Writing and editing guides Books
Lakewood Publishing The Elements of Style: 18 Essential Rules for Good Writing in English
£10.74
Black Irish Entertainment LLC The Story Grid: What Good Editors Know
£22.50
£24.50
£30.88
£23.50
XML Press Global Content Strategy: A Primer
£18.52
Hierophant Publishing Think Like a Publisher: 33 Essential Tips to
Book Synopsis
£12.34
Write Bloody Publishing Glitter In The Blood
£14.88
HigherLife Publishing Get Your Book Published!: From Contracts to
Book SynopsisWhether you are a CEO, who's written a book to position yourself as a thought leader in your field, or a soccer mom, who wants to write the great American novel, Get Your Book Published! gives you vital keys to publish and market like an expert. This book will help you: Understand the different types of publishing options available Plot the development of your book from editing to cover design Navigate the terms of a publishing contract Understand the role of the literary agent Avoid land mines that derail and defeat so many authors Decide how best to tailor and format your message (mobile apps, eBooks, on-line courses, blog articles) Learn the sales channels where your book can best be sold Build a foundation for marketing that will get you noticed If you want to publish properly and profitably, this is the book to read!
£10.76
Familius LLC Drops of Awesome: The
Book SynopsisIf you aren’t rooting for yourself, who will? Drops of Awesome is that unique discovery journal about celebrating the amazingness of you. Based on the viral blog Drops of Awesome, this book helps you become your own biggest cheerleader and tells your inner critic to stick a sock in it.What did you accomplish today? More than you currently realize or give yourself credit for. As you work through Drops of Awesome, you will start to see just how much goodness you contribute to the world and as you feel that success, you will find that you can accomplish anything. You are awesome!
£14.81
Frederick Singer & Sons The Elements of Style
£7.93
Boss Fight Books Red Dead Redemption
Book Synopsis
£11.39
Boss Fight Books Resident Evil
Book Synopsis
£11.39
Boss Fight Books The Legend of Zelda: Majora's Mask
Book Synopsis
£11.39
Boss Fight Books Final Fantasy VI
Book Synopsis
£11.39
Westmarch Publishing Write Characters Your Readers Won't Forget: A Toolkit for Emerging Writers
£13.66
Mike Murach & Associates Inc. Tested Writing Methods
Book SynopsisThis book takes a top-down approach to writing that will teach you all the writing methods that you need for success on the job. What''s hard to believe is that most of these methods aren''t taught in high school or in college or in other books on writing.In chapters 1 and 2, for example, you''ll learn how to use headings and subheadings to guide your readers and plan what you''re going to write. That''s a critical skill for any document of two pages or more, but you won''t find anything about headings in most writing books.In chapter 3, you''ll learn how to write paragraphs that deliver one fully-developed idea at a time. That too is a critical skill because the paragraph is the primary unit of composition. But most writing books have precious little to say about paragraphing.On the other hand, most writing books tell you far more than you need to know about writing sentences. In contrast, chapter 4 of this book uses a unique top-down approach to show you how to write sentences that are easy to read and understand. That way, you can start with the skills that matter the most, and then refine those skills one level at a time.Chapters 5 and 6 continue this top-down approach to writing. So, in chapter 5, you learn how to plan and use visual aids. And in chapter 6, you learn how to write the first draft of a document in record time. and how to edit that first draft into a final draft in a single editorial pass.With those skills in your skillset, you''re ready for chapter 7. It shows you when and how to use writing tools like ChatGPT that are driven byArtificial Intelligence. As you will see, these are powerful new tools, but you need all the other skills in this book to get the most from them.Last, chapters 8, 9, and 10 show you how to use the Microsoft Word features for writers: templates, styles, the outline feature, and the spelling and grammar checker. If you don''t already use these features, you''ll be glad you discovered them. And if you don''t already use Microsoft Word, these chapters will show you why you should.
£22.09
Plural Publishing Inc A Coursebook on Scientific and Professional
Book SynopsisThe "Coursebook" offers practice exercises for the topics covered, tailored to the field of speech-language pathology. Most left-hand pages show specific examples of general, scientific, or professional writing and the corresponding right-hand pages allow the student to practice writing. Students who memorize the rules of grammar will not write well unless they practice. The "Coursebook" provides this practice alongside abundant examples of correct writing, based on the most recent edition of the "Publication Manual of the American Psychological Association".The "Coursebook" is ideal for dedicated courses on scientific and professional writing and can also be used in courses on assessment and diagnosis or research methods and introduction to graduate studies.Changes and additions to the fifth edition include: incorporates APA changes to reference citations and preparation of the reference list; electronic preparation of manuscripts, revision in light of copyeditor's comments, and response to copyeditor's queries are in line with current publishing industry standards; the topic of electronic submission of convention and conference proposals is updated; new reference examples of electronic sources of information; the professional writing section reflects current clinical terminology in the field of speech-language pathology.Table of ContentsPreface to the Fifth Edition. About the Author. Part A. Foundations of Scientific and Professional Writing: A.1. Basic Rules of Usage; A.2. Basic Rules of Composition; A.3. Commonly Misused Words and Phrases. Part B. Scientific Writing: B.1. Introduction to Scientific Writing; B.2. Writing Without Bias; B.3. Format of Scientific Writing; B.4. Selected Matters of Scientific Style; B.5. Writing Sections of Research Papers and Proposals; B.6. Electronic Manuscript Preparation, Editing, and Proofreading.Part C. Professional Writing: C.1. Introduction to Professional Writing; C.2. Formats of Diagnostic Reports; C.3. Sample Diagnostic Reports; C.4. Practice in Diagnostic Report Writing; C.5. Comprehensive Treatment Plans; C.6. Brief Treatment Plans; C.7. Individualized Educational Programs; C.8. Practice in Writing Treatment Plans; C.9. Progress Reports;C.10. Practice in Writing Progress Reports. Selected References. Glossary. Index.
