GRASP - Graduate Research Advanced Skills Program

1. RESEARCH WRITING SERIES 3 Better sentences in research writing GRASP - Graduate Research Advanced Skills Program This workshop focuses on sentences, and demonstrates how clear expression and accurate grammar/punctuation are fundamental to effective scholarly writing.

2. 3 Better sentences in research writing • AIMS OF TODAY’S CLASS • By the end of the workshop, participants will • have revised their existing knowledge of basic sentence structures. • understand the structure and function of ‘control units’ and ‘support units’ in sentences. • be able to define and identify simple, complex and compound sentences. • understand the importance of correct punctuation for accurate meaning in sentences. • understand how to more effectively use ‘active’ and ‘passive’ voice in scholarly writing. • have been introduced to the concept and some conventions of ‘Plain English’. • have practiced punctuating an unpunctuated piece of scholarly writing. • have practiced writing better sentences using the writing conventions of their field of research.

3. 3 Better sentences in research writing • SENTENCE BASICS • A sentence is a complete unit of language, usually containing a subject and a predicate. • A sentence, by itself, is ‘empty of meaning’. Only an utterance – that is a sentence expressed in a specific context – has meaning. • Constructing a sentence requires choices about which words are SELECTED and how they are COMBINED. • Punctuation conventions in English significantly affect how meaning in a sentence • (and between sentences) is constructed.

4. 3 Better sentences in research writing • SENTENCE BASICS • This workshop will consider three types of sentence: • Simple sentence = control unit • Complex sentence = control unit + support unit • Compound sentence = control unit + control unit The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

5. 3 Better sentences in research writing SENTENCE BASICS A simple sentence consists of a control unit control unit =subject+predicate subject –contains the group of words that does or is something predicate -contains the group of the words expressing action (read, walk) or state of being (is, am, are, was, will be). It contains the VERB. control unit (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

6. 3 Better sentences in research writing SENTENCE BASICS A simple sentence consists of a control unit control unit =subject+predicate The sunshines. The area under agricultural use is rapidly declining. A new techniqueis being developed. Climate science is a growing field of research. control unit (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

7. 3 Better sentences in research writing SENTENCE BASICS A simple sentence consists of a control unit control unit =subject+predicate In simple sentences, do not separate subject from predicate with a comma; use commas only to separate nouns, adjectives, verbs, or items in a list within the subject or within the predicate, but not between subject and predicate. control unit (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

8. 3 Better sentences in research writing SENTENCE BASICS A simple sentence consists of a control unit control unit =subject+predicate 1. Bananas, mangoes, papaya, rambutan, lychee, and durianare tropical fruits. 2. The new management systemis efficient, innovative, and cost-effective. 3. Reading carefully, taking notes, and making summariesare essential stages in writing an academic research paper. (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

9. 3 Better sentences in research writing • SENTENCE BASICS • 2. A complex sentence has a control unit plus a support unit • complex sentence=control unit+support unit. • The support unit is a group of words adding more meanings to the control unit. • The support unit cannot function by itself – it needs the control unit. • The control unit and support unit can be separated by a comma. (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

10. 3 Better sentences in research writing SENTENCE BASICS 2. A complex sentence has a control unit plus a support unit. complex sentence=control unit+support unit. “Although his proposal was rejected, he went ahead with the research.” “Results are largely unreproducible, which has led to a crisis of confidence in research.” to revise. Thesesupport units begin with a word (called a ‘subordinator’) which tells the reader that the phrase ahead does not stand alone but is subordinate to or dependent upon the control unit for its meaning. (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

11. 3 Better sentences in research writing SENTENCE BASICS Common Subordinators although after when because before where since whenever which while if who as unless whom whereas until whose (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

12. 3 Better sentences in research writing SENTENCE BASICS 3. A compound sentence has two or more control units (simple sentences). compound sentence=control unit+control unit. to revise. Control units cannot be joined by a comma, they must be joined by a - comma PLUS conjunction or a - a semicolon (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

13. 3 Better sentences in research writing SENTENCE BASICS compound sentence=control unit+control unit.orevise. Examples of control units joined using a comma plus a conjunction Coordinating conjunctions are: for, and, not, but, or, yet, so. 1. The interpretation of the data was difficult. The experiment contained too many variables. 2. The interpretation of the data was difficult, for the experiment contained too many variables. (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

14. 3 Better sentences in research writing SENTENCE BASICS compound sentence=control unit+control unit.orevise. Example of control units joined using only a semi-colon. 1. “The interpretation of the data was difficult.The experiment contained too many variables.” 2. “ The interpretation of the data was difficult; the experiment contained too many variables.” (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

15. 3 Better sentences in research writing SENTENCE BASICS compound sentence=control unit+control unit.orevise. 1. “Students who want real knowledge could buy e-books. The cultural and critical functions of universities could left to the media and the Internet. (Marginson, 2011, p.413) 2. comma + conjunction “Students who want real knowledge could buy e-books, and the cultural and critical functions of universities could left to the media and the Internet. 3. semi-colon “Students who want real knowledge could buy e-books; the cultural and critical functions of universities could be left to the media and the Internet. (The above is adapted from the online learning program Better Sentences, The Learning Centre – Online Programs, available at http://studyskills.curtin.edu.au/better-sentences/)

16. 3 Better sentences in research writing ACADEMIC WRITING IN PLAIN ENGLISH Some tips from Umberto Eco “You are not Proust. Do not write long sentences. If they come into your head, write them, but then break them down. Do not be afraid to repeat the subject…, and stay away from too many pronouns and subordinate clauses.” (Eco, 2015. p. 147-148) DO NOT WRITE: “The pianist Wittgenstein, brother of the well-known philosopher who wrote the TractatusLogico-Philosophicus that today many consider the masterpiece of contemporary philosophy, happened to have Ravel write for him a concerto for the left hand, since he had lost the right one in the war.” (One long sentence.) WRITE, INSTEAD: “The pianist Paul Wittgenstein was the brother of the famous philosopher, author of the Tractatus. The pianist had lost his write hand in the war. For this reason the composer Maurice Ravel wrote a concerto for him that required only the left hand.” (Three shorter sentences.)

