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Mastering Scientific Communication and Technical Writing for Science Publications
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Mastering Scientific Communication and Technical Writing for Science Publications
Mastering Scientific Communication and Technical Writing for Science Publications is not a traditional foreign, EAP, ESP, or remedial English textbook.
Nor does it offer generic academic skills training. Instead, it is a practical skills-based guide that prepares novice and emerging scientists to participate confidently in the real communicative practices of their disciplines.
The book takes learners beyond vocabulary lists and grammar exercises into the authentic world of scientific genres and conventions. Through hands-on activities and real examples, students learn how to:
- notice and apply the conventions that give scientific texts authority,
- design and present effective posters for international conferences,
- structure and write research papers, reviews, and proposals,
- describe methods and results with clarity and precision, and
- integrate visuals, figures, and multimodal elements into communication.
Grounded in genre pedagogy, multiliteracies, and technical writing traditions, this book equips students in Chemistry, Biology, Physics, Biochemistry, and Materials Science with the tools to move from coursework to publication-ready communication.
It is designed for senior undergraduates, postgraduates, and early-career researchers who want not just to “write in English,” but to enter scientific discourse communities with competence and confidence.
Syllabus Mapping
Preface
Unit 1: Remediation skills: Presenting Visuals in Conferences, Describing Visuals for Science
Skills
Fostering Remediation Skills
The Importance of Visuals, Schemes, and Figures in Science
Presenting Visuals in Conferences
Describing Visuals for Science
Deconstructing the Scientific Visual: Boyle’s Law
Discerning Criteria for What Makes a Visual Scientific
The Importance of Annotated Visuals
Functions of Annotations in different disciplines: Chemistry, Physics, Materials Science and Biology
Reading Skills: Skimming and Scanning
Understanding Matter: States, Properties, and Classifications
Physical vs. Chemical Changes
Mixtures and Pure Substances
Ensuring Conceptual Understanding
Logical Thinking Skills: Creating Yes or No diagrams
Reflective Skills
Identifying Similarities and Differences Between Two Scientific Genres
Distinguishing Communicative Functions in scientific writing
Developing Active Listening Skills
Defining Technical Terms
Collocational Awareness in Scientific English
Using Technical Terms in Contex
Mastering Adjective Suffixes in Scientific Writing
Aligning to Formality and Academic Register Expectations
Unit 1 Glossary
Evaluation Criteria for Skills in Unit 1
Unit 2: Remediation skills: Interpreting and reading visual trends
Skills
Reading a Phase Diagram
Interpreting Scientific Visuals Orally
Noticing Language Denoting Phases Changes
Using Gerund Phrases and Transitional Features to Describe Phase Changes
Gerund Phrases in the Expert Oral Description
Note-Taking for Conceptual Understanding of Phase Diagrams
Making Genre Comparisons: Academic Textbook vs. Educational Webinar
Understanding Phase Diagrams: Pressure-Temperature Relationships in Phase Transitions
Conversational Academic Register (Webinar)
Close Reading Comprehension Questions
Making Classifications in Scientific Contexts
Distinguish Between Kinetic, Dynamic, and Potential Energyin Real-World Scientific Applications
Developing Conceptual Precision in Scientific Language
Defining Technical Terms & Understanding Scientific Register
Integrating Visual Data into Scientific Argumentation
Unit 2 Glossary
Evaluation Criteria for Skills in Unit 2
Unit 3: From Waves to Words: Interpreting Spectral Data and Communicating Scientific Findings with Precision
Skills
Explaining the Foundational Properties of Waves (e.g., Frequency, Amplitude, Wavelength) and Applying in a Scientific Context
Waves: Fundamental Concepts and Applications
Fundamental Wave Properties
Ensuring Conceptual Understanding With Technical Terms
Developing Reading Skills: Skimming and Scanning
Skimming for Structure
Scanning for Details
Understanding the Principles and Applications of Spectroscopy in Analysing Molecular Structures
Introduction to Spectroscopy
Interpreting Spectra
Interpreting Spectral Data Accurately, Identifying Key Features (e.g., Peaks, Chemical Shifts, Transmittance) and Correlating Them with Functional Groups or Molecular Properties
Interpreting Spectroscopic Data: Communicating the Significance of Spectral Observations
Mastering Cause-and-Effect Language in Scientific Communication
Using Cautious and Objective Language (Hedging) to Report Scientific Observations and Interpretations, Avoiding Overstatements
Integrating Data from Multiple Spectroscopic Techniques to Hypothesize and Justify the Identity of Unknown Compounds
Reflecting on Expert Writing
Adapting Scientific Register and Editing for Formal Communication
Writing Clear Scientific Explanations for a Peer Audience
How to Interpret Spectral Features
Unit 3 Glossary
Evaluation Criteria for Skills in Unit 3
Unit 4: Writing, Reasoning, and Reimagining Periodicity in Chemical Though
Skills
Demonstrating Subject-Matter Expertise
Integrating Visual Anchors in Scientific Presentations
Talking About Element Scarcity and Sustainability
Position Statement Debate in Advocacy Contexts: Should Chemistry Curricula Include Element Scarcity and Sustainability?
