Scientific Writing, HRP 214
Weekly Quiz
Scientific Writing, HRP 214
A. We studied the affects of the gene on
signaling.
B. We studied the effects of the gene on
signaling.
Scientific Writing, HRP 214
A. We studied the affects of the gene on
signaling.
B. We studied the effects of the gene on
signaling.
Scientific Writing, HRP 214
A. She commented on the clearly defined
mutant traits.
B. She commented on the clearly-defined
mutant traits.
Scientific Writing, HRP 214
A. She commented on the clearly defined
mutant traits.
B. She commented on the clearly-defined
mutant traits.
Scientific Writing, HRP 214
A. I like books, chocolate, and coffee.
B. I like books, chocolate and coffee.
Scientific Writing, HRP 214
A. I like books, chocolate, and coffee.
B. I like books, chocolate and coffee.
Scientific Writing, HRP 214
A. She was self-employed.
B. She was self employed.
Scientific Writing, HRP 214
A. She was self-employed.
B. She was self employed.
Scientific Writing, HRP 214
A. 65 people were saved.
B. Sixty-five people were saved.
Scientific Writing, HRP 214
A. 65 people were saved.
B. Sixty-five people were saved.
Scientific Writing, HRP 214
A. She was the best-read scientist in the lab.
B. She was the best read scientist in the lab.
Scientific Writing, HRP 214
A. She was the best-read scientist in the lab.
B. She was the best read scientist in the
lab.
Scientific Writing, HRP 214
A. The previously-reported data were
suspect.
B. The previously reported data were
suspect.
Scientific Writing, HRP 214
A. The previously-reported data were
suspect.
B. The previously reported data were
suspect.
Scientific Writing, HRP 214
A. That was pre-SARS.
B. That was pre SARS.
Scientific Writing, HRP 214
A. That was pre-SARS.
B. That was pre SARS.
Scientific Writing, HRP 214
A. He cited the widely-believed fallacy.
B. He cited the widely believed fallacy.
Scientific Writing, HRP 214
A. He cited the widely-believed fallacy.
B. He cited the widely believed fallacy.
Scientific Writing, HRP 214
A. She was a well-known scientist.
B. She was a well known scientist.
Scientific Writing, HRP 214
A. She was a well-known scientist.
B. She was a well known scientist.
Scientific Writing, HRP 214
A. She was well-known.
B. She was well known.
Scientific Writing, HRP 214
A. She was well-known.
B. She was well known.
Scientific Writing, HRP 214
A. He counted six pies.
B. He counted 6 pies.
Scientific Writing, HRP 214
A. He counted six pies.
B. He counted 6 pies.
Scientific Writing, HRP 214
A. His favorite breakfasts were cinnamon
oatmeal, French toast, and ham and
eggs.
B. His favorite breakfasts were cinnamon
oatmeal, French toast, ham, and eggs.
Scientific Writing, HRP 214
A. His favorite breakfasts were cinnamon
oatmeal, French toast, and ham and
eggs.
B. His favorite breakfasts were cinnamon
oatmeal, French toast, ham, and eggs.
Scientific Writing, HRP 214
A. Many of the clinic’s patients die from
complications of diabetes.
B. Many of the clinic’s patients die of
complications of diabetes.
Scientific Writing, HRP 214
A. Many of the clinic’s patients die from
complications of diabetes.
B. Many of the clinic’s patients die of
complications of diabetes
 understanding mnemonic: die (as a result) of
 word pattern mnemonic: dIE Of
Scientific Writing, HRP 214

