Writing For Science: Student Learning Development

Student Learning Development
Writing for science
This study guide offers you some strategies for making your scientific writing more effective, helping you to write with
accuracy and clarity.
Other useful guides from Student Learning Development: Writing reports; Writing essays; What is critical reading? What is
critical writing?
Introduction
Writing is a very important part of science; it is used to document and communicate ideas, activities and findings to others.
Scientific writing can take many forms from a lab notebook to a project report, and from a paper in an academic journal to an
article in a scientific magazine. This guide focuses on scientific writing for academic course work, much of which is devoted to
describing and explaining.
Characteristics of good scientific writing

Good scientific writing is:
clear - it avoids unnecessary detail;

simple - it uses direct language, avoiding vague or complicated sentences. Technical terms and jargon are used
only when they are necessary for accuracy;
impartial - it avoids making assumptions (Everyone knows that ...) and unproven statements (It can never be
proved that ...). It presents how and where data were collected and supports its conclusions with evidence;
structured logically - ideas and processes are expressed in a logical order. The text is divided into sections with
clear headings;
accurate - it avoids vague and ambiguous language such as about, approximately, almost;
objective - statements and ideas are supported by appropriate evidence that demonstrates how conclusions
have been drawn as well as acknowledging the work of others.
Developing good scientific writing

To reflect the characteristics of good scientific writing in your own work, you need to think about the way that you write and
the language that you use. A good scientific author will have given consideration to the following choices in writing, making
decisions that improve the effectiveness of the writing.
Choosing the words

To make your writing clear, accurate and concise you should consider carefully the words that you use, and the ways in which
you use them.
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Technical terms
In most scientific writing you will need to use some scientific or technical terms in order to be clear and unambiguous.
However, use such terms only when you need to do so and do not try to impress the reader by using unnecessary technical
jargon or lengthy words.
Abbreviations
Abbreviations can be a very useful way of saving time and avoiding repetition, but they can be confusing and might not be
understood by everyone. Use standard abbreviations where these exist, and reduce your use of abbreviations to an absolute
minimum; they are rarely essential.
Use objective rather than subjective language

Objective language is language that is impartial and states a fact or process; subjective language is open to question or
interpretation as it implies personal thought or belief. For example:
objective
The car travelled at 38 kilometres per hour
is a clear, objective statement of fact. However:
subjective
The contents of the test tube turned a beautiful blue colour
uses beautiful in a way that is subjective because it cannot be measured or accurately explained to the reader. Always use
language that is concrete and specific rather than vague and personal.
Choosing a 'voice'
Scientific writers have a tendency to use passive rather than active expressions; stating that a was affected by b uses the
passive voice while stating that b did something to a uses the active voice. The following example shows a sentence written
in both the passive and active voices.
passive
The experiment was designed by the research officer.
active
The research officer designed the experiment.
The passive voice is particularly useful when:
you wish your writing to be formal and depersonalised:
passive
It was agreed that the experiment should be...
active
We agreed that the experiment should be...;
information about the agent is obvious or unimportant:
passive
Extra solvent was added to the flask
active
The technician added extra solvent to the flask;
you do not know the identity of the agent:
passive
The water pipe was broken in three places
active
Something/someone had broken the water pipe in three places.
Student Learning Development, University of Leicester 2009
However, the use of the passive voice can lead to clumsy and overcomplicated sentences.
passive
Difficulty was experienced in obtaining the product in a high state of purity
is rather convoluted way of saying
active
The product was difficult to purify
which is a much clearer and more straightforward statement.

