How To Read A Scientific Article

How to read a scientific article

Hey y’all! This post is aimed at people who are making the transition from textbook-based science classes to article-based science classes. Scientific journal articles are dense compared to textbooks and aren’t written with the intent to teach basic concepts but rather with the intent to expand scientific knowledge. It can often be very confusing to figure out what is going on. Here’s how I was taught to read them 10+ years ago and how I still approach them today.

(I) After reading the title, start for real with the Results section.

Why would you do this when you know the abstract will give you a basic overview of the study and the introduction will set the context? Because you want to be an active reader. You want to figure out what happened in this study in a way that makes sense to you rather than be able to parrot what the author’s say happened. This is the major difference between reading a textbook (where you need to regurgitate the information later) and reading an article (where you need to be able to intelligently discuss the content either in class or in writing).

Look at the tables and figures first. Can you tell what the independent variables were? What the dependent variables are? What might the relationship between them be? What trends or patterns do you see? Depending on your style, it may be a good idea to mark up your document with this information or jot some notes down somewhere else.

Now read the text part of the results. What parts of the figures are the authors choosing to highlight in the text? Are there any results buried in the text that you can’t connect to part of a figure?

Now pause and think. What is the most important result of the study? Highlight where this appears in the text and figures. Remember that important doesn’t necessarily mean statistically significant! A good p-value doesn’t signify real-world meaning; you need to make that connection yourself. Take a moment in this step to notice what results still don’t make sense to you– no need to panic or write questions down yet because you haven’t read the rest of the paper.

(II) Get the gist of the Methods.

Chances are your professor did not assign you this reading with the intent to make you replicate the study. You don’t have to understand every sentence (or even most sentences!) of the methods unless you’re an advanced graduate student. You do have to be able to explain in layman’s terms what the researchers did.

Particularly important questions to answer that can be found in the text include: What were the independent variables? What were the dependent variables? What variables were controlled for, either statistically or through researcher manipulation? What statistical methods were used to look for an association? In health research, we use the acronym PECOT to deconstruct method’s sections.

P = population– who was being studied?

E = exposure– what variable were the researchers trying to determine the impact of? This might be an intervention (ie., a smoking cessation video) or something outside researchers’ control (ie., at least 5 years of daily smoking).

C = comparison– who is the population of interest going to be compared to? This may be a formal control group (ie., smokers who were shown a video on handwashing) or something outside researchers’ control (ie., former smokers of a similar demographic background who haven’t had a cigarette in 5 years).

O = outcome– what were the researchers looking for? This is also known as the independent variable.

T = time– how long were participants/subjects tracked and when were measurements taken?

(III) Read the Introduction.

Now that you have a very good idea about the design and results of the study, you’ll be better able to understand the introduction of the study. The basic goal of an introduction in any scientific paper is to explain why the study happened. The background may give you some helpful context, or it may be redundant at this point. I typically don’t spend much time on the introduction except for the end where the study purpose/research question and hypotheses are usually written. Mark these in the text! You should already have a good idea of the study’s purpose from the methods and results. Here’s some questions you should answer internally or in your notes at this point:

Did the methods align with the purpose?

Did the results support the hypothesis?

What are the scientific implications of these results?

(IV) Read whatever is at the end of the article: Discussion, Conclusion, Reflection, Limitations, Research Implications etc.

It is very important that you save these sections for last because these sections are where researchers tell you what to think of the results. You need to be prepared to critically engage with their interpretation of the results by already having your own. That’s what the three questions above are about! Of course, the discussion was probably written by multiple advanced scientists and you are but a lowly student. That doesn’t mean you should accept their conclusions without seeing their logic. As you read the discussion, think about these questions:

Do the researchers think the results support the hypothesis?

How are the researchers interpreting the primary results? [Bonus: what other interpretations are there, and are they mentioned?]

What do the researchers think the scientific implications of these results are?

What limitations do the researchers acknowledge, and how could those limitations be impacting the results?

(V) Synthesize it.