Lecture Six:
Methods and Materials,
Results,
Tables and Figures
Scientific Writing, HRP 214
Scientific Manuscripts
Scientific Manuscripts (original research)
Scientific Writing, HRP 214
Scientific Manuscripts: outline
Title
Authorship
Abstract
Introduction
Materials and Methods
Results (includes figures and tables)
Discussion
Acknowledgements
References
Scientific Writing, HRP 214
Methods
Materials and Methods
Scientific Writing, HRP 214
Methods and Materials
Materials and Methods Overview:
• Give a clear overview of what was done
• Give enough information to replicate the study (like a
recipe!)
• Be complete, but minimize complexity!
1.
2.
Break into smaller sections with subheads
Cite a reference for commonly used methods
3.
Display in a flow diagram where possible
• You may use jargon and the passive voice more liberally
in the M&M section
Scientific Writing, HRP 214
Materials
Materials
Drugs
generic name, manufacturer, purity, concentration, amount administered, etc.
Culture media, buffers
components and concentrations, temperature, pH
Experimental materials
cell line, molecule, tissue, etc.
Animals
state that the research was approved by the appropriate committee at your institution
Human subjects
state that the research was approved by the appropriate committee at your institution
Scientific Writing, HRP 214
Materials
e.g., Human subjects
“Details of the study and testing procedures were explained to each subject,
and a written, informed consent was obtained. The experimental protocol was
approved by the Institutional Review Boards of Stanford University, the
University of California, Los Angeles, the University of Michigan, the Helen
Hayes Hospital, and Massachusetts General Hospital.”
Scientific Writing, HRP 214
Methods
Materials and Methods Overview:
• Be complete, but minimize complexity!
1.
2.
3.
Break into smaller sections with subheads
Cite a reference for commonly used methods
Display in a flow diagram where possible
Scientific Writing, HRP 214
Methods
1. Break into sub-sections with informative
subheadings
Scientific Writing, HRP 214
Methods
e.g., Ksiazek et al. A Novel Coronavirus Associated with
Severe Acute Respiratory Syndrome
NEJM 348:1953-1966, May 15, 2003
METHODS
•General Approach
•Biosafety
•Isolation of Virus
•Serologic Analysis
•Pathological and Immunohistochemical Studies
•Molecular Analyses
Scientific Writing, HRP 214
Methods
e.g. Jonsson et al. Fibroblast Growth Factor 23 in
Oncogenic Osteomalacia and X-Linked Hypophosphatemia
NEJM 348:1656-1663; April 24, 2003.
METHODS
Peptide
Synthesis and Antibody Production
Generation of Recombinant FGF-23
Development of an ELISA for the Detection of FGF-23
Study Subjects
Scientific Writing, HRP 214
Methods
The Journal of Cell Biology, Volume 161, Number 3, 521-533
Proprotein convertase cleavage liberates a fibrillogenic fragment of a resident
glycoprotein to initiate melanosome biogenesis
Joanne F. Berson1, Alexander C. Theos1, Dawn C. Harper1, Danielle Tenza2, Graça Raposo2 and Michael S. Marks1
Methods and materials
•Cell culture and transfections
•Antibodies
•Plasmids
•Recombinant virus production and infection
•Metabolic labeling and immunoprecipitation
•Immunoblotting
•Subcellular fractionation
•Electron microscopy
Scientific Writing, HRP 214
Methods
For clinical studies:
1. Study design
2. Setting
3. Patients/subjects
4. Interventions or predictors (independent variables)
5. Primary outcome (dependent variable)
6. Secondary outcomes
7. Statistical analysis
8. Sample size and power calculations, if available
Scientific Writing, HRP 214
Methods
Subsections for a clinical study:

Study design
randomized trial, prospective cohort, case-control, case-series etc.

Setting
clinic, hospital, or general population
locations

Participants
eligibility criteria (inclusion, exclusion)

Independent variables
how were predictors measured or interventions assigned and
administered?

Primary outcomes
case definitions/measurement

Secondary outcomes
Scientific Writing, HRP 214
Methods
Statistical aspects

Sample size
How sample size was determined
Explanation of any interim analyses and stopping rules.

Statistical methods
Statistical methods used to compare groups for primary
outcome(s);
Methods for additional analyses, such as subgroup
analyses and adjusted analyses.
Scientific Writing, HRP 214
Additionally, for a Randomized Clinical Trial:
Randomization Scheme

Sequence generation
Method used to generate the random allocation
Details of any restriction (e.g., blocking, stratification).

Allocation concealment
Method used to implement the random allocation sequence
Was the sequence was concealed until assignment of interventions?

Implementation
Who generated the allocation sequence?
Who enrolled participants?
Who assigned participants to their groups?