Socratic Circles
Public Speaking and Argumentation Skills in Socratic Circles
Developing Critical Reading and Source Awareness in Academic Texts
The Periodic Table as a Scientific Icon: Writing, Reasoning, and Reimagining Periodicity in Chemical Thought
Distinguishing Writing Types in Scientific Discourse
Recognizing Authorial Stance and Metadiscourse in Scientific Writing
Aiming for Consistency in Citations and Academic Style
Using Appropriate Reporting Verbs and Phrases When Citing Research
Understanding the Communication Purpose of Citations in Research Writing: Why Scientists Cite
Ensuring Conceptual Understanding
Unit 4 Glossary
Evaluation Criteria for Skills in Unit 4
Unit 5: Understanding and Analysing Controversial Materials through SWAT analysis
Skills
Active Listening and Data Organization Competencies in Scientific Contexts
Precision Listening and Scientific Vocabulary Recognition
Strengths of Bioplastics
Weaknesses of Bioplastics: Challenges in Material and Market Viability
Ensuring Conceptual Understanding
Advantages of Bioplastics: Market Opportunities and Environmental Gains
Comprehension Questions
Identifying Cause-and-Effect Relationships in Academic Reading
Threats to the Adoption of Bioplastics: Market, Environmental, and Policy Risks
Evaluating Scientific Claims Through Critical Reading
How to Approach Critical Reading Questions
Defining Technical Terms
Extracting, Organizing, and Synthesizing Information from Scientific Texts
Applying SWAT Analysis for Critical Engagement with Scientific Texts
Applications of SWAT Analysis in Academic Outputs
Sample SWAT Analysis Outputs Based on Listening and Reading Excerpts in This Unit
Developing Argument and Counter-Argument Skills in Scientific Communication
Evaluating Bioplastics
How to Argue, Refute, and Counter-argue
Unit 5 Glossary
Evaluation Criteria for Skills in Unit 5
Unit 6: How to Write Introductions in Research Genres: A Dance of Purpose and Positioning in Scientific papers and proposals
Skills
How to Write Introductions in Research Genres
1. Research Paper Introduction
2. Review Paper Introduction
3. Research Proposal Introduction
Final Takeaways
Writing Effective Research Paper Introductions Using the CARS Model
From Sugarcane to Sustainable Polymers: Unlocking South Africa’s Bioplastic Potential
Reflective Questions That Help You Notice Communicative Moves (Swales’ CARS Model)
Analysing Introductions of Research proposals
Writing Objectives Within the Narrative of a Research Proposal or Paper
Common Pitfalls to Avoid
Example Revision
Reflect and Revise
Synthesizing and Communicating Research Through Review Paper Writing
Common Pitfalls in Review Excerpts
Sample Excerpt A
Sample Excerpt B
Sample Excerpt C
Identifying and Refining a Researchable Topic for a Review Paper
Selecting and Applying Organizational Approaches in Review Paper Writing
Sample Excerpt A
Sample Excerpt B
Sample Excerpt C
Crafting Coherent and Persuasive Narratives in Review Paper Writing