Try to boil down everything in the paper to just a few sentences that an 8th grader could understand. Whether you think through it internally or write it down is up to you. I usually print out my readings and write my synthesis on the blank back page using the following sentences starters:

The researchers wanted to know whether…

They found that…

This means that…

Taking the time to write the synthesis and any lingering questions you have can be really helpful if, like me, you do reading far in advance of class and need a quick refresher to glance at before class starts. It can also be helpful for paper writing or exam studying later. Consider revising your synthesis after you participate in the class discussion or hear your professor’s take on the article in lecture. Don’t rely on the abstract– that’s someone else’s synthesis, not yours.

—

I hope this was helpful!! Don’t feel bad if this process is ridiculously time consuming. I have spent probably 3-4 hours on a 5-page study before. The goal of science writing is to be as concise as possible, which makes reading short articles more difficult than longer ones. I am a graduate student at a top American university, and I typically read 9-12 articles per week this deeply. If a professor assigns more than 4 research study articles per week for a regular course, make sure they explain what students are supposed to be getting out of each article so you can target your reading better. Chances are, you can skip some sections and focus on coming to class with clarifying questions rather than a firm understanding.

Happy reading!!

@phd-one-day

Legacy - Chapter 58

Mexico paused while he remembered the triumph of the moment, and how he had let himself, for that brief shining moment, think that it could really be that simple.

He heard America speak behind him, “I thought you would be happier when this point came. You got rid of Spain.”

Mexico couldn’t restrain the scoff that escaped his lips at the naiveté of the statement. He replied, “It doesn’t work that way and you know it perfectly well. England didn’t let you go easily. There was no way Antonio would let a treaty stop him. I was naive to think it would.”

He thought back on the feeling of that final battle and there was a hollow awareness that it would not be the end. Spain did not stop, though he had been defeated.

But, there had been such hope as he rode into the city. It was one of the purest moments in his life. He had triumph, albeit short lived triumph. But, he knew he had been young and still hopeful.

Mexico tried to put himself back in that moment, and the unadulterated joy he felt. He took a deep breath and put himself back in the place he was on one of the happiest mornings of his existence.

Keep reading

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yourcrowsovereign

7 years ago

Writing with Color: Description Guide - Words for Skin Tone

We discussed the issues describing People of Color by means of food in Part I of this guide, which brought rise to even more questions, mostly along the lines of “So, if food’s not an option, what can I use?” Well, I was just getting to that!

This final portion focuses on describing skin tone, with photo and passage examples provided throughout. I hope to cover everything from the use of straight-forward description to the more creatively-inclined, keeping in mind the questions we’ve received on this topic.

So let’s get to it.

S T A N D A R D D E S C R I P T I O N

B a s i c C o l o r s

Pictured above: Black, Brown, Beige, White, Pink.

“She had brown skin.”

This is a perfectly fine description that, while not providing the most detail, works well and will never become cliché.

Describing characters’ skin as simply brown or beige works on its own, though it’s not particularly telling just from the range in brown alone.

C o m p l e x C o l o r s

These are more rarely used words that actually “mean” their color. Some of these have multiple meanings, so you’ll want to look into those to determine what other associations a word might have.

Pictured above: Umber, Sepia, Ochre, Russet, Terra-cotta, Gold, Tawny, Taupe, Khaki, Fawn.

Complex colors work well alone, though often pair well with a basic color in regards to narrowing down shade/tone.

For example: Golden brown, russet brown, tawny beige…

As some of these are on the “rare” side, sliding in a definition of the word within the sentence itself may help readers who are unfamiliar with the term visualize the color without seeking a dictionary.

“He was tall and slim, his skin a russet, reddish-brown.”

Comparisons to familiar colors or visuals are also helpful:

“His skin was an ochre color, much like the mellow-brown light that bathed the forest.”

M o d i f i e r s

Modifiers, often adjectives, make partial changes to a word.The following words are descriptors in reference to skin tone.

D a r k - D e e p - R i c h - C o o l

W a r m - M e d i u m - T a n

F a i r - L i g h t - P a l e

Rich Black, Dark brown, Warm beige, Pale pink…

If you’re looking to get more specific than “brown,” modifiers narrow down shade further.

Keep in mind that these modifiers are not exactly colors.

