)
13. Revise the first and subsequent drafts (with any coauthors) until you are fully satisfied with the content of the paper. (Chapter 16)
14. Revise the prose style of your text for fluency, clarity, accuracy, economy, and grace (Chapter 17). If English is not your native
language, look for mistakes you have make in trying to write gook English or get the paper read by someone for whom English is the
native language. (Chapter 18)
15. Make sure that the details of scientific style and the formats of citations and references are correct for the journal. (Chapter 19)
16. Review, and revise as necessary, the last complete draft; prepare the final choices and right presentations for tables and illustrations.
Prepare the final complete manuscript. (Chapter 20)
17. Assemble the manuscript copies and accompanying materials to send to the journals editor with a submission letter. (Chapter 21)
18. Respond to the editors decision: Revise a provisionally accepted paper as requested by the editor and peer reviewers; if necessary,
defend not making any requested changes. Send a rejected paper to another journal only after making needed revisions; or give up trying
to get the paper published. (Chapter 22)
19. If the paper is accepted, correct proof carefully as soon as it arrives. Return it promptly or telephone in corrections, and await
publication of the paper. (Chapters 23 and 24)
In multiauthor papers, responsibility for these steps can be divided among two or more authors, but all authors should be informed of how
these steps have been allotted and of who is going to do what. All authors should not only have the right to see the paper at any stage, but
should be expected to review each draft, at least after the first, and to approve it or make specific recommendations for further revision.
Huth, Edward J.
Writing and Publishing in Medicine 3rd Ed
Williams and Wilkins, 1999
A SCHEME FOR REVISING PROSE STYLE

In revising early drafts for better content and its sequence, you first worked on the big
defects: missing content, unneeded content, wrong sequence. In later stages of revision you take
care of smaller problems such as unneeded citations and errors in numerical data.
Revising your paper to improve its prose structure and style should also start with
the larger elements of prose (paragraphs) and then move to dealing with the smaller elements
(sentences, phrases, words). Improving paragraph divisions and linkages may call for rewriting
entire sentences or for new sentences; these sentences themselves could turn out to have defects
in some of their details.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Look at your paragraphs for length in relation to their content. Divide excessively
long paragraphs at logical points for new divisions.
Look at how the paragraphs are connected. Consider how the closing sentence of
a paragraph and the first sentence of the next might link them for clearer
sequence. Revise the sentences to make the linkage clear.
Check each paragraph to see whether its internal sequence moves along a clear
line of thought.
Look at the lengths and structures of sentences in each paragraph. Do too many
have the same length and structure? Should you divide some sentences or join
some? Should some structures be in inverted for variety in rhythm and for
different emphasis?
Within each sentence are modifiers placed properly? Are any modifiers not
needed? Are the antecedents of pronouns unambiguous? Does each verb have
the right tense to make clear the sequence of actions?
Have you chosen the right word at each point for what you mean to say? Does
each verb have the right tense to state accurately discontinuity or continuity of
action? Are any words misspelled?
Prune out all unneeded words. Can you tighten up your text by converting some
abstract nouns to verbs? Can you replace any clauses by phrases?
Make sure all sex references are accurate. Prune out slang, dehumanizing terms,
and other details that make for graceless prose.
For the last step, read the paper aloud. You may become aware of defects such as
weak paragraph links that interrupt the papers flow. If you find yourself
breathless or stumbling, you may not have gone far enough with shortening
sentences or rebuilding their structure. You may find overlooked slang or
unintended rhymes. Your fifth draft may have to into a sixth.
From Huth, EJ
2nd ed.
Writing for Publication - References

Zeiger, M. Essentials of Writing Biomedical Research Papers 2nd Ed. McGraw-Hill, New York,
2000.
Huth E. Writing and Publishing in Medicine 3rdEd. Williams and Wilkins, Baltimore, 1999 [or
2nd Ed. Previously titled How to Write and Publish Papers in the Medical Sciences, 1990]
Gopen GD, Swan JA The Science of Scientific Writing, American Scientist 78: 550-558 (1990)
http://www.americanscientist.org/issues/pub/the-science-of-scientific-writing/1
Alley, M. 2000. The Craft of Editing. Springer. ISBN 0 387 98964 1.
Montgomery, S. L. 2003. The Chicago Guide to Communicating Science. University of Chicago
Press. ISBN 0 226 53485 5
http://www.chestjournal.org Writing Tips series. Enter "Medical Writing Tip of the Month"
into the keyword search to view the entire series.
About choosing a journal, impact factors, and instructions to authors
http://www.welch.jhu.edu
http://scientific.thomson.com/products/jcr/
http://scientific.thomson.com/free/essays/journalcitationreports/impactfactor/
http://mulford.meduohio.edu/instr/

May 23, 2011
Mountcastle Auditorium
9:00 Introduction
9:15 - Why we publish
Exercise Worksheet A:
Why do we read papers?
Why do we write papers?
Who is our audience?
9:30 Planning
Types of Papers:
Original Research Article
A critical argument
Not just the results, but also their validity
Review
Invited article, editorial, commentary
Meta-analysis
Case Report
Letter to the Editor
Authorship: Number of authors check journal policy
First: who did the work, wrote and managed the manuscript
Can be tied if equivalent
Also usually the corresponding author
First-author publications are counted as a subset of the total
Last: the senior author, usually secured the funding
Middle: In order of their contribution, or alpha if equivalent
SOM Guidelines:
Authorship credit based on:
1.Substantial contributions to the conception and design, or acquisition of data, or
analysis or interpretation of data
2. Drafting the article or revising it critically for important intellectual content
3.Sufficient participation in the work to take public responsibility
4. Final approval of the version to be published
Authors should meet conditions 1, 2, 3 and 4

Provision of a key reagent, or collection of data considered if 2, 3, and 4 met
Acquisition of funding, collection of data, or general supervision alone does not

justify authorship
What type of contribution justifies authorship?

