powerpoint-presentasjon - alfasoft · 19.05.2019 2 © k. skinningsrud, limwric a project plan,...
TRANSCRIPT
19.05.2019
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Scientific papers and grant applications
writing to different target audiences
Kari Skinningsrud, Limwric
Alfasoft, 14 May 2019
http://www.nedarc.org/tutorials/utilizingData/images/targetAudience.jpg
INTRODUCTIONS
© K. Skinningsrud, Limwric as
1. Describe and defend your research in a context of
relevance to funders
2. Meet reader expectations regarding content and
presentation
3. Establish a storyline with intended emphasis
4. Write for the reader by avoiding distractions
INTRODUCTIONS
• Have an MSc in biochemistry from NTNU the Norwegian University of
Science and Technology.
• Have been freelance since 2002 as a medical writer, trainer, editor, and
translator and worked in pharmaceutical industry with clinical research for
about 10 years before that.
• Give courses on cross-cultural communication and writing of manuscripts
and grant applications
.
INTRODUCTIONS
http://www.emwa.org/images/logos/EMWA%20LOGO%202014_LANDCSAPE_RGB_Scaled.jpg http://www.westbrooktimes.com/wp-content/uploads/2015/06/Whos-Who-Header.jpg
© K. Skinningsrud, Limwric as
• Member of
and their Professional Development Committee.
• Canadian/Norwegian, based in Norway.
© K. Skinningsrud, Limwric
Similarities and differences between
protocols, applications for funding and research papers
INTRODUCTIONS
© K. Skinningsrud, Limwric as
A research protocol provides an overview of a proposed study in order to :
satisfy an organisation's guidelines for protecting human or animal subjects
to show that research complies with an organisation’s strategy, focus and ethics requirements.
INTRODUCTIONS
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© K. Skinningsrud, Limwric
A project plan, which in addition to that needed for
collaborators and workplace, explains feasibility,
cost-effectiveness and funder-specific information
concerning the intended research.
https://www.google.no/search?client=opera&biw=1312&bih=727&tbm=isch&sa=1&ei=MpgJXJGUE8G9sQHM37bwDg&q=grant+application&oq=grant+application&gs_l=img.3..0i19l10.526844.529124..529393...1.0..0.60.883.18......0....1..gws-wiz-img.......0j0i67j0i30.HBGC9AG6P2o#imgrc=aRl5FB_WYFJuiM:
INTRODUCTIONS
Describe and defend your research
in a context of relevance to funders
1. DESCRIBE & DEFEND
Who are the funders/stakeholders? Look at the
goals of the funding body or program.
Who will participate in the evaluation meetings?
Is it likely to be a homogenous group or will they
have different interests?
https://www.facebook.com/askyourselfromania
1. DESCRIBE & DEFEND
Institutional funding
Professional bodies/specialties
Patient organisations
Disease-specific organisations
Building networks across disciplines or geographical
borders
Organisations with a geographical interest
Commercial companies
Wealthy welldoers with specific interests
© K. Skinningsrud, Limwric as
1. DESCRIBE & DEFEND
© K. Skinningsrud, Limwric as
FUNDER’SIDEA, JOURNAL SCOPE OR INSTI-TUTIONALSTRATEGY
1. DESCRIBE & DEFEND
© K. Skinningsrud, Limwric as
https://cdn.executivegrapevine.com/uploads/articles/thumbnail/lightbulbs-for-BG_updated.png http://www.lavackfitness.com/blog/wp-content/uploads/2015/03/impact.jpg
Ask yourself,
who can
use
your study
results
to do what?
1. DESCRIBE & DEFEND
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1. DESCRIBE & DEFEND
Babill Stray-Pedersen R.I.P.
1. DESCRIBE & DEFEND
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GANTT CHART
https://www.smartsheet.com/blog/where-do-you-find-best-gantt-chart-spreadsheet-templates
Illustration of when activities (coloured bars) will occur in time
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1. DESCRIBE & DEFEND
PERT CHART
https://www.google.no/search?client=opera&biw=1312&bih=727&tbm=isch&sa=1&ei=v2YKXOmHF8SwsAHwn6-QDw&q=pert+chart&oq=pert+chart&gs_l=img.3..0j0i7i30l4j0i30l5.323924.324717..326425...0.0..0.55.212.4......0....1..gws-wiz-img.......0i19j0i7i30i19.NLaHvxlhNZE#imgrc=2aOvy_I8FveToM:
1. DESCRIBE & DEFEND
© K. Skinningsrud, Limwric as
Five questions to answer during the first 15 seconds that it
takes to read your proposal.