Blinding (masking)
Were participants, those administering the interventions, and those
assessing the outcomes blinded to group assignment?
Was the success of blinding evaluated?
Scientific Writing, HRP 214
Methods
2. Cite a reference for commonly used methods or previously
used methods rather than explaining all the details…
Scientific Writing, HRP 214
Methods
Each peptide was covalently coupled to agarose
(AminoLink Kit, Pierce Chemical), and 30-to-200-ml
quantities of each crude polyclonal antiserum were
affinity-purified with the use of the appropriate
immobilized peptide, as previously described.13
Immunoprecipitations, SDS-PAGE on 10% polyacrylamide
gels, and phosphorimaging analysis were performed as
described previously (Berson et al., 2000).
Scientific Writing, HRP 214
Methods
3. Use flow diagrams to help simplify explanations of
methods!
From:
Oral topiramate for
treatment of alcohol
dependence: a
randomised
controlled trial
Johnson et al. The
Lancet.
Volume 361;17 May
2003
Other tables and figures that can help illustrate methods:
Week
Morning dose
Afternoon dose
Total daily dose
1
0 mg
1x25 mg tablet
25 mg
2
0 mg
2x25 mg tablets
50 mg
3
1x25 mg tablet
2x25 mg tablets
75 mg
4
2x25 mg tablets
2x25 mg tablets
100 mg
5
2x25 mg tablets
1x100 mg tablet
150 mg
6
1x100 mg tablet
1x100 mg tablet
200 mg
7
1x100 mg tablet
1x100 mg and 2x25 mg tablets
250 mg
8
1x100 mg and 2x25 mg tablets
1x100 mg and 2x25 mg tablets
300 mg
9
1x100 mg and 2x25 mg tablets
1x100 mg and 2x25 mg tablets
300 mg
10
1x100 mg and 2x25 mg tablets
1x100 mg and 2x25 mg tablets
300 mg
11
1x100 mg and 2x25 mg tablets
1x100 mg and 2x25 mg tablets
300 mg
12
1x100 mg and 2x25 mg tablets
1x100 mg and 2x25 mg tablets
300 mg
Schedule is similar to that provided in the Physicians' Desk Reference (2000). The placebo and topiramate groups received the same number of tablets; placebo
tablets were inactive.
Table 1: Topiramate dose-escalation schedule
From:
Oral topiramate for treatment of alcohol dependence: a randomised controlled trial
Johnson et al. The Lancet. Volume 361;17 May 2003

Medicine & Science in Sports & Exercise 2003; 35(5):826-831
Copyright © 2003 Medicine & Science in Sports & Exercise. All
rights reserved Published by Lippincott Williams & Wilkins
Methods
Transcription of antisense RNA leading to gene silencing and methylation as a
novel cause of human genetic disease
Cristina Tufarelli et al.
Nature Genetics - Published online: 5 May 2003, doi:10.1038/ng1157
Methods
Transcription of antisense RNA leading to gene silencing and methylation as a
novel cause of human genetic disease
Cristina Tufarelli et al.
Nature Genetics - Published online: 5 May 2003, doi:10.1038/ng1157
Writing methods:
verb tenses
Report methods in past tense (“we measured”),
But use present tense to describe how data are
presented in the paper (“data are summarized as
means  SD”)
Writing methods:
passive vs. active voice
1. Passive (point of view of the experiment):

“Blood samples were drawn.”
Passive voice, but emphasizes the method or variable
2. Active (point of view of the experimenter):