Content: substantial and direct
Concept, question, devise a method, study design, analysis, interpretation
Providing an essential item or patients
Writing: Including revising for content, literature search
All authors must approve in writing
Handout B: Huth pp 45
10:00 10:30 Getting Started

Adapted from Huth
Six questions:
1. What do I have to say?
2. Is the paper worth writing?
3. Have I already published such a paper?
4. What is the right format?
5. Who are the audience for this message?
6. What is the right journal for the paper?
(1) Start with your message = your main result
Everything flows from your message
Dont make the reviewer or reader figure it out
What is the focus (beware of a convoluted Intro)
Your question or hypothesis is answered by result, finding, conclusion
State clearly, succinctly Whats New Here?
(2): Is this publishable?
Does it add to the field?
So What?
(3): Multiple papers from one set of experiments or studies may be necessary
e.g. if the message cannot be presented in one normal-length paper
or if there are truly multiple messages in the story
but dont slice the salami too thin.
(4) New Findings: improved design, different population, model, system
Incremental findings: Case report, validation or disagreement with previous
(5) Who will use it, who will read it?
Who needs the answer to your question?
(6): What do you and your peers read?

Consider the journal of your home professional society
One word journals: for such major advances of interest to the general reader
Carefully read the instructions to authors, and to reviewers if available
http://mulford.meduohio.edu/instr/
Journal Data
Impact factor: #Citations/#of articles published in a 2-year period
Immediacy Index: How often cited in same year
http://scientific.thomson.com/products/jcr/
http://scientific.thomson.com/free/essays/journalcitationreports/impactfactor/
How to interpret it can be manipulated (compare apples to apples)
Access through Welch Library site: http://www.welch.jhu.edu
-> eResources/Most Frequently Accessed/Journal Citation Reports-ISI
Journal citation reports (jcr) now up to year 2009, include 7387 journals
Once you have a journal in mind
1. Is the topic of my paper within its scope?
2. Is the topic presented in it frequently or only rarely?
3. Would it offer the best match of audience with that topic?
4. What formats does it accept?
Look at time to publication if that is important
Are there limitations that are a problem for you?
Querying the editor ask the right question
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
11:10 - Organization: Parts of the Paper

Title, Abstract, Introduction, Materials and Methods, Results, Discussion
Title: Identifies the topic or message and attracts readers
Essentials Indept, dependent variables and model or system: the effect of X on Y in Z
(plus options: condition of subjects, experimental approach)
Can state the message using a noun or adjective
Indicative or informative (sentence)
For a methods paper, use name if possible; purpose, target, whats novel
Title should match your Q and A
Accurate, complete and specific, identifies the topic or message;
Is unambiguous, concise, and starts with an important term
Indicative vs. Informative Titles
Indicative: state the subject
A Comparison of Drug A and Drug B in Obsessive-Compulsive Disorder
Informative: state the conclusion
A is better than B in treating obsessive-compulsive disorder
A protonmotive force drives ATP synthesis in bacteria
Note:
Most authors and journals use indicative titles (passive voice)
One could preview result/conclusion
Effect of Scientific Writing Workshops on Retention of Faculty (no result indicated)
vs.
Retention of Faculty Facilitated by Structured Biomedical Communications Workshops
(positive result suggested)
Making a title specific:
Beware of and and with
Airway Caliber and the Work of Breathing in Humans
becomes:
Effect of Airway Caliber on the Work of Breathing in Humans
Bronchoconstriction, Gas Trapping, and Hypoxia with Methacholine in Dogs
becomes:
Bronchoconstriction, Gas Trapping, and Hypoxia Induced by Methacholine in Dogs
Abstract Often all that is read indexed on Pubmed
Must make sense alone or together with the paper
Be specific and selective
Some journals require a structured abstract esp with clinical papers
Must contain: Question, experiments, results, and the Answer.
Optional:
Background; implications, speculation, recommendation if it is part of the importance
Abstract: Writing
25
Answer question as it was asked

