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Intensive Course in Research Writing

Intensive Course in Research Writing. Barbara Gastel, MD, MPH Texas A&M University Summer 2011. Intensive Course in Research Writing: Session 14 (15 July 2011). Today. Developing an academic writing style and building English vocabulary (Dr. Aiello)

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Intensive Course in Research Writing

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  1. Intensive Course in Research Writing Barbara Gastel, MD, MPH Texas A&M University Summer 2011

  2. Intensive Course in Research Writing:Session 14 (15 July 2011)

  3. Today • Developing an academic writing style and building English vocabulary (Dr. Aiello) • Communicating specialized information to the public (continued) • Wrap-up exercise • Some resources • Course evaluation • Presentation of certificates and letters • Group photo

  4. ESL Short Subjects:Developing an Academic Writing Style;Building English Vocabulary Susan Aiello, DVM Note: Later this month, this presentation will be posted in the AuthorAID Resource Library (http://www.authoraid.info/resource-library).

  5. Week 4 (optional) • Continued work on revising papers • Appointments with BG if you’d like • Presentation on teaching technique: Wednesday 9 a.m. to noon • Demonstration on baking technique (making bar cookies): Wednesday at 7 p.m. (details to follow) • Questions?

  6. Basics of Communicating Specialized Informationto the Public (continued)

  7. A Real-Life Medical Mystery:“The Secret in the Marrow”by Daniel C. Weaver What aspects help it communicate clearly and effectively to a general audience?

  8. Workingwith the Popular Media

  9. Discussion Questions • Have you ever been interviewed by a reporter (for example, for a newspaper article)? If so, what was your experience? • What suggestions do have for communicating effectively in such interviews?

  10. A Few Suggestions:Working with the Media • Find out the reporter’s • Background • Task • Deadline • If possible, provide some written information. • Present information in a way directly understandable by the public.

  11. Suggestions (cont) • Consider the visual aspect. • Perhaps check the reporter’s understanding. • If there’s a main point you want to make, find a way to make it. • Offer to review a draft for accuracy. • Perhaps provide feedback after the item is published, posted, or broadcast.

  12. For Texas A&M Grad Students:A Course of Possible Interest VIBS (Veterinary Integrative Biosciences) 660: Reporting Science and Technology

  13. Wrap-Up Exercise

  14. Workshop-Design Exercise Imagine that you return to your university or department and are asked to give a half-day workshop on research writing. Prepare a plan for the workshop, and be ready to present the plan. In your plan, include the 5 Ws and an H: who, what, where, when, why, and how. • Groups • Alejandro, José, Juan, Diao • Alicia, Niels, Haroon, Brandi • Maria Elena, Aaron, Roberto • Planning time: about 30 minutes • Presentation time: about 5 minutes per group

  15. Some Resources

  16. Some Resources • OneLook Dictionary Search (www.onelook.com) • Academic Phrasebank (www.phrasebank.manchester.ac.uk) • Grammar Girl (grammar.quickanddirtytips.com) • The Elements of Style (www.bartleby.com/141/) • English Communication for Scientists (http://www.nature.com/scitable/ebooks/english-communication-for-scientists-14053993)

  17. More Resources • Scientific English (set of lessons accessible through www.authoraid.info/resource-library/china-medical-board-program-resources/cmb-lessons-in-scientific-writing/folder_contents) • Getting the Most out of Words (www.authoraid.info/resource-library/Editing%20and%20Publication-Chapter%202.pdf/view) • AuthorAID at INASP (www.authoraid.info)

  18. AuthorAID at INASP • A project to help researchers in developing countries (and elsewhere) to write about and publish their work • Main components • Mentoring • Workshops • Discussion list • Openly accessible content

  19. Course Evaluation

  20. Presentation of Certificatesand Letters

  21. Group Photo

  22. Wishing you all the best!

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