Task C: Avoiding common errors in scientific writing

What will I learn?

• To recognise words commonly misspelt in science writing
• To challenge your computer spell checker
• To choose your words to reflect the nature of scientific thinking

Commonly misspelt words

The following words give the correct spelling for a list of words that are commonly misspelt. Click on the words that trouble you.

(Silyn-Roberts, H. (1996) Writing for science: A practical handbook for science, engineering and technology students. Auckland, NZ: Addison Wesley Longman, p.141.)

 

Challenging your computer spell checker

The spell checker is an excellent tool to assist your writing; however, you need to understand its limitations. Hitting the wrong key may create a typo (not the word you intended, e.g. pedal instead of petal). If the typo is spelt correctly, spell check will not let you know. Spell check won't be able to help you with homophones (e.g. who's/whose, principle/principal) and other commonly confused words (affect/effect, parameter/perimeter). All your marker will see will be a paper full of careless/unusual errors. You will need to proofreadyour work carefully in the final stages of your writing.

 

Choosing your words to reflect the nature of scientific thinking

Science is a way of thinking and knowing about the world and writing in science needs to reflect this. One of the characteristics of scientific knowledge is that although scientific theories can be strongly supported, they cannot be proved (though they can be disproved). In addition, be careful not to imply that natural systems or organisms follow some design or purpose, or that non-human things experience human emotions. This section gives you some examples of dealing with these issues.

Scientific proof

Many currently accepted philosophies of science argue that scientific phenomena cannot be proven, in the sense that they cannot be considered absolutely, incontrovertibly true. Therefore, try to avoid using the words prove or proof. Instead, use expressions such as indicate, strongly support, or strongly suggested by the evidence.

For example:

Bean seedlings grown in the dark were yellow, etiolated and eventually died, proving that light is necessary for plant growth.

Bean seedlings grown in the dark were yellow, etiolated and eventually died, indicating that light is necessary for plant growth.

The second sentence is preferable, as it is a more scientifically defensible description of the reason why the bean seedlings died.

Teleology

A common form of teleology is writing as if an organism or natural system has foresight, or is aiming towards a particular goal. Teleological expressions should be avoided in formal science writing.

For example:

Lianas grow up the trunks of rainforest trees so they can reach more light at the canopy.

Lianas grow up the trunks of rainforest trees, and this places their leaves in the higher light levels at the canopy.

The first sentence is an example of a teleological expression. Although the result of lianas growing up trees is that their leaves are in the sun, we cannot assume that this was the goal of the growth.

Anthropomorphism

Anthropomorphism is writing as if a non-human thing possesses human emotions or attributes. Anthropomorphism is quite common in informal, non-scientific language, but should be avoided in formal science writing.

For example:

Hermit crabs like to live in snail shells, although they will also live in other shells.

Hermit crabs inhabit snail shells more than other shell types.

The first sentence is an example of an anthropomorphic expression. It is unscientific to presume that hermit crabs have likings.

Try to follow scientific conventions relating to the nature of scientific proof, and avoid teleology and anthropomorphism in your scientific writing.