The Science Of Scientific Writing    Set 3     Set 3-Refining claims • Claims • Seven rules • Exercises 1-6 • Exercises 7-10 • Final Page Set 3.

Course Home

OVERVIEW: The way to well-written science

How to do the Course

PART I: Paragraphs and Sentences

SET A: Paragraphs: The Maps Behind Them

SET B: Paragraphs: Using Maps to Meet Readers' Expectations

SET C: Paragraphs with Something Extra: Points and Tails

SET D: The Generic Section: Expectations and Maps as Blueprints

SET E: Scientific Sections: The Methods and Results

SET F: Scientific Sections: The Discussion

SET G : Scientific Sections: The Introduction

SET H : Sentences

SET I : The Paper as a Whole

PART II: The Paper and its Sections

Introduction

SET 1: Argument Parts

SET 2: Indicator Words

SET 3: Refining Claims

SET 4: Locating Arguments in Prose

SET 5: Rationale's Essay Planner

SET 6: Evidence in Arguments: Basis Boxes

SET 7: Assessing

SET 8: More on Assessing

SET 9: Analysis Maps

SET 10: Assessing Again

Synthesis 1: Position-Early Paragraphs

Synthesis 2: Position-Final Paragraphs

Synthesis 3: Writing a Discussion I

Synthesis 4: Writing a Discussion II

'As' was a hint that 'they had talent' is a reason.  We needed to say who 'they' are to make our claim box clear.  The part of the sentence before the 'as' contains the position, but it isn't fully fleshed out, so we needed to rewrite this as a proper sentence.

Content of this page drawn in whole or part from the Austhink Rationale Exercises with permission from Austhink.