same verb, key terms
Verb tense
Present tense: question and answer
Past tense: experiment done and results found
Sentence structure: short
Word choice: simple
Introduction: The funnel
Known, Unknown, Question
State as Question or Hypothesis
but must contain the independent and dependent variables
Keep it as short as possible, consistent with informing the reader
May end with experimental approach but not the Answer
Introduction: Dos and Donts
Known, Unknown, Question
Suggest Importance
Cite References:
Keep to minimum
Be brief (1 page)
Interest Readers!
Introduction: Common Criticisms
Too long
Insufficient statement of problem (study didnt address important scientific question)
Study question not original; study does not represent sufficient advance over published
work
Incomplete, inaccurate, outdated review of literature
Includes findings that should be given later on
Not sufficiently general for the journal readership
Includes items not necessary to understand experimental goals
M&M What you did to Answer the Question.
Study design, experimental design or protocol
Relate to your question by retstating
State, condition, or intervention studied
Disease, physiologic state
Drug treatment or therapy
Subjects
Patients, normal persons, animals
Criteria and methods for selecting subjects
Detailed methods for interventions and treatments
Techniques, measurements and assays
26
Data analysis
Methods: Dos and Donts
If appropriate, begin section with brief overview
Start subsections with 1-2 sentence overview
Sensible order: chronologic, by complexity, or as prescribed by journal
Make it as long as necessary, but avoid excessive detail
Use past tense
Use we (first person) if permitted
Include references as appropriate, especially for common techniques and important
prior work
Do not include results, unless they justify a method itself or needed later in Methods
(e.g. manipulation or calculations)
Methods: Common Criticisms
The Methods did not allow the authors to test their hypothesis
Different study design should have been used (inappropriate/suboptimal
instrumentation)
Suboptimal/insufficiently described means of measuring data
Sample population too small or was biased
Length of study too short
Results: Your answer to the Question
Data and the text that describes them
Start with the answer to your Question
Keep an eye on the Verb!
Dont start with a figure or a method.
Dont let the reader miss an important result
State it, dont make the reader figure it out.
Usually chronological, can be in order of most to least important
Verb tense: results are in the past
Results: Dos and Donts
Usual to mention subjects first sentence or paragraph
Table 1: participant details
Report only results pertinent to question
Be objective
Minimize data in text
36 tables and/or figures
Use past tense
Results: Common Mistakes
Over-interpretation of results
Inaccurate, inconsistent or insufficient data reported
Defective tables or figures
Failure to integrate all tables and figures as relevant to the question asked
27
Inclusion of unimportant or irrelevant data

Discussion: States the answer to the Question.
Gives supporting evidence.
The Beginning:
Your opening sentence is the Power Position use it effectively
Signal that you are answering the Question by using same words as in Intro,
State the Answer to the Question and support it with results
Indicate any limits as to whether the answer applies (animals, populations)
DO NOT begin with a second intro, a summary of results, or secondary information
The Middle:
Organize as dictated by the science or most to least important
Honestly present the past evidence pro and con
For support, indicate why relevant to your work
For contradictions, explain why they dont undermine your work
Experimental weaknesses
In Discussion if long OR could seriously affect the result
Can be in Methods if short
Put limitations in same paragraph as strengths so they dont stand out
If you made assumptions explain why they are reasonable
The Ending
Restate the Answer
Or indicate importance
Optional: Applications, Recommendations, Implications, Speculations
Discussion: Dos and Donts
As long as necessary to state, explain, defend answer
Sub-headings useful for long discussions
Present tense
End on a positive note
Discussion: Common Mistakes
Discussion merely restates results
Unclear what is speculation and what is conclusion supported by data
Issues compromising ideal (or original) study protocol not adequately discussed
Inadequate citation and consideration of relevant literature
1:00 Mechanics of Effective Writing
28
Your aim is clarity.

Get the reader with you not against you.
See it from the readers viewpoint:
-What kind of papers do you like to read?
Strategy for Writing
Assemble your data
Outline a first draft
Write the first draft get something on paper
Methods
Results
Introduction
Discussion
References
Title
Abstract
Revise for content
Revise for style starting with paragraphs, then sentences, then words
1. Word choice: Precise not vague
Simple, not fancy or trendy
Use necessary words
Use abbreviations when the word is BOTH long or awkward AND appears often
(2-3 times in a paragraph)
If a term is VERY long, it doesnt have to be frequent
Can use category words to describe a phrase or group
Beware of commonly misused words (Handout C)
Use a general prose style book such as Strunk and White
2. Sentence Structure:
Whats the sentence about? Make the topic the subject.
The action is in the verb. Dont use a noun to show action.
Subject-object-prepositional phrase
Other weak starts: Action given in There is noun or adjective
Break up noun clusters
Write short sentences (Handout D)
Pronouns must clearly refer to nouns 1:1: - Not 2, not 0
Use parallelism and comparisons correctly
Subject and verb must agree and make sense
(Handout E - Titles)
(Handout F Where is the Action?)
3. Paragraph structure
Topic Sentence
usually 1st sentence in each paragraph
29
What is the paragraph about?