“We drew blood samples.”
Active voice, more lively, but sacrifices having the topic as the
subject of the sentence
Requires creativity to avoid starting every sentence with “we”:
e.g., “Because the layers did not stick well, we processed them as
small pellets.”
“After fixing the surface layers, we then…”
Writing methods:
passive voice and jargon
For sequencing, amplicons were purified with ExoSAP-Codes.
The partial nucleotide sequences of the polymerase gene were
aligned with published coronavirus sequences, using
CLUSTAL W for Unix (version 1.7).
From: Ksiazek et al. A Novel Coronavirus Associated with Severe
Acute Respiratory Syndrome
NEJM 348:1953-1966, May 15, 2003
Scientific Writing, HRP 214
Methods: passive voice
Peptides were synthesized by the Biopolymer Core Facility,
Massachusetts General Hospital, Boston. Peptides representing
portions of the FGF-23 precursor — [Cys70]FGF-23(51–69)amide,
[Tyr185] FGF-23(186–206)amide, [Tyr223]FGF-23(206–222)amide, and
[Tyr224]FGF-23(225–244)amide — were coupled to keyhole limpet
hemocyanin, emulsified with complete Freund's adjuvant, and used for
subcutaneous immunization of eight goats (with approximately 100 µg
per animal); each…
From Jonsson et al. Fibroblast Growth Factor 23 in Oncogenic Osteomalacia
and X-Linked Hypophosphatemia
NEJM 348:1656-1663; April 24, 2003.
Scientific Writing, HRP 214
Results
Results
Scientific Writing, HRP 214
Results
Results are different from data!
Results=the meaning of the data
Most data belong in figures and tables
Scientific Writing, HRP 214
Results
Results:
•Report results pertinent to the main question asked
•Summarize the data (big picture); report trends
•Cite figures or tables that present supporting data
Scientific Writing, HRP 214
Results
Does it belong in the text or in a table or figure?
*text is used to point out simple relationships and describe trends
Examples:
“Over the course of treatment, topiramate was significantly more
effective than placebo at improving drinking outcomes on drinks
per day, drinks per drinking day, percentage of heavy drinking
days, percentage of days abstinent, and log plasma -glutamyl
transferase ratio (table 3).”
“The total suicide rate for Australian men and women did not
change between 1991 and 2000 because marked decreases in older
men and women (table 1) were offset by increases in younger
adults, especially younger men.7”
Scientific Writing, HRP 214
Results
Hints:
•Use subheadings
•Include negative and control results
•Give a clear idea of the magnitude of a response or a
difference by reporting percent change or the percentage of
difference rather than by quoting exact data
•Reserve the term “significant” for statistically significant
•Do not discuss rationale for statistical analyses
Scientific Writing, HRP 214
Writing Results: tense
Use past tense, except to talk about how data are presented in the paper.
e.g.:
We found that…
Women were more likely to…
Men smoked more cigarettes than…
BUT:
Figure 1 shows…
Table 1 displays…
The data suggest
Scientific Writing, HRP 214
Writing Results: tense
FROM:
Jarvis et al. Prevalence of hardcore smoking in England, and associated attitudes and
beliefs: cross sectional study BMJ 2003;326:1061 (17 May)
Example:
Information was available for 7766 current cigarette smokers. Of these,
1216 (16%) were classified as hardcore smokers. Table 1 gives
characteristics of all the smokers. The most striking difference was that
hardcore smokers were about 10 years older on average and tended to be
more dependent on tobacco. Significantly more hardcore smokers had
manual occupations, lived in rented accommodation, and had completed
their full time education by the age of 16 years. There was no difference
by sex.
Scientific Writing, HRP 214
Writing Results: tense
Use active voice:
-more lively
-since you can talk about the subjects of your experiments,
“we” can be used sparingly while maintaining the active voice.
Scientific Writing, HRP 214
Writing Results: point of view
Comparison with Californian estimates
Using the same definition of hardcore smoking as adopted in the
Californian study, we found a prevalence of 17% across all age groups
and 19% among smokers aged 26 compared with a figure of 5% for this
group in the US study. When we added the Californian requirement of
15 cigarettes a day to our criteria we found a prevalence of 10% among
smokers aged 26, still twice the prevalence in California
FROM:
Jarvis et al. Prevalence of hardcore smoking in England, and associated attitudes and
beliefs: cross sectional study BMJ 2003;326:1061 (17 May)
Scientific Writing, HRP 214
Writing Results: point of view
Differences in attitudes and beliefs by level of dependence
To test whether it was appropriate to exclude a measure of cigarette
dependence from our criteria for defining hardcore smoking, we
compared attitudes and beliefs by dependence in hardcore and other
smokers (table 4). For most items, beliefs were similar in low and high
dependence hardcore smokers but strikingly different from those of other
smokers. For example, almost 60% of both low and high dependency
non-hardcore smokers agreed that improved health would be a major
benefit from quitting whereas among hardcore smokers only 27% of low
dependency and 32% of high dependency smokers agreed. Similar
differentiation in beliefs by hardcore smoking status, but not dependence
level, emerged for other items, especially those related to health.
Scientific Writing, HRP 214
Tables and Figures
Tables and Figures
Scientific Writing, HRP 214
Tables and Figures
Editors (and readers) look first (and maybe
only) at titles, abstracts, and Tables and
Figures!
Like the abstract, figures and tables should
stand alone and tell a complete story.
Scientific Writing, HRP 214
Tables
Tables
Scientific Writing, HRP 214
Table Titles and Footnotes
Titles:
•Identify the specific topic or point of the table
•Use the same key terms in the title, the column headings, and the
text of the paper
•Keep it brief
Scientific Writing, HRP 214
Table Titles and Footnotes
Footnotes:
•Use superscript symbols to identify footnotes, according to
journal guidelines:
•A standard series is: *, †,‡,¶,#,**,††, etc.
•Use footnotes to explain statistically significant differences
•E.g., *p<.01 vs. control by ANOVA
•Use footnotes to explain experimental details or abbreviations
•E.g., EDI is the Eating Disorder Inventory (reference)
•Amenorrhea was defined as 0-3 periods per year
Scientific Writing, HRP 214
Table Formats
Format:
Model your tables from already published tables! Don’t
re-invent the wheel!!
•Use three horizontal lines: one above the column headings, one
below the column heading, and one below the data
•Use a short horizontal line to group subheadings under a
heading
•Follow journal guidelines RE:
•roman or arabic numbers;
•centered or flush left table number, title, column, headings, and data;
•capital letters and italics;
•the placement of footnotes;
•the type of footnote symbols
Tables: baseline, descriptive data
Three
horizontal
lines
Table 1. Base-Line Characteristics of the Women Who Underwent Radical Mastecto
and Those Who Underwent Breast-Conserving Therapy.
Veronesi et al. Twenty-Year Follow-up of a Randomized Study Comparing Breast-Conserving Surgery with Radical Mastectomy for Early Breast
Cancer NEJM 347:1227-1232; October 17, 2002
Tables: baseline, descriptive data
Women’s health Initiative, JAMA, 2002
n
Standard
deviation