£95.40
Love-Based Publishing Love-Based Copywriting Books: Volumes 1 and 2
Book Synopsis
£19.80
Familius LLC 5 Essays You Must Master to Be College Ready: A
Book SynopsisPulitzer Prize winner David McCullough said, “Writing is thinking. To write well is to think clearly. That's why it's so hard." Too many students enter college without a basic understanding of writing, which can affect every aspect of their education.Author and educator Laura Torres provides a one-stop guide to preparing secondary and homeschool students for college-level writing. This handbook covers the five most common types of essays: ·Narrative ·Compare/Contrast ·Summary/Response ·Research ·ArgumentativeThe 5 Essays You Must Master to Be College Ready includes lessons, tips, and organizational guides for writing clear and compelling essays. Torres walks students through the complete writing process, from outlining to revising and ultimately evaluating their work (with provided grading rubrics). With this easy-to-follow instruction, students can master these essay types, be college ready, and redefine what it means to think and communicate well.Trade ReviewStudents who lack a basic understanding of the essentials of essay writing suffer from poor grades and low self-confidence. Laura Torres, a college composition teacher, wants to help, with discrete chapters on research, essay prompts, and the five different kinds of essays. Within each chapter, Torres establishes a routine to help avoid writer’s block and get ideas flowing. She works on skills like effective description in narrative essays, avoiding logical fallacies in argumentative essays, and effective organization in compare/contrast essays. Each section builds on the one before it, so that by the time you have written your way through, you will be ready for anything college throws your way.The material in this book is pretty standard; the information, tips, and suggestions are not particularly ground-breaking or revelatory. However, following Torres’s guidance will get you a solid foundation from which to build. This book’s biggest strength is its easy-to-follow format. The text instructions are straightforward and easy to understand, perfect for any high school student. The graphic design of this book is quite nice, with pictures, flowcharts, diagrams, and other pictorial aides to help with comprehension. This book is perfect for getting familiar with college essay writing and the writing process.Reviewed By: Gretl - Age 16—Grett, Kids Book Buzz
£13.29
11 Talents Publishing Just Do This: A Simpler Way To Succeed In I.T.
Book Synopsis
£17.56
Wooden Books Literary Devices
Book Synopsis
£8.50
Wooden Books Rhetoric: The Art of Persuasion
Book Synopsis
£7.95
Belt Publishing Creative Nonfiction
Book Synopsis
£19.25
Advantage Publishing Group Speak With No Fear: Go from a nervous, nauseated, and sweaty speaker to an excited, energized, and passionate presenter
£11.39
Advantage Publishing Group Speak With No Fear: Go from a nervous, nauseated, and sweaty speaker to an excited, energized, and passionate presenter
£23.38
Hummingbird Books Dear Writer, Are You Intuitive?
Book Synopsis
£18.99
Avid Reader Press / Simon & Schuster The Poets & Writers Complete Guide to Being a
Book Synopsis
£23.99
Atria Books HAVE YOU EATEN GRANDMA
Book Synopsis
£13.09
Avid Reader Press / Simon & Schuster Making Numbers Count: The Art and Science of
Book Synopsis
£20.40
Page Two Books, Inc. Write a Must-Read: Craft a Book That Changes
Book SynopsisYou want to write a nonfiction book that matters. A book readers love and rave about. A book they underline, dog-ear, and highlight. A must-read. How do you do that, when you've never written a book like that before? When you aren't sure what content to include in a nonfiction book, or how to organize it? And when you're not sure if your idea is worth pursuing in the first place? At the heart of the answers to all these questions is a craft created by AJ Harper, ghostwriter and editor for some of the foremost thought leaders of our time. The foundation of that craft is a simple, yet powerful philosophy: Reader First. When you learn how to put your reader first at every stage of book development, writing, and editing, you can create the connection and trust required to transform their lives. In these pages, Harper reveals the proven methods and frameworks she has used for nearly two decades to write and edit perennial bestsellers. It's not the easy way, or the fast way; it's the effective way. The payoff for doing this important work: a must-read book, and a massive readership who serve as ambassadors for your message and your brand.
£19.79
Nhan Anh Publisher Black Sea White Night
Book Synopsis
£18.00
Auroch Press The Elements of Style
Book Synopsis
£12.00
Rob Miles Public Speaking: Learn How to Negotiate and
Book Synopsis
£17.06
Publishdrive Create With Co-Authors: How to use effective
Book Synopsis
£11.39
Freya Rothwell-Bodycomb Blush Feelings Notebook: We Are Greater Series
Book Synopsis
£8.55
Klincksieck Le Livre Et l'Editeur
Book Synopsis
£23.00
Brepols N.V. Probable Truth: Editing Medieval Texts from
Book Synopsis
£177.17
Brepols N.V. Public Declamations: Essays on Medieval Rhetoric,
Book Synopsis
£107.61
Brepols N.V. The Reception of Antiquity in Bohemian Book
Book Synopsis
£101.65
Brepols N.V. Medieval Letters: Between Fiction and Document
Book Synopsis
£144.51
Classiques Garnier Ecrivains Juristes Et Juristes Ecrivains Du Moyen
Book Synopsis
£63.00
Springer Nature Switzerland AG Speechwriting in Theory and Practice
Book SynopsisThis book provides students, researchers, and practitioners of speechwriting with a unique insight in the theory, history, and practice of speechwriting. The combination of theory and practice with case studies from the United States and Europe makes this volume the first of its kind. The book offers an overview of the existing research and theory, analysing how speeches are written in political and public life, and paying attention to three central subjects of contemporary speechwriting: convincing characterization of the speaker, writing for the ear, and appealing with words to the eye. Chapters address the ethics and the functions of speechwriting in contemporary society and also deliver general instructions for the speechwriting process. This book is recommended reading for professional speechwriters wishing to expand their knowledge of the rhetorical and theoretical underpinnings of speechwriting, and enables students and aspiring speechwriters to gain an understanding of speechwriting as a profession.Trade Review“Speechwriters have hoped for a long time to see a book like this appear in print. Speechwriting in Theory and Practice's 13 chapters are grounded in a combination of academic perspectives on the evolution of rhetoric and persuasive speech, alongside a close study of how speechwriters and speakers collaborate, in the real world, to prepare remarks for delivery. … Speechwriting in Theory and Practice fully acknowledges this fascinating continuity in rhetorical practice over the centuries … .” (Neil Hrab, Vital Speeches of the day, vsotd.com, June 26, 2019)Table of ContentsChapter 1 Introduction: The Case for SpeechwritingChapter 2 Speechmaking in the 21st CenturyChapter 3 The Beginning of SpeechwritingChapter 4 Research and Theory on SpeechwritingChapter 5 The Rhetorical Canons of SpeechwritingChapter 6 Genres of SpeechwritingChapter 7 How Speeches are WrittenChapter 8 Characterizing the SpeakerChapter 9 Writing for the EarChapter 10 Writing for the Eye: Pictures, Visions, and PowerPointChapter 11 The Ethics of SpeechwritingChapter 12 The Functions of Speechwriting in Contemporary Society Chapter 13 The General Steps in the Speechwriting Process