As an already brown-skinned person, I get tan from a lot of sun and resultingly become a darker, deeper brown. I turn a pale, more yellow-brown in the winter.

While best used in combination with a color, I suppose words like “tan” “fair” and “light” do work alone; just note that tan is less likely to be taken for “naturally tan” and much more likely a tanned White person.

Calling someone “dark” as description on its own is offensive to some and also ambiguous. (See: Describing Skin as Dark)

U n d e r t o n e s

Undertones are the colors beneath the skin, seeing as skin isn’t just one even color but has more subdued tones within the dominating palette.

Mentioning the undertones within a character’s skin is an even more precise way to denote skin tone.

As shown, there’s a difference between say, brown skin with warm orange-red undertones (Kelly Rowland) and brown skin with cool, jewel undertones (Rutina Wesley).

“A dazzling smile revealed the bronze glow at her cheeks.”

“He always looked as if he’d ran a mile, a constant tinge of pink under his tawny skin.”

Standard Description Passage

“Farah’s skin, always fawn, had burned and freckled under the summer’s sun. Even at the cusp of autumn, an uneven tan clung to her skin like burrs. So unlike the smooth, red-brown ochre of her mother, which the sun had richened to a blessing.”

-From my story “Where Summer Ends” featured in Strange Little Girls

Here the state of skin also gives insight on character.

Note my use of “fawn” in regards to multiple meaning and association. While fawn is a color, it’s also a small, timid deer, which describes this very traumatized character of mine perfectly.

Though I use standard descriptions of skin tone more in my writing, at the same time I’m no stranger to creative descriptions, and do enjoy the occasional artsy detail of a character.

C R E A T I V E D E S C R I P T I O N

Whether compared to night-cast rivers or day’s first light…I actually enjoy seeing Characters of Colors dressed in artful detail.

I’ve read loads of descriptions in my day of white characters and their “smooth rose-tinged ivory skin”, while the PoC, if there, are reduced to something from a candy bowl or a Starbucks drink, so to actually read of PoC described in lavish detail can be somewhat of a treat.

Still, be mindful when you get creative with your character descriptions. Too many frills can become purple-prose-like, so do what feels right for your writing when and where. Not every character or scene warrants a creative description, either. Especially if they’re not even a secondary character.

Using a combination of color descriptions from standard to creative is probably a better method than straight creative. But again, do what’s good for your tale.

N A T U R AL S E T T I N G S - S K Y

Pictured above: Harvest Moon -Twilight, Fall/Autumn Leaves, Clay, Desert/Sahara, Sunlight - Sunrise - Sunset - Afterglow - Dawn- Day- Daybreak, Field - Prairie - Wheat, Mountain/Cliff, Beach/Sand/Straw/Hay.

Now before you run off to compare your heroine’s skin to the harvest moon or a cliff side, think about the associations to your words.

When I think cliff, I think of jagged, perilous, rough. I hear sand and picture grainy, yet smooth. Calm. mellow.

So consider your character and what you see fit to compare them to.

Also consider whose perspective you’re describing them from. Someone describing a person they revere or admire may have a more pleasant, loftier description than someone who can’t stand the person.

“Her face was like the fire-gold glow of dawn, lifting my gaze, drawing me in.”

“She had a sandy complexion, smooth and tawny.”

Even creative descriptions tend to draw help from your standard words.

F L O W E R S

Pictured above: Calla lilies, Western Coneflower, Hazel Fay, Hibiscus, Freesia, Rose

It was a bit difficult to find flowers to my liking that didn’t have a 20 character name or wasn’t called something like “chocolate silk” so these are the finalists.

You’ll definitely want to avoid purple-prose here.

Also be aware of flowers that most might’ve never heard of. Roses are easy, as most know the look and coloring(s) of this plant. But Western coneflowers? Calla lilies? Maybe not so much.

“He entered the cottage in a huff, cheeks a blushing brown like the flowers Nana planted right under my window. Hazel Fay she called them, was it?”

