8:45 9:00
Coffee (provided)
9:00 9:15
9:15 9:30
Why we publish
9:30 10:00
Planning
10:00 -10:30
Getting Started
10:30 10:40
Break
10:40 11:10
Peer Review
Dr. Poynton
11:10 11:30
Organization
Dr. Vogel
11:30 12:30
12:30 1:00
Dr. Hayat
1:00 2:00
Dr. Vogel
Dr. Vogel
You are invited to make a follow-up appointment with Dr. Vogel to discuss your
own Abstract and Introduction.
A. Why? Worksheet
B. Justifications for Authorship (Huth, 2nd ed.)
C. Confused and Misused Word Pairs (Huth, 2nd ed.)
D. Empty Phrases (Huth, 2nd ed.)
E. Titles worksheet
F. Where is the Action? Worksheet
G, H. Exercise on Repeating and Linking Key Terms (Zeiger)
I. Transition Words (Zeiger)
J. A scheme for revising (Huth, 2nd ed.)
K. Nineteen Steps in Planning, Writing, and Publishing a Paper (Huth, 3rd ed.)
L. References
Clinical Studies
Interpretation of
Findings
Writing a paper
Responsibility for
Content
Development of a testable
hypothesis or specific
question
First notice of previously
unobserved phenomenon
Critical interpretations of
reviewed papers and
assembled data
Development of study
design
Development of new
method (laboratory, field,
statistical) or critical
modification of previous
method
Personal collection and
interpretation of data
Not Legitimate
Suggestion that legitimate
author(s) work on the
problem
Physicians, nurses,
pharmacists routine referral,
care, or service.
Suggestion that the review
be written
Suggestion of use of
standard study design
Observations and
measurements by routine
methods
Collection of data without
interpretation
Huth, Edward J.
How to Write and Publish Papers in the Medical Sciences.
2nd Edition
Williams & Wilkins 1990
WZ
345
H979h
Chapter 11/Revising Prose Structure and Style Confused and Misused Word Pairs
Some pairs of words with closely related, but not identical. Meanings are frequently misused in the
medical literature. The words defined below are some of the most frequently misused pairs.
Accuracy:
Precision:
Case:
Patient:
Dosage:
Dose:
the amount of medicine to be taken or given in a period, or the total amount; not the
amount taken at one time
the amount of medicine taken or given at one time; the sum of the doses may be dosage
or total dose
Effect:
Affect:
as a noun, the result of an action; as a verb, to bring about or cause to come into being
as a noun in psychiatry. The sum of feelings accompanying a mental state, or the
appearance of emotion or mood; as a verb, to modify or to elicit an effect
Etiology:
Cause:
Incidence:
Prevalence:
the number of cases developing in a specified unit of population per specified period
the number of cases existing in a specified unit of population at a specified time
Infer:
Imply:
Pathology:
Disease:
the study or description of disease; do not use for disease, lesion, abnormality
lesion, abnormality; terms not synonymous with pathology
People:
a group of persons, either a large group such as the inhabitants of a nation or a small notenumerated group with characteristics held in common
individual human beings. Even in references to a group, as in 10 persons injured in a
train wreck
Persons:
Theory:
Hypothesis:
working hypothesis suggested by experimental observations; do not use loosely for idea,
concept, hypothesis
a proposition for experimental or logical testing
Varying:
Various:
Which:
That:
Below are examples of empty phrases; shifting to shorter equivalents or deleting such phrases saves the
reader time and effort.
Empty phrase
a majority of
a number of
accounted for by the fact
are of the same opinion
as a consequence of
at the present moment, at this point in time
by means of
despite the fact that
due to the fact that
during the course of
during the time that
fewer in number
for the purpose of
the reason that
give rise to
has the capability of
if conditions are such that
in all cases
in a position to
in a satisfactory manner
in an adequate manner
in close proximity to
in connection with
in (my, our) opinion it is not an unjustifiable
assumption that
in order to
in the event that
in view of the fact that
it has been reported by Jones
it is clear that
it is often the case that
it is possible that the cause is
it is worth pointing out that
it may, however, be noted that
it would appear that
lacked the ability to
numbers of
on account of
on behalf of
on the basis of
on the grounds that
owing to the fact
prior to (in time)
referred to as
subsequent to
take into consideration
the question as to whether
through the use of
was of the opinion that
with a view to
with reference to
with regard to
Equivalent
most
many
because
agree
because
now
by. With
although
because
during, while
while
number
for
because
cause
can
if
always, invariably
can, may
satisfactorily
adequately
near
about, concerning
(I, we) think
to
if
because
Jones has reported
clearly
often
the cause may be
note that
but
apparently
could not
many
because
for
because, by, from
because
because
before
called
after
consider
whether
by, with
believed
to
about (or omit)
about, concerning (or omit)
From Huth, EJ
2nd ed.
