Writing for Coherence and Clarity · 2013-05-14 · 3. EdanzGroup * Gopen and Swan “ The Science...
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Edanz Group 1 Coherence and Clarity in Scientific Communication Richard Haase, Ph.D. Senior Physical Sciences Editor Edanz Group Ltd. August‐October, 2011 清晰连贯的学术写作
Transcript of Writing for Coherence and Clarity · 2013-05-14 · 3. EdanzGroup * Gopen and Swan “ The Science...
Edanz Group1
Coherence and Clarity in Scientific Communication
Richard Haase, Ph.D.
Senior Physical Sciences Editor
Edanz
Group Ltd.
August‐October, 2011
清晰连贯的学术写作
Edanz Group2
Not learning rules of grammar, but learning how readers interpret text
Approach of This Workshop
Focus on cohesive and clear writing from the point of view of readers
Develop methods to help readers interpret your text the way you want
To improve your writing, you need understand how people go about reading
我们应该更好地了解读者的阅读
习惯以便最大程度地提高写作质量
演示者
演示文稿备注
Hands on approach through writing exercises
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* Gopen
and Swan
“The Science of Scientific Writing”
(Am.Sci.,1990)
To improve your writing, you need to understand how people go about reading
The Concept of Reader Expectations*
That understanding stems from work in the fields of rhetoric, linguistics, and cognitive psychology
我们应该更好地了解读者的阅读
习惯以便最大程度地提高写作质量
演示者
演示文稿备注
One aspect that is becoming increasingly apparent in neuroscience is that a major part of brain function in decision-making is the testing of predictions against reality. That is all people are scientists testing of expectations against the perceived reality and background of the reader. For the reader how does what I’m reading stand up to what I already know
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Information is easier to interpret if placed where most readers expect to find it
Gopen&Swan, “The Science of Scientific Writing”, American Scientist (Nov-Dec 1990), 78, 550-558
Good writers are aware
of these expectations
演示者
演示文稿备注
Information is interpreted more easily and more uniformly if it is placed where most readers expect to find it. These needs and expectations of readers affect the interpretation not only of tables and illustrations but also of prose itself. Readers of scientific articles have relatively fixed expectations about where in the structure of prose they will encounter particular items of its substance. If writers can become consciously aware of these locations, they can better control the degrees of recognition and emphasis a reader will give to the various pieces of information being presented. Good writers are intuitively aware of these expectations; that is why their prose has what we call "shape".
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Time (sec) Voltage (V)
0 +1.0
3 +0.2
6 ‐0.9
9 ‐0.5
12 +0.7
15 +0.9
Readers make important interpretive decisions about the substance of a text based
on clues they receive from its structureTime‐Variation
of Voltage
t(time in sec), V(voltage in Volts): t=15,V=0.9; t=0, V=1.0; t=6, V=‐0.9; t=3, T=0.2; t=12, V=0.7; t=9,V=‐0.5
Voltage(V) Time(sec)
+1.0 0
+0.2 3
‐0.9 6
‐0.5 9
+0.7 12
+0.9 15
a)
b) c)
Substance‐structure interaction
读者会根据文字结构的提示
总结出自己对文字主旨的理解
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Abstract
Introduction
Methods
Results
Discussion
Conclusions
Acknowledgements
References
Appendices
Research articles are generally divided into standard recognizable sections
IMRaDExtendedIMRaD
演示者
演示文稿备注
Research writings follow this format so that readers can extract the content they need quickly and efficiently.
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This concept of reader expectations is evident at various levels of the text
a clausea sentencea paragrapha sectionan article
a unit of discourse: anything with
a beginning
and an end
Follow reader expectations, otherwise your readers will be confused
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How you say it matters …
Due to recent progress in the characterization of asset price bubbles using the arbitrage‐free martingale pricing technology, a new
methodology for solving the problem of determining in real time whether or not a given asset's price process exhibits a bubble based on
the asset's price volatility is proposed. The special case of a risky asset price being modeled by a Brownian‐driven stochastic differential
equation is studied.读者不单单是在阅读，他们
还会根据自己的理解去领会Readers interpret as they read
These sophisticated volatility estimation techniques combined with the method of reproducing kernel Hilbert spaces are illustrated using
several stocks from the alleged Internet dot‐com episode of 1998–2001, where price bubbles were widely thought to have existed. The
suspicions of the presence of bubbles in many of the dot‐com stocks of 1998–2001 are confirmed.
