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)
- 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…")
- 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)
- 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%")
- 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
- 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)
Chapter Index
| # |
Title |
Key Frameworks |
| ch01 |
The Core Method |
Examine→Identify→Apply, Three Questions, Symmetrical Shape, target articles |
| ch02 |
Introduction |
4-part model, tense pairs, signalling language, sentence connection |
| ch03 |
Methodology |
4-part menu, passive tense split, a/the rules, adverb safety |
| ch04 |
Results |
4-part menu, sequence/frequency/quantity/causality language, hedging |
| ch05 |
Discussion |
4-part reverse model, modal verbs, limitations & future work |
| ch06 |
Abstract & Title |
5-part dual model, tense rules, title creation |
| ch07 |
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 — all key terms with definitions
- patterns.md — all techniques and design patterns
- cheatsheet.md — quick reference tables and decision guides
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+).
1---2name: science-research-writing3description: 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。4---56<!-- argument-hint: [topic, framework name, or chapter number] -->78# Science Research Writing9**Author**: Hilary Glasman-Deal | **Pages**: ~245 | **Chapters**: 7 | **Generated**: 2026-08-141011## How to Use This Skill1213- **Without arguments** — load core frameworks for reference14- **With a topic** — ask about `tense`, `passive`, `signalling`, `abstract`, `title`, `hedging`, or another indexed topic; I find and read the relevant chapter15- **With chapter** — ask for `ch02`; I load that specific chapter16- **Browse** — ask "what chapters do you have?" to see the full index1718When you ask about a topic not covered in Core Frameworks below, I will read19the relevant chapter file before answering.2021---2223## Core Frameworks & Mental Models2425### The Method (Ch 1)26**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?2728**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.2930### The Five Section Models (Ch 2-6)311. **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…")322. **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)333. **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%")344. **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 work355. **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)3637### Grammar Decision Systems38- **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 contribution39- **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"40- **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 sentence41- **a/the**: *the* when both reader and writer know which (shared/unique); *a* when it doesn't matter. Sound-based: an MRI, a UV light42- **Signalling language**: cause (due to/because/since) · result (therefore/as a result/hence) · contrast (however/whereas/while) · unexpectedness (although/despite/nevertheless) · addition (moreover/furthermore)4344### Voice & Style Rules45- **we** = research group only (never humanity; use "It is known that…"); theses use passive46- Agentless passives are the norm; mark YOUR work with "in this study / here / dummy subject"47- Connect every sentence: overlap / pro-forms / semicolon-relative / connector — "the space between a full stop and the next capital letter is a dangerous space"48- One-sentence paragraphs and overlong paragraphs are both errors; paragraph = topic sentence + support4950### Titles (Ch 6)51Sentence 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)5253---5455## Chapter Index5657| # | Title | Key Frameworks |58|---|-------|----------------|59| [ch01](chapters/ch01-core-method.md) | The Core Method | Examine→Identify→Apply, Three Questions, Symmetrical Shape, target articles |60| [ch02](chapters/ch02-introduction.md) | Introduction | 4-part model, tense pairs, signalling language, sentence connection |61| [ch03](chapters/ch03-methodology.md) | Methodology | 4-part menu, passive tense split, a/the rules, adverb safety |62| [ch04](chapters/ch04-results.md) | Results | 4-part menu, sequence/frequency/quantity/causality language, hedging |63| [ch05](chapters/ch05-discussion.md) | Discussion | 4-part reverse model, modal verbs, limitations & future work |64| [ch06](chapters/ch06-abstract.md) | Abstract & Title | 5-part dual model, tense rules, title creation |65| [ch07](chapters/ch07-reference-toolkit.md) | Reference Toolkit | Latin plurals, prefixes, abbreviations, useful verbs bank |6667## Topic Index6869- **Abstract** → ch0670- **a/the (articles)** → ch0371- **Adverbs / adverb location** → ch0372- **Agentless passive** → ch02, ch0373- **Causality / hedging** → ch0474- **Compound nouns** → ch0675- **Discussion/Conclusion** → ch0576- **Frequency language** → ch0477- **Gap in research** → ch0278- **Introduction** → ch0279- **Latin/Greek plurals** → ch0780- **Literature review** → ch0281- **Methodology** → ch0382- **Modal verbs** → ch0583- **Paragraphing** → ch0284- **Passive/active** → ch02, ch0385- **Prefixes** → ch0786- **Quantity language** → ch0487- **Results** → ch0488- **Sequence language** → ch0489- **Signalling language** → ch0290- **Skimming technique** → ch0191- **Target articles** → ch0192- **Tense pairs** → ch0293- **Title creation** → ch0694- **Useful verbs** → ch0795- **Vocabulary lists** → ch02-ch06 (each unit's vocabulary section)9697## Supporting Files9899- [glossary.md](glossary.md) — all key terms with definitions100- [patterns.md](patterns.md) — all techniques and design patterns101- [cheatsheet.md](cheatsheet.md) — quick reference tables and decision guides102103---104105## Scope & Limits106107This 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+).
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