Writing BETTER &Writing BETTER &FASTERFASTER

Six Steps to Better WritingSix Steps to Better Writing

Step 1: Gather DataStep 1: Gather Data

Step 2: Prepare ThesisStep 2: Prepare Thesis

Step 3: Create StructureStep 3: Create Structure

Step 4: Prepare DraftStep 4: Prepare Draft

Step 5: Critique DraftStep 5: Critique Draft

Step 6: ReviseStep 6: Revise

Step 1: Collect DataStep 1: Collect Data

• collect data—you can’t write without anycollect data—you can’t write without any

• information helps you information helps you thinkthink about the about the subjectsubject

• when taking notes from books/articles when taking notes from books/articles paraphraseparaphrase

• rewording ensures understanding, helps rewording ensures understanding, helps avoid PLAGIARISMavoid PLAGIARISM

• if you can’t reword?if you can’t reword?

Understand words & Understand words & conceptsconcepts

• look up any words you do not look up any words you do not understandunderstand

• review fundamental concepts about review fundamental concepts about which you are uncertainwhich you are uncertain

• whether the subject is “proton whether the subject is “proton exchange membrane fuel cells” or exchange membrane fuel cells” or the “Louisiana Purchase,” know your the “Louisiana Purchase,” know your concepts!concepts!

Step 2: Draft Thesis Step 2: Draft Thesis StatementStatement

• ““A short statement conveying an A short statement conveying an explicitexplicit judgmentjudgment concerning a concerning a limitedlimited topictopic and based on suitable and based on suitable evidenceevidence””

• It is It is what the paper discoverswhat the paper discovers

• You may You may notnot see theses directly see theses directly expressed in the literatureexpressed in the literature

Purpose: Writer’s POVPurpose: Writer’s POV

• A check on the A check on the research/writing research/writing processprocess

• The The touchstonetouchstone against which all else against which all else will be judgedwill be judged

Purpose: Reader’s POVPurpose: Reader’s POV

• Informs the reader of the Informs the reader of the key findingskey findings

• Not a simple statement of accepted factNot a simple statement of accepted fact

• Not an “opinion”Not an “opinion”

• A judgment based on evidenceA judgment based on evidence

• Single-sentence “executive summary”Single-sentence “executive summary”

• Similar to requirements on some grant Similar to requirements on some grant applicationsapplications

2. Effective Thesis 2. Effective Thesis statementsstatementsIneffectiveIneffective

• Pets are a source of joy Pets are a source of joy and love. (boring)and love. (boring)

• In clinical terms, the In clinical terms, the pet/owner relationship pet/owner relationship can be viewed from can be viewed from many angles. many angles. (ambiguous)(ambiguous)

• This essay will be about This essay will be about pets. (too obvious)pets. (too obvious)

• In my opinion, I think In my opinion, I think pets are a source of joy. pets are a source of joy. (about the writer)(about the writer)

BetterBetter

• In the majority of In the majority of pet-owning pet-owning households in the households in the UK, pets either UK, pets either replace or replace or supplement human supplement human children in the children in the social order of the social order of the home.home.

Thesis StatementsThesis Statements

Aim: Aim:

• The study explored the The study explored the predominant leadership predominant leadership style of nurse managers style of nurse managers through self-evaluation through self-evaluation and staff nurses’ and staff nurses’ evaluations.evaluations.

Thesis:Thesis:

• Transformational Transformational leadership is the leadership is the predominant style of predominant style of nurse managers nurse managers practicing at a practicing at a multinational hospital multinational hospital in Saudia Arabia.in Saudia Arabia.

Try a short quiz. . . .Try a short quiz. . . .

• Judge whether each example is a thesis statementJudge whether each example is a thesis statement

• Note what makes it a thesis statement (if it is one)Note what makes it a thesis statement (if it is one)

• Indicate what is missing (if it is not)Indicate what is missing (if it is not)

ResponsesResponses

1. In Norway, 147 undergraduates participated in a pilot of the national leadership program this September.

1. This is a statement of fact (if it’s true)2. It is not an inference from evidence3. A thesis may be supported by obvious statements

of fact, but it usually involves evaluation of some kind

ResponsesResponses

2. We believe that nurse administrators should not practice transactional leadership.

•This is certainly a definite judgement, but it is presented as an opinion (“we believe”)

•The thesis is presumably “the hazards of this leadership style make it inadvisable that nurse administrators practice transactional leadership”

•Even better: enumerate those hazards

•This would produce a “because” statement

ResponsesResponses

3. Because amount of aerobic exercise correlated positively with high fitness and endurance, it is the most beneficial of the three physical regimens surveyed.

•This is certainly a definite judgement, and the basis for it is specified

•Any comment on “because”?

