science-research-writing

---
name: science-research-writing
description: "Knowledge base from 'Science Research Writing for Non-Native Speakers of English' by Hilary Glasman-Deal (Imperial College London). Use when writing any section of a science research paper or thesis (Introduction, Methodology, Results, Discussion, Abstract), choosing verb tenses or passive/active voice, hedging causal claims, using a/the, signalling language, creating titles, or when asked to review/edit an academic paper's structure. 学术论文写作知识库：写论文各章节（引言/方法/结果/讨论/摘要）、选时态/被动语态、软化因果断言、用 a/the、起标题、审阅修改论文时使用。"
---

<!-- argument-hint: [topic, framework name, or chapter number] -->

# Science Research Writing
**Author**: Hilary Glasman-Deal | **Pages**: ~245 | **Chapters**: 7 | **Generated**: 2026-08-14

## How to Use This Skill

- **Without arguments** — load core frameworks for reference
- **With a topic** — ask about `tense`, `passive`, `signalling`, `abstract`, `title`, `hedging`, or another indexed topic; I find and read the relevant chapter
- **With chapter** — ask for `ch02`; I load that specific chapter
- **Browse** — ask "what chapters do you have?" to see the full index

When you ask about a topic not covered in Core Frameworks below, I will read
the relevant chapter file before answering.

---

## Core Frameworks & Mental Models

### The Method (Ch 1)
**Examine → Identify → Apply**: collect 3-4 real research papers from your field ("target articles") → mark what each sentence DOES (not says) → build a transferable model → write using the model + its vocabulary. Every section answers the **Three Questions**: How do writers start it? What information, in what order? How do they end it?

**The Symmetrical Shape**: Intro narrows (general→specific); Discussion widens (specific→general) revisiting Intro elements in reverse. **Writing order**: Methodology → Results → Introduction → Discussion → Abstract (last) → Title.

### The Five Section Models (Ch 2-6)
1. **Introduction (4 parts, must-use)**: ① establish importance + background facts + define title terms + present problem area → ② literature review (chronological / by approach / general-to-specific) → ③ gap in research, signalled by *However/Although*, stated as prediction not question → ④ describe the present paper ("The present paper presents…")
2. **Methodology (4 parts, menu)**: ① overview + restate purpose + source of materials + background → ② precise details (quantities, temps, durations, sequence) + justify choices + show care → ③ relate to other studies → ④ problems (minimised, paired with positive)
3. **Results (4 parts, menu)**: ① revisit aim/existing research/methodology + overview → ② invite viewing ("As can be seen in Fig. 1…") + key results + comparisons → ③ problems → ④ implications. **Results do not speak for themselves** — comment on meaning ("in as many as 23%", not just "23%")
4. **Discussion (4 parts)**: ① revisit previous research/methodology/results → ② map to existing research → ③ achievement + implications + novelty ("to our knowledge") → ④ limitations (as doors for future work, paired with positives) + future work
5. **Abstract (5 parts, 2 models)**: ① background/aim → ② methodology → ③ results/achievement → ④ applications → ⑤ (rare) limitations. Model 1 = structured (broad topics); Model 2 = flexible, 2-3 parts combined, **methodology before results** (narrow topics)

### Grammar Decision Systems
- **Tense pairs**: Present Simple = accepted facts (your call whether findings qualify); Past Simple = your completed work; Present Perfect = research still relevant NOW (the ongoing gap). **Tense change = function change — never random.** Passive: Present Simple = standard procedure, Past Simple = your own steps — mixing them hides your contribution
- **Modal calibration**: can (ability) < may/might/could (possible) < should/ought to (probable OR advisable — know which) < must/have to (virtually certain but unproven, or necessary). Negative traps: must not ≠ doesn't have to; cannot (impossible) ≠ can not (possibly not); never "can have"
- **Hedging ladder**: weaken verb (caused→was linked to) → "The evidence suggests…" → frequency qualifier → quantity qualifier → modal (may have caused). Escalate only as needed — over-hedging empties the sentence
- **a/the**: *the* when both reader and writer know which (shared/unique); *a* when it doesn't matter. Sound-based: an MRI, a UV light
- **Signalling language**: cause (due to/because/since) · result (therefore/as a result/hence) · contrast (however/whereas/while) · unexpectedness (although/despite/nevertheless) · addition (moreover/furthermore)

### Voice & Style Rules
- **we** = research group only (never humanity; use "It is known that…"); theses use passive
- Agentless passives are the norm; mark YOUR work with "in this study / here / dummy subject"
- Connect every sentence: overlap / pro-forms / semicolon-relative / connector — "the space between a full stop and the next capital letter is a dangerous space"
- One-sentence paragraphs and overlong paragraphs are both errors; paragraph = topic sentence + support

### Titles (Ch 6)
Sentence case; predict content exactly; specific about scope (which substrates/systems); no "A study of…"; no question marks; no modals or "reliable"; avoid ambiguous compound nouns; prepositions change meaning (evidence for ≠ evidence of; with = using or having)

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## Chapter Index

| # | Title | Key Frameworks |
|---|-------|----------------|
| [ch01](chapters/ch01-core-method.md) | The Core Method | Examine→Identify→Apply, Three Questions, Symmetrical Shape, target articles |
| [ch02](chapters/ch02-introduction.md) | Introduction | 4-part model, tense pairs, signalling language, sentence connection |
| [ch03](chapters/ch03-methodology.md) | Methodology | 4-part menu, passive tense split, a/the rules, adverb safety |
| [ch04](chapters/ch04-results.md) | Results | 4-part menu, sequence/frequency/quantity/causality language, hedging |
| [ch05](chapters/ch05-discussion.md) | Discussion | 4-part reverse model, modal verbs, limitations & future work |
| [ch06](chapters/ch06-abstract.md) | Abstract & Title | 5-part dual model, tense rules, title creation |
| [ch07](chapters/ch07-reference-toolkit.md) | Reference Toolkit | Latin plurals, prefixes, abbreviations, useful verbs bank |

## Topic Index

- **Abstract** → ch06
- **a/the (articles)** → ch03
- **Adverbs / adverb location** → ch03
- **Agentless passive** → ch02, ch03
- **Causality / hedging** → ch04
- **Compound nouns** → ch06
- **Discussion/Conclusion** → ch05
- **Frequency language** → ch04
- **Gap in research** → ch02
- **Introduction** → ch02
- **Latin/Greek plurals** → ch07
- **Literature review** → ch02
- **Methodology** → ch03
- **Modal verbs** → ch05
- **Paragraphing** → ch02
- **Passive/active** → ch02, ch03
- **Prefixes** → ch07
- **Quantity language** → ch04
- **Results** → ch04
- **Sequence language** → ch04
- **Signalling language** → ch02
- **Skimming technique** → ch01
- **Target articles** → ch01
- **Tense pairs** → ch02
- **Title creation** → ch06
- **Useful verbs** → ch07
- **Vocabulary lists** → ch02-ch06 (each unit's vocabulary section)

## Supporting Files

- [glossary.md](glossary.md) — all key terms with definitions
- [patterns.md](patterns.md) — all techniques and design patterns
- [cheatsheet.md](cheatsheet.md) — quick reference tables and decision guides

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## Scope & Limits

This skill covers the book content only. It is a writing *methodology* for science research papers — it does not cover academic writing for humanities, or non-research writing styles. For hands-on application, combine with your field's target articles and the Guide for Authors of your target journal (the book explicitly requires both). The book is aimed at intermediate English level (IELTS 6.0+ / TOEFL 550+).