TITLES:
With hypoxia of longer duration, the shortening phase may get progressively briefer.
With bilateral leg vessel congestion, the compliance of forearm vessels increased significantly.
We tested the hypothesis that there is alteration of phospholipids metabolites in lipid of white
matter signal hyperintensities.
These results demonstrate the essential role of the D1 receptor in the stimulant effects of cocaine.
Exercise 3.4: Repeating Key Terms Exactly and Early and Linking Key Terms
Revision I
A
Blood products are used frequently in the care of sick preterm infants, but their use may
increase the risk of intracranial hemorrhage. BThis risk may be decreased by optimizing the rate
of blood product infusion. CTherefore, we studied the effects of various rates of blood product
infusion on two indicators of the risk of intracranial hemorrhage, cerebral blood flow and
intracranial pressure, in sick preterm infants within the first 7 days after birth.
COMMENTS
Repeat Key Terms Exactly
In revision I, the key terms blood products and the risk of intracranial hemorrhage from
sentences A and B are repeated in sentence C. Volume expansion is omitted.
The key terms timing, method, and rapidity are replaced by the precise term rate.
Administration is changed to the precise term infusion.
In addition, the key term sick preterm infants from A is repeated in C rather than being
changed to small preterm infants a very different population.
Repeat Key Terms Early
In sentence B, the clinicians are omitted, thus allowing risk to be repeated early.
Link Key Terms
Cerebral blood flow and intracranial pressure are identified as indicators of the risk of
intracranial hemorrhage, thus linking these key terms.
Revision 2
A
Blood products are used frequently in the care of sick preterm infants. BHowever, if blood
products are infused rapidly, causing sudden expansion of blood volume, the risk of
intracranial hemorrhage may be increased. CWe suspected that this risk varies with the rate of
which blood volume is expanded. DTherefore, we studied the effects of various rates of
expanding blood volume on two indicators of the risk of intracranial hemorrhage, cerebral
blood flow and intracranial pressure, in sick preterm infants within the first 7 days after birth.
Transition Words
Transition words are standard terms that indicate standard logical relationships between ideas.
Examples include therefore and thus (conclusions), for example (example), first
(sequence), in addition (addition), in contrast (contrast), and however (difference). Thus,
transition words can be phrases such as for example, in addition, in contrast, and even
on the other hand.
To see how important transition words are in guiding your understanding of sentences
and paragraphs, read each of the following examples both with and without the underlined
words.
Example 3.20
Relationship
reason
The lymphocytes that infiltrate the alveolar walls in the rejection phase are likely
to be conveyed by the blood, because they infiltrate all alveolar walls synchronously all over the
lungs.
consequence
concession
addition
conclusion
By widening our focus to the entire trachea, we were able to see that most ganglion cell bodies
(72%) are located in the neural plexuses associated with the trachealis muscle and submucosal
glands, and only a small proportion (28%) are located along the longitudinal
nerve trunks. Furthermore, we are able to see that most of the ganglia in the superficial muscle
and gland plexuses contain only 1-4 ganglion cell bodies (average, 2.8 ganglion cell bodies).
Thus, previously reported ganglia along the longitudinal nerve trunk that contain 10 20
ganglion cell bodies are not typical of most tracheal ganglia.
In Example 3.20, if any of the underlined words were omitted, the logical relationship would
be difficult to see, and the story of the paragraph would be difficult to follow. For example, if
because were omitted from the first sentence in Example 3.20, the reader might be able to
figure out the they infiltrate is the reason that lymphocytes are likely to be conveyed by the
blood, or might not. But the point is that the reader should not have to construct the story of the
paragraph. It is the writers job to make the story clear.
