Common writing rules and mistakes

• The paper needs to go beyond class material. Your paper should show that you know how to read scientific papers on advanced topics and that you understand and are able to synthesize that knowledge.
• Paraphrase or summarize instead of using quotations. Use quotations sparingly, i.e., when you want to emphasize something very particular or for specific semantic purposes.
• Don't include references of references; use the original reference. There is no upper limit on references. The stronger papers tended to have many more than three references.
• Define concepts if they are not common or could have a different meaning in other contexts. In addition, flesh out physical descriptions and describe details such as what model the study you're referencing is using.

• Use the same format as the model I handed out in class; the paper needs to be 5-10 pages not including title page, references, or tables and figures.
• Use numbered headings in bold font. Leave a space before each heading (and between each paragraph) for readability.
• The introduction should provide background and set-up the problem you are going to address. End the introduction with a statement about the aim/hypothesis of your paper.
• References within the paper should be...single author: Author (year), two authors: Author A and Author B (year), multiple authors: Author et al. (year). Websites are normally referenced within the text and shouldn't be listed with the peer-reviewed articles at the end of the paper. Class notes aren't appropriate to reference, so find another source to reference.

• Prepositional phrases at the beginning of sentences should end with a comma. During the 1990's, we.
• Which always follows a comma (and a pause), but that never does. This study, which cost $10,000, was a success. The study that cost $10,000 was a success.
• Hyphenation is not necessary if the first word is an adverb or comparative adjective. Widely used text, high-level observations vs. higher level observations.
• A paragraph must consist of more than one sentence.
• Affect or effect? Temperature affected the outcome. There was an effect on the outcome.
• That is (i.e.), for examble (e.g.), so on (etc.), namely (viz.), compare (cf.)
• Singular and plural forms: criterion, criteria; datum, data; phenomenon, phenomena.
• Define acronyms first time.
• Don't use an apostrophe in plurals of acronyms [TCs].
• Use common abbreviations. mb insteadof millibars.
• Be consistent. Rain rate vs. rainrate, (Houze 1997) vs (Houze, 1997).
• Spell out 1-9. Spell out numbers that start off sentences.

• The first sentence of a paragraph usually sets the topic for that paragraph. Don't have any unlinked ideas in the same paragraph. Also, try to make the ideas within each section flow together. Transitional statements are useful.
• This on its own is known as an ambiguous antecdent. Use instead this test or this problem.
• Avoid colloquialisms and casual phrasing, such as steer clear of.
• Aim for economy: because instead of based on the fact that; for or to instead of for the purpose of. Similarly: there were several subjects who completed...; it is suggested that a relationship may exist...; both alike; one and the same; a total of n subjects; four different groups; absolutely essential; found previously; small in size; in close proximity; very clost to zero; much better; period of time; summarize briefly; the reason is because; also included; in order to ; except for.
• Avoid hype (hyperbole). Words like very and extremely are usually unnecessary.
• Use the active voice (Smith reported) rather than the passive voice (reported by Smith).
• Use double quotation marks the first time you introduce a newly coined or slang term; do not use quotation marks thereafter.
• Use the past tense to report results (yours or others'). Use the present tense to discuss them. We have found that...; Smith (1989) reported a similar result. A simple explanation of these findings is that...
• Avoid simple misplaced modifiers.