Sample Excerpt: Thematic Approach with Caution and Counterclaims
Analysing a Review Pape
Developing and Articulating a Review Topic
Writing a Synthesis Paragraph
Writing Clear, Structured, Evidence-based and Persuasive Review Papers
Crafting High-Quality Introductions for Systematic Review Papers: Quality Criteria for Systematic Review Paper Introductions
1. Clear Establishment of the Topic’s Importance (Move 1)
2. Explicit Identification of Gaps or Problems (Move 2)
3. Strong Rationale for the Review (Move 3)
4. Integration of Key Literature
5. Logical Flow and Coherence
6. Appropriate Tone and Precision
7. Adherence to Reporting Guidelines
Using Guided Revision Checklist to Evaluate Systematic Review Introduction
1. Establish the Topic’s Importance (Move 1)
2. Identify the Literature Gap (Move 2)
3. State a Strong Rationale (Move 3)
4. Integrate Key Literature
5. Ensure Logical Flow and Coherence
6. Use Appropriate Tone and Precision
7. Align with Reporting Guidelines (e.g., PRISMA)
Reflective Questions
Revised introduction for systematic review
Introduction
Understanding and Applying the PRISMA Model for Systematic Reviews
Unit 6 Glossary
Evaluation Criteria for Skills in Unit 6
Unit 7: Writing about Organic Synthesis Methods
Skills
Understanding How Unique the Organic Synthesis Paper Is
Ensuring Conceptual Understanding
Excerpt 1
Excerpt 2
Using Technical Terms in Context
Excerpt 3
Listening for Meaning in Scientific Discourse: Developing Conceptual and Analytical Listening Skills
Understanding the Methods Section in Organic Chemistry
Purpose of the Methods (Experimental) Content
Applying Swales’ Moves to Write Clear and Purposeful Methods Sections
Consider Key Writing Conventions in Author Guidelines
Recognizing Journal Formatting and Conventions in Organic Synthesis Methods
Methods Section Excerpt
Associated Content
Revising Methods Sections for Precision, Reproducibility, and Disciplinary Alignment
Student Revision Table
Unit 7 Glossary
Evaluation Criteria for Skills in Unit 7
Unit 8: Writing the Experimental/Methods Section in Chemistry and Biochemistry
Skills
Writing the Experimental/Methods Section in Chemistry and Biochemistry
Using and Communicating Scientific Units Accurately in Writing and Speech
Comparing Authentic Methods Sections from Biochemistry and Analytical Chemistry Papers
Ensuring Conceptual Understanding
Excerpt 1
Excerpt 2
Comparative Analysis: Deconstructing Rhetorical Structures; Identify Field-Specific Conventions
Identifying Field-Specific Language Identifying Fragments in Scientific Writing
Integrating Visual Narratives in Science
Tailoring your Methods Section Prose and Style to a Specific Journal or Subdiscipline
Unit 8 Glossary
Evaluative Criteria for Skills in Unit 8
Unit 9: Writing Methods Section for Chemistry, Biology, Biochemistry, and Materials Science
Skills
Identifying and Comparing Key Rhetorical and Disciplinary Conventions in Methods Sections Across Chemistry-Related Fields
Why Compare Methods Sections?