In the next sentence in Example 3.20, if therefore were omitted, the logic would be
destroyed. A reader cannot be expected to invent a cause-effect relationship where only and is
written. So if undergoing proteolysis is a consequence of being synthesized as a protein, the
transition word therefore must be included.
The story of a paragraph (or a paper) is not simply what the sentences are saying. It is also
what the sentences are doing, that is giving a reason, adding detail, concluding, or whatever.
The reader must understand both what each sentence says and what its function is in order to
understand the story. That is why transition words are so important.
From: Zeiger, M
5.
6.
7.
8.
9.
Look at your paragraphs for length in relation to their content. Divide excessively
long paragraphs at logical points for new divisions.
Look at how the paragraphs are connected. Consider how the closing sentence of
a paragraph and the first sentence of the next might link them for clearer
sequence. Revise the sentences to make the linkage clear.
Check each paragraph to see whether its internal sequence moves along a clear
line of thought.
Look at the lengths and structures of sentences in each paragraph. Do too many
have the same length and structure? Should you divide some sentences or join
some? Should some structures be in inverted for variety in rhythm and for
different emphasis?
Within each sentence are modifiers placed properly? Are any modifiers not
needed? Are the antecedents of pronouns unambiguous? Does each verb have
the right tense to make clear the sequence of actions?
Have you chosen the right word at each point for what you mean to say? Does
each verb have the right tense to state accurately discontinuity or continuity of
action? Are any words misspelled?
Prune out all unneeded words. Can you tighten up your text by converting some
abstract nouns to verbs? Can you replace any clauses by phrases?
Make sure all sex references are accurate. Prune out slang, dehumanizing terms,
and other details that make for graceless prose.
For the last step, read the paper aloud. You may become aware of defects such as
weak paragraph links that interrupt the papers flow. If you find yourself
breathless or stumbling, you may not have gone far enough with shortening
sentences or rebuilding their structure. You may find overlooked slang or
unintended rhymes. Your fifth draft may have to into a sixth.
From Huth, EJ
2nd ed.
9:30 Planning
Types of Papers:
Original Research Article
A critical argument
Not just the results, but also their validity
Review
Invited article, editorial, commentary
Meta-analysis
Case Report
Letter to the Editor
Authorship: Number of authors check journal policy
First: who did the work, wrote and managed the manuscript
Can be tied if equivalent
Also usually the corresponding author
First-author publications are counted as a subset of the total
Last: the senior author, usually secured the funding
Middle: In order of their contribution, or alpha if equivalent
SOM Guidelines:
Authorship credit based on:
1.Substantial contributions to the conception and design, or acquisition of data, or
analysis or interpretation of data
2. Drafting the article or revising it critically for important intellectual content
3.Sufficient participation in the work to take public responsibility
4. Final approval of the version to be published
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Data analysis
Methods: Dos and Donts
If appropriate, begin section with brief overview
Start subsections with 1-2 sentence overview
Sensible order: chronologic, by complexity, or as prescribed by journal
Make it as long as necessary, but avoid excessive detail
Use past tense
Use we (first person) if permitted
Include references as appropriate, especially for common techniques and important
prior work
Do not include results, unless they justify a method itself or needed later in Methods
(e.g. manipulation or calculations)
Methods: Common Criticisms
The Methods did not allow the authors to test their hypothesis
Different study design should have been used (inappropriate/suboptimal
instrumentation)
Suboptimal/insufficiently described means of measuring data
Sample population too small or was biased
Length of study too short
Results: Your answer to the Question
Data and the text that describes them
Start with the answer to your Question
Keep an eye on the Verb!
Dont start with a figure or a method.
Dont let the reader miss an important result
State it, dont make the reader figure it out.
Usually chronological, can be in order of most to least important
Verb tense: results are in the past
Results: Dos and Donts
Usual to mention subjects first sentence or paragraph
Table 1: participant details
Report only results pertinent to question
Be objective
Minimize data in text
36 tables and/or figures
Use past tense
Results: Common Mistakes
Over-interpretation of results
Inaccurate, inconsistent or insufficient data reported
Defective tables or figures
Failure to integrate all tables and figures as relevant to the question asked
27
28
29
30
basic questions
required by the review guidelines.
The study is poorly designed, and even more poorly written.
The manuscript has problems with sentence structure, syntax, and flow.
31
Figures&Tables
Figures
MattHayat,Ph.D.
