Scientific Writing Research Articles

Introducing Our Custom GPT: An Example of the Potential Impact of Personalized GPT Builders on Scientific Writing

Introducing Our Custom GPT: An Example of the Potential Impact of Personalized GPT Builders on Scientific Writing

Initialisms in Scientific Writing in the 19th and Early 20th Centuries

This paper focusses on the role of initialisms in scientific English articles in the Royal Society Corpus (Fischer et al. 2020; Kermes et al. 2016). The development of scientific initialisms is illustrated with frequency data, a discussion of the evolution of the text topics obtained from topic modelling and an analysis of the development of information-theoretic surprisal values of initialisms in three time spans between 1830 and 1919. The overall frequency and diversity of initialisms for scientific concepts has risen considerably between 1830 and 1919 in the context of the ongoing specialisation of the sciences. Particularly from the 1860s onwards scientific initialisms increasingly become shortcuts for multiword units with wordhood and term status. The surprisal values of scientific initialisms decrease over time as such forms more regularly occur in conventionalised textual contexts and fixed expressions. Overall, the analysis of the RSC texts shows that key developments towards the conventionalisation of scientific initialisms as term formation patterns took place in the transitional period from Late Modern to Present-day English.

Advancing academic standards: Management model for national reputable scientific writing training for lecturers

The root of the problem in this research is the fact that scientific writing with a national reputation is still low and the publication of scientific writing with a national reputation is also low, thus affecting the quality of lecturers at the University. To overcome this problem, this research developed a training management model that can improve the scientific writing skills of lecturers and familiarize lecturers to actively conduct nationally reputable scientific writing. The training management model in question is called the “National Reputable Scientific Writing Training Management” model. This type of research is development research or R&D to produce a valid, practical, and effective model, as well as all devices and research instruments related to the application of the model at the University. The results showed that: (1) the National Reputable Scientific Writing Training Management model is suitable for improving the scientific writing ability of lecturers; (2) the output of the National Reputable Scientific Writing Training Management model in the model group is significantly higher than the initial group (pre-model); (3) The average value of IP/IO from experts is 4.4 with a high category, from observers at stage I test is 4.0 with a high category, at stage II test is 4.7 with a high category and stage III test is 4.77 with a high category, so it is concluded that the National Reputable Scientific Writing Training Management model meets the criteria of effectiveness, practicality and implementation; (4) The response of university managers and respondents to the implementation of the model is quite satisfactory, both regarding the concept of the model, the application in technical implementation and their perception of the National Reputable Scientific Writing Training Management model; and (5) the National Reputable Scientific Writing Training Management model can be developed as an alternative implementation in training management at the university.

Digital Literacy Competence for Scientific Writing: Students' Perceptions and Skills

In this digital era, digital literacy skills must be owned by students to write a good scientific writing. Therefore, this study aims to obtain students' perceptions and skills toward digital literacy in scientific writing. This study was a descriptive study. The data were collected by administering closed-ended questionnaires and conducting semi-structured interviews with the thirty-three students in the seventh semester of the English Language Education Study Program of Teaching Training and Education Faculty of Mahasaraswati University, Denpasar. Data obtained from the questionnaires were analyzed quantitatively, and the data from the interviews were analyzed qualitatively. The result of the study indicated that students had a positive perception of digital literacy and had good digital literacy skills in scientific writing. Students believed having digital literacy skills was essential to help them write good scientific writing. In addition, students have good skills in the digital literacy dimension of critical thinking, finding online information, online writing attitude, and digital function. These skills helped them construct and develop ideas and also avoid plagiarism. However, students' digital literacy skills can be classified as sufficient in the dimensions of online communication, creativity and collaboration, and digital academic culture. Lack of knowledge, competence, and confidence leads students to be less creative and not actively join the online collaboration and digital academic culture.

Elevating Scientific Writing in Higher Education: Inquiry-Based Learning as a Tool for Training Competent Researchers

Purpose: The present study examined the relationship between scientific writing and the formation of competent researchers with research-based learning as a starting point. Theoretical Framework: It was based on the fundamentals of research and the ways of providing that knowledge to future researchers, as well as theories of scientific writing and researcher training. Previous studies addressing the relationship between inquiry-based learning with scientific writing and the formation of competent researchers were reviewed, identifying the key elements that contribute to the success of this strategy. Design/methodology/approach: A qualitative research with a cross-sectional non-experimental design was developed with the participation of 118 university students from a university in the Loreto region of Peru. Findings: A significant relationship was found between research-based learning and scientific writing (p<0.005) in which the formation of competent researchers partially had this relationship. The results indicated that the university students who were part of the study had better scientific writing. Research, practical & social implications: It can be affirmed that research-based learning is important to improve scientific writing, since it allows to have a better formation of competent researchers. Originality/value: This study contributes original value to the field of higher education by providing empirical evidence on the effectiveness of research-based learning to strengthen scientific writing and the formation of competent researchers in Peruvian university students.