Cultivating Scientific Rhetorical Awareness
Using Comparative Analysis to Raise Awareness of Journal or Discourse Expectations
Excerpt A: Aerogel Synthesis and Characterization (Adapted from Gesser & Goswami, 2002)
Excerpt B: Plastic Waste Sorting and Analytical Techniques (Adapted from Lange et al., 2021)
Excerpt C: RNA Isolation (paraphrased and abridged from Chomczynski, P., & Sacchi, N. (1987)
Excerpt D: Semiconductors Perovskites Experimental Section (Adapted from Stoumpos et al., 2013)
Analysing How Scientific Methods Are Communicated in Top-Tier Journal Publications
Focusing on Academic Style and Language in Chemistry
Unit 9 Glossary
Evaluative Criteria for Skills in Unit 9
Unit 10: Analysing the Rhetorical Moves and Scientific Conventions Before Writing the Results Section
Skills
Understanding the Rhetorical Structure and Communicative Function of the Results Section in Scientific Papers
Paper 1: Baranska et al. (2006) Analytical Chemistry / Food Spectroscopy
Paper 2: Gesser & Goswami (2002) Materials Chemistry / Aerogels
Paper 3: Lange (2021) – Environmental Policy / Plastic Waste Systems
Identifying Results and Discussion (R&D) Structure
Building the Results Sections Based on Fundamental Rhetorical Moves
1. Set the Stage
2. Tell the Story of Scientific Discovery
Interpreting, Comparing, and Commenting on Spectroscopic Data from Techniques Such As FT-Raman, ATR-IR, and NIR
Structuring a Results Section in Analytical Chemistry Effectively
Focusing on the Language of Spectroscopy
Deciphering Functions and Interpretation of Spectral Data
Interpreting Infrared (IR) Spectra and Communicating Spectroscopic Observations with Precision
Using Technical Terms for FT-Raman
Excerpt from Baranska (2006)
Instrumentation & Optical Parameters (ATR & NIR)
Glossary Unit 10
Evaluation Criteria for Skills in Unit 10
Unit 11: Differentiating the Results Section from the Discussion Section
Skills
Differentiating the Results Section from the Discussion Section
Rhetorical Purpose: What Is Each Section For?
Rhetorical Moves and Steps
Adhering to Scientific Conventions
Language: Factual vs. Evaluative
Common Student Errors
Navigating the Scientific Discussion: Language, Rhetorical Moves and Scientific Conventions
Saying More with Less: Writing Concisely in Scientific Discussions
Identifying and Removing Wordy Expressions
Sample Discussion Section
Using Nominalizations Strategically in the Discussion Section
What Are Nominalizations?
Why Chemists Use Nominalizations
Rewriting Without Nominalizations
Improving Clarity with Summary Words
This + Nominalizatio
What Are Summary Words?
Examples from Scientific Writing
Employing Rhetorical Moves in the Discussion Section of Scholarly Scientific Writing
Results
Vibrational Spectra of Carotenoids in Tomato Products
Quantitative Calibration Models
Discussion
Unit 11 Glossary
Evaluation Criteria for Skills in Unit 11
Unit 12: Mode Matters: Designing Infographics, Presentation Slides & Scientific Conference Posters
Skills
Understanding Genre Conventions of Scientific Posters, Slides, and Infographics
Developing Multimodal Composition Skills for Science Communication
Integrating Visual and Textual Elements Effectively
Comparative Analysis and Peer-Discussion
Designing Scientific Infographics: Prioritizing Epistemological Complexity
Presenting a Scientific Infographic: Telling a Story with Purpose and Precision
Enhancing Public Speaking and Visual Storytelling Skills: Final Guidelines for Visual Scientific Communication
Unit 12 Glossary
Evaluation Criteria for Skills in Unit 12
Unit 13: Designing and presenting scientific posters for international conferences
Skills
Introduction: From Research to Visual Communication: Understanding the Genre Conventions of Scientific Posters
Deconstructing the IMRD Structure in Poster Format
Guidelines for Writing the Methods Section of a Scientific Poster
Designing and Presenting Scientific Posters for International Conferences
Purpose of the Results Section
Structure: A Three-Part Strategy
Designing Posters That Effectively CommunicateScientific Arguments and Data Visually: Design and Presentation Tips
Graphics First, Text Second
Tables vs. Figures
Walk Viewers Through the Story
Language and Formatting Conventions
Why Your Poster Pitch Matters More Than You Think: Preparing and Deliver Short, Clear Poster Presentations (e.g., “Elevator Pitches”)
Common Misconceptions
What Makes a Strong Poster Pitch?