Without topic sentence, no sense of what paragraph is trying to say
Rest of sentences in paragraph support topic sentence
Then support or list details,
Followed by exceptions or cons
Beware of missing steps in the logic especially if you are very familiar with the subject
Six ways to maintain continuity
1. Repeating key terms
2. Using transitions to indicate relationships between ideas (Handout I)
3. Keeping consistent order
4. Keeping a consistent point of view
5. Putting parallel ideas in parallel form
6. Signaling the subtopics of a paragraph
Worksheet (G- H)
Six techniques to give emphasis
1.
2.
3.
4.
5.
6.
Condensing or omitting less important information

Subordinating less important information
Placing important information in a power position
Labeling important information
Repeating important information
Stating rather than implying important information
Handouts J, K: Organizing and Revising checklists

The Science of Writing
(Gopen & Swan, 1990)
Readers look for information in predictable places
Readers have difficulty when
The verb is far from the subject
There is no clear topic sentence
There is no linkage to old information
There is no context for new information
Important information is not in the stress position
There is a gap in the logic
The verb doesnt state the action (is, has)
How Important Is Good Writing?
Reviewers comment:
The project could be valuable; however, it is not clearly described.
I am disturbed by the incoherent presentation of the research.
The manuscript is not written so as to enhance the ability of the reviewer to answer the
30
basic questions
required by the review guidelines.
The study is poorly designed, and even more poorly written.
The manuscript has problems with sentence structure, syntax, and flow.
31
Figures&Tables
Figures
MattHayat,Ph.D.
Biostatistician
SchoolofNursing
JohnsHopkinsUniversity
Figures
Figuresprovideavisualdisplayofmeasuredquantities
FigureGuidelines
Figuresshould:
Typeofdatareduction
Showthedata
Represents an arranging of information

Representsanarrangingofinformation
Serveaclearpurposeandbeunderstandableataglance
Serve a clear purpose and be understandable at a glance
Aidetomakesenseofinformation
Alignwiththestatisticalandverbaldescriptionsofthedata
Canbeusedtomakedecisions
Summarizemanynumberscoherently
Figuresareonlyasgoodasthedatathatgointothem
Focusonthemessagetobeconveyedtotheviewer
CreatingFigures
Graphingprogramsrarelyproducepublishable
graphs
TypesofFigures
Graphs
usedtoshowcomparisonsanddistributionsinasetofdata
Includesscatterplots,linegraphs,bargraphs,pictorialgraphs,piegraphs
Charts
Formatting changes are usually needed

Formattingchangesareusuallyneeded
Sequenceofoperationsinaprocess;boxesconnectedbylines
Includesorganizationalcharts,flowcharts
Includes organizational charts flowcharts
Dotmaps
Aimfor:
Uncluttered
Clear
Focused
Canshowpopulationdensityandclusteredtypesofdata
Shadedmaps
Canshowaveragesorpercentages
Drawings
Photographs
19
32
Figures:Example1
Figures:Example1
Thisexample summarizessurveydatacollectedina
conveniencesampleofJHUSONstudents
ThisisthegraphproducedinMicrosoft Excelwiththe
defaultoptions
8
7.5
Thesurveyincludedquestionsaboutthefollowing:
7
6.5
6
5.5
Psychologicaltype:feeling,thinking,intuitive,
sensitive
Havingafacebook account:yes,no
Averagenumberofhoursofsleeppernight
5
4.5
4
facebook
3.5
nofacebook
3
2.5
2
1.5
1
0.5
0
feeling
thinking
intuitive
sensitive
Figures:Example1
Figures:Example1
Reduceclutterbyremovinggridlinesandframes
Increasethefontsizetomakethecategorylabelson
thexaxis morereadable
7.5
7.5
6.5
6.5
6
5.5
5.5
4.5
4.5
facebook
3.5
nofacebook
facebook
3.5
nofacebook
3
2.5
2.5
1.5
1.5
0.5
0.5
0
feeling
thinking
intuitive
sensitive
Figures:Example1
Makeeachaxisthesamelength(aesthetics)
8
feeling
thinking
intuitive
sensitive
Figures:Example1
Adjusttheverticalyaxistomorecloselymatchtherangeforwhich
wehavedata(Note:optionalandshouldbedonecautiously
whenincludingcomparisongraphs)
8
7.5
7
7.5
6.5
6
5.5
5
6.5
4.5
4
6
facebook
3.5
facebook
nofacebook
nofacebook
5.5
2.5
2
1.5
1
4.5
0.5
0
feeling
thinking intuitive sensitive
feeling
20
33
Figures:Example1
Figures:Example1
AdjusttheMajorticks
Labelwitheasilydivisiblenumbers;nodecimals
Increasefontsizeofverticalyaxislabelsto
somethingmorereadable
8
7.5
7
6.5
6
facebook
facebook
nofacebook
5.5
nofacebook
5
4.5
4
4
feeling
feeling thinking intuitive sensitive
Figures:Example1
Figures:Example1
RemoveMinorticks(optionalhere,couldopttokeep)
8
LocationofAxistickmarks:insideoroutside?
8
Inside
Outside
facebook
facebook
facebook
nofacebook
nofacebook
nofacebook
4
feeling
Figures:Example1
Figures:Example1
Thelegend(facebook versusnot)istoosmall;lets
increaseitsfontsize
facebook
nofacebook
4
feeling
thinking
intuitive
sensitive
Average Sleep per nig