ResponsesResponses

4. There are advantages and disadvantages to the use of hydrogen fuel cells in electric drive vehicles.

•This is too broad

•In all but the most extreme situations, there are advantages and disadvantages to everything

•Defining and assessing the advantages and disadvantages would make a thesis

ResponsesResponses

5. The aim of the present study was to evaluate the post-stall airfoil characteristics of wind turbine blade elements.

•This was the aim of the study

•Add results and qualify the statement—add specifics:

Steady-state UAE-average post-stall airfoil data, and the Viterna equations guided by flat plate theory predict the power curve for the Phase VI UAE rotor.

Finding Thesis StatementsFinding Thesis Statements• Often Often indirectlyindirectly expressed expressed

• Special concerns discourage Special concerns discourage directdirect statementsstatements

• Research method determines Research method determines extent/strength of statementextent/strength of statement

• Partly a result of format, partly a way Partly a result of format, partly a way of maintaining of maintaining objectivityobjectivity

• Typically, you must infer the thesis by Typically, you must infer the thesis by examining several parts of the paperexamining several parts of the paper

Test Case:Test Case:

Malloy, T., & Penprase, B. (2010). Nursing Malloy, T., & Penprase, B. (2010). Nursing leadership style and psychosocial work leadership style and psychosocial work environment. environment. Journal of Nursing Journal of Nursing Management, 8, Management, 8, 715-724.715-724. doi: doi: 10.1111/j.1365-2834.2010.01094.x10.1111/j.1365-2834.2010.01094.x

AimAim

Aim?Aim?

ConclusionConclusion

““Background” SectionBackground” Section

As a Thesis Statement:As a Thesis Statement:

• Note that this thesis cannot be Note that this thesis cannot be “quoted”—it never appears in the “quoted”—it never appears in the original but must be original but must be inferredinferred from it from it

• ““Cause and effect” theses are Cause and effect” theses are typically described as “correlations”typically described as “correlations”

Transformational leadership promotes a positive psychosocial work environment for registered nurses.

Why the Obscurity?Why the Obscurity?

• PrecisionPrecision: the thesis we eventually : the thesis we eventually created is an created is an inference inference (a type of (a type of judgmentjudgment))

• Studies eliminate unjustified inference, Studies eliminate unjustified inference, emphasizing emphasizing objective observationsobjective observations

• Though the “aim” may be to prove your Though the “aim” may be to prove your hypotheses, you try not to let this affect hypotheses, you try not to let this affect your research process or interpretationyour research process or interpretation

Using the Thesis StatementUsing the Thesis Statement

• A provisional thesis statement guides A provisional thesis statement guides you as you test your ideas against you as you test your ideas against those of others—Ask . . .those of others—Ask . . .

• Is the statement still Is the statement still supported by supported by the evidencethe evidence? ?

• Does the inclusion of new Does the inclusion of new information required that it be information required that it be modifiedmodified??

Step 3: Create StructureStep 3: Create Structure

• create an outline of your papercreate an outline of your paper

• introduction, methods, results, and introduction, methods, results, and discussion (IMRAD)discussion (IMRAD)

• Disciplinary variations exist, but this Disciplinary variations exist, but this is highly influentialis highly influential

StructureStructure

• Sketching the structure has two chief Sketching the structure has two chief benefits:benefits:

1.1.Immediately makes writer aware of Immediately makes writer aware of deficits in evidencedeficits in evidence

2.2.““Divide and conquer” strategy: Divide and conquer” strategy: makes the writing task seem more makes the writing task seem more manageablemanageable

Step 4: Rough DraftStep 4: Rough Draft

• Use “freewriting”Use “freewriting”

• Let nothing stop you: missing data, Let nothing stop you: missing data, weak phrasing, confusionweak phrasing, confusion

• Rough in each sectionRough in each section

• Should be completed in a single Should be completed in a single session at this stagesession at this stage

Step 5: CritiqueStep 5: Critique

• review your draft in multiple stages:review your draft in multiple stages:

1.1.DataData

2.2.LogicLogic

3.3.Diction (word choice)Diction (word choice)

CritiqueCritique

• Data: Determine whether further Data: Determine whether further research/experimentation is neededresearch/experimentation is needed

• distinguish between distinguish between necessarynecessary material (body of report) and material (body of report) and extra extra material (appendices)material (appendices)

CritiqueCritique

• Logic: examine every statement to Logic: examine every statement to test for test for

1.1.relevance to your thesis: can you relevance to your thesis: can you show how it ultimately supports your show how it ultimately supports your thesis?thesis?

2.2.validity: do you provide a citation or validity: do you provide a citation or evidence to support it? Is it a logical evidence to support it? Is it a logical inference from other information?inference from other information?

CritiqueCritique

• DictionDiction

• Examine the Examine the stancestance suggested by suggested by the wording: is the level of the wording: is the level of confidence appropriate? confidence appropriate?