Reform and Practice in Teaching Literature Review and Scientific Writing Course with the Goals of "Leading and Applicability"

Literature study and scientific paper writing for leading and applicability aims to enhance the capability of students in literature review and scientific paper writing through teaching reform and practice. The course design emphasizes leading and applicability, and cultivates independent analysis and critical thinking through in-depth academic literature reading and actual scientific and technological thesis writing. Through the teaching content, teaching methods, and assessment methods, we explore the role of leading teaching in promoting academic exploration and application transformation. Students not only demonstrate innovation and foresight in academic research but also show the ability of technology transformation in practical application, laying a solid foundation for future academic and professional career development.

Student-Centered Approaches to Breaking Through Scientific Writing Barriers

Student-Centered Approaches to Breaking Through Scientific Writing Barriers

Effectiveness Evaluation of the Student Research Proposal Presentation Program at Scientific Writing Course

Higher education increasingly emphasizes the importance of developing students' academic and professional abilities, including scientific communication and presentation skills. The research proposal presentation program is a strategic initiative in responding to these needs, but challenges in its implementation still exist. Evaluate the effectiveness of student research proposal presentation programs in the Scientific Writing course at UNINDRA and identify strengths and weaknesses in the delivery of material and student argumentation structure. Evaluative research involves collecting data from the results of presentation evaluations, feedback from lecturers or other participants, and assessing the quality of presentations. Qualitative and quantitative data analysis techniques were used, with thematic analysis techniques to identify patterns or themes in participant feedback and evaluation. The evaluation showed that the research proposal presentation program provided significant benefits for lecturers and students. However, there are challenges in the learning process due to inadequate support in CPMK and material distribution. The high lecturer-student ratio also hinders the implementation of the ideal presentation. Internal obstacles such as lack of courage and suboptimal preparation of presentation materials also affect the quality of presentations. The need for adjustments in the preparation of the curriculum and teaching methods, including aligning the CPMK with the CPL and ensuring that the plan for the presentation of research proposals is included in the RPS. It is necessary to provide adequate time and improvement of presentation equipment to improve the quality of presentation and feedback. Better integration between CPMK and CPL will create a globally competitive generation of academics and professionals. Thus, this program can be more effective in achieving higher education goals in developing students' academic and professional abilities.

ASO Visual Abstract: Performance of AI Content Detectors Using Human and AI-Generated Scientific Writing.

ASO Visual Abstract: Performance of AI Content Detectors Using Human and AI-Generated Scientific Writing.

Plagiarism- an understanding

Plagiarism is the most common type of misconduct in scientific writing and is defined as taking someone else’s work or ideas and passing them as their own thus retarding progress. It carries serious penalties if proved. Plagiarism-free scientific writing is a shared responsibility of medical institutes initiating the scientific writings and the Journal editors who publish it.

“... but be sure you let it settle”: Late Modern Authors’ Presence in English Scientific Texts

The use of pronouns shows the author’s intention to address the reading public or the presence of the target readership in texts. This paper focuses on second-person pronouns, which are especially revealing of the author`s desire to engage the reader by endowing on them an active role in the negotiation and construction of knowledge. For the same reason, we will also analyse the use of the word reader. Science writing is thus understood as a dialogue between the two groups of participants involved in knowledge creation. Two usages of you have been detected in previous works using the Coruña Corpus of English Scientific Writing (CC): general and dialogic. The former might be interpreted as a generic “one,” “everybody;” the latter, considered as an in-group strategy that embraces both the writer and the reader. The detailed analysis of the pragmatics of the second person pronouns and reader in Corpus of English Chemistry Texts (CEChET) and Late Modern English Medical Texts (LMEMT) will hopefully shed some light on the object-centred nature of scientific writing.

Unveiling The Challenge of Student Scientific Writing: A Need Analysis

Unveiling The Challenge of Student Scientific Writing: A Need Analysis

Performance of Artificial Intelligence Content Detectors Using Human and Artificial Intelligence-Generated Scientific Writing.

Few studies have examined the performance of artificial intelligence (AI) content detection in scientific writing. This study evaluates the performance of publicly available AI content detectors when applied to both human-written and AI-generated scientific articles. Articles published in Annals of Surgical Oncology (ASO) during the year 2022, as well as AI-generated articles using OpenAI's ChatGPT, were analyzed by three AI content detectors to assess the probability of AI-generated content. Full manuscripts and their individual sections were evaluated. Group comparisons and trend analyses were conducted by using ANOVA and linear regression. Classification performance was determined using area under the curve (AUC). A total of 449 original articles met inclusion criteria and were evaluated to determine the likelihood of being generated by AI. Each detector also evaluated 47 AI-generated articles by using titles from ASO articles. Human-written articles had an average probability of being AI-generated of 9.4% with significant differences between the detectors. Only two (0.4%) human-written manuscripts were detected as having a 0% probability of being AI-generated by all three detectors. Completely AI-generated articles were evaluated to have a higher average probability of being AI-generated (43.5%) with a range from 12.0 to 99.9%. This study demonstrates differences in the performance of various AI content detectors with the potential to label human-written articles as AI-generated. Any effort toward implementing AI detectors must include a strategy for continuous evaluation and validation as AI models and detectors rapidly evolve.