TABLE 1. Clinical and biochemical characteristics of control subjects and patients
with anorexia nervosa
From: Stoving: J Clin Endocrinol Metab, Volume 84(6).June 1999.2056-2063
Tables: To illustrate a point…
Tables: To illustrate a point…
From: nurses health study
Tables: to illustrate a point
NEJM: Shain et al. 340 (2): 93, January 14, 1999
Scientific Writing, HRP 214
Figures
Use the fewest figures and tables needed to tell the story
Do not present the same data in both a figure and a table
Scientific Writing, HRP 214
Figures
Three varieties of Figures:
1. Primary evidence
•
•
electron micrographs, gels, photographs, etc.
indicates data quality
2. Graphs
•
line graphs, bar graphs, scatter plots, histograms, boxplots, etc.
3. Drawings and diagrams
•
illustrate experimental set-up
•
indicate flow of experiments or participants
•
indicate relationships or cause and effect or a cycle
•
give a hypothetical model
Scientific Writing, HRP 214
Figure Legends
**Allows the figure to stand alone.
Contains:
1. Brief title
2. Experimental details
3. Definitions of symbols or line/bar patterns
4. Statistical information
Scientific Writing, HRP 214
Figures: Primary Evidence
Transcription of antisense RNA leading to gene silencing and methylation as a novel
cause of human genetic disease
Cristina Tufarelli et al.
Nature Genetics - Published online: 5 May 2003, doi:10.1038/ng1157
Figure 1. Histologic Patterns in the Evolution from Chronic Gastritis to
Gastric Lymphoma.
NEJM Zucca et al. 338 (12): 804, Figure 1
March 19, 1998
Esposito, Paul W. MD. Trampoline Injuries. Clinical Orthopaedics & Related Research.
1(409):43-52, April 2003.
Scientific Writing, HRP 214
Figures
Graphs
•
line graphs
•
scatter plots
•
bar graphs
•
individual-value bar graphs
•
histograms
•
box plots
•
relative risks
•
survival curves
Scientific Writing, HRP 214
Graphs
Exercise:
Which graphs work and why?
Which graphs confuse and why?
**Does the graph tell a simple story?
Scientific Writing, HRP 214
Figures
Graphs
•
line graphs
*Used to show trends over time or age
(can display group means or individuals)
Figure 3. Hypertension Prevalences in 6 European and 2 North American Countries, Men and Women Combined, by Age Group
JAMA Vol. 289 No. 18, May 14, 2003
Figure 3. Effect of Weight Loss on Serum Leptin Concentrations and
Expression of the ob Gene in Seven Obese Subjects, Expressed as a
Percentage of the Initial Value.
Considine et al. NEJM 334: 292; February 1, 1996
From:
Oral topiramate for
treatment of alcohol
dependence: a
randomised
controlled trial
Johnson et al. The
Lancet.
Volume 361;17 May
2003
Scientific Writing, HRP 214
Tables and Figures
Figure 2: Change in self-reported drinking outcomes from baseline (week 0) by study week
Scientific Writing, HRP 214
Figures
Graphs
•
bar graphs
*Used to compare groups at one time point
*Tells a quick visual story
Scientific Writing, HRP 214
FIGURE 2- Relationship between BMC of the forearm/heel and time
since menarche. *Significantly different than forearm BMC of group
1 (< 1 yr since menarche); BMCA: forearm BMC; BMCH: heel BMC.
Medicine & Science in Sports & Exercise 2003; 35(5):720-729
Figures: bar graphs
Figure 1. Bone mineral density of amenorrheic (gray bars) and eumenorrheic athletes
(black bars). Asterisk indicates P<.01; error bars indicate SE.
From: Rencken: JAMA, Volume 276(3).July 17, 1996.238-240
Comparison of the total loads accumulated in Tour and Vuelta. Phases I, II, and III are intensity
phases below the ventilatory threshold (VT), between VT and the respiratory compensation point
(RCP), and above RCP, respectively….
Medicine & Science in Sports & Exercise 2003; 35(5):872-878
Scientific Writing, HRP 214
Figures
Graphs
•
scatter plots
*Used to show relationships between two variables (particularly
linear correlation)
*Allows reader to see individual data points=more information!
Figure 1. The Relation between the Percentage of Body Fat and the Serum Leptin
Concentration in 136 Normal-Weight and 139 Obese Subjects.
Considine et al. Serum Immunoreactive-Leptin Concentrations in Normal-Weight and
Obese Humans NEJM 334: 292; February 1, 1996
Figure 2. Correlation between Expression of the ob Gene in Adipocytes
and the Percentage of Body Fat in 27 Normal-Weight and 27 Obese
Subjects.
The data are expressed as the ratio of ob cDNA to actin cDNA. There
was no difference in the amount of actin cDNA among the subjects
studied.
Considine et al. NEJM 334: 292; February 1, 1996