£18.74
Springer Nature Switzerland AG The Pathway to Publishing: A Guide to
Book SynopsisWriting manuscripts is central to the advance of scientific knowledge. For an early career aspiring scientist, writing first author manuscripts is an opportunity to develop critical skills and to credential their expertise. Writing manuscripts, however, is difficult, doubly so for scientists who use English as a second language. Many science students intentionally avoid a writing-intensive curriculum. Careful, thorough reviews of draft manuscripts are difficult to secure, and experienced scientific supervisors face more demands on their time than they have time available. Weak draft manuscripts discourage supervising scientists investing the time to coach revisions. It is easier for experienced scientists to ignore the request, or to simply rewrite the article. Early career scientists are motivated to address these barriers but specific advice is difficult to find, and much of this advice is behind a pay wall. This essential, open access text presents writing lessons organized as common errors, providing students and early-career researchers with an efficient way to learn, and mentors with a quick-reference guide to reviewing. Error descriptions include specific examples drawn from real-world experiences of other early-career writers, and suggestions for how to successfully address and avoid these in the future. Versions of this book have been used by Stanford University, UC Davis, Johns Hopkins, and numerous international institutions and organizations for over a decade. Table of Contents1. Introduction1.1 The pathway to publishing1.2 Think before you write approach1.2.1 Develop a framing document1.2.2 Focus on the high level outline (HLO)1.2.3 Use the ‘most common errors’1.2.4 Understand authorship and mentoring responsibilities1.2.5 Structure the writing and feedback process1.3 The scientific writing style1.4 Converting preliminary work into manuscripts1.4.1 Converting reports into manuscripts1.4.2 Converting posters and verbal presentations into manuscripts1.5 The process of peer review2. Most common errorsA. General research and writing practicesA1. Insufficient knowledge of the literatureA2. Not referencing statementsA3. Weak citations A3a. Citing a secondary sourceA3b. Presenting conclusions rather than data from referencesA3c. Arguing from authorityA4. Endnotes not in standard styleA4a. Varying endnote notationA5. Not using standard draft manuscript formA6. Repeating informationA7. Labelling a scientific document as ‘final’A8. Characterizing an observation as ‘the first’A9. Errors in reasoningA9a. Casual assertion of causalityA9b. Assuming association is causalityA9c. Assuming reported behavior reflects actual behaviorA9d. Confusing imperfect recall with recall biasA9e. Confusing absence of recognition with absenceA9f. Asserting seasonality with a single year of dataA9g. Drawing conclusions using confirmation biasA10. Constructing a multivariate model using only statistical criteriaA11. PlagiarismB. Content of quantitative papersB1. Improper focus or format of title and abstractB2. Confusing the role of Introduction, Methods, Results, and DiscussionB3. Not writing the Methods section in chronological orderB4. Not emphasizing steps taken to protect human subjectsB5. Listing interpretations, but not defending one in the DiscussionB6. Not fully explaining limitationsB7. Writing generic recommendationsB8. Presenting new data in the DiscussionB9. Reporting the number of enrolled subjects in the MethodsB10. Specifying the contents of a questionnaireB11. Naïve theories of changeB11a. Recommending a massive increase in fundingB11b. Ignoring incentives and barriersB11c. Assuming weak states can implementB12. An insufficiently focused IntroductionB13. Failure to clarify key sample size assumptionsB14. A high level outline that is not high levelB15. Specifying software used for routine data analysisB16. Presenting rationale in the last sentence of the IntroductionC. Mechanics of writingC1. Using non-standard abbreviationsC2. Using non-standard spacesC3. Improper spellingC4. Capitalization problems C4a. USING ALL CAPITAL LETTERSC4b. Capitalizing non-proper nounsC5. Failure to spell out an isolated numeral < 10C6. Starting a sentence with a numeralC7. Not indenting paragraphsC8. Not aligning text to the leftC9. Problems with parenthesesC10. Not recognizing when an abbreviation has become a nameC11. Misplaced commas in large numbersC12. Varying fonts within the narrativeC13. Using bulleted lists rather than sentencesC14. Uninformative document namesD. Grammatical structures and stylistic strategiesD1. Using present rather than past tenseD2. Failure to use definite and indefinite articlesD3. Excessive use of passive voiceD4. Improper use of “we”D5. Writing from a psychological perspectiveD6. Using excessive sub-headings in the discussion sectionD7. Misplaced modifiersD8. Using nouns with awkward syntax in place of verbsD9. Using different terms for the same object or the same ideaE. Achieving clarity and concisenessE1. Labelling rather than explainingE2. Using weak opening phrases for sentencesE3. Using adjectives and qualifiersE4. Overusing studies or authors as sentence subjectsE5. Using non-descriptive numeric or alphabetical labelsE6. Using respectivelyE7. Using the word etceteraE8. Using foreign wordsE9. Using local words, expressions or monetary figuresE10. Using the term ‘developing country’E11. Using the term ‘socio-economic status’ as a synonym for wealthE12. Using a technical term in its non-technical senseE12a. Using the term ‘random’ in its non-technical senseE12b. Using the term ‘reliable’ in its non-technical senseE12c. Using the term ‘significant’ in its non-technical senseE12d. Using the term ‘valid’ in its non-technical senseE12e. Using the term ‘incidence’ incorrectlyE12f. Using the term ‘correlated’ incorrectly E13. Using the verb ‘documented’E14. Framing an argument in terms of needE15. Using the term ‘illiterate’ as a