Science writing is more technical in nature than other subjects. The major difference between science writing and other subjects is the importance placed on certain stylistic elements. When students write about science events, observations, reports, etc.; they must use more descriptive wording to avoid confusion and ambiguity.
When students write about science, they spend time writing reports about laboratory investigations using a format provided by their teacher. Although teachers tend to use laboratory report formats they favor, the information contained within all reports are same. These reports present data and/or ideas with the level of detail that allows the reader to evaluate the validity of results and conclusions based on facts presented in the report.
Scientific reports or articles for a science newsletter typically follow a chain of logic used to draw conclusions from the data using the following key elements:
- Precision – avoiding ambiguities is important to steer clear of confusion that may cause the reader to not understand crucial aspects.
- Clarity – concepts and methods in sciences are often complex; writing must be clear and specific to avoid confusion on the part of the reader.
- Objectivity – all claims and facts within a scientific report must be devoid of intuition or emotion; sticking to facts is crucial.
Making the Science Writing Objective
Students need to learn that conventional scientific writing reflects the scientific method: if the results cannot be repeated then they are not valid. This is a major concept that many students do not grasp when conducting science investigations or experiments. Students need to understand that their written report must be presented in a manner that someone else can repeat the investigation and produce the same results.
Therefore students need to write their report in an objective manner, steering clear of passive figurative language and passive voice. The focus must be on the report itself and not on the writer to help students develop a greater meaning scientific inquiry.
Avoiding Figurative Language in Science
Students need to learn to avoid figurative language. This language can make topics more interesting and engaging to a casual reader; however, it is imprecise and not acceptable in science reports. For example:
- Figurative – Experimental subjects were assaulted with a wall of sound.
- Scientific – Experimental subjects were presented with 20 second pulses of conspecific (same species) bird sounds.
Students need to learn to steer clear of passive voice and only use active voice in their science reports. Avoid using the “be” words: is, am, are, was, were, and been. The use of “I” and “we” are acceptable and reasonable in science reports. For example:
- We performed a test of four different liquids to determine the color of their flame for identification of the liquids.
- In this report I will compare the differences between alligators and crocodiles.
- Avoid starting sentences with “I” or “we”: this pulls the focus to the writer and not the topic.
- Avoid using “I” or “we” when drawing conclusions to circumvent personal bias or subjectivity.
- Never use “we” in a way that includes the reader – “Here we see the objects move with relative motion.”
Acknowledging Limitations of Science Investigation
Students need to ensure that their conclusions are directly supported by the data they present. For example:
- There is a correlation between fur thickness and metabolic rate in rats and mice, which is also evident in twenty other mammalian species.
Stating “which is also evident in twenty other mammalian species” supports the conclusion. The statement “there is a correlation between fur thickness and metabolic rate in rats and mice” by itself is too general.
Teaching students to write scientific reports takes time and patience on behalf of teachers and their students. Students must learn to write scientific reports with precision, clarity, and objectivity. Figurative language must be avoided in scientific writing. Also, active voice provides readers with a scientific report that is less ambiguous and confusing.
David R. Wetzel - Dr. David Wetzel's experience includes more than 25 years in continuing, adult, and teacher education.
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