The Science Of Scientific Writing    Set A      Intro to Paragraphs   Features of Maps  Examples of Maps   Exercise 1 Quiz     Diverse Organising Principles    Example Exercise for Exercises 2-4     Exercise 2    Exercise 3    Exercise 4  Adding Non-core Content   *Exercise 5*    Final Page.

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


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

Exercise 2

Now it's your turn!

1. Drag the image of the six sentences below onto the Rationale Workspace, and then rearrange the individual sentences into a nested diagram.


In making decisions as to which is the sentence appropriate for the top box of the map, and what is the "correct" sequence for the rest of the sentences, keep these ideas in mind:

  • Look for ways to apply one or more of the primary and secondary Organising Principles
  • Look for words or phrases that act as explicit guides to the sequence of (at least some of) the sentences, for example: First, secondly, in conclusion.
  • Look closely at the beginning of sentences because that is a place where writers often repeat words that are taken from the previous sentence.


3. Check your work against the model. If your diagram differs from the model, try to understand why, and if you can't ask for assistance (if available). If you are submitting your work for feedback by a teacher, don't change your answer to fit the model. Your initial attempt at the exercise is more informative and will help the teacher to guide you.

NB: The model answer will open in a new window. Close the window when you're finished.