演示者
演示文稿备注
1 Too much information all at once 2 Quite a bit of technical jargon 2 What is the main subject doing here 3 Passive voice
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The World of the Writer
A sentence could have … more than one meaning,
more than one interpretation
The World of the Text
The World of the Reader
Always remember, writers forget their readers at their peril.
演示者
演示文稿备注
However, we all interpret as we read. To read (at least with understanding and appreciation) is to interpret. The question asked is, "What did the author really mean?“ The World of the Writer When someone writes something, he or she does so in a context. This context includes the writer's feelings, beliefs, past experiences, goals, needs, and physical environment. The World of the Text The text develops its own context—call it a world. The World of the Reader When one reads, one reads in the context of his or her own world. What the reader encounters is not the world of the author; the reader encounters the world of the text. The meaning which the text has for the reader emerges from the interaction of the reader's world with the world of the text. The meaning does not reside in the text or in the author's intentions. The meaning happens as the text is read and reflected upon. Of course, knowledge of the author's world and intentions, and of the responses of other readers, can help one read a text better—with more insight and satisfaction. Interpretation, then, is something a reader does in response to a text. But it is important to recognize that a text can be meaningful to reader who can not express that meaning in words. "Meaning precedes explanation.“ Interpretation is not an arcane skill taught only to the initiated. It is an activity we all take part in, in more ways than we realize. Realizing that the meaning of a text is not fixed in advance, but something that happens as you read, reflect, and discuss.
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Subject
Readers expect verbs to closely follow subjects
Verb
Sentence
.
Without the arrival of the verb, we do not know what the subject is doing or what the sentence is all about.
读者希望句子的主语
后面紧跟着动词
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SubjectVerbSentence
.Syntactic Resolution
With excessive spacing, the reader wastes attention on looking for the verb
句法的答案
演示者
演示文稿备注
The subject of a sentence and the principal verb should not, as a rule, be separated by a phrase or clause that can be transferred to the beginning.
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How you say it matters…
“Recently, however, a strong correlation between oxygen incursion and bonded hydrogen in a platelet‐like configuration, i.e., hydrides in
grain boundaries, in which more platelet‐like hydrides lead to less oxygen incorporation , has indicated…”
“Three‐
and four‐photon nonlinear absorptions by the z‐scan technique in ZnS
and 1% Mn2+‐doped ZnS
quantum dots (QDs) with
532 and 1064 nm radiation, respectively, from a Q‐switched Nd:YAG laser fundamental and its second harmonic radiation, are reported.”
读者不单单是在阅读，他们
还会根据自己的理解去领会
Readers do not
simply read; they interpret
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Revisions
“Recently, however, a strong correlation between oxygen incursion and bonded hydrogen in a platelet‐like
configuration, i.e., hydrides in grain boundaries, in which more platelet‐like hydrides lead to less oxygen incorporation ,
has indicated…”
“We report on three‐
and four‐photon nonlinear absorptions for ZnS
and 1% Mn2+‐doped ZnS
quantum dots (QDs)
obtained by the z‐scan technique with 532 and 1064 nm radiation, respectively, fundamental and its second harmonic
radiation from a Q‐switched Nd:YAG
laser .”
演示者
演示文稿备注
Readers are coming with their background and experience and their own expectations
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Readers interpret information more easily if its presented in the order they expect
o Readers expect verbs to closely follow subjectso With excessive spacing, the reader wastes
attention on looking for the verb
Sentence structure matters
把信息放在读者最想看到
的地方以便于读者理解
演示者
演示文稿备注
Readers are coming with their background and experience and their own expectations
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•
Professor Yang Chen Ning
will give a lecture on Tuesday evening in the department, to which the public is invited,
on "My Experiences in Physics" at eight P.M.
o On Tuesday evening at eight, Professor Yang Chen Ning will give in the department a public lecture on "My
Experiences in Physics”.