Poster Pitch Practice: “Talk Me Through Your Poster”
More Guidelines for a Successful Scientific Pitch
Multimodal Synaesthesia
Guidelines for Designing Scientific Presentation Slides
From Data to Drama: The Art of Storytelling in Scientific Presentations: Developing Intercultural and Audience-Aware Communication Strategies
Using Rubrics for Self-Regulated Learning in Scientific Presentations
Evaluating Scientific Presentations Using a Rubric
Unit 13 Glossary
Evaluation Criteria for Skills in Unit 13
Bibliography
Preface
Unit 1: Remediation skills: Presenting Visuals in Conferences, Describing Visuals for Science
Skills
Fostering Remediation Skills
The Importance of Visuals, Schemes, and Figures in Science
Presenting Visuals in Conferences
Describing Visuals for Science
Deconstructing the Scientific Visual: Boyle’s Law
Discerning Criteria for What Makes a Visual Scientific
The Importance of Annotated Visuals
Functions of Annotations in different disciplines: Chemistry, Physics, Materials Science and Biology
Reading Skills: Skimming and Scanning
Understanding Matter: States, Properties, and Classifications
Physical vs. Chemical Changes
Mixtures and Pure Substances
Ensuring Conceptual Understanding
Logical Thinking Skills: Creating Yes or No diagrams
Reflective Skills
Identifying Similarities and Differences Between Two Scientific Genres
Distinguishing Communicative Functions in scientific writing
Developing Active Listening Skills
Defining Technical Terms
Collocational Awareness in Scientific English
Using Technical Terms in Contex
Mastering Adjective Suffixes in Scientific Writing
Aligning to Formality and Academic Register Expectations
Unit 1 Glossary
Evaluation Criteria for Skills in Unit 1
Unit 2: Remediation skills: Interpreting and reading visual trends
Skills
Reading a Phase Diagram
Interpreting Scientific Visuals Orally
Noticing Language Denoting Phases Changes
Using Gerund Phrases and Transitional Features to Describe Phase Changes
Gerund Phrases in the Expert Oral Description
Note-Taking for Conceptual Understanding of Phase Diagrams
Making Genre Comparisons: Academic Textbook vs. Educational Webinar
Understanding Phase Diagrams: Pressure-Temperature Relationships in Phase Transitions
Conversational Academic Register (Webinar)
Close Reading Comprehension Questions
Making Classifications in Scientific Contexts
Distinguish Between Kinetic, Dynamic, and Potential Energyin Real-World Scientific Applications
Developing Conceptual Precision in Scientific Language
Defining Technical Terms & Understanding Scientific Register
Integrating Visual Data into Scientific Argumentation
Unit 2 Glossary
Evaluation Criteria for Skills in Unit 2
Unit 3: From Waves to Words: Interpreting Spectral Data and Communicating Scientific Findings with Precision
Skills
Explaining the Foundational Properties of Waves (e.g., Frequency, Amplitude, Wavelength) and Applying in a Scientific Context
Waves: Fundamental Concepts and Applications
Fundamental Wave Properties
Ensuring Conceptual Understanding With Technical Terms
Developing Reading Skills: Skimming and Scanning
Skimming for Structure
Scanning for Details
Understanding the Principles and Applications of Spectroscopy in Analysing Molecular Structures
Introduction to Spectroscopy
Interpreting Spectra
Interpreting Spectral Data Accurately, Identifying Key Features (e.g., Peaks, Chemical Shifts, Transmittance) and Correlating Them with Functional Groups or Molecular Properties
Interpreting Spectroscopic Data: Communicating the Significance of Spectral Observations
Mastering Cause-and-Effect Language in Scientific Communication
Using Cautious and Objective Language (Hedging) to Report Scientific Observations and Interpretations, Avoiding Overstatements
Integrating Data from Multiple Spectroscopic Techniques to Hypothesize and Justify the Identity of Unknown Compounds
Reflecting on Expert Writing
Adapting Scientific Register and Editing for Formal Communication
Writing Clear Scientific Explanations for a Peer Audience
How to Interpret Spectral Features
Unit 3 Glossary
Evaluation Criteria for Skills in Unit 3
Unit 4: Writing, Reasoning, and Reimagining Periodicity in Chemical Though
Skills
Demonstrating Subject-Matter Expertise
Integrating Visual Anchors in Scientific Presentations
Talking About Element Scarcity and Sustainability
Position Statement Debate in Advocacy Contexts: Should Chemistry Curricula Include Element Scarcity and Sustainability?
