Writing for Biomedical Sciences Students

by Harry Witchel

Overview

This book will equip readers with all the skills needed to write convincing and polished assignments in biomedical sciences. The first part introduces the idea of writing for one's audience and enables readers to understand what's expected of them from different types of assignment. Part two provides detailed guidance on specific writing and presentation tasks, with individual chapters on essays, lab reports, reflective writing, posters and presentations. Parts three and four cover all of the key skills needed for successful writing in the biomedical sciences and help students develop a critical eye when selecting and researching information and create clear, well-structured assignments. Chapters contain top tips, examples and helpful summaries of key points, and three annotated sample assignments are provided in an appendix.

This is an essential companion to any student studying biomedical science or related disciplines such as physiology, biomedical engineering, pharmacy, medicine and dentistry.

Product Details

ISBN-13:	9781350315631
Publisher:	Bloomsbury Publishing
Publication date:	02/14/2020
Series:	Bloomsbury Study Skills
Sold by:	Barnes & Noble
Format:	eBook
Pages:	274
File size:	8 MB

About the Author

Harry Witchel is the Discipline Leader in Physiology at Brighton and Sussex Medical School.
Harry Witchel is the Discipline Leader in Physiology at Brighton and Sussex Medical School, UK.

Table of Contents

PART 1: BIOMEDICAL WRITING: SETTING YOUR AIMS
Chapter 1. Introduction: This Book and How to Use It
Chapter 2. What Your Instructor Wants for Each Different Type of Writing
Chapter 3. Your Process of Writing
PART 2: SPECIFIC TASKS IN WRITING AND PRESENTATION
Chapter 4. Essays
Chapter 5. Scientific Talks and Slideshow Presentations
Chapter 6. Lab Reports
Chapter 7. Reflective Writing
Chapter 8. Posters, Patient Leaflets and Other Scientific Writing
PART 3: SKILLS 1: ORGANISING, RESEARCHING, AND SCIENTIFIC THINKING
Chapter 9. Goal Setting: Discovering, Listing and Mapping Ideas to the Marking Criteria
Chapter 10. Organising: Structuring, Outlining, and Allocating Your Resources
Chapter 11. IMRaD Structure: Introduction, Methods, Results, and Discussion
Chapter 12. Recognising Excellent and Credible Material You Should Include
Chapter 13. Searching, Reading and Note-taking for Online and Library Research
Chapter 14. Selecting and Preparing Figures and Tables to Support Your Claims
Chapter 15. Analyzing Critically to Make Well-Informed Arguments
PART 4: SKILLS 2: WRITING, EDITING AND IMPROVING
Chapter 16. Writing Sentences with an Authoritative Tone
Chapter 17. Writing into Headed Sections Organised as Clear Paragraphs
Chapter 18. Referencing, Quoting, Paraphrasing and Avoiding Plagiarism
Chapter 19. Revising, Editing, Proofreading and Professional Presentation
Chapter 20. Responding to Feedback
Chapter 21. Help for Non-native English Speakers
APPENDICES
Appendix A. Sample Student Essay 1: Obesity
Appendix B. Sample Student Essay 2: Antibiotic Resistance
Appendix C. Sample Student Reflective Essay on a Patient Home Visit.

What People are Saying About This

From the Publisher

Writing for Biomedical Sciences Students is an invaluable book packed with excellent guidance and strategies – a must for all biomedical science undergraduates. – Peter Bush, University of Brighton, UK.

By breaking writing tasks down into clear, simple steps, students can dip in and out of the book throughout their academic journey and gain clarity in what is often perceived as a daunting process. – Jane McKay, Glasgow Caledonian University, UK.

Editorial Reviews

Writing for Biomedical Sciences Students is an invaluable book packed with excellent guidance and strategies – a must for all biomedical science undergraduates.” —Peter Bush, University of Brighton, UK

“By breaking writing tasks down into clear, simple steps, students can dip in and out of the book throughout their academic jourbaney and gain clarity in what is often perceived as a daunting process.” —Jane McKay, Glasgow Caledonian University, UK

From the Publisher