Readers expect related words to be kept together
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Readers use the verb to determine
the action of the sentence
Strong verbs create greater coherence
SubjectVerb
读者会根据动词
判断句子的走向
演示者
演示文稿备注
Active and passive verbs Description Sentences have a structure of subject-verb-object, where the subject (or actor) performs an action (the verb) on an object. Active verbs Active verbs perform the actions of a subject within a sentence. Use active verbs when you want to create interest and emphasize the action. Use active verbs to give an order. Passive verbs Passive verbs describe the action done by the subject of a sentence. Passive verbs use a linking verb alongside the main verb. With passive verbs, it is often possible that the subject is not named. Use passive verbs when you want to: Downplay the actor, for example when: The actor is not known; The actor is relatively unimportant; The actor has already been named. Downplay the action: for example, to add focus to the object, when the action may seem hostile Linking verbs Linking verbs are neither active nor passive and act like an 'equals' (or inequality) sign. By far the most common linking verb is 'to be'. Use linking verbs to describe a 'state of being'. Example Active: The man wrote the story.�Passive: The story was written by the man.�Linking: The story is good. Active: The secret-service man shot the dark stranger.�Passive: The dark stranger was shot. [who did the shooting is not named]�Linking: The dark stranger is not dead. Active (imperative): Please help me succeed.�Passive (downplay action): Errors will occur.�Passive (downplay actor): The components were tested.�Passive (focus on object): The president was bitten by the rat. Discussion Active and passive verbs may be mixed within sentences and used as appropriate. Active verbs Active verbs are generally clearer and add more interest than passive verbs. Active verbs are common in speech and commands. Passive verbs Because the subject need not be named with the passive verbs, this can lead to a lack of clarity and ambiguity. It also means that if the subject is not known, passive verbs are common in formal writing, such as academic, technical and business papers.
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Linking verbs:arebe
coulddohasis
maymightwerewould
Active
voice is more efficient and powerful than passive voice
verb
verb
.
.
Active verbs:arrangeevaluategenerateinventmotivatepredictrefershowsteptrack
Active verbs are generally clearer and add more interest than passive verbs.
演示者
演示文稿备注
Passive verbs: Because the subject need not be named with the passive verbs, this can lead to a lack of clarity and ambiguity. It also means that if the subject is not known, passive verbs are common in formal writing, such as academic, technical and business papers.
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•
My first visit to Beijing will always be remembered.
o I shall always remember my first visit to Beijing.
•
There were a great number of fallen leaves lying on the ground.
o Fallen leaves covered the ground.
•
It has been proved that he was seen to enter the building.
o He has been proved to have been seen entering the building.
•
Confirmation of these reports cannot be obtained.
o These reports cannot be confirmed.
Use strong verbs for more emphatic writing
Weak verbs confuse readers
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Academic writing should be as efficient as possible
Active voice is more straight‐forward and stronger than passive voice
Superconductivity's third side unmasked
A research team from Japan and China has settled
the debate over the mechanism that causes
superconductivity in a class of materials called the
pnictides. Superconductivity was discovered
in the pnictides
only recently; these compounds belong
to the class of so‐called 'high‐temperature superconductors'.
Despite the term, these superconductors actually function
well‐below room temperature. Realizing superconductivity at room temperature remains
a key
challenge in physics. That discovery would revolutionize
electronics as electrical devices would operate
without energy loses.
•
The special case of a risky asset's price being modeled by a Brownian‐driven stochastic differential equation is studied.”
o We focus on the special case where risky asset price volatility is modeled by a Brownian‐driven stochastic differential equation.
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Stress position
.
Subject
Readers naturally stress information that’s at the end of a sentence
Verb
Information is interpreted more easily if placed where readers expect to find it.