Validity MarkersValidity Markers

a.a. hedges: perhaps, may, might, often, hedges: perhaps, may, might, often, usually, apparently, seeminglyusually, apparently, seemingly

b.b.emphatics (boosters): clearly, emphatics (boosters): clearly, undoubtedly, it is obvious that, of undoubtedly, it is obvious that, of coursecourse

c.c. attributors: “according to Wilson attributors: “according to Wilson (1999)”(1999)”

Step 6: ReviseStep 6: Revise

• Revise in same order: Revise in same order: datadata, , logiclogic, , and and dictiondiction

• Add a separate step to check format Add a separate step to check format and mechanics (all citations, and mechanics (all citations, punctuation, grammar, references)punctuation, grammar, references)

• Then set it aside and review it one Then set it aside and review it one more timemore time

Final RevisionFinal Revision

• Focus on clarity, economy, and validityFocus on clarity, economy, and validity

• Ensure your terminology is consistent Ensure your terminology is consistent and correctand correct

• Eliminate wordy phrasingEliminate wordy phrasing

• Examine your Validity and Attitude Examine your Validity and Attitude markers markers

• Attitude: Attitude: surprisinglysurprisingly, , unexpectedlyunexpectedly, ,

Five Revision RulesFive Revision Rules

1.1.Stick to the pointStick to the point

• delete any irrelevant information, delete any irrelevant information, however interestinghowever interesting

• you may be able to place it in the you may be able to place it in the appendixappendix

• removing extra information makes removing extra information makes what remains clearerwhat remains clearer

2. Say what you mean2. Say what you mean

• reading out loud helpsreading out loud helps

• having another person read it helps having another person read it helps moremore

• never repeat a phrase you have read never repeat a phrase you have read elsewhere unless you understand it elsewhere unless you understand it thoroughly (the other writer may be thoroughly (the other writer may be wrong)wrong)

3. Keep forward momentum3. Keep forward momentum

• repeat key words as necessary so repeat key words as necessary so that a clear argument developsthat a clear argument develops

• use appropriate use appropriate connectivesconnectives to to ensure clear progress (example)ensure clear progress (example)

Identify the connectivesIdentify the connectives

In saturated air (100% relative humidity), the worms lost about 20% of their initial body weight during the first 20 hours but were then able to prevent further dehydration. In contrast, worms maintained in air of 70-80% relative humidity experienced a much faster rate of dehydration, losing 63% of their total body water content in 24 hours. As a consequence of this rapid dehydration, most worms died within the 24-hour period.

In saturated air (100% relative humidity), the worms lost about 20% of their initial body weight during the first 20 hours but were then able to prevent further dehydration. In contrast, worms maintained in air of 70-80% relative humidity experienced a much faster rate of dehydration, losing 63% of their total body water content in 24 hours. As a consequence of this rapid dehydration, most worms died within the 24-hour period.

The social condition of the rich of England did not change greatly during the Black Death. The status and condition of the poor changed in many ways. Rich lords could retreat to well-guarded castles. They suffered a low mortality. The labouring classes remained in towns and cities. They suffered high mortality. This exposure of the many was to the benefit of the few. Over 30% of the labour force died. The remaining workers could—and did—demand higher wages. Losses among priests had been severe. Many lay folk advanced to the clergy. The Black Death spurred the rise of the middle classes.

Although the social condition of the rich of England did not change greatly during the Black Death, the status and condition of the poor changed in many ways. Whereas rich lords could retreat to well-guarded castles and suffered a low mortality, the labouring classes remained in towns and cities and suffered high mortality. However, this exposure of the many was to the benefit of the few. Over 30% of the labour force died, but the remaining workers could—and did—demand higher wages. Moreover, losses among priests had been severe; consequently, many lay folk advanced to the clergy. Thus, the Black Death spurred the rise of the middle classes.

4. Indicate interpretations4. Indicate interpretations

• Signal all interpretations clearlySignal all interpretations clearly

The difference in absorption rates is evident in Table 1.

4. Indicate interpretations4. Indicate interpretations

• Signal all interpretations clearlySignal all interpretations clearly

Clearly, alcohol is more readily absorbed into the bloodstream from distilled, rather than brewed, beverages (Table 1).

5. Avoid overlap & 5. Avoid overlap & repetitionrepetition

• Be concise. . . .Be concise. . . .

Our results were based on observations of short-term changes in behavior. These results showed that feeding rates did not vary with the size of the caterpillar.

5. Avoid overlap & 5. Avoid overlap & repetitionrepetition

• Be concise. . . .Be concise. . . .

Our observations of short-term changes in behavior indicate that feeding rates did not vary with the size of the caterpillar.

5. Avoid overlap & 5. Avoid overlap & repetitionrepetition

• Be concise. . . .Be concise. . . .

Feeding rates did not appear to vary with the size of the caterpillar (Table 2).

6. Bonus Rule: Make Back-6. Bonus Rule: Make Back-ups!ups!

• Most common error: saving OVER Most common error: saving OVER existing documentexisting document

• Difficult to reverseDifficult to reverse

• Practice saving Practice saving with a new namewith a new name so so this this never happensnever happens

AfterwordAfterword

• Technology: can offer a clean, non-Technology: can offer a clean, non-distracting environment . . . and distracting environment . . . and moremore

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