Biostatistician
SchoolofNursing
JohnsHopkinsUniversity
Figures
Figuresprovideavisualdisplayofmeasuredquantities
FigureGuidelines
Figuresshould:
Typeofdatareduction
Showthedata
Serveaclearpurposeandbeunderstandableataglance
Serve a clear purpose and be understandable at a glance
Aidetomakesenseofinformation
Alignwiththestatisticalandverbaldescriptionsofthedata
Canbeusedtomakedecisions
Summarizemanynumberscoherently
Figuresareonlyasgoodasthedatathatgointothem
Focusonthemessagetobeconveyedtotheviewer
CreatingFigures
Graphingprogramsrarelyproducepublishable
graphs
TypesofFigures
Graphs
usedtoshowcomparisonsanddistributionsinasetofdata
Includesscatterplots,linegraphs,bargraphs,pictorialgraphs,piegraphs
Charts
Sequenceofoperationsinaprocess;boxesconnectedbylines
Includesorganizationalcharts,flowcharts
Includes organizational charts flowcharts
Dotmaps
Aimfor:
Uncluttered
Clear
Focused
Canshowpopulationdensityandclusteredtypesofdata
Shadedmaps
Canshowaveragesorpercentages
Drawings
Photographs
19
32
Figures:Example1
Figures:Example1
Thisexample summarizessurveydatacollectedina
conveniencesampleofJHUSONstudents
ThisisthegraphproducedinMicrosoft Excelwiththe
defaultoptions
8
7.5
Thesurveyincludedquestionsaboutthefollowing:
7
6.5
6
5.5
Psychologicaltype:feeling,thinking,intuitive,
sensitive
Havingafacebook account:yes,no
Averagenumberofhoursofsleeppernight
5
4.5
4
3.5
nofacebook
3
2.5
2
1.5
1
0.5
0
feeling
thinking
intuitive
sensitive
Figures:Example1
Figures:Example1
Reduceclutterbyremovinggridlinesandframes
Increasethefontsizetomakethecategorylabelson
thexaxis morereadable
7.5
7.5
6.5
6.5
6
5.5
5.5
4.5
4.5
3.5
nofacebook
3.5
nofacebook
3
2.5
2.5
1.5
1.5
0.5
0.5
0
feeling
thinking
intuitive
sensitive
Figures:Example1
Makeeachaxisthesamelength(aesthetics)
8
feeling
thinking
intuitive
sensitive
Figures:Example1
Adjusttheverticalyaxistomorecloselymatchtherangeforwhich
wehavedata(Note:optionalandshouldbedonecautiously
whenincludingcomparisongraphs)
8
7.5
7
7.5
6.5
6
5.5
5
6.5
4.5
4
6
facebook
3.5
nofacebook
nofacebook
5.5
2.5
2
1.5
1
4.5
0.5
0
feeling
feeling
20
33
Figures:Example1
Figures:Example1
AdjusttheMajorticks
Labelwitheasilydivisiblenumbers;nodecimals
Increasefontsizeofverticalyaxislabelsto
somethingmorereadable
8
7.5
7
6.5
6
nofacebook
5.5
nofacebook
5
4.5
4
4
feeling
Figures:Example1
Figures:Example1
RemoveMinorticks(optionalhere,couldopttokeep)
8
LocationofAxistickmarks:insideoroutside?
8
Inside
Outside
facebook
facebook
nofacebook
nofacebook
nofacebook
4
feeling
Figures:Example1
Figures:Example1
Thelegend(facebook versusnot)istoosmall;lets
increaseitsfontsize
facebook
nofacebook
4
feeling
thinking
intuitive
sensitive
Isanythingmissing?
Axislabels!