synonym for ‘no formal education’E16. Using the word ‘challenging’ as a synonym for ‘difficult’E17. Describing a laboratory test result as positiveE18. Using increase or decrease in the absence of a time trendE19. Describing a test as a gold standardF. Recording scientific dataF1. Using statistics in place of the study question to frame resultsF1a. Framing narrative results around p-valuesF2. Not presenting the core dataF3. Using too many decimal placesF4. Using too few decimal placesF5. Using incomplete headings for tables and figuresF6. Imbalance between table and narrative presentation of the resultsF7. Pointing too explicitly to tables and figuresF8. Using inappropriate figuresF9. Using the wrong symbol to designate degreeF10. Using non-standard footnote symbols in tablesF11. Comparing to a varying baselineF12. Generic data tables that lack a clear messageF13. Table layout that impairs comparisons*F14. Maps with irrelevant detailsF15. Numbering figures or tables out of sequenceF16. Listing results in a paragraph that are more clear in a tableF17. Using less informative denominators in a tableF18. p-value in a baseline table of a randomized controlled trialF19. Emailing draft manuscripts with figures that are not compressedG. Approaching publicationG1. Failure to respond to reviewers’ commentsG2. Incomplete response to reviewsG3. Invalid authorship line G4. Missing acknowledgement sectionG5. Choosing an inappropriate journalG6. Not following a specific journal’s details of styleG7. Not using a checklist to review your paper before submissionG8. Exceeding the journal word limitG9. Asking your senior author to recommend reviewersG10. Responding to journal reviewers using the first person singularG11. Retaining comments in subsequent draftsG12. Not finding a description of the error codeG13. Requesting an unprofessionally short turnaround timeG14. Sending blank forms for co-authors to completeG15. Not providing co-authors a copy of the submitted manuscriptG16. Not keeping co-authors informed of journal discussionsG17. Re-using an email thread when circulating a revised manuscriptG18. Not proofreading references prior to submissionG19. Not including text of the manuscript changes in response to reviewersG20. Not including readability statisticsH. Slide and poster presentationsH1. Bullets on the wallH2. Chart junkH3. Copying a manuscript figure instead of developing a custom figureH4. Photos with an unnatural aspect ratioH5. Too many photographs on a single slideH6. Field workers as the dominant subject of photographsH7. Using bullets without hanging indentsH8. Using a pie chartH9. Using vertical bars when horizontal bars would communicate betterH10. Including a final “Thank you” slideH11. Using sentences for bullet pointsH12. Too much space between bulletsH13. Failure to separate ideas in a multi-lined titleH14. Using 3 dimensional chart features as decorationsAppendix 1: Flowchart for reviewing scientific documents Appendix 2: Concept note outlineAppendix 3: Critical questions for protocol developmentAppendix 4: Framing documentAppendix 5: Conference/scientific meeting abstractsAppendix 6: Quantitative manuscript high level outline (HLO)Appendix 7: Example of quantitative manuscript HLOAppendix 8:Authorship Scorecard Appendix 9:JANE (Journal/Author Name Estimator)Appendix 10: STROBE StatementAppendix 11: CONSORT StatementAppendix 12: List of common errors Appendix 13: Concept note exampleReferences
£40.49
Springer Nature Switzerland AG The Pathway to Publishing: A Guide to
Book SynopsisWriting manuscripts is central to the advance of scientific knowledge. For an early career aspiring scientist, writing first author manuscripts is an opportunity to develop critical skills and to credential their expertise. Writing manuscripts, however, is difficult, doubly so for scientists who use English as a second language. Many science students intentionally avoid a writing-intensive curriculum. Careful, thorough reviews of draft manuscripts are difficult to secure, and experienced scientific supervisors face more demands on their time than they have time available. Weak draft manuscripts discourage supervising scientists investing the time to coach revisions. It is easier for experienced scientists to ignore the request, or to simply rewrite the article. Early career scientists are motivated to address these barriers but specific advice is difficult to find, and much of this advice is behind a pay wall. This essential, open access text presents writing lessons organized as common errors, providing students and early-career researchers with an efficient way to learn, and mentors with a quick-reference guide to reviewing. Error descriptions include specific examples drawn from real-world experiences of other early-career writers, and suggestions for how to successfully address and avoid these in the future. Versions of this book have been used by Stanford University, UC Davis, Johns Hopkins, and numerous international institutions and organizations for over a decade. Table of Contents1. Introduction1.1 The pathway to publishing1.2 Think before you write approach1.2.1 Develop a framing document1.2.2 Focus on the high level outline (HLO)1.2.3 Use the ‘most common errors’1.2.4 Understand authorship and mentoring responsibilities1.2.5 Structure the writing and feedback process1.3 The scientific writing style1.4 Converting preliminary work into manuscripts1.4.1 Converting reports into manuscripts1.4.2 Converting posters and verbal presentations into manuscripts1.5 The process of peer review2. Most common errorsA. General research and writing practicesA1. Insufficient knowledge of the literatureA2. Not referencing statementsA3. Weak citations A3a. Citing a secondary sourceA3b. Presenting conclusions rather than data from referencesA3c. Arguing from authorityA4. Endnotes not in standard styleA4a. Varying endnote notationA5. Not using standard draft manuscript formA6. Repeating informationA7. Labelling a scientific document as ‘final’A8. Characterizing an observation as ‘the first’A9. Errors in reasoningA9a. Casual assertion of causalityA9b. Assuming association is causalityA9c. Assuming reported behavior reflects actual behaviorA9d. Confusing imperfect recall with recall biasA9e. Confusing absence of recognition with absenceA9f. Asserting seasonality with a single year of dataA9g. Drawing conclusions using confirmation biasA10. Constructing a multivariate model using only statistical criteriaA11. PlagiarismB. Content of quantitative papersB1. Improper focus or format of title and abstractB2. Confusing the role of Introduction, Methods, Results, and DiscussionB3. Not writing the Methods section in chronological orderB4. Not emphasizing steps taken to protect human subjectsB5. Listing interpretations, but not defending one in the DiscussionB6. Not fully explaining limitationsB7. Writing generic