When it comes to scientific dissemination, one could think grammar does not seem to be an issue as long as the ideas are clear enough for the audience. However, it is worth reflecting on the entire situation before taking clarity and coherence for granted.
I would like to share a personal anecdote —trust me, the last time I learned this lesson, I regretted it deeply —I was working on a small research project in high school about the electromagnetic spectrum (if I recall correctly). One idea led to another, and before I realised it, it was too late. The foundation of my first paragraph started with a sort of introduction, which, after five or six short paragraphs, evolved into a completely nonsensical and disjointed text. Worse still, the message was incoherent, as none of my sentences or ideas led anywhere. My writing was anything but clear to those who read my article. Admitting this took me what felt like a century (I might be exaggeratingit probably took a couple of years, but who’s counting?).
This is why I have decided to delve into the precision of language and how thought is shaped by scientific grammar in English. This article aims to help the community writers reach their goals and ensure that their readers can fully understand their texts.
Passive or active? That's the question.
Eeny, meeny, miny, moe, catch a tiger by the toe... if this is, somewhat, what it sometimes feels like for you to choose one or the other, then the question to be asked will always be: "Do I want to emphasize who is performing the action (active voice) or the action and its result (passive voice)?" .
As shown in Figure 1 (Glasman-Deal, 2010, p. 11), both active and passive voice can effectively convey a message. However, passive structures can elevate the overall tone of the text. For instance, using "it is known" instead of "we know" or "it was measured" instead of "we measured" enhances the impersonal nature of the writing and strengthens how information is perceived by the reader. Moreover, passive voice lends a more objective quality to the text, making it appear more formal and authoritative. This does not mean that active voice should be avoided; rather, it should be used with caution. It is recommended to balance its use to achieve better results.
Shine like a subordinated sentence ☼
Implementing these types of sentences will truly ensure a pleasant reading experience for your audience. Subordinate clauses cannot stand alone; their value is derived from their relationship with a main clause, much like a team working together. One depending from the other. An example could be: Although the sample size was quite small, results ended up being statistically significant. As you can see, the past sentence is previously mentioning the context, for instance.
Although this will help you write the central ‘report’ sections (Methodology and Results) of a research paper or thesis, it doesn’t prepare you for writing an Introduction to a full-length research article; this is a new task that faces you once you move on to research writing.
(Glasman-Deal, 2010, p. 1)
As a reference, the last fragment was used as an example of how connectors such as *because*, *if*, *since*, and many others can be employed to enhance the coherence and clarity of any text. Remember to maintain an impersonal tone.
Lastly, it is hoped that this information contributes to your journey as a writer or researcher. It is acknowledged that no one is born knowing; good things come to those who wait. Thank you for reading.
References
Glasman-Deal, H. (2010). Science research writing for non-native speakers of English. Imperial College Press.
Glasman-Deal, H. (2010). How to write an introduction. En Science research writing for non-native speakers of English (p. 1). Imperial College Press.