In general, the active voice is clearer, more direct and easier to read, but the passive voice can be more appropriate in
particular circumstances. What is most important is for you to be aware of how you are writing, and how the voice that you
choose affects the tone and the meaning of your words.
Personal or impersonal?
Scientific writers often try to avoid the use of personal expressions or statements in order to make their writing seem more
impartial and formal. The following sentence has been written with both personal and impersonal expressions to highlight
the contrast between the two writing styles.
impersonal
The explanation for this phenomenon may be found in
personal
We/I believe that the explanation for this phenomenon may be found in...
However, used indiscriminately, writing impersonally can result in clumsy statements through an excessive use of the passive
voice. This can lead to ambiguity or inaccuracy in your written work, for example:
impersonal and passive

It was decided that the temperature should be raised gives no information about the
identify of the people who made the decision.
personal and active
We decided that the temperature should be raised avoids ambiguity and makes the
sentence sound more direct, but uses the personal and rather informal we.
impersonal and active
The research team decided that the temperature should be raised is clear and direct.
Think carefully about your use of impersonal and personal expressions, taking care to ensure that your writing is always clear
and unambiguous.
Using tenses
Scientific writing frequently uses the past tense, particularly when the main focus of the writing is to describe experiments or
observations that took place prior to the time of writing, for example:
The data were analysed./ The solution was decanted./ The temperature was recorded.
However, the past tense, may not be appropriate for everything that you write and sometimes you will need to combine
different tenses in the same piece of writing. For example, the use of different tenses can help to clarify what happened or
what you did in the past (past tense), what you conclude (present tense) and what will be an issue for the future (future
tense). The following sentences show how different tenses can be used to achieve clarity in your written work.
The experiment was carried out in a sterile environment (past tense for a statement of what
happened). It is particularly important to avoid contamination (present tense for a statement that is a
general 'truth'). It will be necessary to ensure that the same conditions are replicated in future
experiments (future tense for a recommendation for the future).
An appropriate use of past, present and future tenses can contribute to a clear and unambiguous writing style.
Sentence length
Sentences that are too short and poorly connected can be irritating to read. Conversely, sentences that are too long and
rambling are difficult to follow and are likely to be confusing. Use a sentence length that allows your thoughts to flow clearly.
As a general rule there should be no more than 20-25 words in any one sentence. You may be able to reduce your sentence
length by:
cutting out unnecessary words
like might replace along the lines of

now may be just as appropriate as at the present time
we can now turn our attention to could perhaps be cut out entirely;
dividing complex sentences into separate phrases or sentences.
If a breakdown occurs it is important that alternative supplies are available and the way that this is done
is for the power stations to be linked through the high voltage transmission lines so that all of them
contribute to the total supply of energy and an unexpectedly large demand can be handled.
can be re-written thus:
If a breakdown occurs it is important that alternative supplies are available; this is done by linking power
stations through the high voltage transmission lines. All of them thus contribute to the total supply of
energy and an unexpectedly large demand can be handled.
Summary
Writing well requires as much care and thought as the experiments or research that are written about. This study guide has
defined a number of characteristics of good writing, and has highlighted some of the key choices that scientific authors must
make if they are to write with accuracy and clarity. If you require further help in the development of your writing, you can
contact Student Learning Development.
This study guide is one of a series produced by Student Learning Development at the University of Leicester. As part of our
services we provide a range of resources for students wishing to develop their academic and transferable skills.
studyhelp@le.ac.uk | www.le.ac.uk/succeedinyourstudies

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Student Learning Development

Writing for science

Characteristics of good scientific writing

clear - it avoids unnecessary detail;

Developing good scientific writing

Choosing the words

Use objective rather than subjective language

The car travelled at 38 kilometres per hour

is a clear, objective statement of fact. However:

The contents of the test tube turned a beautiful blue colour

The experiment was designed by the research officer.

The research officer designed the experiment.

The passive voice is particularly useful when:

you wish your writing to be formal and depersonalised:

It was agreed that the experiment should be...

We agreed that the experiment should be...;

information about the agent is obvious or unimportant:

Extra solvent was added to the flask

The technician added extra solvent to the flask;

you do not know the identity of the agent:

The water pipe was broken in three places

Something/someone had broken the water pipe in three places.

Student Learning Development, University of Leicester 2009

Difficulty was experienced in obtaining the product in a high state of purity

is rather convoluted way of saying

The product was difficult to purify

which is a much clearer and more straightforward statement.

The explanation for this phenomenon may be found in

impersonal and passive

Student Learning Development, University of Leicester 2009

cutting out unnecessary words

like might replace along the lines of

dividing complex sentences into separate phrases or sentences.

Student Learning Development, University of Leicester 2009

Student Learning Development, University of Leicester 2009

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