“Saving the best until last”
Syntactic Closure
读者会自然而然地将
重点放在句子末尾处
演示者
演示文稿备注
Stress position, emphatic words, position of prominence
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Readers put more stress on information at the end of a sentence
•
This steel is principally used for making razors, because of
its hardness.
o Because of its hardness, this steel is principally used in
making razors.
•
A winding stream flowed through the middle of the valley.
o Through the middle of the valley flowed a winding stream.
The stress position usually contains the new information of the text
演示者
演示文稿备注
The proper place for the word, or group of words, which the writer desires to make most prominent is usually the end of the sentence. The principle that the proper place for what is to be made most prominent is the end applies equally to the words of a sentence, to the sentences of a paragraph, and to the paragraphs of a composition.
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Three‐
and four‐photon nonlinear absorptions
are reported
for
ZnS and 1% Mn2+
doped ZnS
quantum dots
(QDs). Measurements using
z‐scan techniques were obtained
for the fundamental and second harmonic radiation
from a Q‐switched Nd:YAG
laser,
corresponding
to 532 and 1064 nm wavelengths
respectively.
Physics Example Variations
We report on three‐
and four‐photon nonlinear absorptions for ZnS and 1% Mn2+ doped ZnS
quantum dots (QDs). We obtained
measurements
at 532 and 1064 nm wavelengths, corresponding respectively to the fundamental and second harmonic radiation
from a Q‐switched Nd:YAG
laser, using the z‐scan technique.
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Information beginning a sentence establishes for the reader how to view the sentence as a unit.
Topic position
Simple example: “Dogs like biscuit treats" “Biscuit treats are liked by dogs"
.
"First things first"
Readers expect a composition to be a story about whoever shows up first
Syntactic tai chi
读者认为句首的内容
是叙述的重点
演示者
演示文稿备注
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The beginning of the sentence links what came before with what will came later.
All the family went into the courtyard to see the new puppy. The dog
sat when her owner offered a treat. Everyone
was
so excited, they broke into applause.
Topic position …
演示者
演示文稿备注
The beginning of the sentence acts to link what came before with what will came later providing both linkage and context. Everyone came into the game room to see the new puppy. The dog sat when her mistress offered a treat; the people was so excited they applauded. The game room was down the hall from my bedroom. The applause woke me from a sound sleep.
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Reading skills might not be the difficulty but rather the author’s lack of understanding of reader’s
structural needs
.
.
linking backwards
contextualizing forward
new information that is to be emphasized
Neglecting essential connections,
readers construct their own logical links.
如果作者无法将关键点连接起来，
读者将根据自己的理解做出逻辑判断
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The debate over the mechanism that causes superconductivity in a class of materials called the pnictides
has been
settled
by a research
team from Japan and China. Superconductivity
at elevated temperatures was discovered in the pnictides
only recently; that
places these compounds within the class of so‐called 'high‐ temperature superconductors'. Despite
the
term, the
temperatures
at which these superconductors function are still well below
room temperature. Realizing superconductivity
at room temperature
remains a key challenge
in physics; that discovery
would revolutionize electronics as electrical devices would operate without
energy loses.
Superconductivity's third side unmasked
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Topic positions create links back to old information and context for new information
emphasized in the stress position
.
.
topic position
stress position
The stress position coincides with the moment of syntactic closure
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.
.
Topic positions
Stress positions
Reading each new sentence is like a “mental breath”, or “reader tai chi”, inhaling to summon
tension and exhaling to produce emphasis
演示者
演示文稿备注
By using a semicolon, we created a second stress position to accommodate a second piece of information that seemed to require emphasis.