facebook
nofacebook
4
feeling
thinking
intuitive
sensitive
Psychological type
21
34
Figures:Example1
Figures:Example1
After
Before
Average Sleep per nig
ght (hours)
8
8
7.5
7
6.5
6
5.5
5
4.5
4
3.5
nofacebook
3
2.5
2
1.5
1
0.5
facebook
nofacebook
4
feeling
0
feeling
thinking
intuitive
sensitive
thinking
intuitive
sensitive
Psychological type
Figures:Example2
Figures:Example2
Thebarchartinthepreviousexamplecanbedisplayed
differently
ThisisthegraphproducedinMicrosoft Excelwiththe
defaultoptions
8
Datacanusuallybedisplayedinmorethanoneway
Selectingthegraphtypedependsonthegoalofinterest
(e.g.,typeofcomparison,etc)
facebook
nofacebook
Wecanusealinegraphtolookatthisdata
0
feeling
thinking
intuitive
sensitive
Figures:Example2
Figures:Example2
Lessclutterbyremovingthegridlinesandframes
Adjusttheyaxistotherangeforwhichwehavedata
7.5
6.5
nofacebook
3
nofacebook
5.5
4.5
4
feeling
thinking
intuitive
sensitive
feeling
thinking
intuitive
sensitive
22
35
Figures:Example2
Figures:Example2
Removeminorticksandadjustmajortickstointegers
only
nofacebook
nofacebook
5
4
4
feeling
thinking
intuitive
feeling
sensitive
thinking
intuitive
sensitive
Figures:Example2
Figures:Example2
Needsaxislabels
Before
8
facebook
nofacebook
facebook
nofacebook
4
feeling
thinking
intuitive
sensitive
feeling
thinking
intuitive
sensitive
Psychological type
Figures:Example2
FiguresChecklistforyourManuscript
Source:ThePublicationManualoftheAmericanPsychologicalAssociation,5thEdition
After
Isthefigurenecessary?
Isthefiguresimple,clean,andfreeofextraneousdetail?
Arethedataplottedaccurately?
facebook
nofacebook
Istheletteringlargeanddarkenoughtoread?Isitagoodsize?
Areparallelfigurespreparedaccordingtothesamescale?
4
feeling
thinking
intuitive
Psychological type
sensitive
Areallabbreviationsandsymbolsexplainedinafigurelegend
orfigurecaption?
23
36
Tables
Agraphicaltoolfordisplayingnumbers
Tables
Allowsthereadertoviewstatisticalsummariesinan
organized fashion
organizedfashion
Tablebordersimmediatelyguidethewayatableis
interpreted
Oftenusedtoallowforcomparisonofnumbers
acrossdifferentgroups(gender,etc)
Tables
Tables
Format
Shouldbeabletostandalone
Sometimesatableisnotappropriate:
Donotneedtoreadthetexttograspthetablemessage
Lessthan68values
Informationinthetablecaneasilybesummarizedina
fewsentences
Interpretableataglance
Tablesarefordisplayingdataorstatistics
Makeuseofborders,shading,colors,font,spacing,to
makeyourpoint!
Tables:Example1
Letsgothroughsomeexamplesoftableformatting
Samedataispresentedasagraph
Pointisbettermadewithagraph
Tables:Example1
Letseliminatetheredundancyforgenderinthetable
Change:Createcolumnheadersforgender
n
Mean
SD
Age:
n
13 19 years Mean
SD
Age:
n
20 29 years Mean
SD
Males: 25
Males: 45.78136
Males: 3.30625
Males: 15
Males: 27.6473
Males: 8.261
Males: 33
Males: 11.07
Males: 4.0341
Females: 12
Females: 38.340
Females: 6.3715
Females: 52
Females: 20.04
Females: 7.1464
Females: 91
Females: 8.2369
Females: 5.165
Difficulttoquicklyfind,see,understand,remember
theinformationdisplayed
Age:
8-12 years
n
Mean
SD
Age:
n
13 19 years Mean
SD
Age:
n
20 29 years Mean
SD
Males
Females
25
45.78136
3.30625
15
27.6473
8.261
33
11.07
4.0341
12
38.340
6.3715
52
20.04
7.1464
91
8.2369
5.165
24
37
Tables:Example1
Tables:Example1
Letseliminatetheredundancyforageinthetable
Change:Createcolumnheaderforage
Letseliminatetheredundancyforstatistics(n,Mean,SD)
andtherebyreducenumberofrowstooneperagegroup
Change:CreatecolumnsfornandMean(SD)
13 19 years
20 29 years
n
Mean
SD
n
Mean
SD
n
Mean
SD
Males
Females
25
45.78136
3.30625
15
27.6473
8.261
33
11.07
4.0341
12
38.340
6.3715
52
20.04
7.1464
91
8.2369
5.165
Table 1.