Socratic Circles
Public Speaking and Argumentation Skills in Socratic Circles
Developing Critical Reading and Source Awareness in Academic Texts
The Periodic Table as a Scientific Icon: Writing, Reasoning, and Reimagining Periodicity in Chemical Thought
Distinguishing Writing Types in Scientific Discourse
Recognizing Authorial Stance and Metadiscourse in Scientific Writing
Aiming for Consistency in Citations and Academic Style
Using Appropriate Reporting Verbs and Phrases When Citing Research
Understanding the Communication Purpose of Citations in Research Writing: Why Scientists Cite
Ensuring Conceptual Understanding
Unit 4 Glossary
Evaluation Criteria for Skills in Unit 4
Unit 5: Understanding and Analysing Controversial Materials through SWAT analysis
Skills
Active Listening and Data Organization Competencies in Scientific Contexts
Precision Listening and Scientific Vocabulary Recognition
Strengths of Bioplastics
Weaknesses of Bioplastics: Challenges in Material and Market Viability
Ensuring Conceptual Understanding
Advantages of Bioplastics: Market Opportunities and Environmental Gains
Comprehension Questions
Identifying Cause-and-Effect Relationships in Academic Reading
Threats to the Adoption of Bioplastics: Market, Environmental, and Policy Risks
Evaluating Scientific Claims Through Critical Reading
How to Approach Critical Reading Questions
Defining Technical Terms
Extracting, Organizing, and Synthesizing Information from Scientific Texts
Applying SWAT Analysis for Critical Engagement with Scientific Texts
Applications of SWAT Analysis in Academic Outputs
Sample SWAT Analysis Outputs Based on Listening and Reading Excerpts in This Unit
Developing Argument and Counter-Argument Skills in Scientific Communication
Evaluating Bioplastics
How to Argue, Refute, and Counter-argue
Unit 5 Glossary
Evaluation Criteria for Skills in Unit 5
Unit 6: How to Write Introductions in Research Genres: A Dance of Purpose and Positioning in Scientific papers and proposals
Skills
How to Write Introductions in Research Genres
1. Research Paper Introduction
2. Review Paper Introduction
3. Research Proposal Introduction
Final Takeaways
Writing Effective Research Paper Introductions Using the CARS Model
From Sugarcane to Sustainable Polymers: Unlocking South Africa’s Bioplastic Potential
Reflective Questions That Help You Notice Communicative Moves (Swales’ CARS Model)
Analysing Introductions of Research proposals
Writing Objectives Within the Narrative of a Research Proposal or Paper
Common Pitfalls to Avoid
Example Revision
Reflect and Revise
Synthesizing and Communicating Research Through Review Paper Writing
Common Pitfalls in Review Excerpts
Sample Excerpt A
Sample Excerpt B
Sample Excerpt C
Identifying and Refining a Researchable Topic for a Review Paper
Selecting and Applying Organizational Approaches in Review Paper Writing
Sample Excerpt A
Sample Excerpt B
Sample Excerpt C
Crafting Coherent and Persuasive Narratives in Review Paper Writing
Sample Excerpt: Thematic Approach with Caution and Counterclaims
Analysing a Review Pape
Developing and Articulating a Review Topic
Writing a Synthesis Paragraph
Writing Clear, Structured, Evidence-based and Persuasive Review Papers
Crafting High-Quality Introductions for Systematic Review Papers: Quality Criteria for Systematic Review Paper Introductions
1. Clear Establishment of the Topic’s Importance (Move 1)
2. Explicit Identification of Gaps or Problems (Move 2)
3. Strong Rationale for the Review (Move 3)
4. Integration of Key Literature
5. Logical Flow and Coherence
6. Appropriate Tone and Precision
7. Adherence to Reporting Guidelines
Using Guided Revision Checklist to Evaluate Systematic Review Introduction
1. Establish the Topic’s Importance (Move 1)
2. Identify the Literature Gap (Move 2)
3. State a Strong Rationale (Move 3)
4. Integrate Key Literature
5. Ensure Logical Flow and Coherence
6. Use Appropriate Tone and Precision
7. Align with Reporting Guidelines (e.g., PRISMA)
Reflective Questions