recommendationsB8. Presenting new data in the DiscussionB9. Reporting the number of enrolled subjects in the MethodsB10. Specifying the contents of a questionnaireB11. Naïve theories of changeB11a. Recommending a massive increase in fundingB11b. Ignoring incentives and barriersB11c. Assuming weak states can implementB12. An insufficiently focused IntroductionB13. Failure to clarify key sample size assumptionsB14. A high level outline that is not high levelB15. Specifying software used for routine data analysisB16. Presenting rationale in the last sentence of the IntroductionC. Mechanics of writingC1. Using non-standard abbreviationsC2. Using non-standard spacesC3. Improper spellingC4. Capitalization problems C4a. USING ALL CAPITAL LETTERSC4b. Capitalizing non-proper nounsC5. Failure to spell out an isolated numeral < 10C6. Starting a sentence with a numeralC7. Not indenting paragraphsC8. Not aligning text to the leftC9. Problems with parenthesesC10. Not recognizing when an abbreviation has become a nameC11. Misplaced commas in large numbersC12. Varying fonts within the narrativeC13. Using bulleted lists rather than sentencesC14. Uninformative document namesD. Grammatical structures and stylistic strategiesD1. Using present rather than past tenseD2. Failure to use definite and indefinite articlesD3. Excessive use of passive voiceD4. Improper use of “we”D5. Writing from a psychological perspectiveD6. Using excessive sub-headings in the discussion sectionD7. Misplaced modifiersD8. Using nouns with awkward syntax in place of verbsD9. Using different terms for the same object or the same ideaE. Achieving clarity and concisenessE1. Labelling rather than explainingE2. Using weak opening phrases for sentencesE3. Using adjectives and qualifiersE4. Overusing studies or authors as sentence subjectsE5. Using non-descriptive numeric or alphabetical labelsE6. Using respectivelyE7. Using the word etceteraE8. Using foreign wordsE9. Using local words, expressions or monetary figuresE10. Using the term ‘developing country’E11. Using the term ‘socio-economic status’ as a synonym for wealthE12. Using a technical term in its non-technical senseE12a. Using the term ‘random’ in its non-technical senseE12b. Using the term ‘reliable’ in its non-technical senseE12c. Using the term ‘significant’ in its non-technical senseE12d. Using the term ‘valid’ in its non-technical senseE12e. Using the term ‘incidence’ incorrectlyE12f. Using the term ‘correlated’ incorrectly E13. Using the verb ‘documented’E14. Framing an argument in terms of needE15. Using the term ‘illiterate’ as a synonym for ‘no formal education’E16. Using the word ‘challenging’ as a synonym for ‘difficult’E17. Describing a laboratory test result as positiveE18. Using increase or decrease in the absence of a time trendE19. Describing a test as a gold standardF. Recording scientific dataF1. Using statistics in place of the study question to frame resultsF1a. Framing narrative results around p-valuesF2. Not presenting the core dataF3. Using too many decimal placesF4. Using too few decimal placesF5. Using incomplete headings for tables and figuresF6. Imbalance between table and narrative presentation of the resultsF7. Pointing too explicitly to tables and figuresF8. Using inappropriate figuresF9. Using the wrong symbol to designate degreeF10. Using non-standard footnote symbols in tablesF11. Comparing to a varying baselineF12. Generic data tables that lack a clear messageF13. Table layout that impairs comparisons*F14. Maps with irrelevant detailsF15. Numbering figures or tables out of sequenceF16. Listing results in a paragraph that are more clear in a tableF17. Using less informative denominators in a tableF18. p-value in a baseline table of a randomized controlled trialF19. Emailing draft manuscripts with figures that are not compressedG. Approaching publicationG1. Failure to respond to reviewers’ commentsG2. Incomplete response to reviewsG3. Invalid authorship line G4. Missing acknowledgement sectionG5. Choosing an inappropriate journalG6. Not following a specific journal’s details of styleG7. Not using a checklist to review your paper before submissionG8. Exceeding the journal word limitG9. Asking your senior author to recommend reviewersG10. Responding to journal reviewers using the first person singularG11. Retaining comments in subsequent draftsG12. Not finding a description of the error codeG13. Requesting an unprofessionally short turnaround timeG14. Sending blank forms for co-authors to completeG15. Not providing co-authors a copy of the submitted manuscriptG16. Not keeping co-authors informed of journal discussionsG17. Re-using an email thread when circulating a revised manuscriptG18. Not proofreading references prior to submissionG19. Not including text of the manuscript changes in response to reviewersG20. Not including readability statisticsH. Slide and poster presentationsH1. Bullets on the wallH2. Chart junkH3. Copying a manuscript figure instead of developing a custom figureH4. Photos with an unnatural aspect ratioH5. Too many photographs on a single slideH6. Field workers as the dominant subject of photographsH7. Using bullets without hanging indentsH8. Using a pie chartH9. Using vertical bars when horizontal bars would communicate betterH10. Including a final “Thank you” slideH11. Using sentences for bullet pointsH12. Too much space between bulletsH13. Failure to separate ideas in a multi-lined titleH14. Using 3 dimensional chart features as decorationsAppendix 1: Flowchart for reviewing scientific documents Appendix 2: Concept note outlineAppendix 3: Critical questions for protocol developmentAppendix 4: Framing documentAppendix 5: Conference/scientific meeting abstractsAppendix 6: Quantitative manuscript high level outline (HLO)Appendix 7: Example of quantitative manuscript HLOAppendix 8:Authorship Scorecard Appendix 9:JANE (Journal/Author Name Estimator)Appendix 10: STROBE StatementAppendix 11: CONSORT StatementAppendix 12: List of common errors Appendix 13: Concept note exampleReferences
£34.99
Springer International Publishing AG English for Writing Research Papers