Fig. 4. Individual subject ApEn scores of GH secretion (m = 1; r =
20% sd) and cortisol secretion (m = 1; r = 80% sd) in normal weight
women ([white four pointed star]) and in women with AN ([white
diamond suit]). Horizontal lines represent the median values. *, P
0.05 (AN vs. controls).
From: Stoving: J Clin Endocrinol Metab, Volume 84(6).June 1999.2056-2063
Scientific Writing, HRP 214
Figures
Graphs
•
survival curves
•Compares probability of failure (or survival) of two or more
groups
Cumulative Hazard: WHI
Hazard ratio =
Nominal confidence
instantaneous
Adjusted
CI;
interval
rate ratio
adjusted for
“multiple
comparisons”
On hormones
On placebo
Women’s health Initiative, JAMA, 2002
Scientific Writing, HRP 214
Figures
Graphs
•Boxplots and histograms
•To show or compare data distributions
Box Plot
x
170
maximum (163.9)
160
150
P
O
U
N
D
S
whisker
75th percentile (138.6)
140
130
interquartile range
median (127.0)
120
110
A quartile = a
quarter of the data
25th percentile (115.5)
100
minimum (93.9)
90
Histogram
Percent of total that fall in the 10pound interval.
Data are divided into 10pound groups (called
“bins”).
With only one woman <100 lbs,
this 25
bin represents <1% of the
total 120-women sampled.
115-125
125-135
20
135-145
P
e 15
r
c
e
n 10
t
105-115
95-105
145-155
155-165
5
85-95
0
80
90
100
110
120
POUNDS
130
140
150
160
Scientific Writing, HRP 214
Figures
Graphs
•Confidence intervals/relative risks
•To show dose-response of a protective or harmful factor
Nurse’s Health Study