Revised introduction for systematic review
Introduction
Understanding and Applying the PRISMA Model for Systematic Reviews
Unit 6 Glossary
Evaluation Criteria for Skills in Unit 6
Unit 7: Writing about Organic Synthesis Methods
Skills
Understanding How Unique the Organic Synthesis Paper Is
Ensuring Conceptual Understanding
Excerpt 1
Excerpt 2
Using Technical Terms in Context
Excerpt 3
Listening for Meaning in Scientific Discourse: Developing Conceptual and Analytical Listening Skills
Understanding the Methods Section in Organic Chemistry
Purpose of the Methods (Experimental) Content
Applying Swales’ Moves to Write Clear and Purposeful Methods Sections
Consider Key Writing Conventions in Author Guidelines
Recognizing Journal Formatting and Conventions in Organic Synthesis Methods
Methods Section Excerpt
Associated Content
Revising Methods Sections for Precision, Reproducibility, and Disciplinary Alignment
Student Revision Table
Unit 7 Glossary
Evaluation Criteria for Skills in Unit 7
Unit 8: Writing the Experimental/Methods Section in Chemistry and Biochemistry
Skills
Writing the Experimental/Methods Section in Chemistry and Biochemistry
Using and Communicating Scientific Units Accurately in Writing and Speech
Comparing Authentic Methods Sections from Biochemistry and Analytical Chemistry Papers
Ensuring Conceptual Understanding
Excerpt 1
Excerpt 2
Comparative Analysis: Deconstructing Rhetorical Structures; Identify Field-Specific Conventions
Identifying Field-Specific Language Identifying Fragments in Scientific Writing
Integrating Visual Narratives in Science
Tailoring your Methods Section Prose and Style to a Specific Journal or Subdiscipline
Unit 8 Glossary
Evaluative Criteria for Skills in Unit 8
Unit 9: Writing Methods Section for Chemistry, Biology, Biochemistry, and Materials Science
Skills
Identifying and Comparing Key Rhetorical and Disciplinary Conventions in Methods Sections Across Chemistry-Related Fields
Why Compare Methods Sections?
Cultivating Scientific Rhetorical Awareness
Using Comparative Analysis to Raise Awareness of Journal or Discourse Expectations
Excerpt A: Aerogel Synthesis and Characterization (Adapted from Gesser & Goswami, 2002)
Excerpt B: Plastic Waste Sorting and Analytical Techniques (Adapted from Lange et al., 2021)
Excerpt C: RNA Isolation (paraphrased and abridged from Chomczynski, P., & Sacchi, N. (1987)
Excerpt D: Semiconductors Perovskites Experimental Section (Adapted from Stoumpos et al., 2013)
Analysing How Scientific Methods Are Communicated in Top-Tier Journal Publications
Focusing on Academic Style and Language in Chemistry
Unit 9 Glossary
Evaluative Criteria for Skills in Unit 9
Unit 10: Analysing the Rhetorical Moves and Scientific Conventions Before Writing the Results Section
Skills
Understanding the Rhetorical Structure and Communicative Function of the Results Section in Scientific Papers
Paper 1: Baranska et al. (2006) Analytical Chemistry / Food Spectroscopy
Paper 2: Gesser & Goswami (2002) Materials Chemistry / Aerogels
Paper 3: Lange (2021) – Environmental Policy / Plastic Waste Systems
Identifying Results and Discussion (R&D) Structure
Building the Results Sections Based on Fundamental Rhetorical Moves
1. Set the Stage
2. Tell the Story of Scientific Discovery
Interpreting, Comparing, and Commenting on Spectroscopic Data from Techniques Such As FT-Raman, ATR-IR, and NIR
Structuring a Results Section in Analytical Chemistry Effectively
Focusing on the Language of Spectroscopy
Deciphering Functions and Interpretation of Spectral Data
Interpreting Infrared (IR) Spectra and Communicating Spectroscopic Observations with Precision
Using Technical Terms for FT-Raman
Excerpt from Baranska (2006)
Instrumentation & Optical Parameters (ATR & NIR)
Glossary Unit 10
Evaluation Criteria for Skills in Unit 10
Unit 11: Differentiating the Results Section from the Discussion Section
Skills
Differentiating the Results Section from the Discussion Section
Rhetorical Purpose: What Is Each Section For?