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• helps give maximum clarity and consistency• works at all levels of discourse• progresses discourse from
o general to specific o abstract to concrete
• develops a story that evolves naturally with new information driving the narrative forward
Linkage and context between old information and new information …
演示者
演示文稿备注
IMRaD is a prime example of linking and context. Sections and paragraphs should also maintain this hierarchical structure As a rule, begin each paragraph with a topic sentence; end it in conformity with the beginning. Again, the object is to aid the reader. The practice here recommended enables him to discover the purpose of each paragraph as he begins to read it, and to retain the purpose in mind as he ends it. For this reason, the most generally useful kind of paragraph, particularly in exposition and argument, is that in which the topic sentence comes at or near the beginning; the succeeding sentences explain or establish or develop the statement made in the topic sentence; and the final sentence either emphasizes the thought of the topic sentence or states some important consequence. Ending with a digression, or with an unimportant detail, is particularly to be avoided. If the paragraph forms part of a larger composition, its relation to what precedes, or its function as a part of the whole, may need to be expressed. This can sometimes be done by a mere word or phrase (again; therefore; for the same reason) in the topic sentence. Sometimes, however, it is expedient to precede the topic sentence by one or more sentences of introduction or transition. If more than one such sentence is required, it is generally better to set apart the transitional sentences as a separate paragraph. According to the writer's purpose, he may, as indicated above, relate the body of the paragraph to the topic sentence in one or more of several different ways. He may make the meaning of the topic sentence clearer by restating it in other forms, by defining its terms, by denying the converse, by giving illustrations or specific instances; he may establish it by proofs; or he may develop it by showing its implications and consequences. In a long paragraph, he may carry out several of these processes. In narration and description the paragraph sometimes begins with a concise, comprehensive statement serving to hold together the details that follow.
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New information becomes old information that lays
context and links for more new information
Yin‐Yang of New‐Old Information
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.
.
Sentences that begin with new information, and end with old information, burdens the reader and creates ambiguity
OLD information
NEW information
no backward linking
reader looking for context
The misplacement of old and new information is a major problem that causes poor writing
新内容出现在句首，
老内容出现在句尾，
这种写作方法让读
者阅读起来非常吃力，
而且还容易导致歧义
演示者
演示文稿备注
In reading, as in most experiences, we like the opportunity to become familiar with a new environment before having to function in it. Writing that continually begins sentences with new information and ends with old information forbids both the sense of comfort and orientation at the start and the sense of fulfilling arrival at the end. It misleads the reader as to whose story is being told; it burdens the reader with new information that must be carried further into the sentence before it can be connected to the discussion; and it creates ambiguity as to which material the writer intended the reader to emphasize. All of these distractions require that readers expend a disproportionate amount of energy to unravel the structure of the prose, leaving less energy available for perceiving content. We can begin to revise the example by ensuring the following for each sentence: 1. The backward-linking old information appears in the topic position. 2. The subject for which the story is about appears in the topic position. 3. The new, emphasis-worthy information appears in the stress position. Once again, if our decisions concerning the relative values of specific information differ from yours, we can all blame the author, who failed to make his intentions apparent. Here first is a list of what we perceived to be the new, emphatic material in each sentence: time to accumulate strain energy along a fault approximately uniform large ruptures of the same fault different amounts of slip vary by a factor of 2 variations of several decades predictions of future mainshock Now, based on these assumptions about what deserves stress, here is our proposed revision: Large earthquakes along a given fault segment do not occur at random intervals because it takes time to accumulate the strain energy for the rupture. The rates at which tectonic plates move and accumulate strain at their boundaries are roughly uniform. Therefore, nearly constant time intervals (at first approximation) would be expected between large ruptures of the same fault segment. [However?], the recurrence time may vary; the basic idea of periodic mainshocks may need to be modified if subsequent mainshocks have different amounts of slip across the fault. [Indeed?], the length and slip of great plate boundary ruptures often vary by a factor of 2. [For example?], the recurrence intervals along the southern segment of the San Andreas fault is 145 years with variations of several decades. The smaller the standard deviation of the average recurrence interval, the more specific could be the long term prediction of a future mainshock.
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Provide essential structural connections, otherwise readers construct their own logical links
.
.
backward linkingIs lost
forward contextualizingis lost
NEW information
Reader constructions.