Drawings and Diagrams
Scientific Writing, HRP 214
Diagrams and Drawings
Figure 2. Relation between altitude and inspired oxygen pressure
From: Peacock: BMJ, Volume 317(7165).October 17, 1998.1063-1066
Scientific Writing, HRP 214
Diagrams and Drawings
Figure 5. Effect of hypoxia on central nervous system
From: Peacock: BMJ, Volume 317(7165).October 17, 1998.1063-1066
Figure 1. Location of Wound Infections in 50 Patients Bitten by Dogs
and 57 Patients Bitten by Cats.
NEJM Talan et al. 340 (2): 85;January 14, 1999
Drawings: illustrate cause and
effect/relationships
Figure 2: Proposed pathways among disordered eating, menstrual irregularity, and low BMD.
Solid lines represent associations suggested by the current study; dashed lines represent
associations suggested by previous studies.
Xiaojiang Gao
Figure 3. Model of the Difference in the Rate of Progression to AIDS
between Patients with HLA-B*35-Px and Those with HLA-B*35-PY.
Gao et al. Effect of a Single Amino Acid Change in MHC Class I Molecules on the Rate of
Progression to AIDS NEJM
344:1668-1675; May 31, 2001
Figure 6. Possible origin of partially committed keratinocyte stem cells, and their specific association. We have demonstrated that the three
concentric regions of the hair follicle (ORS, IRS, and shaft) originate from distinct progenitor cells. As discussed in the text, three possibilities can
be envisaged for the origin of these cells: (A) they may derive from a totipotent keratinocyte stem cell that is still present and operative in the
mature hair follicle; (B) they may derive from a totipotent progenitor cell during development, but exist as independent entities in the mature hair
follicle; (C) they may be intrinsically the same, but become committed to differentiate along different pathways in response to stimuli from the
local environment. For three progenitor cells to come together and originate a hair follicle, they must either interact specifically with each other
(D), or use a specific anchoring mechanism, which could be provided by dermal papilla cells and/or their extracellular matrix (E). This latter
mechanism could contribute to the hair-inducing capability of dermal papilla cells (DP), together with the likely, but as yet elusive release of hairinducing growth factors (GF).
From: Kamimura: J Invest Dermatol, Volume 109(4).October 1997.534-540
Scientific Writing, HRP 214
A few more (pseudo) homonyms and commonly
confused words:
1a. ALLUDE v. ELUDE
allude: to reference indirectly


She frequently alluded to her distrust of lawyers without
explicitly stating her opinion.
He impressed the crowd with his allusions to Greek
mythology. (n.b.: versus “illusion”)
elude: to evade


The stealthy cat-burglar eluded the police all winter.
The elusive protein, which our team has been trying to
characterize for months, has baffled labs across the country.
Scientific Writing, HRP 214
1b. ASSURE v. ENSURE v. INSURE
assure: to promise, to state with confidence

She assured the students that no one would fail the course.
ensure: to make certain

Well-planned interventions can ensure better outcomes for
children with diabetes.
insure: to protect against loss, in legal/financial realms

The post-docs could barely afford to insure their cars.
Scientific Writing, HRP 214
1c. ARRANT v. ERRANT
arrant: being notoriously without moderation; extreme

We are arrant knaves, all; believe none of us. (Shakespeare)
errant: given to travelling; straying outside the proper
path or bounds; moving aimlessly or irregularly;
deviating from a standard; fallible

The errant toddler found his way into all sorts of mischief.
Scientific Writing, HRP 214
2. AMONG v. BETWEEN
•
•
Among: collective and undefined relations (three
or more)
You’re among friends.
Agreement was reached among all four neighbors.
Between: one-to-one relationships of pairs within
a group or the sense “shared by.”
•
•
Diplomatic relationships between the United States and
France ceased.
There is close friendship between the members of the
club.
Scientific Writing, HRP 214
3. LAY v. LIE
Lay is a transitive verb (takes an object)
forms: lay, laid, has laid, is laying
•
•
The hen lays an egg. (laid, had laid, is laying)
“The best laid schemes o’ mice an’ men / Gang aft a-gley.”
(“To a Mouse,” Robert Burns)
Lie is an intransitive verb (does not take an object)
forms: lie, lay, has lain, is lying
•
The llama lies down.
 Q: What about “Now I lay me down to sleep”???
Scientific Writing, HRP 214
4. DISINTERESTED v. UNINTERESTED
Disinterested: impartial.
Uninterested: not interested in.
•
•
Let a disinterested person judge our dispute.
This man is obviously uninterested in our dispute.
Scientific Writing, HRP 214
5. e.g. v. i.e. (informal)
e.g. = “for example”
• from Latin: exempli gratia = ‘for the sake of an
example’
 Many animals (e.g., mountain lions, panthers, etc.) are quite
good hunters.
i.e. = “in other words”
• from Latin: id est = ‘that is’
 That walking boot is synthetic (i.e., not leather or suede).
Scientific Writing, HRP 214
For next week
Homework:

Read chapter 3-4 of Successful Scientific
Writing

Edit peer’s letter to the editor—email to them
by next Tuesday.

3-unit students: Tables & Figures, Results,
Methods due next week (can be a “sketch” or
in outline form)
Scientific Writing, HRP 214
For next week
Next time…
Abstracts, Introductions,
Discussions