Writing in STEM subjects

1. Writing in STEM subjects • A framework for developing argument • A functional-narrative approach to structure • A question-focussed model for thinking critically John Hilsdon, Plymouth University

2. Building an argument Premise: statement or conclusion Then (claim) Because (support) Since (justify) Key research findings or reasoning. Detailed example or case-study Adapted from Mitchell & Riddle 2000

3. Argument and paragraph structure First sentence ‘controls’ the rest of the paragraph Claim / Controlling statement Implications Identify the significance and link to next paragraph Support Justification Theory & references Evidence Case studies Further analysis Unpack the controlling statement Describe Explain Analyse

4. ‘The treatment of choice for some patients is desmopressin acetate because it decreases night-time urine production by acting on the renal collecting ducts to increase water absorption. Matthiason et al (2002) studied 151 patients (average age 64.5 years) of which 86 were treated with desmopressin acetate. They found that nocturnal voids decreased by 43% compared with 12% in the control group, suggesting moderate success.’ ‘Although this medication isn’t licensed for the over 65s, desmopressin has been proposed as safe for this age group (Kuo 2002; Cannon et al 1999; Asplund et al 1998; Lose et al 2003 and 2004; Kuo 2002; Weatherall 2004). The body of literature in the use of this medication reports few side effects, but this cannot be applied to the elderly, especially where there is suspicion of cardiac failure, because of the risk of fluid retention. Adverse effects are a leading concern for the older population, most notably hyponatraemia [ref + evidence…]. If desmopressin is judged the best option for the individual case, then special precautions should be taken. Another option would be to consider other medication (for example anticonvulsants, SSRIs and diuretics), but perhaps best of all may be management without medication…’ (Adapted from Eustice and Wragg, 2005)

5. Claim / Controlling statement Support Justification Desmopressin should be used with caution when responding to nocturia (waking in the night to urinate) in elderly people… So what? Implications Therefore, medical staff need to consider Desmopressin as an adjunct to relieving nocturia and implement regular monitoring, and consider managing nocturia without medication. …because there may be more appropriate responses given possible side effects and the fact that other concerns may underlie nocturia. This can be seen in… Evidence Example Case study Theory [subject of next paragraph].

6. …that reminds me of a story! (Gregory Bateson, 1979 ‘Mind and Nature’) “I keep six honest serving-men: (they taught me all I knew) their names are What and Where and When and How and Why and Who.” From “The Elephant's Child” Kipling, 1902

7. Question-Focussed Critical Thinking description Who? Where? When? What? How? Topic Issue What next? analysis So what? evaluation Why? What if?

8. Evaluation Analysis Description The ‘metafunctions’ required in academic work and essential to critical thinking. Increasing levels of complexity and criticality:

9. Discussions with academics identified the following examples of functions within the three ‘meta’ levels. Conclude Critique Reflect on Evaluate Interpret Refute Problematise Synthesise Discuss Question Triangulate Generalise Illustrate Argue Explain Evidence Analyse Support Compare Contrast Link Introduce Report Describe Narrate Contextualise Outline Categorise Summarise Define Signpost

10. WrAssE • Writing for Assignments E-library • www.learningdevelopment.plymouth.ac.uk/wrasse • Contributions and comments welcome!!

11. Thought and language • Aloysius P. Martinich: “Since language is the expression of thought, clear language is the expression of clear thought.” • John Searle: “If you can’t express it clearly you don’t understand it yourself” • To give feedback on the Plymouth model, email: learn@plymouth.ac.uk