A semantic approach for the analysis of verbs in life sciences texts

ABSTRACT This paper presents a corpusbased study of a group of lexical verbs in eighteenth and nineteenth century scientific texts. The study has a twofold aim. Firstly, it aims to select four types of verb classes (verbs of communication, desire, aspectuals and perception) identified by Levin and Noonan and explore their use in the Corpus of English Life Sciences Texts, a subcorpus of the Coruña Corpus of English Scientific Writing. Secondly, it aims to determine if the frequency of these verbs varies based on the gender of the authors. Further, the study seeks to ascertain if a shifting pattern could be attested in the use of these verbs throughout the two centuries examined in the corpus, at a time when the scientific register was already becoming established. The findings of the study obtained from the greater or lesser occurrence of the verbs in question over the two centuries indicate which ones were more frequent in Life Sciences texts, whether they were more commonly used either by men or women and whether there was a pattern of continued usage of these verbs in Late Modern English scientific language rather than a shift towards nominalisation in this type of discourse.

Scientific Writing – ChatGPT Versus Real-time Output: Addressing Academician’s Concern

Background: The advent of ChatGPT, an artificial intelligence (AI) model, has introduced new challenges in educational practices, particularly in the realm of scientific writing at higher educational institutions. The AI is trained on extensive datasets to generate scientific texts. Many professors and academicians express concerns about the inclusion of AI chatbots in project execution, interpretation, and writing within specialized subject curricula at the undergraduate and master’s levels. Methods: To address these concerns, we employed the ChatGPT tool by posing a specific query “Gynecomastia and the risk of non-specific lung disease, along with associated risk factors for workers in the petrochemical industry”. We conducted a comparison between responses generated by ChatGPT and real-time output from master’s students, examining document-to-document variation on different dates. Results and Discussion: The AI chatbot failed to identify potential risk factors, in contrast to the student response, which highlighted alteration in neutrophil levels, lung architecture, high IgE, elevated CO2 levels, etc. The two responses did not align in terms of context understanding, language nuances (words and phrases), and knowledge limitations (real-time access to information, creativity, and originality of the query). A plagiarism check using the iThenticate software reported similarity indices of 11% and 14%, respectively, in document-to-document analyses. The concerns raised by academicians are not unfounded, and the apprehension regarding students utilizing ChatGPT in the future revolves around ethical considerations, the potential for plagiarism, and the absence of laws governing the use of AI in medical or scientific writing. Conclusion: While AI integration in the curriculum is feasible, it should be approached with a clear acknowledgement of its limitations and benefits. Emphasizing the importance of critical thinking and original work is crucial for students engaging with AI tools, addressing concerns related to ethics, plagiarism, and potential copyright infringement in medical or scientific writings.

Liberate the Article! Proposals for Simplified Scientific Writing Conventions

Liberate the Article! Proposals for Simplified Scientific Writing Conventions

Enhancing Scientific Writing Skills.

Enhancing Scientific Writing Skills.

Asuhan Kebidanan Komprehensif Pada Ny. N G1P0A0 Dengan Faktor Resiko Umur <20 Tahun

Background: World Health Organization (WHO) in 2020 the maternal mortality rate (MMR) in the world is 152 deaths per 100,000 live births. In ASEAN, the highest MMR in 2020 is in Myanmar, which is 235 per 100,000 live births. The maternal mortality rate in Brebes Regency in 2020 was 62 cases. In the Bantarkawung Health Center working area in 2020 there was 1 case, in 2021 there were 5 cases. Objective: To provide comprehensive midwifery care services to Mrs. N Age 19 Years G1P0A0 with Risk Factors Age <20 Years at the Bantarkawung Health Center, Brebes Regency with a midwifery management approach according to Varney's seven steps and SOAP. Research method: This study uses descriptive qualitative research with a case study design. The Scientific Writing assignment report is written based on a case report of comprehensive midwifery care in pregnant women, childbirth, newborns, and postpartum using the type of case review study research method. Results: The results of comprehensive midwifery care are the absence of gaps between theory and practice where according to the theory pregnant women with a young age <20 years will experience several risks such as in any.N who experienced a short TFU of 28 cm. Conclusion: After conducting an assessment and collecting data on comprehensive midwifery care on Mrs. N with risk factors for age <20 years at the puskesmas from third trimester pregnancy.

Workshop on Scientific Writing

Workshop on Scientific Writing

An Investigation on Scientific Writing Difficulties & Writing Process

An Investigation on Scientific Writing Difficulties & Writing Process