A S S O R T E D P L A N T S & N A T U R E

Pictured above: Cattails, Seashell, Driftwood, Pinecone, Acorn, Amber

These ones are kinda odd. Perhaps because I’ve never seen these in comparison to skin tone, With the exception of amber.

At least they’re common enough that most may have an idea what you’re talking about at the mention of “pinecone.“

I suggest reading out your sentences aloud to get a better feel of how it’ll sounds.

“Auburn hair swept past pointed ears, set around a face like an acorn both in shape and shade.”

I pictured some tree-dwelling being or person from a fantasy world in this example, which makes the comparison more appropriate.

I don’t suggest using a comparison just “cuz you can” but actually being thoughtful about what you’re comparing your character to and how it applies to your character and/or setting.

W O O D

Pictured above: Mahogany, Walnut, Chestnut, Golden Oak, Ash

Wood can be an iffy description for skin tone. Not only due to several of them having “foody” terminology within their names, but again, associations.

Some people would prefer not to compare/be compared to wood at all, so get opinions, try it aloud, and make sure it’s appropriate to the character if you do use it.

“The old warlock’s skin was a deep shade of mahogany, his stare serious and firm as it held mine.”

M E T A L S

Pictured above: Platinum, Copper, Brass, Gold, Bronze

Copper skin, brass-colored skin, golden skin…

I’ve even heard variations of these used before by comparison to an object of the same properties/coloring, such as penny for copper.

These also work well with modifiers.

“The dress of fine white silks popped against the deep bronze of her skin.”

G E M S T O N E S - M I N E R A LS

Pictured above: Onyx, Obsidian, Sard, Topaz, Carnelian, Smoky Quartz, Rutile, Pyrite, Citrine, Gypsum

These are trickier to use. As with some complex colors, the writer will have to get us to understand what most of these look like.

If you use these, or any more rare description, consider if it actually “fits” the book or scene.

Even if you’re able to get us to picture what “rutile” looks like, why are you using this description as opposed to something else? Have that answer for yourself.

“His skin reminded her of the topaz ring her father wore at his finger, a gleaming stone of brown, mellow facades.”

P H Y S I C A L D E S C R I P T I ON

Physical character description can be more than skin tone.

Show us hair, eyes, noses, mouth, hands…body posture, body shape, skin texture… though not necessarily all of those nor at once.

Describing features also helps indicate race, especially if your character has some traits common within the race they are, such as afro hair to a Black character.

How comprehensive you decide to get is up to you. I wouldn’t overdo it and get specific to every mole and birthmark. Noting defining characteristics is good, though, like slightly spaced front teeth, curls that stay flopping in their face, hands freckled with sunspots…

G E N E R A L T I P S

Indicate Race Early: I suggest indicators of race be made at the earliest convenience within the writing, with more hints threaded throughout here and there.

Get Creative On Your Own: Obviously, I couldn’t cover every proper color or comparison in which has been “approved” to use for your characters’ skin color, so it’s up to you to use discretion when seeking other ways and shades to describe skin tone.

Skin Color May Not Be Enough: Describing skin tone isn’t always enough to indicate someone’s ethnicity. As timeless cases with readers equating brown to “dark white” or something, more indicators of race may be needed.

Describe White characters and PoC Alike: You should describe the race and/or skin tone of your white characters just as you do your Characters of Color. If you don’t, you risk implying that White is the default human being and PoC are the “Other”).

PSA: Don’t use “Colored.” Based on some asks we’ve received using this word, I’d like to say that unless you or your character is a racist grandmama from the 1960s, do not call People of Color “colored” please.

Not Sure Where to Start? You really can’t go wrong using basic colors for your skin descriptions. It’s actually what many people prefer and works best for most writing. Personally, I tend to describe my characters using a combo of basic colors + modifiers, with mentions of undertones at times. I do like to veer into more creative descriptions on occasion.

Want some alternatives to “skin” or “skin color”? Try: Appearance, blend, blush, cast, coloring, complexion, flush, glow, hue, overtone, palette, pigmentation, rinse, shade, sheen, spectrum, tinge, tint, tone, undertone, value, wash.