1 Summary statistics for depression score by age group
Age
Males
Males
Females
Females
Mean (SD)
Mean (SD)
8-12 years
25
45.78136 (3.30625)
12
38.340 (6.3715)
13 19 years
15
27.6473 (8.261)
52
20.04 (7.1464)
20 29 years
33
11.07 (4.0341)
91
8.2369 (5.165)
Tables:Example1
Tables:Example1
Letseliminateredundancyforgenderbymerging
thecolumnheadercellsforgendername
Letsuse2significantdigits
Males
n
8-12 years
13 19 years
20 29 years
Mean (SD)
25
15
33
45.78136 (3.30625)
27.6473 (8.261)
11.07 (4.0341)
Age
Males
Mean (SD)
Mean (SD)
8-12 years
25
45.78 (3.31)
12
38.34 (6.37)
13 19 years
15
27.65 (8.26)
52
20.04 (7.15)
20 29 years
33
11.07 (4.03)
91
8.24 (5.17)
Mean (SD)
12
38.340 (6.3715)
52
20.04 (7.1464)
91
8.2369 (5.165)
Tables:Example1
Tables:Example1
Letscenteralignthenumbers
Letsseparatetitlefromtable
Males
n
8-12 years
Females
Females
Mean (SD)
25
45.78 (3.31)
13 19 years
15
20 29 years
33
Males
Females
Mean (SD)
12
38.34 (6.37)
27.65 (8.26)
52
20.04 (7.15)
11.07 (4.03)
91
8.24 (5.17)
Mean (SD)
Mean (SD)
8-12 years
25
45.78 (3.31)
12
38.34 (6.37)
13 19 years
15
27.65 (8.26)
52
20.04 (7.15)
20 29 years
33
11.07 (4.03)
91
8.24 (5.17)
25
38
Tables:Example1
Tables:Example1
Removeexcessborders
Usetheborderstoilluminatecomparisonsbetween
MalesandFemales
Eliminateredundancyofunitsforage
Include(years)intheAgeheaderandaddtheword
Range
Age
Males
Females
Mean (SD)
Mean (SD)
25
45.78 (3.31)
12
38.34 (6.37)
13 19 years
15
27.65 (8.26)
52
20 29 years
33
11.07 (4.03)
91
8-12 years
Mean (SD)
8 - 12
25
45.78 (3.31)
12
38.34 (6.37)
20.04 (7.15)
13 19
15
27.65 (8.26)
52
20.04 (7.15)
8.24 (5.17)
20 29
33
11.07 (4.03)
91
8.24 (5.17)
Males: 25
Males: 45.78136
Males: 3.30625
Males: 15
Males: 27.6473
Males: 8.261
Males: 33
Males: 11.07
Males: 4.0341
n
Mean
SD
Age:
n
13 19 years Mean
SD
Age:
n
20 29 years Mean
SD
After:
Tables:Example2
Females: 12
Females: 38.340
Females: 6.3715
Females: 52
Females: 20.04
Females: 7.1464
Females: 91
Females: 8.2369
Females: 5.165
Males
Females
Mean (SD)
Tables:Example1
Before:
Males
n
Females
Mean (SD)
Mean (SD)
8 - 12
25
45.78 (3.31)
12
38.34 (6.37)
13 19
15
27.65 (8.26)
52
20.04 (7.15)
20 29
33
11.07 (4.03)
91
8.24 (5.17)
Tables:Example2
Change:Use2significantdigits
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Cancer Site / Sex Combinations
Observed
PF
SSM
Colon & Rectum (Females)
15.15
15.60
16.10
Lung & Bronchus (Females)
40 87
40.87
43 30
43.30
41 33
41.33
Melanoma of the Skin (Females)
1.70
1.69
1.69
Breast (Females)
24.30
23.80
23.81
Ovary (Females)
8.72
9.03
8.83
Hodgkin Lymphoma (Females)
0.33
0.49
0.34
Non-Hodgkin Lymphoma (Females)
5.64
7.16
5.20
Acute Lymphocytic Leukemia (Females)
0.33
0.45
0.41
Colon & Rectum (Males)
21.53
21.21
22.42
Lung & Bronchus (Males)
70.29
67.94
70.58
Melanoma of the Skin (Males)
3.90
3.92
3.83
Prostate (Males)
25.47
28.91
26.40
Testis (Males)
0.27
0.31
0.20
Hodgkin Lymphoma (Males)
0.56
0.69
0.56
Non-Hodgkin Lymphoma (Males)
8.83
11.13
8.54
Acute Lymphocytic Leukemia (Males)
0.50
0.60
0.58
