Duke：Scientific Writing Resource 学习笔记

课程网址

LESSON Ⅰ: SUBJECTS AND ACTIONS

1. Put actions in verbs：

动词 → 名词

如：regulate →regulation
Analyze→ analysis
Perform→ performance
…

当相邻句用同一个动词时，可转化名词避免重复，写完高亮动词排查

例1：We analyzed the data. This analysis demonstrated the need for additional experiments.

2. Put characters in subjects

明晰句子主语，可以写完将每句主语高亮，检查每段表意是否准确

例1： The bacteria move themselves in the liquid medium with microflagella. (√)
The movement in the liquid medium of the bacteria was accomplished by microflagella. (×)

例2：To understand human evolution, genomes from related primates are necessary. For example, several primate genomes are needed to identify features common to primates or unique to humans. Fortunately, such genome-wide exploration is now a reality; in the past 5 years, genome sequences of several nonhuman primates have been released. (√)

To understand human evolution, genomes from related primates are necessary. For example, identification of features common among primates or unique to humans will require several primate genomes. Fortunately, scientists can now do such genome-wide exploration; in the past 5 years, the community has released several nonhuman primate genome sequences. (×)

3. Keep subjects near verbs

写长句时，动词和主语不宜离得太远，比如在两者之间插入较长的主语从句，同样可以写完之后高亮主语和动词排查此类错误

例1：Farmers are in high demand if they can understand the difference between the soil requirements of plants when they are seedlings and their requirements when they are mature. (√)
Farmers that nderstand the difference between the soil requirements of plants when they are seedlings and their requirements when they are mature are in high demand. (×)

例2：Peanuts, shrimp, almonds, milk or anything else with lactose, and heat or anything with gluten all represent things that people are commonly allergic to. (×)
People are commonly allergic to things like peanuts, shrimp… (√）

LESSON Ⅱ: COHESION, COHERENCE, AND EMPHASIS

1. Put new information last

以已知名词作为句子开头，新名词或需要重点突出的信息放在句尾

例1：（已知信息为高亮，未知信息为加粗）
Farmers try to provide optimal growing conditions for crops by using soil additives to adjust soil pH. Garden lime, or agricultural limestone, is made from pulverized chalk, and can be used to raise the pH of the soil. Clay soil, which is naturally acidic, often requires addition of agricultural lime. (×)

Farmers try to provide optimal growing conditions for crops by using soil additives to adjust soil pH. One way to raise the pH of the soil is an additive made from pulverized chalk called garden lime, or agricultural limestone. Agricultural limestone ten added to naturally acidic soils, such as clay soil. (√)
（为啥没找到下划线标记，只能用高亮，太丑了
（这条我觉得我很受用

2. Use passive voice judiciously

适当使用被动语态：
当actor可以省略或者不会造成迷惑或者只强调方法时，常用被动语态
Dangling modifiers（不太懂）
被动语态占用篇幅
被动语态可以帮助”put new information last”

3. Make sure the first and last sentences of a paragraph

通常一个段落表达一个观点，通过阅读首尾句判断主题是否清晰

LESSON Ⅲ: CONCISION AND SIMPLICITY

1. Omit needless word

2. Prefer simple words

3. Use simple subjects

与lessonⅠ主语和动词距离太远同理，大多由于插入从句，可以简化句子或者拆分为两句

4. Use adjectives/adverbs frugally

避免无效的”very”
避免重复的同义形容词，如a"new and novel" drug
避免预期强烈的形容词、副词，如"obviously",“clearly”, or “undoubtedly.”