NEW information
A logical gap can occur if the connections are so clear
in the writer’s mind that these seem unnecessary to state
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Assertion‐Evidence‐Affirmation is the making of paragraphs
Assertion: the topic sentencecomes at or near the beginning
Evidence: explains or establishes or develops the statement made in the
topic sentence
Affirmation: emphasizes the thought of the topic sentence or states some important consequence
演示者
演示文稿备注
Make the paragraph the unit of composition: one paragraph to each topic The extent of subdivision will vary with the length of the composition. As a rule, begin each paragraph with a topic sentence; end it in conformity with the beginning The most generally-useful kind of paragraph, particularly in exposition and argument, is that in which A. the topic sentence comes at or near the beginning; B. the succeeding sentences explain or establish or develop the statement made in the topic sentence; and C. the final sentence either emphasizes the thought of the topic sentence or states some important consequence. Ending with a digression, or with an unimportant detail, is particularly to be avoided. Keep related words together The subject of a sentence and the principal verb should not, as a rule, be separated by a phrase or clause that can be transferred to the beginning. Place the emphatic words of a sentence at the end The proper place for the word, or group of words, which the writer desires to make most prominent is usually the end of the sentence.
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Title, Authors,
Addresses , Abstract
Introduction
Methods
Results
Discussion
Conclusions
Acknowledgements
References
Appendices
Assertion‐Evidence‐Affirmation is the foundation of composition
IMRaDExtendedIMRaD
Scientific writings follows this format so that readers can extract the content they need quickly and efficiently.
Assertion
Evidence
Affirmation
Front Matter
演示者
演示文稿备注
The principle that the proper place for what is to be made most prominent is the end applies equally to the words of a sentence, to the sentences of a paragraph, and to the paragraphs of a composition.
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An outline •is a general plan of the material•shows the order of the various topics, the relative
importance of each, and the relationship between the various parts
•can be by drawn up using • topic headings (single words or phrases) or • headings in complete sentences
A writer should draw‐up an outline to prepare the manuscript
An outline reflects logical thinking
演示者
演示文稿备注
The outline provides a rough idea of what the old and new information is when it comes to sentence construction, paragraphing, and sections. Rules for Scientific Writing • Interest, inform, and persuade the reader • Write for your reader and write clearly • Eliminate unnecessary redundancy • Avoid digressions • Don't over explain and avoid overstatement • Avoid unnecessary qualifiers • Use consistent tenses • Use the precise word • Simpler words are preferred over complex words and use concrete words and examples • Simpler sentences are preferred over more complicated sentences • Use the active voice (except generally in methods) • Make sure the subject and verb agree • Use affirmative rather than negative constructions • Avoid use of the indefinite "this" • Use transitions • Cite sources as well as findings • Proofread your paper carefully; spell check does not catch everything; "there" is spelled correctly but not if you meant "their"
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• the writing process
• organizing the flow of your ideas
• identifying key‐points to each section
• providing a logical form to your paper
• showing the relationships among the ideas
• constructing an ordered overview of your writing
• defining boundaries and groups
Value of the Outline is that it helps in …
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Before starting your paper: •determine the purpose of writing•develop the thesis of your paper •determine the readership and journal
Then …
Developing the “Outline”
演示者
演示文稿备注
Developing the Outline Before you begin: • Determine the purpose of your paper • Determine the audience you are writing for • Develop the thesis of your paper Then:
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Brainstorm:
List all the ideas that you want to include in your paper Organize:
Group related ideas together; place each key‐point/element in a separate file
Label: Create headings and sub‐headings Note your sources pertaining to each detail
Order: Arrange material in subsections from general to
specific or from abstract to concrete
• Identify the important details that contribute to each key point/element
