How do you write and present research well? 12—Design graphs to fit within the journal column width

Patience, Gregory S.; Boffito, Daria C.; Patience, Paul A.

doi:10.1002/cjce.22547

Cited by 5 publications

(1 citation statement)

References 9 publications

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“…Remember that plot dimensions for papers are too faint for presentations-lines, text, and symbols must be twice the weight/size for a presentation. [11,12] The ink-efficiency of symbols is better than that of text-T, • C rather than Temperature, • C; t, s rather than Time, s. Captions and titles are unnecessary text, but when you present a graph, explicitly state the axes.…”

Section: Formatmentioning

confidence: 99%

How do you write and present research well? 15—Prepare to say less than you prepare

et al. 2016

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Section: Formatmentioning

confidence: 99%

How do you write and present research well? 15—Prepare to say less than you prepare

et al. 2016

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How do you write and present research well? Answers to the 20 questions

2016

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At the beginning of this series on how to write and present research,[1,2] we repeated Whitesides's[3] message that working in the laboratory, modelling, designing, and troubleshooting constitute only part of the research effort. Discovery, development, analysis, and reviewing literature is work which is incomplete until you publish it and others cite it.[4] Our questions address specifically how to write and present with greater clarity, which is only one element in the process and includes: (a) acknowledging that you should write and present better; (b) deciding that you want to improve; (c) identify means to achieve this goal—courses and books, for example; (d) dedicating time to practice; (e) finding a coach or some way to get feedback on how you are doing; and (f) implementing what you learn in all written and oral communication. Writing and presenting are indispensable skills for researchers, but for many of us, formal instruction on communication ended in high school or the first year of university. However, universities are now implementing soft skill workshops as part of the offering to new graduate students. Funding agencies recognize the importance of these skills and now require programs in grant proposals (NSERC CREATE, European RECHIND). These resources are most effective when students recognize that they need to improve their skills and also want to improve them. Great musicians, athletes, and Go players practice continually. Furthermore, they have coaches to give them feedback and help them develop strategies. Writing is as complex as these activities and, like with them, we can improve at it continually.[5,6]

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