17. 3 Better sentences in research writing ACADEMIC WRITING IN PLAIN ENGLISH An example from science writing. “As the fiber content increased an increase in hydraulic conductivity was observed. Recently, Moghal et al. (2016) reported that hydraulic conductivity of fiber mixed lime treated soil increases with increase in fiber content. According to Plé and Lê (2012), a fiber content of 0.6% was found to be suitable for maintaining the hydraulic conductivity within acceptable limits for barrier applications. However, further studies are required in this direction by varying fiber content, fiber length and fiber type to evolve a rational methodology and wide acceptance in landfill cap barrier applications.” Divya, P.V. et.al. 2018. “Hydraulic conductivity behaviour of soil blended with geofiberinclusions”. Geotextiles and Geomembranes. 46. (2018)

18. 3 Better sentences in research writing ACADEMIC WRITING IN PLAIN ENGLISH Another example from science writing. (Gopen and Swan, 1990. P.553) “The smallestof the URF’s (URFA6L), a 207-nucleotide (nt) reading frame overlapping out of phase the NH2 – terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene has been identifiedas the animal equivalent of the recently discovered yeast H+ - ATPase subunit 8 gene.” Q: WHAT MAKES THIS SENTENCE SO DIFFICULT TO READ? A: The technical language? B: The 23 word separation between subject (the smallest)and verb(has been identified)?

19. 3 Better sentences in research writing ACADEMIC WRITING IN PLAIN ENGLISH An example from the Humanities “Again at the time of the first writing of this chapter, some of us had hoped that, if these ‘facts’ were remembered, not only in the study of British literature but also in the study of the literatures of the European colonizing cultures of the great age of imperialism, we would produce a narrative, in literary history, of the ‘worlding’ of what could once be called ‘the Third World’, and now increasingly, taking the second World into uneven account, is called ‘the South.’ (Spivak, 1999, p.114)

20. 3 Better sentences in research writing ACADEMIC WRITING IN PLAIN ENGLISH An example from the Humanities “Again at the time of the first writing of this chapter, some of us had hoped that, if these ‘facts’ were remembered, not only in the study of British literature but also in the study of the literatures of the European colonizing cultures of the great age of imperialism, wewould produce a narrative, in literary history, of the ‘worlding’ of whatcould once be called ‘the Third World’, and now increasingly, taking the second World into uneven account, iscalled ‘the South.’ Q: WHAT MAKES THIS SENTENCE SO DIFFICULT TO READ? A: Too many modifying clauses or support units? Abbreviated: “Some of us had hoped that we would produce a narrative of what is called ‘the South’”.

21. 3 Better sentences in research writing • ACADEMIC WRITING IN PLAIN ENGLISH • Some tips • Use short and medium length sentences: about 20-25 words.(Note: this is disputed by Gopen & Swan 1990, p.555.) • Where possible, put the subject at the beginning of the sentence. • Where possible, “keep the subject near the verb, and the verb near the object”. • Try to put the main subject and verb toward the beginning; “don’t pile up conditions… before the main clause.” • Where possible, save the main point or important information until the end of the sentence. (Periodic sentence) • Aim for a good balance between active and passive voice. • If you want to be published in particular journal, follow closely the stylistic conventions of a typical • article in that journal. • (adapted from https://www.plainlanguage.gov/resources/articles/elements-of-plain-language/)

22. 3 Better sentences in research writing • ACADEMIC WRITING IN PLAIN ENGLISH • Some observations (Gopen and Swan1990) • “Improving the quality of writing actually improves the quality of thought.” • “Write with the reader in mind.” • “Readers do not simply read; they interpret.” • Keep subject and verb as close as possible in the sentence. • Leave the ‘stress position’ until the end. • No rules about how long a sentence should be: a 10 word sentence could be ‘impenetrable’ and a 100 word sentence flow smoothly. • It all depends on structure.

23. REFERENCES 3Better sentences in research writing Better sentences. 2015. The Learning Centre – Online Programs. Accessed 13th April, 2018. http://studyskills.curtin.edu.au/better-sentences/ Dawson, Jean. 2007. The little red writing book. Bentley: CEA Publications. Divya, P.V. et.al. 2018. “Hydraulic conductivity behaviour of soil blended with geofiber inclusions”. Geotextiles and Geomembranes. 46. (2018) Eco, Umberto. 2015. How to write a thesis. Cambridge Mass: MIT Press. ‘Elements of plain language’. accessed 13th April, 2018. https://www.plainlanguage.gov/resources/articles/elements-of-plain-language/) Gopen, George D. and Judith Swan. 1990. “The Science of Scientific Writing”. American Scientist. (78) 550-558. Greene Anne E. 2013. Writing Science in Plain English. Chicago: University of Chicago Press. Marginson, Simon. 2011. “Higher education and public good.” Higher Education Quarterly, 65 (4) 411-433. Spivak, G. 1999. A critique of postcolonial reason. Cambridge, Mass: Harvard University Press Williams, J. 1996. Ten Lessons in Clarity and Grace. New York: Longman.