ght (hours)
Isanythingmissing?
Axislabels!
facebook
nofacebook
4
feeling
thinking
intuitive
sensitive
Psychological type
21
34
Figures:Example1
Figures:Example1
After
Before
ght (hours)
8
8
7.5
7
6.5
6
5.5
5
4.5
4
facebook
3.5
nofacebook
3
2.5
2
1.5
1
0.5
facebook
nofacebook
4
feeling
0
feeling
thinking
intuitive
sensitive
thinking
intuitive
sensitive
Psychological type
Figures:Example2
Figures:Example2
Thebarchartinthepreviousexamplecanbedisplayed
differently
ThisisthegraphproducedinMicrosoft Excelwiththe
defaultoptions
8
Datacanusuallybedisplayedinmorethanoneway
Selectingthegraphtypedependsonthegoalofinterest
(e.g.,typeofcomparison,etc)
facebook
nofacebook
Wecanusealinegraphtolookatthisdata
0
feeling
thinking
intuitive
sensitive
Figures:Example2
Figures:Example2
Lessclutterbyremovingthegridlinesandframes
Adjusttheyaxistotherangeforwhichwehavedata
7.5
6.5
facebook
facebook
nofacebook
3
nofacebook
5.5
4.5
4
feeling
thinking
intuitive
sensitive
feeling
thinking
intuitive
sensitive
22
35
Figures:Example2
Figures:Example2
Removeminorticksandadjustmajortickstointegers
only
Increasefontsizeforxaxis andyaxis labelsandthe

facebook account legend
facebook
facebook
nofacebook
nofacebook
5
4
4

ght (hours)
feeling
thinking
intuitive
feeling
sensitive
thinking
intuitive
sensitive
Figures:Example2
Figures:Example2
Needsaxislabels
Before
8
facebook
nofacebook
facebook
nofacebook
4
feeling
thinking
intuitive
sensitive
feeling
thinking
intuitive
sensitive
Psychological type
Figures:Example2
FiguresChecklistforyourManuscript
Source:ThePublicationManualoftheAmericanPsychologicalAssociation,5thEdition
Average Sleep per nigh

ht (hours)
After
Isthefigurenecessary?
Isthefiguresimple,clean,andfreeofextraneousdetail?
Arethedataplottedaccurately?
facebook
nofacebook
Istheletteringlargeanddarkenoughtoread?Isitagoodsize?
Areparallelfigurespreparedaccordingtothesamescale?
4
feeling
thinking
intuitive
Psychological type
sensitive
Areallabbreviationsandsymbolsexplainedinafigurelegend
orfigurecaption?
23
36
Tables
Agraphicaltoolfordisplayingnumbers
Tables
Allowsthereadertoviewstatisticalsummariesinan
organized fashion
organizedfashion
Tablebordersimmediatelyguidethewayatableis
interpreted
Oftenusedtoallowforcomparisonofnumbers
acrossdifferentgroups(gender,etc)
Tables
Tables
Format
Shouldbeabletostandalone
Sometimesatableisnotappropriate:
Donotneedtoreadthetexttograspthetablemessage
Lessthan68values
Informationinthetablecaneasilybesummarizedina
fewsentences
Interpretableataglance
Tablesarefordisplayingdataorstatistics
Makeuseofborders,shading,colors,font,spacing,to
makeyourpoint!
Tables:Example1
Letsgothroughsomeexamplesoftableformatting
Samedataispresentedasagraph
Pointisbettermadewithagraph
Tables:Example1
Letseliminatetheredundancyforgenderinthetable
Change:Createcolumnheadersforgender
Table 1. Summary statistics for depression score by age group

Age:
8-12 y
years
n
Mean
SD
Age:
n
13 19 years Mean
SD
Age:
n
20 29 years Mean
SD
Males: 25
Males: 45.78136
Males: 3.30625
Males: 15
Males: 27.6473
Males: 8.261
Males: 33
Males: 11.07
Males: 4.0341
Females: 12
Females: 38.340
Females: 6.3715
Females: 52
Females: 20.04
Females: 7.1464
Females: 91
Females: 8.2369
Females: 5.165
Difficulttoquicklyfind,see,understand,remember
theinformationdisplayed
Age:
8-12 years
n
Mean
SD
Age:
n
13 19 years Mean
SD
Age:
n
20 29 years Mean
SD
Males
Females
25
45.78136
3.30625
15
27.6473
8.261
33
11.07
4.0341
12
38.340
6.3715
52
20.04
7.1464
91
8.2369
5.165
24
37
Tables:Example1
Tables:Example1
Letseliminatetheredundancyforageinthetable
Change:Createcolumnheaderforage
Letseliminatetheredundancyforstatistics(n,Mean,SD)
andtherebyreducenumberofrowstooneperagegroup
Change:CreatecolumnsfornandMean(SD)

Age
8-12 years
13 19 years
20 29 years
n
Mean
SD
n
Mean
SD
n
Mean
SD
Males
Females
25
45.78136
3.30625
15
27.6473
8.261
33
11.07
4.0341
12
38.340
6.3715
52
20.04
7.1464
91
8.2369
5.165
Table 1.
1 Summary statistics for depression score by age group
Age
Males
Males
Females
Females
Mean (SD)
Mean (SD)
8-12 years
25
45.78136 (3.30625)
12
38.340 (6.3715)
13 19 years
15
27.6473 (8.261)
52
20.04 (7.1464)
20 29 years
33
11.07 (4.0341)
91
8.2369 (5.165)
Tables:Example1
Tables:Example1
Letseliminateredundancyforgenderbymerging
thecolumnheadercellsforgendername
Letsuse2significantdigits

