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SCIENTIFIC WRITING IN PSYCHOLOGY DAVID L. DUBOIS UNIVERSITY OF MISSOURI-COLUMBIA

SCIENTIFIC WRITING IN PSYCHOLOGY DAVID L. DUBOIS UNIVERSITY OF MISSOURI-COLUMBIA.

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SCIENTIFIC WRITING IN PSYCHOLOGY DAVID L. DUBOIS UNIVERSITY OF MISSOURI-COLUMBIA

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  1. SCIENTIFIC WRITING IN PSYCHOLOGY DAVID L. DUBOIS UNIVERSITY OF MISSOURI-COLUMBIA

  2. Writing is hard work. A clear sentence is no accident. Very few sentences come out right the first time, or even the third time. Remember this as a consolation in moments of despair. If you find that writing is hard, it’s because it is hard. It’s one of the hardest things that people do (On Writing Well: An Informal Guide to Writing Non-Fiction, William Zinsser, p. 13).

  3. OVERVIEW I. WHY SHOULD A (PSYCHOLOGICAL) SCIENTICIST WRITE WELL? II. RESOURCES FOR EFFECTIVE WRITING III. BASICS: GRAMMAR, SYNTAX, AND ORGANIZATION IV. STRATEGIES FOR SCIENTIFIC WRITING IN PSYCHOLOGY

  4. WHY SHOULD A SCIENTIFIC PSCYHOLOGIST WRITE WELL? • Communication and Influence • Archival Value • Career Advancement • Intrinsic Pleasure!

  5. RESOURCES • APA STYLE MANUAL • GUIDES TO NON-FICTION WRITING/ • WRITING IN PSYCHOLOGY • FACILITATIVE COMPUTER SOFTWARE • EXEMPLARS • “SECOND READERS” • YOURSELF

  6. BASICS: GRAMMAR, SYNTAX, AND • ORGANIZATION • ORGANIZATION • Goal • Logical, Structured Argument that will be Easily • Grasped By the Reader --”Tell A Good Story” • Tips • Use an Outline • Include “Advance Primer” Paragraphs • Use Headings and Subheadings • Use Tabular and Graphic Presentations to • Advantage • Write Well-Crafted, Internally-Organized • Paragraphs

  7. Demographic/ Background Characteristics of Mentors/Youth (Direct Effect of Mentor/Youth Contact Mediated by Relationship Experiences) • Relationship • Experiences • Activities • Discussions • Obstacles • Closeness Mentor Efficacy Beliefs Mentor/ Youth Contact • Perceived • Benefits • for Youth • Longevity Mentor Training/ Support Figure 1. Hypothesized Model of Factors Influencing Perceived Benefits and Longevity of Mentoring Relationships for Youth

  8. BASICS: GRAMMAR, SYNTAX, AND • ORGANIZATION (Continued) • SYNTAX AND GRAMMAR • Goal • Write Concise, Clear, and Grammatically Sound • Sentences • Tips • Eliminate (all) Non-Essential Words • Avoid Non-Sentences • Keep Referents Proximal to Intended Subjects • Take Care with Complex Syntax • Break Long Sentences Into Separate Sentences • Strive for Effective Word Choice • Use Parenthetical Text Effectively • Use Correct Punctuation--Know Rules for • Commas, Apostrophes, etc. • Iterative Drafting and Polishing: Read Paper • ALOUD

  9. Example #1: Example #2: Example #3:

  10. Example #4:

  11. STRATEGIES FOR SCIENTIFIC WRITING IN PSYCHOLOGY • ORGRANIZATION, STYLE, AND FORMATTING • Goal • Clear and Concise Presentation in Accordance with Accepted Scholarly Standards • Tips • Write with a Purpose (e.g., Publication in Specific • Journal) • Adhere to Specific Formatting Guidelines of • Intended Outlet or Receiving Organization • Except as Otherwise Directed, Adhere to Guidelines • of APA Style Manual • Include Abstract or Equivalent (e.g., Executive • Summary) • Use Headings and Subheadings • Use Tabular and Graphic Material to Advantage • Avoid Overly Discursive or Repetitive Writing: • Literature Review, Method, Results, Discussion, • etc. • Use Appropriate and Well-Defined Terminology

  12. STRATEGIES FOR SCIENTIFIC WRITING IN PSYCHOLOGY (Continued) • DESCRIPTION OF EMPIRCAL FINDINGS AND THEORETICAL PROPOSITIONS • Goal • Clear and Accurate Description of Empirical Data and Theoretical Views • Tips • Distinguish Between References to Empirical Facts • and Theoretical Inferences: Use Intended Point of • Reference on the “Nomological Net” as Guiding • Principle • Develop Vocabulary and Phraseology for Writing at • Levels of Both Theory and Empirics • Discuss Issues of Causality to Extent Possible • Recognize/Acknowledge Potential Limitations of • All Research Designs

  13. Schematic Overview of Nomological Net Measure C Measure D Measured, Observable (e.g., CTI) (e.g., BDI) Construct A Construct B Theoretical, Unobservable (e.g., Dysfunctional Beliefs) (e.g., Depressive Symptoms)

  14. Schematic Overview of Nomological Net Measure C Measure D Measured, Observable (e.g., CTI) (e.g., BDI) Construct A Construct B Theoretical, Unobservable (e.g., Dysfunctional Beliefs) (e.g., Depressive Symptoms)

  15. Schematic Overview of Nomological Net Measure C Measure D Measured, Observable (e.g., CTI) (e.g., BDI) Construct A Construct B Theoretical, Unobservable (e.g., Dysfunctional Beliefs) (e.g., Depressive Symptoms) Construct C (e.g., Dysfunctional Family-of-Origin)

  16. STRATEGIES FOR SCIENTIFIC WRITING IN • PSYCHOLOGY (Continued) • APPLIED WRITING • Goal • Clear, Accurate, and “User-Friendly” Presentation of • Information • Tips • Write with Intended Audience and Purpose in Mind • Maintain Emphasis on Adherence to Scholarly • Standards and Principles (e.g., Distinguishing • Empirical Fact versus Theoretical Inference) • Describe Practical Implications and • Recommendations in Concrete and Detailed • Manner

  17. Example #1: Example #2:

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