Rhetorical Moves and Steps
Adhering to Scientific Conventions
Language: Factual vs. Evaluative
Common Student Errors
Navigating the Scientific Discussion: Language, Rhetorical Moves and Scientific Conventions
Saying More with Less: Writing Concisely in Scientific Discussions
Identifying and Removing Wordy Expressions
Sample Discussion Section
Using Nominalizations Strategically in the Discussion Section
What Are Nominalizations?
Why Chemists Use Nominalizations
Rewriting Without Nominalizations
Improving Clarity with Summary Words
This + Nominalizatio
What Are Summary Words?
Examples from Scientific Writing
Employing Rhetorical Moves in the Discussion Section of Scholarly Scientific Writing
Results
Vibrational Spectra of Carotenoids in Tomato Products
Quantitative Calibration Models
Discussion
Unit 11 Glossary
Evaluation Criteria for Skills in Unit 11
Unit 12: Mode Matters: Designing Infographics, Presentation Slides & Scientific Conference Posters
Skills
Understanding Genre Conventions of Scientific Posters, Slides, and Infographics
Developing Multimodal Composition Skills for Science Communication
Integrating Visual and Textual Elements Effectively
Comparative Analysis and Peer-Discussion
Designing Scientific Infographics: Prioritizing Epistemological Complexity
Presenting a Scientific Infographic: Telling a Story with Purpose and Precision
Enhancing Public Speaking and Visual Storytelling Skills: Final Guidelines for Visual Scientific Communication
Unit 12 Glossary
Evaluation Criteria for Skills in Unit 12
Unit 13: Designing and presenting scientific posters for international conferences
Skills
Introduction: From Research to Visual Communication: Understanding the Genre Conventions of Scientific Posters
Deconstructing the IMRD Structure in Poster Format
Guidelines for Writing the Methods Section of a Scientific Poster
Designing and Presenting Scientific Posters for International Conferences
Purpose of the Results Section
Structure: A Three-Part Strategy
Designing Posters That Effectively CommunicateScientific Arguments and Data Visually: Design and Presentation Tips
Graphics First, Text Second
Tables vs. Figures
Walk Viewers Through the Story
Language and Formatting Conventions
Why Your Poster Pitch Matters More Than You Think: Preparing and Deliver Short, Clear Poster Presentations (e.g., “Elevator Pitches”)
Common Misconceptions
What Makes a Strong Poster Pitch?
Poster Pitch Practice: “Talk Me Through Your Poster”
More Guidelines for a Successful Scientific Pitch
Multimodal Synaesthesia
Guidelines for Designing Scientific Presentation Slides
From Data to Drama: The Art of Storytelling in Scientific Presentations: Developing Intercultural and Audience-Aware Communication Strategies
Using Rubrics for Self-Regulated Learning in Scientific Presentations
Evaluating Scientific Presentations Using a Rubric
Unit 13 Glossary
Evaluation Criteria for Skills in Unit 13
Bibliography
Katsampoxaki Hodgetts Kallia
Dr. Kalliopi (Kallia) Katsampoxaki-Hodgetts is a multidisciplinary scholar and literacy expert who has been teaching Science Communication and Technical Writing at the University of Crete since 2005. She is currently a Postdoctoral Researcher in Multiliteracies and Multimodality for Science Education at the University of Ioannina, Department of Primary Education. Her research focuses on designing teaching scenarios for primary science education, with and without the use of Arti cial Intelligence, to foster multiliteracies and multimodality.
She holds a PhD in Science Communication through Multiliteracies and Digital Academic Literacies (University of Zaragoza, 2023), where she developed a process-writing and genre-based framework for teaching and learning scientific and academic communication in science curricula.
Dr. Katsampoxaki-Hodgetts is the Founder and Chair of the International EAPCrete Conference (University of Crete, biennial), a leading forum for research in English for Academic Purposes and science communication.
She has also authored three additional EAP textbooks for science disciplines, including Chemistry, Biology, and Mathematics.