Book SynopsisPublishing your research in an international journal is key to your success in academia. This guide is based on a study of over 1000 manuscripts and reviewers' reports revealing why papers written by non-native researchers are often rejected due to problems with English usage and poor structure and content. With easy-to-follow rules and tips, and examples taken from published and unpublished papers, you will learn how to: prepare and structure a manuscript increase readability and reduce the number of mistakes you make in English by writing concisely, with no redundancy and no ambiguity write a title and an abstract that will attract attention and be read decide what to include in the various parts of the paper (Introduction, Methodology, Discussion etc) highlight your claims and contribution avoid plagiarism discuss the limitations of your research choose the correct tenses and style satisfy the requirements of editors and reviewers This edition has two completely new chapters covering machine translation and using AI tools (e.g. chatbots, paraphrasers, editing tools) to improve and correct the English of a text. Other titles in this series: Grammar, Usage and Style Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for TeachersAdrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers. He edits research manuscripts through his own proofreading and editing agency. Table of ContentsChapter 1 Planning and Preparation 1.1 Why should I publish? How do I know whether my research is worth publishing? 1.2 Should I write the initial draft in my own language rather than writing it directly in English? 1.3 Which journal should I choose? 1.4 How do I know what style and structure to use? 1.5 What preparation do I need to do? 1.6 How can I create a template? 1.7 Writing style: how do I keep the referees happy? 1.7 In what order should I write the various sections? 1.8 How can I highlight my key findings? 1.9 How can I improve the chances of my paper not only being published, but also being read, understood and cited? 1.10 I know that the recommendations in this book about writing simply and clearly will improve the readability of my paper, but my professor ... 1.11 Summary Chapter 2 Word order and sentence length 2.1 Basic word order in English: subject + verb + object + indirect object 2.2 Place the subject before the verb 2.3 Keep the subject and verb close to each other 2.4 Avoid inserting parenthetical information between the subject and the verb 2.5 Don’t separate the verb from its direct object 2.6 Put the direct object before the indirect object 2.7 Don’t use a pronoun (it, they) before you introduce the noun that the pronoun refers to 2.8 Locate not before the main verb, but after auxiliary and modal verbs 2.9 Locate negations near the beginning of the sentence 2.10 Deciding where to locate an adverb 2.11 Put adjectives before the noun they describe 2.12 Deciding where to put new and old information within a sentence 2.13 Analyse why and how long sentences are created 2.14 Learn how to break up a long sentence 2.14 Summary Chapter 3 Structuring Paragraphs 3.1 Elegance vs Effectiveness 3.2 Choose the most relevant subject to put it at the beginning of a sentence that opens a new paragraph 3.3 First paragraph of a new section - begin with a mini summary plus an indication of the structure 3.4 Deciding where to put new and old information within a paragraph 3.5 Link each sentence by moving from general concepts to increasingly more specific concepts 3.6 Present and explain ideas in the same (logical) sequence 3.7 Break up long paragraphs 3.8 How to structure a paragraph: an example 3.9 Summary Chapter 4 Being Concise and Removing Redundancy 4.1 Being concise is not just an option 4.2 Write less and you will make fewer mistakes in English, and your key points will be clearer 4.3 Cut any unnecessary generic words 4.4 Consider deleting abstract words and phrases 4.5 Prefer verbs to nouns 4.6 Choose the shortest expressions 4.7 Cut redundant adjectives 4.8 Cut pointless introductory phrases and unnecessary link words 4.9 Be concise when referring to figures and tables 4.10 Consider reducing the length of your paper 4.11 Summary Chapter 5 Avoiding ambiguity, repetition, and vague language 5.1 Use a simple and accessible style 5.3 Beware that pronouns are probably the greatest source of ambiguity 5.4 Avoid replacing key words with synonyms and clarify ambiguity introduced by generic words 5.5 Restrict the use of synonyms to non-key words 5.6 Be as precise as possible 5.7 Choose the least generic word 5.8 Use punctuation to show how words and concepts are related to each other 5.9 Defining vs non defining clauses: that vs which / who 5.10 Clarifying which noun you are referring to when which, that, who and the -ing form 5.11 - ing form vs. subject + verb 5.12 Avoiding ambiguity with the - ing form: use by and thus 5.13 Uncountable nouns 5.14 Definite and indefinite articles 5.15 Referring backwards: the dangers of the former, the latter 5.16 Referring backwards and forwards: the dangers of above, below, previously, earlier, later 5.17 Use of respectively to disambiguate 5.18 Distinguishing between both … and, and either … or 5.19 Talking about similarities: as, like, unlike 5.20 Differentiating between from and by 5.21 Be careful with Latin words 5.22 False friends 5.23 Be careful of typos 5.24 Summary Chapter 6 Clarifying and Highlighting 6.1 Why is it so important highlight and differentiate my findings in relation to the findings of other research groups? 6.2 Check your journal’s style - first person or passive 6.3 How to form the passive and when to use it 6.4 Use the active form when the passive might be ambiguous 6.5 Consider starting a new paragraph to distinguish between your work and the literature 6.6 Ensure you use the right tenses to differentiate your work from others, particularly when your journal prohibits the use of we 6.7 For journals that allow personal forms, use we to distinguish yourself from other authors 6.8 Make good use of references 6.9 Avoid long blocks of text 6.10 When you have something really important to say, make your sentences shorter than normal 6.11 Other means of attracting the reader’s eye and keeping their attention 6.12 Show your paper to a non-expert and get them to underline your key findings 6.13 Summary Chapter 7 Discussing your limitations 7.1 What are my limitations? Should I mention them? 7.2 Recognize the importance of 'bad data' 7.3 How to avoid losing credibility 7.4 Be constructive in how you present your limitations 7.5 Clarify exactly what your limitations are 7.6 Anticipate alternative interpretations of your data 7.7 Refer to other authors who experienced similar problems 7.8 Tell the reader that with the current state-of-the-art this problem is not solvable 7.9 Explain why you did not study certain data 7.10 Don't end your paper by talking about your limitations 7.11 Summary Chapter 8 Readability 8.1 You are responsible for enabling your readers to understand what you have written 8.2 Basic rules of readability 8.3 Place the various elements in your sentence in the most logical order possible: don’t force the reader to have to change their perspective 8.4 Don't force readers to hold a lot of preliminary information in their head before giving them the main information 8.5 Try to be as concrete as possible as soon as possible 8.6 When drawing the reader's attention to something use the least number of words possible 8.7 State your aim before giving the reasons for it 8.8 Be as specific as possible 8.9 Avoid creating strings of nouns that describe other nouns 8.10 Be careful how you use personal pronouns and avoid stereotyping 8.11 Summary Chapter 9 Chatbots 9.1 What are the key things I need to know about chatbots? 