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Cancer Site / Sex Combinations
Observed
PF
SSM
Colon & Rectum (Females)
15.154
15.6262
16.1
Lung & Bronchus (Females)
40.8733
43.325
41.334
Melanoma of the Skin (Females)
1.70
1.6942
1.694
Breast (Females)
24.3
23.8
23.807
Ovary (Females)
8.7225
9.0301
8.8255
Hodgkin Lymphoma
L mphoma (Females)
0 333564
0.333564
0 49221
0.49221
0 344
0.344
Non-Hodgkin Lymphoma (Females)
5.6368
7.1642
5.2023
Acute Lymphocytic Leukemia (Females)
0.33329
0.4514
0.411
Colon & Rectum (Males)
21.527
21.212
22.419
Lung & Bronchus (Males)
70.29
67.940
70.576
Melanoma of the Skin (Males)
3.9
3.9213
3.8333
Prostate (Males)
25.4665
28.913
26.4
Testis (Males)
0.266425
0.312
0.2
Hodgkin Lymphoma (Males)
0.5634
0.691
0.558
Non-Hodgkin Lymphoma (Males)
8.825
11.132
8.544
Acute Lymphocytic Leukemia (Males)
0.5
0.6
0.5833
Atfirstglance,difficulttodiscernwhatisdisplayed
Tables:Example2
Change:Leftalignthecancertypes
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Cancer Site / Sex Combinations
Observed
PF
SSM
Colon & Rectum (Females)
15.15
15.60
16.10
Lung
g & Bronchus ((Females))
40.87
43.30
41.33
Melanoma of the Skin (Females)
1.70
1.69
1.69
Breast (Females)
24.30
23.80
23.81
Ovary (Females)
8.72
9.03
8.83
Hodgkin Lymphoma (Females)
0.33
0.49
0.34
Non-Hodgkin Lymphoma (Females)
5.64
7.16
5.20
Acute Lymphocytic Leukemia (Females)
0.33
0.45
0.41
Colon & Rectum (Males)
21.53
21.21
22.42
Lung & Bronchus (Males)
70.29
67.94
70.58
Melanoma of the Skin (Males)
3.90
3.92
3.83
Prostate (Males)
25.47
28.91
26.40
Testis (Males)
0.27
0.31
0.20
Hodgkin Lymphoma (Males)
0.56
0.69
0.56
Non-Hodgkin Lymphoma (Males)
8.83
11.13
8.54
Acute Lymphocytic Leukemia (Males)
0.50
0.60
0.58
26
39
Tables:Example2
Tables:Example2
Change:Rightalignnumbers
Changes:Removeexcessborders&separatetitlefrom
table
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Cancer Site / Sex Combinations
Observed
PF
SSM
Colon & Rectum (Females)
15.15
15.60
16.10
Lung
g & Bronchus ((Females))
40.87
43.30
41.33
Melanoma of the Skin (Females)
1.70
1.69
1.69
Breast (Females)
24.30
23.80
23.81
Ovary (Females)
8.72
9.03
8.83
Hodgkin Lymphoma (Females)
0.33
0.49
0.34
Non-Hodgkin Lymphoma (Females)
5.64
7.16
5.20
Acute Lymphocytic Leukemia (Females)
0.33
0.45
0.41
Colon & Rectum (Males)
21.53
21.21
22.42
Lung & Bronchus (Males)
70.29
67.94
70.58
Melanoma of the Skin (Males)
3.90
3.92
3.83
Prostate (Males)
25.47
28.91
26.40
Testis (Males)
0.27
0.31
0.20
Hodgkin Lymphoma (Males)
0.56
0.69
0.56
Non-Hodgkin Lymphoma (Males)
8.83
11.13
8.54
Acute Lymphocytic Leukemia (Males)
0.50
0.60
0.58
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Observed
PF
SSM
15.15
15.60
16.10
40.87
43.30
41.33
1.70
1.69
1.69
24.30
23.80
23.81
8.72
9.03
8.83
0.33
0.49
0.34
5.64
7.16
5.20
0.33
0.45
0.41
21.53
21.21
22.42
70.29
67.94
70.58
3.90
3.92
3.83
25.47
28.91
26.40
0.27
0.31
0.20
0.56
0.69
0.56
8.83
11.13
8.54
0.50
0.60
0.58
Tables:Example2
Tables:Example2
Change:Eliminateredundancyofgender(male,female)
Before