Age
Males
n
8-12 years
13 19 years
20 29 years
Mean (SD)
25
15
33
45.78136 (3.30625)
27.6473 (8.261)
11.07 (4.0341)
Age
Males
Mean (SD)
Mean (SD)
8-12 years
25
45.78 (3.31)
12
38.34 (6.37)
13 19 years
15
27.65 (8.26)
52
20.04 (7.15)
20 29 years
33
11.07 (4.03)
91
8.24 (5.17)
Mean (SD)
12
38.340 (6.3715)
52
20.04 (7.1464)
91
8.2369 (5.165)
Tables:Example1
Tables:Example1
Letscenteralignthenumbers
Letsseparatetitlefromtable

Age
Males

Females
Age
n
8-12 years
Females
Females
Mean (SD)
25
45.78 (3.31)
13 19 years
15
20 29 years
33
Males
Females
Mean (SD)
12
38.34 (6.37)
27.65 (8.26)
52
20.04 (7.15)
11.07 (4.03)
91
8.24 (5.17)
Mean (SD)
Mean (SD)
8-12 years
25
45.78 (3.31)
12
38.34 (6.37)
13 19 years
15
27.65 (8.26)
52
20.04 (7.15)
20 29 years
33
11.07 (4.03)
91
8.24 (5.17)
25
38
Tables:Example1
Tables:Example1
Removeexcessborders
Usetheborderstoilluminatecomparisonsbetween
MalesandFemales
Eliminateredundancyofunitsforage
Include(years)intheAgeheaderandaddtheword
Range
Age
Males
Females
Age Range (years)
Mean (SD)
Mean (SD)
25
45.78 (3.31)
12
38.34 (6.37)
13 19 years
15
27.65 (8.26)
52
20 29 years
33
11.07 (4.03)
91
8-12 years
Mean (SD)
8 - 12
25
45.78 (3.31)
12
38.34 (6.37)
20.04 (7.15)
13 19
15
27.65 (8.26)
52
20.04 (7.15)
8.24 (5.17)
20 29
33
11.07 (4.03)
91
8.24 (5.17)
Males: 25
Males: 45.78136
Males: 3.30625
Males: 15
Males: 27.6473
Males: 8.261
Males: 33
Males: 11.07
Males: 4.0341
n
Mean
SD
Age:
n
13 19 years Mean
SD
Age:
n
20 29 years Mean
SD
After:
Tables:Example2

Age:
8-12 years
Females: 12
Females: 38.340
Females: 6.3715
Females: 52
Females: 20.04
Females: 7.1464
Females: 91
Females: 8.2369
Females: 5.165

Age Range (years)
Males
Females
Mean (SD)
Tables:Example1
Before:
Males
n
Females
Mean (SD)
Mean (SD)
8 - 12
25
45.78 (3.31)
12
38.34 (6.37)
13 19
15
27.65 (8.26)
52
20.04 (7.15)
20 29
33
11.07 (4.03)
91
8.24 (5.17)
Tables:Example2
Change:Use2significantdigits
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Cancer Site / Sex Combinations
Observed
PF
SSM
Colon & Rectum (Females)
15.15
15.60
16.10
Lung & Bronchus (Females)
40 87
40.87
43 30
43.30
41 33
41.33
Melanoma of the Skin (Females)
1.70
1.69
1.69
Breast (Females)
24.30
23.80
23.81
Ovary (Females)
8.72
9.03
8.83
Hodgkin Lymphoma (Females)
0.33
0.49
0.34
Non-Hodgkin Lymphoma (Females)
5.64
7.16
5.20
Acute Lymphocytic Leukemia (Females)
0.33
0.45
0.41
Colon & Rectum (Males)
21.53
21.21
22.42
Lung & Bronchus (Males)
70.29
67.94
70.58
Melanoma of the Skin (Males)
3.90
3.92
3.83
Prostate (Males)
25.47
28.91
26.40
Testis (Males)
0.27
0.31
0.20
Hodgkin Lymphoma (Males)
0.56
0.69
0.56
Non-Hodgkin Lymphoma (Males)
8.83
11.13
8.54
Acute Lymphocytic Leukemia (Males)
0.50
0.60
0.58
Observed
PF
SSM
15.154
15.6262
16.1
40.8733
43.325
41.334
1.70
1.6942
1.694
Breast (Females)
24.3
23.8
23.807
Ovary (Females)
8.7225
9.0301
8.8255
Hodgkin Lymphoma
L mphoma (Females)
0 333564
0.333564
0 49221
0.49221
0 344
0.344
5.6368
7.1642
5.2023
0.33329
0.4514
0.411
21.527
21.212
22.419
70.29
67.940
70.576
3.9
3.9213
3.8333
Prostate (Males)
25.4665
28.913
26.4
Testis (Males)
0.266425
0.312
0.2
0.5634
0.691
0.558
8.825
11.132
8.544
0.5
0.6
0.5833
Atfirstglance,difficulttodiscernwhatisdisplayed
Tables:Example2
Change:Leftalignthecancertypes
Observed
PF
SSM
15.15
15.60
16.10
Lung
g & Bronchus ((Females))
40.87
43.30
41.33
1.70
1.69
1.69
Breast (Females)
24.30
23.80
23.81
Ovary (Females)
8.72
9.03
8.83
0.33
0.49
0.34
5.64
7.16
5.20
0.33
0.45
0.41
21.53
21.21
22.42
70.29
67.94
70.58
3.90
3.92
3.83
Prostate (Males)
25.47
28.91
26.40
Testis (Males)
0.27
0.31
0.20
0.56
0.69
0.56
8.83
11.13
8.54
0.50
0.60
0.58
26
39
Tables:Example2
Tables:Example2
Change:Rightalignnumbers
Changes:Removeexcessborders&separatetitlefrom
table
Observed
PF
SSM
15.15
15.60
16.10
Lung
g & Bronchus ((Females))
40.87
43.30
41.33
1.70
1.69
1.69
Breast (Females)
24.30
23.80
23.81
Ovary (Females)
8.72
9.03
8.83
0.33
0.49
0.34
5.64
7.16
5.20
0.33
0.45
0.41
21.53
21.21
22.42
70.29
67.94
70.58
3.90
3.92
3.83
Prostate (Males)
25.47
28.91
26.40
Testis (Males)
0.27
0.31
0.20
0.56
0.69
0.56
8.83
11.13
8.54
0.50
0.60
0.58
Observed
PF
SSM
15.15
15.60
16.10
40.87
43.30
41.33
1.70
1.69
1.69
24.30
23.80
23.81
8.72
9.03
8.83
0.33
0.49
0.34
5.64
7.16
5.20
0.33
0.45
0.41
21.53
21.21
22.42
70.29
67.94
70.58
3.90
3.92
3.83
25.47
28.91
26.40
0.27
0.31
0.20
0.56
0.69
0.56
8.83
11.13
8.54
0.50
0.60
0.58