Is the problem relevant for the funding body?
Why bother?
Is the solution already available
Why you?
Why now?
1. DESCRIBE & DEFEND
Meet reader expectations regarding
content and presentation
2. MEET EXPECTATIONS
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2. MEET EXPECTATIONS
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2. MEET EXPECTATIONS
http://www.inbrainrecruitment.ch/en/Specialised-sectors.htm
2. MEET EXPECTATIONS
https://www.videoblocks.com/video/knowledge-gap-puzzle-piece-hole-training-education-vkvkv31fxijup67k3
2. MEET EXPECTATIONS
http://www.library.usyd.edu.au/subjects/downloads/psychology/PICOT.jpg
© K. Skinningsrud, Limwric as
Problem
Activity to produce outcome
Could be any of the other elements
Quantitative or qualitative
Could also be about timing
2. MEET EXPECTATIONS
Your study
A study with the
same population A study with the
same intervention
http://news.yale.edu/sites/default/files/Clinical-Trial_YaleNews.jpg
A study with the
same outcome
To convince readers about your work’s novelty
describe the ~ 3 most important references in terms
of PICOT elements
2. MEET EXPECTATIONS
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© K. Skinningsrud, Limwric as
2. MEET EXPECTATIONS
Establish a storyline with intended emphasis
3. STORYLINE
A common error beginning too broadly or too far off topic
Consider beginning with a startling statistic that illustrates the
seriousness of the problem you will address, and get to the point as
soon as possible.
Do not provide dictionary definitions of terms that readers already
know.
Authors should gradually guide readers’ thoughts to the study aims,
which are described in the last paragraph of the introduction.
Ideas should be organised so that, immediately before reading the
aim, the reader understands the relevance of the topic and anticipates
which gap in knowledge has to be filled.
Introductions/ background sections
3. STORYLINE
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3. DISCUSSIONS
R R
conclusion/
claim/
key messages
R
data/
results/
evidence
REBUTTAL
COUNTERCLAIM
BACKING
Justification*
* Explain that 1) the study design/ methods used to produce the results are appropriate
and 2) that there is a valid, credible link between the results and conclusion.
Toulmin method
© K. Skinningsrud, Limwric as
3. DISCUSSIONS
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Rebuttal/concluding argument
The purpose of the rebuttal is to convince the trier of
fact (judge/jury) that the evidence presented is
sufficient to win the case for whichever side the
attorney represents.
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3. DISCUSSIONS
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Internal validity
3. DISCUSSIONS
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3. DISCUSSIONS
Hedging persuasiveness
© K. Skinningsrud, Limwric as
Hedging being careful, cautious
Hedging language helps to make statements as accurate
as possible. Among the variety of hedging words and
phrases, choose one that reflects the strength of the
supporting evidence.
http://learn12.lboro.ac.uk/ludata/elss/eap/EAPToolkit/grammar/supportfiles/hedginglanguage.jpg
3. IMRaD CHALLENGES
W rite for the reader by avoiding distractions
4. DISTRACTIONS
http://whitepaperresults.com/wp-content/uploads/2010/12/RelevanceImage.jpg
That common overlapping area is smaller than we tend to think.
4. DISTRACTIONS
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4. DISTRACTIONS
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of communication
4. DISTRACTIONS 4. DISTRACTIONS
4. DISTRACTIONS
Exercises
Exercise 1 – a conclusion
This study suggests that it is possible to influence
the self-efficacy of 12–13-year-old, socially
withdrawn children with a school-based intervention
using SFA.
Problems: The study itself as the sentence subject,
misplaced present participle (using), illogical flow of
information, weak verbs, multiple hedging and
wordiness.
SFA solution focused approach
Revised: conclusion:
Our results indicate that the school-based intervention,
SFA, can improve the self-efficacy of 12–13-year-old socially withdrawn children.”
Exercise 1
Original conclusion:
This study suggests that it is possible to influence the
self-efficacy of 12–13-year-old, socially withdrawn
children with a school-based intervention using SFA.
4. DISTRACTIONS
SFA solution focused approach
https://www.google.no/search?q=the+difference+between+something+good+and+something+great+is+attention+to+detail&client=opera&hs=CK1&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjS5YaanZjeAhXnoIsKHXghC8QQ_AUIDigB&biw=1491&bih=826#imgrc=o6tUzexeJQk_MM:
4. DISTRACTIONS
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