The link below is to an article that takes a look at the importance of punctuation.
I’m a regular biomedical scientist, although in one sense I’m perhaps a bit different, in that I really like the process of writing.
From speaking with colleagues and teaching postgraduate students about the process of scientific writing for more than ten years, I estimate that eight or nine of every ten biomedical researchers would say they don’t like writing.
Now, while I do like writing, that’s not to say I find it easy. When I’m in the thick of getting my thoughts onto the page, terms such as “bloodbath” and “fight to the death” flood my mind.
I have images of fighting a slippery dragon, trying to break its back. I feel as if I’m fighting my own ideas or whatever I’m trying to write, and there’s only one possible outcome: breaking these ideas down, whatever the cost.
And remember, I like writing, so imagine what it’s like for the majority of scientists who don’t.
To illustrate what can go wrong with the writing process, I’m going to refer to an old fairy tale: Sleeping Beauty.
A fairy tale
This is the story of a princess who was cursed to fall into a deep sleep, along with her family and everyone else living in the castle. They sleep for 100 years, and during this time a thick thorny forest grows up around the castle, shielding it from view.
One day, a prince who has heard about the sleeping beauty arrives on horseback, with a sword. With great difficulty, he cuts his way through the forest to eventually reach the castle. He finds the princess, wakes her up, and they presumably live happily ever after.
So what has this got to do with scientific writing? Well, scientific results and ideas can be viewed as something valuable, and yet they can be wrapped up in forests of words that lack structure and overuse complex language.
How not to write about science
Sometimes this just reflects a lack of training, but there can also be an assumption that scientific ideas deserve to be discovered by those who are clever enough.
This means readers are expected to hack their way through the word forest, if they’re really committed to understanding the results.
The only problem with this approach is that it doesn’t consider the sheer number of papers that scientists need to read. Most researchers and academics can’t keep up with their fields, so if a paper is hard to understand, or unclear, researchers may simply put it down and pick up the next one in the pile.
Expecting too much of the reader can lead to a paper sinking within the literature and effectively falling asleep.
The ‘sleeping beauties’ of science
In fact, a “sleeping beauty” is now a recognised type of academic paper. A sleeping beauty experiences what is also termed “delayed recognition”, sleeping within the literature for up to 100 years until another paper known as the “prince” recognises its value.
The sleeping beauty goes on to be highly cited and influential, sometimes in a different field. Researchers now study sleeping beauties and their princes, as a kind of extreme example of how science works – or doesn’t, depending on your perspective.
It’s generally assumed that sleeping beauties describe ideas that were ahead of their time. But I wonder whether some of these papers might have also been asleep in their forests of words.
After all, we only know about these scientific sleeping beauties through their awakening, in the same way that without the prince’s determination, the story of Sleeping Beauty may never have been told. It is very difficult to know how many other ideas may be lying dormant in the literature, wrapped in their forests of words.
What can we do about this? We need to recognise that to avoid the word forest, the research team needs to hack through their ideas and lay these out as clearly as possible.
We expect that professional sportspeople will push themselves to the limit, and be supported to do this. Scientists are essentially intellectual athletes, so we need to talk about the virtue of pushing ourselves to the limit when writing, how to do this, and what kind of support we need.
Many features of scientific life, such as crowded work environments, and generally measuring quantity over quality, do not favour the truly difficult process of hacking through our ideas so others can understand them.
It’s important to remember that in the story of Sleeping Beauty, many people fell asleep in the castle. Also, scientific papers are not just about their authors, but also about the public funds and the many supporting resources that make them possible.
We can’t afford the risk that our results and ideas fall asleep. Humanity doesn’t have the next 100 years to wait.
The link below is to an article that takes a look at the importance of the PDF file format.
The link below is to an article that takes a look at the importance of proofreading.
Many of us will be able to recall the enjoyment of shared reading: being read to and sharing reading with our parents. However, my research has found that of the 997 Year 4 and Year 6 respondents at 24 schools who took part in the 2016 Western Australian Study in Children’s Book Reading, nearly three-fifths reported that they were not being read to at home.
A sample of these children also participated in interviews, where I asked them how they felt about shared reading. While a few children did not mind no longer being read to, others were disappointed when it stopped. For example, when I asked Jason about his experience of being read to by his parents, he explained:
… they kind of stopped when I knew how to read. I knew how to read, but I just still liked my mum reading it to me.
His experience is common, with other recent research suggesting that more than one-third of Australian respondents aged six to 11 whose parents had stopped reading to them wanted it to continue.
But why is it so important for us to keep reading with our children for as long as possible?
Research has typically found that shared reading experiences are highly beneficial for young people. Benefits of shared reading include facilitating enriched language exposure, fostering the development of listening skills, spelling, reading comprehension and vocabulary, and establishing essential foundational literacy skills. They are also valued as a shared social opportunity between parents and their children to foster positive attitudes toward reading.
When we read aloud to children it is also beneficial for their cognitive development, with parent-child reading activating brain areas related to narrative comprehension and mental imagery. While most of the research in this area focuses on young children, this does not mean that these benefits somehow disappear as children age.
As young people’s attitudes towards reading reflect their experiences of reading at home and at school in childhood and beyond, providing an enjoyable shared reading experience at home can help to turn our children into life-long readers.
However, not all shared reading experiences are enjoyable. Some children described having poor quality experiences of being read to, and children did not typically enjoy reading to distracted or overly critical parents. In some cases, parents attempted to outsource this responsibility to older siblings, with mixed results.
While many children really enjoyed the social aspects of reading and being read to as valuable time with their parents, they also felt that they learned from these experiences. For example, listening was felt to provide an opportunity to extend vocabulary, and improve pronunciation. Gina recalled the advantage she lost when her parents stopped reading to her, as:
… when they did read to me when I was younger, I learnt the words; I would like to learn more words in the bigger books and know what they are so I could talk more about them.
Similarly, Craig explained how being read to enabled his academic advantage in literacy, as “they were teaching me how to say more words”, and “that’s why I’m ahead of everyone in spelling and reading and English”. When this stopped “just because my mum thought I was smart enough to read on my own and started to read chapter books”, Craig was disappointed.
In addition, children were sometimes terrified of reading aloud in the classroom, and this fear could potentially be alleviated through greater opportunities to practice at home.
Hayden’s anxiety around reading aloud at school related to his lack of confidence, and his tendency to compare his skills with those of his peers. He described himself as “always standing up there shivering, my hands are shivering, I just don’t want to read, so I just start reading. And I sound pretty weird”. No-one read with him at home, so he had limited opportunity to build his confidence and skills.
This research suggests that we should not stop reading with our children just because they have learned to read independently.
We should continue reading with our children until they no longer wish to share reading with us, ensuring that these experiences are enjoyable, as they can influence children’s future attitudes toward reading, as well as building their confidence and competence as readers. It is worth the effort to find time to share this experience with our children in the early years and beyond.