Breast (Females)
Ovary (Females)
Prostate (Males)
Testis (Males)
Tables:Example2
Tables:Example2
Change:Eliminateredundancyofgender(male,female)
Before

Female Cancers:
Colon & Rectum
g & Bronchus
Lung
Melanoma of the Skin
Breast
Ovary
Hodgkin Lymphoma
Non-Hodgkin Lymphoma
Acute Lymphocytic Leukemia
Male Cancers:
Colon & Rectum
Lung & Bronchus
Prostate
Testis
Hodgkin Lymphoma
Observed

PF
SSM
15.15
40.87
1.70
24.30
8.72
0.33
5.64
0.33
15.60
43.30
1.69
23.80
9.03
0.49
7.16
0.45
16.10
41.33
1.69
23.81
8.83
0.34
5.20
0.41
21.53
70.29
3.90
25.47
0.27
0.56
8.83
0.50
21.21
67.94
3.92
28.91
0.31
0.69
11.13
0.60
22.42
70.58
3.83
26.40
0.20
0.56
8.54
0.58
Tables:Example2
Observed
PF
SSM
15.154 15.6262
16.1
40.8733
43.325
41.334
1.70
1.6942
1.694
Melanoma of the Skin ((Females))
Breast (Females)
24.3
23.8
23.807
Ovary (Females)
8.7225
9.0301
8.8255
0.333564 0.49221
0.344
5.6368
7.1642
5.2023
0.33329
0.4514
0.411
21.527
21.212
22.419
70.29
67.940
70.576
3.9
3.9213
3.8333
Prostate (Males)
25.4665
28.913
26.4
Testis (Males)
0.266425
0.312
0.2
0.5634
0.691
0.558
8.825
11.132
8.544
0.5
0.6
0.5833
Tables
After

Female Cancers:
Colon & Rectum
Lung & Bronchus
M l
Melanoma
off the
th Skin
Ski
Breast
Ovary
Hodgkin Lymphoma
Male Cancers:
Colon & Rectum
Lung & Bronchus
Prostate
Testis
Hodgkin Lymphoma
Observed

PF
SSM
15.15
40.87
1 70
1.70
24.30
8.72
0.33
5.64
0.33
15.60
43.30
1 69
1.69
23.80
9.03
0.49
7.16
0.45
16.10
41.33
1 69
1.69
23.81
8.83
0.34
5.20
0.41
21.53
70.29
3.90
25.47
0.27
0.56
8.83
0.50
21.21
67.94
3.92
28.91
0.31
0.69
11.13
0.60
22.42
70.58
3.83
26.40
0.20
0.56
8.54
0.58
Tablesaresometimesreferredtobythe
numberofexplanatoryvariablesdisplayed
1waytablehasasingleexplanatoryvariable
2waytablehastwo,etc
2 way table has two etc
Shadingcanhelpwithclarityofpresentation
intableswithmanyrows
27
40
Tables:Exampleoftwowaytable
TablesChecklistforyourManuscript
Source:ThePublicationManualoftheAmericanPsychologicalAssociation,5thEdition
Isthetablenecessary?
Aresimilartablesinthemanuscriptconsistentinformatting
andpresentation?
Isthetitlebriefbutexplanatory?
Doeseverycolumnhaveacolumnheading?
Areallabbreviations;specialuseofitalics,parentheses,and
dashes;andspecialsymbolsexplained?
Isthetablereferredtointhetext?
Source: Hayat et al (2008).
Thankyou!
28
41
10
1:00 Mechanics of Effective Writing

