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| Preface | |
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| A Framework for success | |
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| How the book is organised, and why | |
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| Getting started with writing for international publication | |
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| Publishing in the international literature | |
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| Aims of this book | |
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| How the book is structured | |
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| Research article structures | |
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| Conventional article structure: AIMRaD and its variations | |
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| Referees' criteria for evaluating manuscripts | |
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| When and how to write each article section | |
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| Results as 'story': the key driver of an article | |
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| Results: turning data into knowledge | |
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| Figure, table or text? | |
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| Designing figures | |
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| Designing tables | |
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| Figure legends and table titles | |
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| Writing about Results | |
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| Functions of Results sentences | |
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| Verb tense in Results sections | |
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| Methods sections | |
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| Purpose of the Methods section | |
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| Organising Methods sections | |
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| Use of passive and active verbs | |
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| Introductions | |
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| Five 'stages' to a compelling Introduction | |
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| Stage 1: Locating your project within an existing field of scientific research | |
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| Using references in Stages 2 and | |
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| Avoiding plagiarism when using others' work | |
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| Indicating the 'gap' or 'research niche' | |
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| Stage 4: The statement of purpose or main activity | |
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| Suggested process for drafting an Introduction | |
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| Editing for logical flow | |
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| Discussion sections | |
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| Information elements to highlight the key messages | |
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| Negotiating the strength of claims | |
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| Titles | |
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| Abstracts | |
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| Getting your manuscript published | |
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| Evaluating journals | |
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| Considerations when selecting a target journal | |
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| Submitting a manuscript | |
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| How to respond to editors and referees | |
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| Rules of thumb for responding to editors and referees | |
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| How to deal with manuscript rejection | |
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| How to deal with 'conditional acceptance' or 'revise and resubmit' | |
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| A Process for preparing a manuscript | |
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| Initial preparation steps | |
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| Editing procedures | |
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| A pre-review checklist | |
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| Further developing your publication skills | |
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| Skill development strategies for groups and individuals | |
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| Journal clubs | |
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| Writing groups | |
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| Matching feedback strategies to different purposes | |
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| Training for responding to reviewers | |
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| Developing discipline-specific English skills | |
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| Introduction | |
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| What kind of English errors matter most? | |
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| Strategic (and acceptable!) language re-use: Sentence templates | |
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| More about Noun Phrases | |
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| Concordancing: a tool for developing your discipline specific English | |
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| Using the English articles (a/an, the) appropriately in science writing | |
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| Using 'which' and 'that' | |
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| Answer pages | |
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| References | |
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| Provided example articles | |
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| Kaiser, B.N., Moreau, S., Castelli, J., Thomson, R., Lambert, A., Bogliolo, S., Puppo, A., & Day, D.A. (2003) | |
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| The soybean NRAMP homologue, GmDMT1, is a symbiotic divalent metal transporter capable of ferrous iron transport | |
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| The Plant Journal, 35, 295-304 | |
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| Britton-Simmons, K.H. & Abbott, K.C. (2008) | |
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| Short- and long-term effects of disturbance and propagule pressure on a biological i | |