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
Observed
15.15
40.87
1.70
24.30
8.72
0.33
5.64
0.33
15.60
43.30
1.69
23.80
9.03
0.49
7.16
0.45
16.10
41.33
1.69
23.81
8.83
0.34
5.20
0.41
21.53
70.29
3.90
25.47
0.27
0.56
8.83
0.50
21.21
67.94
3.92
28.91
0.31
0.69
11.13
0.60
22.42
70.58
3.83
26.40
0.20
0.56
8.54
0.58
Tables:Example2
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
3-Yr Predicted Values
Cancer Site / Sex Combinations
Observed
PF
SSM
Colon & Rectum (Females)
15.154 15.6262
16.1
Lung & Bronchus (Females)
40.8733
43.325
41.334
1.70
1.6942
1.694
Melanoma of the Skin ((Females))
Breast (Females)
24.3
23.8
23.807
Ovary (Females)
8.7225
9.0301
8.8255
Hodgkin Lymphoma (Females)
0.333564 0.49221
0.344
Non-Hodgkin Lymphoma (Females)
5.6368
7.1642
5.2023
Acute Lymphocytic Leukemia (Females)
0.33329
0.4514
0.411
Colon & Rectum (Males)
21.527
21.212
22.419
Lung & Bronchus (Males)
70.29
67.940
70.576
Melanoma of the Skin (Males)
3.9
3.9213
3.8333
Prostate (Males)
25.4665
28.913
26.4
Testis (Males)
0.266425
0.312
0.2
Hodgkin Lymphoma (Males)
0.5634
0.691
0.558
Non-Hodgkin Lymphoma (Males)
8.825
11.132
8.544
Acute Lymphocytic Leukemia (Males)
0.5
0.6
0.5833
Tables
After
Table 1. Observed and Three-year-ahead Predictions for Cancer Site / Sex Combinations for
2004, Using data from 1969 to 2001
Observed
15.15
40.87
1 70
1.70
24.30
8.72
0.33
5.64
0.33
15.60
43.30
1 69
1.69
23.80
9.03
0.49
7.16
0.45
16.10
41.33
1 69
1.69
23.81
8.83
0.34
5.20
0.41
21.53
70.29
3.90
25.47
0.27
0.56
8.83
0.50
21.21
67.94
3.92
28.91
0.31
0.69
11.13
0.60
22.42
70.58
3.83
26.40
0.20
0.56
8.54
0.58
Tablesaresometimesreferredtobythe
numberofexplanatoryvariablesdisplayed
1waytablehasasingleexplanatoryvariable
2waytablehastwo,etc
2 way table has two etc
Shadingcanhelpwithclarityofpresentation
intableswithmanyrows
27
40
Tables:Exampleoftwowaytable
TablesChecklistforyourManuscript
Source:ThePublicationManualoftheAmericanPsychologicalAssociation,5thEdition
Isthetablenecessary?
Aresimilartablesinthemanuscriptconsistentinformatting
andpresentation?
Isthetitlebriefbutexplanatory?
Doeseverycolumnhaveacolumnheading?
Areallabbreviations;specialuseofitalics,parentheses,and
dashes;andspecialsymbolsexplained?
Isthetablereferredtointhetext?
Source: Hayat et al (2008).
Thankyou!
28
41
10
42
3. Paragraph structure
Topic Sentence
usually 1st sentence in each paragraph
What is the paragraph about?
Without topic sentence, no sense of what paragraph is trying to say
Rest of sentences in paragraph support topic sentence
Then support or list details,
Followed by exceptions or cons
Beware of missing steps in the logic especially if you are very familiar with the subject
Six ways to maintain continuity
1. Repeating key terms
2. Using transitions to indicate relationships between ideas (Handout I)
3. Keeping consistent order
4. Keeping a consistent point of view
5. Putting parallel ideas in parallel form
6. Signaling the subtopics of a paragraph
Worksheet (G- H)
Six techniques to give emphasis
1.
2.
3.
4.
5.
6.
43
44