9.2 What prompts (instructions) can I use to get a chatbot to fulfill my request? 9.3 How can I see the changes that the bot has made? What can I learn from the list of changes generated? 9.4 What good corrections do chatbots make? 9.5 What can’t GPT do? Is it a good idea to pre-edit my original text that I wrote in English? 9.6 What kinds of grammar mistakes does a bot currently fail to correct? 9.7 What kinds of errors will a bot probably never be able to correct? 9.8 What the most dangerous errors that chatbots make when revising a text in English? 9.9 What are the dangers of modifying the chatbot’s version? Is there a solution? 9.10 What decisions do I need to make before rejecting a change made by GPT? 9.11 Will a chatbot negatively affect my writing style? 9.12 How can I assess whether the bot’s version is actually better than my original version? 9.13 Using AI to generate a rebuttal letter 9.14 When not to use a bot to generate / correct an email 9.15 How easy is it to tell that a text has been generated by artificial intelligence? 9.16 Is using a chatbot an act of plagiarism? 9.17 Summary Chapter 10 Automatic translation 10.1 How does this chapter differ from the chapter on translation (Chapter 16) in the companion volume on Grammar, Usage and Style? 10.2 Should I use machine translation? Which application? 10.3 Pre-editing: how to improve the chances of getting an accurate automatic translation 10.4 Grammar and vocabulary areas where MT may be more accurate than you 10.5 Typical areas where automatic translators may make mistakes in English if your language is not a major language 10.6 Areas where machine translation will not help you even if your language is a major language 10.7 The dangers of using machine translation 10.8 How can I combine my use of machine translation with a chatbot? 10.9 Will I still improve my level of English if I use machine translators and chatbots? 10.10 Do NOT use an automatic translator to check your English 10.11 A note for EAP teachers 10.12 Summary Chapter 11 Titles 11.1 How important is my title? 11.2 How can I generate a title? 11.3 Should I try to include some verbs in my title? 11.4 How will prepositions help to make my title clearer? 11.5 Are articles (a / an, the) necessary? 11.6 Will adjectives such as innovative and novel attract attention? 11.7 What other criteria should I use to decide whether to include certain words or not? 11.8 How should I punctuate my title? What words should I capitalize? 11.9 How can I make my title shorter? 11.10 How can I make my title sound more dynamic? 11.11 Can I use my title to make a claim? 11.12 Are questions in titles a good way to attract attention? 11.13 When is a two-part title a good idea? 11.14 How should I write a title for a conference? 11.15 What is a running title? 11.16 Is using an automatic spell check enough? 11.17 Using a chatbot to generate or improve your title 11.18 Summary: How can I assess the quality of my title? Chapter 12 Abstracts: Standard types 12.1 What is an abstract? When should I write it? 12.2 How important is the Abstract? 12.3 Where is the Abstract located? What are ‘highlights’? 12.4 How should I select my key words? 12.5 What is a structured abstract? 12.6 What style should I use: personal or impersonal? 12.7 How should I begin my Abstract? 12.8 How much background information should I give? 12.9 What tenses should I use? 12.10 Why and how should I be concise? 12.11 What should I not mention in my Abstract? 12.12 How can I ensure that my Abstract has maximum impact? 12.13 How can chatbots help me improve my Abstract? 12.14 Summary: How can I assess the quality of my Abstract? Chapter 13 Abstracts: Particular types 13.1 I have never written an Abstract before. I don’t know where to start. Could I chatbot help me? 13.2 Social and behavioral sciences. How should I structure my abstract? How much background information? 13.3 I am a historian. We don't necessarily get 'results' or follow a specific methodology. What should I do? 13.4 I am writing an abstract for a presentation at a conference. What do I need to be aware of? 13.5 How do I write an abstract for a work in progress that will be presented at a conference? 13.6 What is an Extended Abstract? 13.7 What is a video abstract? How can I make one? 13.8 My aim is to have my paper published in Nature. Is a Nature abstract different from abstracts in other journals? 13.9 I know I need to end my Abstract with a view of the big picture. How can I use a chatbot to suggest to me what the implications of my research are? 13.10 How do journal editors and conference review committees assess the abstracts that they receive? 13.11 Summary Chapter 14 Introduction 14.1 What is an Introduction? 14.2 How should I structure it? How long should it be? 14.3 How does an Introduction differ from an Abstract? 14.4 How should I begin my Introduction? 14.5 How should I structure the rest of the Introduction? 14.6 What tenses should I use? 14.7 How long should the paragraphs be? 14.8 How should I outline the structure of the rest of my paper? 14.9 My research area is not a ‘hard’ science. Are there any other ways of beginning an Introduction? 14.10 Can a chatbot help me to write my Introduction? 14.11 Summary: How can I assess the quality of my Introduction? Chapter 15 Writing a Review of the Literature 15.1 I need to write a Review Paper. How should I structure my Abstract? What are my aims and conclusions? 15.2 How should I structure my review of the literature in my Introduction to my paper? 15.3 How should I begin my literature review? How can I structure it to show the progress through the years? 15.4 What is the clearest way to refer to other authors? Should I focus on the authors or their ideas? 15.5 How can I talk about the limitations of previous work and the novelty of my work in a constructive and diplomatic way? 15.6 How can I reduce the amount I write when reporting the literature? 15.7 In my review I need mention what other authors have written. How should I do this? 15.8 How can I quote directly from other papers? 15.9 How can I use a bot to help me paraphrase? 15.10 How to quote from another paper by paraphrasing 15.11 Paraphrasing: a simple example 15.12 Paraphrasing: how it can help you write correct English 15.13 What are some more quick tips for writing a review paper? 15.14 How should I conclude a Review Paper? 15.15 Summary: How can I assess the quality of my Literature Review? Chapter 16 Methods 16.1 What is a Method’s section? 16.2 Are there any ways that a chatbot could help me with my Methods section? 16.3 How should I structure the Methods? 16.4 What style: should I use the active or passive? What tenses should I use? 16.5 How should I begin the Methods? 