Your aim is clarity.
Get the reader with you not against you.
See it from the readers viewpoint:
-What kind of papers do you like to read?
Strategy for Writing
Assemble your data
Outline a first draft
Write the first draft get something on paper
Methods
Results
Introduction
Discussion
References
Title
Abstract
Revise for content
Revise for style starting with paragraphs, then sentences, then words
1. Word choice: Precise not vague
Simple, not fancy or trendy
Use necessary words
Use abbreviations when the word is BOTH long or awkward AND appears often
(2-3 times in a paragraph)
If a term is VERY long, it doesnt have to be frequent
Can use category words to describe a phrase or group
Beware of commonly misused words (Handout C)
Use a general prose style book such as Strunk and White
2. Sentence Structure:
Whats the sentence about? Make the topic the subject.
The action is in the verb. Dont use a noun to show action.
Subject-object-prepositional phrase
Other weak starts: Action given in There is noun or adjective
Break up noun clusters
Write short sentences (Handout D)
Pronouns must clearly refer to nouns 1:1: - Not 2, not 0
Use parallelism and comparisons correctly
Subject and verb must agree and make sense
(Handout E - Titles)
(Handout F Where is the Action?)
42
3. Paragraph structure
Topic Sentence
usually 1st sentence in each paragraph
What is the paragraph about?
Without topic sentence, no sense of what paragraph is trying to say
Rest of sentences in paragraph support topic sentence
Then support or list details,
Followed by exceptions or cons
Beware of missing steps in the logic especially if you are very familiar with the subject
Six ways to maintain continuity
1. Repeating key terms
2. Using transitions to indicate relationships between ideas (Handout I)
3. Keeping consistent order
4. Keeping a consistent point of view
5. Putting parallel ideas in parallel form
6. Signaling the subtopics of a paragraph
Worksheet (G- H)
Six techniques to give emphasis
1.
2.
3.
4.
5.
6.
Condensing or omitting less important information

Subordinating less important information
Placing important information in a power position
Labeling important information
Repeating important information
Stating rather than implying important information
Handouts J, K: Organizing and Revising checklists

The Science of Writing
(Gopen & Swan, 1990)
Readers look for information in predictable places
Readers have difficulty when
The verb is far from the subject
There is no clear topic sentence
There is no linkage to old information
There is no context for new information
Important information is not in the stress position
There is a gap in the logic
The verb doesnt state the action (is, has)
How Important Is Good Writing?
Reviewers comment:
43
The project could be valuable; however, it is not clearly described.

I am disturbed by the incoherent presentation of the research.
The manuscript is not written so as to enhance the ability of the reviewer to answer the
basic questions
required by the review guidelines.
The study is poorly designed, and even more poorly written.
The manuscript has problems with sentence structure, syntax, and flow.
44

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Writing for Publication

May 23, 2011

Welcome and Introductions

Lunch (On your own)

Figures and Tables

Mechanics of Effective Writing

Writing for Publication

Why do we read papers?

Why do we publish papers?

Who is our audience?

Who should be an author? See Huth, p. 45

Table 3.1 Justifications for Authorship

New diagnostic and

Routine diagnostic and

the degree to which a measurement or statement is correct

an episode or example of illness, injury, or asymptomatic disease; not a patient (see

the study or description of the causes of a disease

to conclude or deduce from an observation or premises

as an adjective, changing; as a verb, causing change

relative pronoun used to introduce a nonrestrictive (nonessential) clause (these diseases,

Huth EJ, 2nd ed.

Stating the Topic in the Title

WHERE IS THE ACTION?

The new drug caused a decrease in heart rate

p. 70 Copyright Mimi Zeiger

Exercise 3.4: REPEATING AND LINKING KEY TERMS

Transition words within a sentence

Both of these high-density-lipoprotein-associated proteins are initially synthesized

NINETEEN STEPS IN PLANNING, WRITING AND PUBLISHING A PAPER

Writing and Publishing in Medicine 3rd Ed

Williams and Wilkins, 1999

A SCHEME FOR REVISING PROSE STYLE

Writing for Publication - References

Writing for Publication

Authors should meet conditions 1, 2, 3 and 4

Acquisition of funding, collection of data, or general supervision alone does not

What type of contribution justifies authorship?

10:00 10:30 Getting Started

(6): What do you and your peers read?

11:10 - Organization: Parts of the Paper

Answer question as it was asked

Inclusion of unimportant or irrelevant data

1:00 Mechanics of Effective Writing

Your aim is clarity.

What is the paragraph about?

Condensing or omitting less important information

Handouts J, K: Organizing and Revising checklists

Represents an arranging of information

Formatting changes are usually needed

thinking intuitive sensitive

thinking intuitive sensitive

feeling thinking intuitive sensitive

thinking intuitive sensitive

thinking intuitive sensitive

Average Sleep per nig

Increasefontsizeforxaxis andyaxis labelsandthe

Average Sleep per nig

Average Sleep per nigh

Table 1. Summary statistics for depression score by age group

Table 1. Summary statistics for depression score by age group

Table 1. Summary statistics for depression score by age group

Table 1. Summary statistics for depression score by age group

Table 1. Summary statistics for depression score by age group