• Make sure the organizing scheme is clear and well‐structured• Summarize question(s)/problem(s) • List the key‐points/elements pertaining to the
question(s)/problem(s)
Developing the “Outline”
演示者
演示文稿备注
Synthesis of Large Area, Homogeneous, Single Layer Graphene Films (GF) by Annealing Amorphous Carbon on Co and Ni ABSTRACT KEYWORDS Single layer graphene, amorphous carbon, epitaxial metal, annealing INTRODUCTION Graphene, a quasi two-dimensional (2-D) material Extraordinary mobility in single-layer GF Method to synthesize films suitable for large scale production Formation on single crystal transition metal substrates Catalytic chemical vapor deposition (CVD) The segregation and precipitation of C atoms on polycrystalline transition metals Need to control the number of layers in the GF METHOD Grow large area, continuous, and single layer GFs on thin film Co or Ni s Details of the process rapid ramp-staging-rapid cooling Figure 1 Schematic illustration of the graphene growth process transport properties of graphene by making a graphene-based field effect transistor (FET) ANALYSIS Optical analysis of the resulting graphene optical microscopy atomic force microscopy transmission electron microscopy spectro-photometry for transmittance measurements Figure 2 Characterization of the transferred GF Figure 3 (a) Optical microscope image of a GF Figure 3 (b) Raman spectra GFs on Co with different a-C thicknesses and cool down rates RESULTS segregation mechanism on highly crystalline substrates, with fewer grain boundaries, appears self-limited carrier mobility and Dirac-point shift showing a p-type behavior DISCUSSION increased sheet resistances transfer process onto SiO2/Si produced cracks or tears; contribution of the PMMA to GF sheet resistance; contribution of the contact resistance of the electrode and graphene; the relatively high number of intrinsic defects (as shown by the D and D’ band) CONCLUSION large area, homogenous, single layer graphene films on metals such as Co or Ni with high solubility carbon by annealing the amorphous carbon homogeneity of the film is independent of the cool down rate presence of very few grain boundaries in our crystalline substrate suppresses the precipitation of carbon ACKNOWLEDGEMENTS REFERENCES Geim et al 2007
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Thesis: Cigarette smoking should be outlawed in all public
places as it creates many problems for the general public
General model of an outline
演示者
演示文稿备注
Edanz Group40
Synthesis of Large Area, Homogeneous, Single Layer Graphene
Films (GF) by Annealing Amorphous Carbon on Co and Ni
ABSTRACT
KEYWORDS
Single layer graphene, amorphous carbon, epitaxial
metal, annealing
INTRODUCTION
• Graphene, a quasi two‐dimensional (2‐D) material; Extraordinary
mobility in single‐layer GF
• Method to synthesize films suitable for large scale production
• Formation on single crystal transition metal substrates
• Catalytic chemical vapor deposition (CVD); The segregation and
precipitation of C atoms on polycrystalline transition metals
• Need to control the number of layers in the GF
METHOD
• Grow large area, continuous, and single layer GFs
on thin film Co or
Ni s
• Details of the process rapid ramp‐staging‐rapid cooling
• Figure 1 Schematic illustration of the graphene
growth process
• transport properties of graphene
by making a graphene‐based field
effect transistor (FET)
ANALYSIS
• Optical analysis of the resulting graphene
(optical microscopy; atomic
force microscopy; transmission electron microscopy)
• spectro‐photometry for transmittance measurements
• Figure 2 Characterization of the transferred GF; Figure 3 (a) Optical
microscope image of a GF (b) Raman spectra
• GFs
on Co with different a‐C thicknesses and cool down rates
RESULTS• segregation mechanism on highly crystalline substrates,
with fewer grain boundaries, appears self‐limited
• carrier mobility and Dirac‐point shift showing a p‐type
behavior
DISCUSSION• increased sheet resistances• transfer process onto SiO2/Si produced cracks or tears; • contribution of the PMMA to GF sheet resistance; • contribution of the contact resistance of the electrode
and graphene;
• the relatively high number of intrinsic defects (as shown
by the D and D’
band)CONCLUSION
• large area, homogenous, single layer graphene
films on
metals such as Co or Ni with high solubility carbon by
annealing the amorphous carbon
• homogeneity of the film is independent of the cool
down rate
• presence of very few grain boundaries in our crystalline
substrate suppresses the precipitation of carbon
ACKNOWLEDGEMENTSREFERENCES
• Geim
et al 2007
Edanz Group41
Take‐home points for effective scientific writing
1.
Follow a grammatical subject as soon as possible with its verb.
2.
Place in the stress position
the "new information" you want the reader to emphasize.
3.