16.6 My methods use a standard / previous procedure. Do I need to describe the methods in detail? 16.7 Should I describe everything in chronological order? 16.8 How many actions / steps can I refer to in a single sentence? 16.9 How can I reduce the number of words but avoid my Methods appearing like a series of lists? 16.10 What potential errors of grammar and syntax do I need to be careful of? 16.11 What other points should I include in the Methods? How should I end the Methods? 16.12 Summary: How can I assess the quality of my Methods section? Chapter 17 Results 17.1 What is a Results section? 17.2 How should I structure the Results? 17.3 How should I begin the Results? 17.4 What tenses and style should I use when reporting my Results? 17.5 Should I report any negative results? 17.6 How can I show my readers the value of my data, rather than just telling them? 17.7 How should I comment on my tables and figures? 17.8 What more do I need to know about commenting on tables? 17.9 How can I use a chatbot to help me write the Results section? 17.10 What about legends and captions? 17.11 My research was based on various surveys and interviews. How should I report quotations from the people we interviewed? 17.12 Summary: How can I assess the quality of my Results section? Chapter 18 Discussion 18.1 What is a Discussion? 18.2 How should I structure the Discussion? 18.3 Active or passive? What kind of writing style should I use? 18.4 How should I begin the Discussion? 18.5 Why and how should I compare my work with that of others? 18.6 How can I give my interpretation of my data while taking into account other possible interpretations that I do not agree with? 18.7 How can I use seems and appears to admit that I have not investigated all possible cases? 18.8 What about the literature that does not support my findings - should I mention it? 18.9 How can I show the pitfalls of other works in the literature? 18.10 Should I discuss the limitations of my research? 18.11 How can I be more concise? 18.12 How can I use a chatbot to help me with my Discussion? 18.13 What are the dangers of using a chatbot to help me write my Discussion? 18.14 How long should the paragraphs be? 18.15 How should I end the Discussion if I have a Conclusions section? 18.16 How should I end the Discussion if I do not have a Conclusions section? 18.17 Summary: How can I assess the quality of my Discussion? Chapter 19 Conclusions 19.1 What is the purpose of the Conclusions section? 19.2 What tenses should I use? 19.3 I have no idea how to write a Conclusions section. Is there a quick way that a chatbot could help me? 19.4 How should I structure the Conclusions? 19.5 How can I differentiate my Conclusions from my Abstract? 19.6 How can I differentiate my Conclusions from my Introduction and from the last paragraph of my Discussion? 19.7 How can I increase the impact of the first sentence of my Conclusions? 19.8 I don’t have any clear Conclusions, what can I do? Should I mention my limitations? 19.9 How can I end my Conclusions? 19.10 To be honest, I don’t really know what the implications of my research are or what possible avenues for future research there are. How could a chatbot help me? 19.11 How should I write the Acknowledgements? 19.12 Summary: How can I assess the quality of my Conclusions? Chapter 20 The Final Check 20.1 How good is my paper? 20.2 Use AI to check your paper, then print it out 20.3 Check your paper for readability 20.4 Always have the referee in mind 20.5 What to do if your paper is subject to a 'blind' review 20.6 Be careful with cut and pastes 20.7 Make sure everything is consistent 20.8 Check that your English is suitably formal 20.9 Don’t underestimate the importance of spelling mistakes 20.10 Write a good letter / email to accompany your manuscript 20.11 Keep an open mind and deal with rejections in a positive way 20.12 Take the editor's and reviewers' comments seriously 20.13 A final word from the author: Let's put a bit of fun into scientific writing! 20.14 Summary of this chapter 20.15 Summary of the entire book: 10 key concepts
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Springer International Publishing AG English for Academic Research: Grammar, Usage and
Book SynopsisThis guide draws on English-related errors from around 6000 papers written by non-native authors, 500 abstracts written by PhD students, and over 2000 hours of teaching researchers how to write and present research papers. This new edition has chapters on exploiting AI tools such as ChatGPT, Google Translate, and Reverso, for generating, paraphrasing, translating and correcting texts written in English. It also deals with contemporary issues such as the use of gender pronouns. Due to its focus on the specific errors that repeatedly appear in papers written by non-native authors, this manual is an ideal study guide for use in universities and research institutes. Such errors are related to the usage of articles, countable vs. uncountable nouns, tenses, modal verbs, active vs. passive form, relative clauses, infinitive vs. -ing form, the genitive, link words, quantifiers, word order, prepositions, acronyms, abbreviations, numbers and measurements, punctuation, and spelling. Other titles in this series: Grammar, Vocabulary, and Writing Exercises (three volumes) 100 Tips to Avoid Mistakes in Academic Writing and Presenting English for Writing Research Papers English for Presentations at International Conferences English for Academic Correspondence English for Interacting on Campus English for Academic CVs, Resumes, and Online Profiles English for Academic Research: A Guide for Teachers Adrian Wallwork is the author of more than 40 English Language Teaching (ELT) and English for Academic Purposes (EAP) textbooks. He has trained several thousand PhD students and researchers from 50 countries to write papers and give presentations. He edits research manuscripts through his own proofreading and editing service.Table of ContentsIntroduction.- 1. Abbreviations, acronyms, and punctuation.- 2. Adverbs and prepositions.- 3 Articles: a / an / the / zero article.- 4. Genitive: the possessive form of nouns.- 5. Infinitive versus gerund (−ing form).- 6. Link Words.- 7. Measurements and numbers, abbreviations, symbols, comparisons, use of articles.- 8. Modal verbs: can, may, could, should, must etc...- 9. Nouns: countable vs uncountable, plurals.- 10. Personal pronouns, names, titles.- 11. Proofreading tools: checking the correctness of your English.- 12. Quantifiers: any, some, much, many, much, each, every etc..- 13. Readability.- 14. Tenses: present and past.- 15. Tenses: future, conditional, passive forms.- 16. Translating using AI.- 17. Word order.- 18. ChatGPT.- Acknowledgements.- Index.
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Springer International Publishing AG Life Sciences Research and Scientific Writing
Book Synopsis
£26.59
