Lesson 3.

Writing in the Sciences

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Learning Competency

At the end of this lesson, you should be able to

compare and contrast patterns of written texts
across disciplines (EN11/12RWS-IVdg-11,
EN11/12RWS-IVdg-12).
 Objectives

At the end of this lesson, the learner should be able to

do the following:

● Identify various writings in one of three disciplines,

namely the sciences.
● Describe the typical writings in each discipline.
Essential Question

Why is effective written communication

important in the sciences?
 Try it!
Warm-Up
1. Form groups of three.
2. Read and examine the text on the next slide.
3. Answer the following questions:
a. Can you tell if the wording is objective? Are the
sentences written in the third-person point of
view?
b. Are there any technical terms used in the text?
c. Does the text work toward proving or disproving
a hypothesis?
d. Does the text show that research was done?
4. Present your answers in class.
 Try it!
Warm-Up

As described in the lab manual, ice was placed in a beaker

and warmed until approximately 50 percent had melted. The
temperature of the ice/water mixture was then measured
with a thermometer. This was followed by a similar
measurement of our unknown solid. In part II, water was
heated until boiling, and the temperature of the liquid/gas
mixture was measured with a thermometer. This was
followed by a similar measurement using our unknown
compound. To get the best results possible, the procedure in
the manual was modified by repeating each trial three times.
Unlocking of Difficulty

1. physiology (noun) – a branch of biology that is concerned with the physical and
chemical phenomena happening in living organisms
She likes reading about the physiology of cats and dogs.
2. conversion (noun) – the process of changing from one form to another
When the children observed the conversion of the litmus paper’s color, they were amazed.
3. assimilated (verb) – to absorb and utilize
The body naturally assimilated the food taken earlier.
4. theoretical (adjective) – grounded on theory
The students try to prove the theoretical underpinnings of the law of gravity.
5. veritable (adjective) – real
The library is a veritable sanctuary for bookworms.
 Learn about It

Features of a Good Scientific Text

Objectivity
● focuses on facts and not influenced by personal
views or opinions
● uses the third-person point of view to maintain
an objective tone
 Learn about It

Features of a Good Scientific Text

Jargon
● “the technical terminology or characteristic idiom of a
special activity or group”
● commonly used since readers are field experts
 Learn about It

Features of a Good Scientific Text

Hypothesis
● an idea or a theory that is not yet proven
● supported by concrete evidence or experiments to test its
viability
● what a scientific text aims to prove or disprove
 Learn about It

Features of a Good Scientific Text

Research
● the process of collecting quantitative
information
● essential in writing scientific papers
 Learn about It

Common Types of Scientific Text

Case Study
● a careful and intensive study of a specific subject or
variable in which scientists or researchers identify what
leads to its success or failure
● may have an epidemic, phenomenon, a group of persons,
or any event that changes over time as its subject
● documents all observations and conclusions about the
subject
 Learn about It

Common Types of Scientific Text

Laboratory Report
● a formal documentation of an experiment, which includes
the objectives, methods, and results
● a staple in the applied and natural sciences
● conducted to prove or disprove hypotheses
● follows a chronological pattern
 Learn about It

Common Types of Scientific Text

Field Report
● commonly done in the social sciences
● aims to analyze behavior patterns manifested by the
subject based on specific theories
● descriptive in nature as it provides a detailed account of
what the researcher has observed among the subjects
 Learn about It

Sample Outline
(From “Scientific Writing Made Easy”)
Sheela P. Turbek et al. (2016)

Chapter I
Is the Body a Machine?
(An excerpt from The Story of the Living Machine: A Review of
the Conclusions of Modern Biology in Regard to the Mechanism
Which Controls the Phenomena of Living Activity)
H. W. Conn
 Learn about It
Guide Questions:

1. What is the topic of the study?

2. What knowledge gap does it try to fill?
3. What are its implications in the target field?
4. How would you evaluate the overall written text? Does it clearly and
effectively explain the scientific concepts in the study?
5. What features of scientific writing are present in the text? Cite details
to support your answer.
 Writing Prompts

Answer the following writing prompts.