Skin Tone Resources

List of Color Names

The Color Thesaurus

Things that are Brown (blog)

Skin Undertone & Color Matching

Tips and Words on Describing Skin

Photos: Undertones Described (Modifiers included)

Online Thesaurus (try colors, such as “red” & “brown”)

Don’t Call me Pastries: Creative Skin Tones w/ pics 3 2 1

Writing & Description Guides

WWC Featured Description Posts

WWC Guide: Words to Describe Hair

Writing with Color: Description & Skin Color Tags

7 Offensive Mistakes Well-intentioned Writers Make

I tried to be as comprehensive as possible with this guide, but if you have a question regarding describing skin color that hasn’t been answered within part I or II of this guide, or have more questions after reading this post, feel free to ask!

~ Mod Colette

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yourcrowsovereign

6 years ago

a babey germ and his big brother bavaria

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yourcrowsovereign

6 years ago

am so out of practice…but anw. it’s been ages since i doodled mexico and one of her mums aka mexica who led the triple alliance/the aztec empire.

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yourcrowsovereign

6 years ago

Algebra

Masterposts

Advice and tools by @thegrangersapprentice

Tips and links by @stemnerd3

Resource masterpost by @etudiance

Logarithms by @allydsgn

Graph shapes by @codeorg

Resources

Algebra II Homework Help

Khan Academy

ProfRobBob

Math Worksheets Land Printables

MathDrills Worksheets

Algebra Calculator

Mathisfun

Purplemath

Mathway’s Algebra Calculator

Geometry & Trigonometry

Masterposts

Resource masterpost by @etudiance

Some tips by @sundayscholar

Advice if you suck at geometry by @ballpenned

Cool trig gif post

Pythagorean formula explained

Resources

Hippocampus

Khan Academy (and trig only)

Geometry Dictionary

MathForum Info on Proofs

Geometry4Everyone

Math Fortress

Brightstorm

ProfRobBob (and trig only!)

Precalculus

Masterposts

Resource masterpost by @etudiance

Final precalculus review by @studteaing

Precalculus review by @productivityjunction

Rules for transforming functions

Resources

Precalculus Tips

Handouts and Notes

UC Irvine Videos

Huge cheat sheet

Khan Academy

Trig identity hexagon

ProfRobBob

Precalc class on EdX

Cheat sheet for dummies

Calculus

Masterposts

How to study calculus by @sundayscholar

AB calculus resources by @intellectus (#spon oops)

Studying for college math (emphasis on calculus) by @hexaneandheels

AP calculus tips by @kingdomstudies

Guide to calculus BC by @scolasticus

Resources

How to Succeed in Calculus

Krista King (the b e s t)

Calc AB Study Guide

CliffsNotes Calculus

Paul’s Calculus Notes

WOWMath Worked Free Response

Mr. Calculus

Cool Calc Cheat Sheet

University of Houston Calc Guide

ProfRobBob

Statistics

Masterposts

How to Study Statistics by @study-well

Scanned stats notes by @mildstudies

AP by Michelle

Killer stats notes and pdfs by @communitystudy

Resources

1st Semester Study Guide

Formula Sheet

AP Stats Tutorial

CourseNotes

Another formula sheet

ProfRobBob

Online statistics calculator

CourseNotes

General

Great tips by @hexaneandheels

Process of studying math by @doitforthea

More study tips by @study-hack

Amazing math masterpost by @studybuzz

Tips for studying math by @studyign

This incredible resource blog: @themathblrs

Best of luck with your mathematics!! Hopefully seeing this post is a good sine for the future.

(You can see my other original content here or request a post here!)

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yourcrowsovereign

6 years ago

Mochi America as big chungus

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yourcrowsovereign

6 years ago

Jokes abt Yao's age that have him protesting- "I'm n o t older than cheese!"

he will sniff with great dignity, and be like, “cheese-making was invented at least 7,000 years ago. i, born of the yellow river, the great giver of life and death, am only 4000 or so.”

(tho ngl, in the confucian tradition, seniority confers prestige! maybe our old man is torn in between being mad at the kids talking about him being an ancient codger and lying that he was well, actually there to see the invention of cheese. or the wheel, even!)

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yourcrowsovereign

6 years ago