Place the person or thing whose "story" a sentence is telling at
the beginning of the sentence, in the topic position.
4.
Place appropriate "old information" (material already stated in the discourse) in the topic position for linkage backward and contextualization forward.
5.
Articulate the action of every clause or sentence in its verb.
6.
In general, provide context for your reader before asking that reader to consider anything new.
7.
In general, try to ensure that the relative emphases of the substance coincide with the relative expectations for emphasis raised by the structure.
Edanz Group42
• Know your audience
• Know the review criteria
• Make an outline with a list of key‐points
• Make the manuscript readable
• Have someone else read your composition
• Leave time for revision
Take‐home lessons…
Edanz Group43
语言润色
目标期刊选定
专业学术评审
摘要撰写
附信撰写
逐点审查回复意见
特色服务提高发表成功率
Edanz Group44
语言润色
目标期刊选定
专业学术评审
摘要撰写
附信撰写
逐点审查回复意见
特色服务提高发表成功率
Edanz Group45
专业编辑覆盖大部分学术领域
Dr Andrew Gorman2001 – PhD Geophysics, University of British Columbia, CALecturer at the Geology Department, University of Otago
Dr Conan Fee1989 – PhD Chemical & Process Engineering, University of Canterbury, NZDirector of Biomolecular
Interactions Centre at the University of Canterbury; has published over 160 journal articles,
book chapters, conference papers, and patents
Dr Natasha Lundin2007 –
PhD Chemistry, University of Otago, NZCover article author in Angewandte
Chemie
Dr Brett Kraabel1995 – PhD Physics, University of California Santa Barbara, USASpecialist in condensed matter physics, optics and materials science
Dr Stephen Cooke2006 – PhD Immunology, King’s College, UKWorked as a post‐doctoral fellow for both the Arthritis and Rheumatism Council (ARC) and Cancer Research UK (CRUK)
Dr Kristen Demarest2000 – PhD Neurobiology and Behavior, SUNY, USACurrently staff scientist at Scripps Research Institute
Dr Alison Sherwin1992 – PhD Biochemistry, University of Kent at Canterbury, UKHas edited over 3,000 manuscripts in the Health and Life Sciences for Japanese and Chinese authors
Dr Jennifer Smith1999 –
PhD Botany, University of Otago, NZExperienced peer reviewer for functional plant biology, and enzyme and microbial technology
Dr Richard Haase1983 ‐ PhD Physics, University of Canterbury, NZMathematical physicist with more than 30 years experience ranging from astronomy to quantum mechanics
Edanz Group46
理文编辑秉持共同发展的初衷一直坚持提供多种形式的免费资源。新近推出的
Journal Selector，为帮助作者克服发表过程中存在的阻碍提供了一个免费的工具。
Journal Selector采用先进的匹配算法和自然语言处理，确定稿件的“指纹”，并使之
与期刊内容的指纹相匹配。
理文编辑自2006年在北京设立办事处以来，目前已成为中国学术编辑领域首屈
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挑战。我们致力于克服这些阻碍，从而使编辑和审稿人主要基于每一篇论文的内在
科学价值来做出判断，并且使作者得以把自己的主要精力放在研究工作中。
www.liwenbianji.cn/journal_selector
Journal Selector
Edanz Group47
刊内容的指纹相匹配。只须在Journal Selector中输入
摘要、导言或任何其他一段文本，Journal Selector即
可将这段文本与相关期刊进行匹配。其结果可根据匹
配度、影响因子和出版周期进行排列和再检索，从而
帮助你成功发表论文。
Journal Selector采
用先进的匹配算法
和自然语言处理，
确 定 稿 件 的 “ 指
纹”，并使之与期
Edanz Group48
英语母语学术编辑
确保学术内容表达清晰
快速交付
AIP 编辑服务合作伙伴
www.liwenbianji.cn
Tel. (010) 6528‐0877
Edanz Group49
您可以通过以下学术社交网络平台关注我们的动态以
及最新培训信息：
科学网博客: http://blog.sciencenet.cn/u/liwenbianji
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