Read the text and answer the following questions:
1. What is the topic of the study?
2. What knowledge gap does it try to fill?
3. What are its implications in the target field?
4. How would you evaluate the overall written text? Does it clearly
and effectively explain the scientific concepts in the study?
5. What features of scientific writing are present in the text? Cite
details to support your answer.
 Writing Prompts

● Ponder on the following questions. Write your

answers in 300 to 400 words.

a. How can the study be replicated in your

school/community?
b. What possible situations can it help improve on?
 Writing Prompts

● Pretend that you are going to write your own

scientific report. Gather a minimum of three existing
works of literature or related studies about your
preferred topic. Synthesize the research in a short
composition and explain how it can be beneficial in
your target locale or community.
 Writing Prompts
Criteria Below expectations Needs improvement Meets expectations Exceeds expectations
1 2 3 4

Content (50%) The output has only The output has only two The output has all the The output has all the
Clear and evident focus on the one of the parts of an of the parts of an essay. parts of an essay. Most parts of an essay. Its
topic
essay. Its content is Many parts of the of its content is well content is well
unclear and lacks content need more researched and factual. researched and based
supporting details. research. The content is The content is clear and on facts. The main ideas
somewhat clear and supported with textual are clear and well
supported with textual evidence. supported.
evidence.
 Writing Prompts
Criteria Below expectations Needs improvement Meets expectations Exceeds expectations
1 2 3 4

Organization (25%) The progression of ideas The progression of ideas The progression of ideas The progression of ideas
Logical progression of is disorganized. is somewhat organized. is organized. Transitions is well organized.
details/events; clear Transitions are unclear, Transitions are are clear, leading to full Transitions are clear and
transitions between ideas
making the text almost somewhat clear, understanding. effective, leading to full
impossible to leading to vague and easy understanding.
understand. understanding.

Language (25%) There are four or more There are two to three There is one language There are no language
Spelling, mechanics, language errors. language errors. error. errors.
grammar, and word usage
 Values Integration

How can your knowledge of scientific writing help you

become more objective when making decisions?
 Synthesis

1. Form groups of three members each.

2. Watch two videos about human development and
identify the features of writing in the sciences that are
present in the videos.
3. Explain how your knowledge about writing in the
sciences can be utilized in delivering an informative
speech related to science.
 Synthesis

4. Prepare for a four- to five-minute presentation.

5. After the activity, answer the following
questions:
a. What points are recurring in the
presentations?
b. What have you learned about writing in the
sciences from this activity?
 Assignment

1. Watch a video about understanding humans.

2. Answer the following questions in 300 to 400 words:
a. How is the topic in the video related to the
sciences?
b. How can this format of sharing information be
beneficial to the audience?
c. What can this format contribute to writing in
the sciences?
3. You will be graded based on the given rubric.
 Criteria Below expectations Needs improvement Meets expectations Exceeds expectations
1 2 3 4

Content (50%) The content is unclear The content is The content is clear and The content is very
Clear and evident focus on the and unsupported with somewhat clear and supported with textual clear and well
topic
textual evidence. supported with textual evidence. supported with textual
evidence. evidence.

Organization (25%) The progression of ideas The progression of ideas The progression of ideas The progression of ideas
Logical progression of is disorganized. is somewhat organized. is organized. Transitions is well organized.
details/events; clear Transitions are unclear, Transitions are are clear, leading to full Transitions are clear and
transitions between ideas
making the text almost somewhat clear, understanding. effective, leading to full
impossible to leading to vague and easy understanding.
understand. understanding.

Language (25%) There are four or more There are two to three There is one language There are no language
Spelling, mechanics, language errors. language errors. error. errors.
grammar, and word usage
 Bibliography

Dickinson, Emily. (2001). “Because I Could Not Stop for Death”. Project Gutenberg. Accessed June 16,
2017. http://www.gutenberg.org/cache/epub/2678/pg2678.txt
Keats, John. 2007. “Ode to a Grecian Urn”. Project Gutenberg. Accessed June 17, 2017.
http://www.gutenberg.org/cache/epub/23684/pg23684.txt
Poe, Edgar Allan. 2008. “Bells”. Project Gutenberg. Accessed June 17, 2017.
https://www.gutenberg.org/files/2148/2148-0.txt
Shakespeare, William. 1997. “Julius Caesar”. Project Gutenberg. Accessed June 16, 2017.
http://www.gutenberg.org/cache/epub/1120/pg1120.txt
Shakespeare, William. 2012. “Romeo and Juliet”. Project Gutenberg. Accessed June 12, 2017.
http://www.gutenberg.org/cache/epub/1112/pg1112.txt.
Shelley, Percy. (2003). “Ode to the West Wind”. Project Gutenberg. Accessed November 16, 2021.
http://www.https://www.gutenberg.org/cache/epub/4800/pg4800.html