SCIENTIFIC PAPER

ABSTRACTINTRODUCTION

ACKNOLEDGEMENT

Dr. drh. Sri Wigati, M.Agr.Sc.

BASICS OF GOODWRITING

Good writing starts with process. So we’ll begin by telling you : How to go about writing. How to get ideas. How to put them together. How to get them on paper. How to polish them into a fine piece of writing.

Those are the four broad steps in writing anything: Prewriting Writing, Revising Proofreading

Prewriting

The prewriting process refers to the kinds of things you do to get ready to write. Helpful hints to suggest how to think. How to plan. How tomake choices. Prewriting prepares you to write freely.

Conclusion The results of this study revealed that

supplementation of antibiotic, organic acids and herbal additives improved performance and morphological indices of broiler chickens. In addition, these results showed that dietary treatments had no significant effect on protein and nucleic acids content in intestinal mucosa of broilers. Finally, organic acids and herbal additive such as shallot and yarrow might be useful additive instead of antibiotic growth promoters such as virginiamycin, considering performance, intestinal morphology and ileal microbial population of broilers.

Writing

Suggestions for writing follow with details about how to use the building blocks of good writing:• good sentences• good paragraphs• good multi-paragraph papers.

Revising

Then we help you with probably the toughest part of writing: Polishing your paper. Improving content. Improving structure. Improving emphasis. Improving continuity.

Proofreading

Finally, we show you how to eliminate those bothersome mechanical errors.

WRITING SENTENCES

You’ve written sentences since you were in elementary school, so why take the space here to talk about writing good sentences? Because not all sentences are created equal, good writers don’t just spew out sentences and consider the job done. Instead, they consciously manipulate sentence structure, word choice, sentence length, and emphasis. While paragraphs are the building blocks for every multi-paragraph paper, sentences make up the foundation. We all know that if a foundation crumbles, the building blocks come crashing down. So, here is your guide to writing good sentences.

CHARACTERISTICS

Good sentences follow these characteristics:

• Accurately exhibit one of four structures: simple, compound, complex, or compound-complex.• Use strong words, including specific nouns and verbs.• Include variety in their beginnings, structure, and length.• Use parallel structures for parallel ideas.• Put the main idea in the main clause and subordinate ideas in subordinate clauses.• Place the most important idea at the end, the second most important idea at the beginning, and tuck other information in the middle.• Follow the rules of grammar, mechanics, and usage.

BASIC SENTENCES

Sentences are built using one or four structures Simple Compound Complex Compound-Complex

Word, phrase, clause, sentence, paragraph

Simple

A simple sentence has a subject and verb. Either may be compound, and both may have words and phrases that modify them. For example:The pad fell.Simple sentence; subject pad, verb fell

The red personalized mouse pad fell off the desk and onto the floor.Subject: padVerb: fellWords modifying the subject: the, red, personalized, mousePhrases modifying the verb: off the desk, onto the floor

The mouse pad and mouse fell off the desk.Compound subjects: pad and mouseVerb: fellWords modifying the subject: the, mousePhrases modifying the verb: off the desk

Compound

A compound sentence is made of two simple sentences joined together. A comma marks where the two simple sentences are joined. For example:

The mouse pad fell on the floor, and the mouse landed on top.First simple sentence: The mouse pad fell on the floor.Second simple sentence: The mouse landed on top.

Complex

A complex sentence is a simple sentence with a subordinate clause added. For example:

The mouse pad fell on the floor when the cat jumped on the desk. Simple sentence: The mouse pad fell on the floor. Subordinate clause: when the cat jumped on the desk

Compound-Complex

A compound-complex sentence has two simple sentences and at least one subordinate clause. For example:

When the cat jumped on the desk, the mouse pad fell on the floor, and the mouse landed on top.

First simple sentence: The mouse pad fell on the floor. Second simple sentence: The mouse landed on top. Subordinate clause: when the cat jumped on the desk

Abstract

The shortest way to do many things is to only do onething at once.

Samuel Smiles (1812–1904)

Your abstract is essential for providing a condensed, potted history of your results in a fraction of the words that you use in the paper.

This section of your paper should only convey the most interesting and most important parts of your work.

The abstract should be organised by :

• First stating the aims of the study

• The basic study design and methods.

• The main results including :• specific data and their statistical

significance.

• Finally, finish with the conclusion and interpretation.

The requirement of many journals nowIs using of a formal structure for writing an ABSTRACT

Objectives Design Setting, Participants, Main outcome measures, Results Conclusions

As the subheadings of its structured abstracts.

Other journals : The standard aims Methods, Results Conclusions.

As the abstract headings

.

When writing your abstract, put your most concise and important sentences on a page, join them into an abstract and then count the words

Even if the journal does not specify any subheadings, write your abstract as though they were there.

Box 3.1 shows an example of a concise and well-structured abstract. In this abstract, there are no wasted words or redundant phrases.

The results are supported by data and P values.

Finally, the interpretation of the findings is clearly stated in the conclusion.

Box 3.1 Example of a well-structured abstract

Randomised controlled trial of specialist nurse intervention in heart failure

Objectives To determine whether specialist nurse intervention improves outcome in patients with chronic heart failure.Design Randomised controlled trial.Setting Acute medical admissions unit in a teaching hospital.Participants 165 patients admitted with heart failure due to left ventricular systolic dysfunction. The intervention started before discharge and continued thereafter with home visits for up to1 year.Main outcome measures Time to first event analysis of death from all causes or readmission to hospital with worsening heart failure.

Results 31 patients (37%) in the intervention group died or were readmitted with heart failure compared with 45 (53%) in the usual care group (hazard ratio − 0·61, 95% confidence interval 0·33 to 0·96). Compared with usual care, patients in the intervention group had fewer readmissions for any reason (86 versus 114, P = 0·018), fewer admissions for any reason (86 v 114), fewer admissions for heart failure (19 v 45, P < 0·001) and spent fewer days in hospital for heart failure (mean 3·43 v 7·46 days, P = 0·0051).

Conclusions Specially trained nurses can improve the outcome of patients admitted to hospital with heart failure.

Abstracts always benefit from a serious word trim.

It is essential that you adhere to the word limit.

Some journals such as Science and Nature that are very well regarded in scientific circles request very short abstracts, which may be as low as 100 words.

However, the usual limit is 250 words. Even if a larger word count is allowed, limit yourself to 250 words

Summary guidelines

The discussion should not simply stop. It should come toa definite, clear end.

Box 3.5 below gives a summary of what each section of yourpaper should contain. Details of how to choose a title, select theappropriate references, and format your paper are explained infollowing chapters. Further advice can be obtained from theBMJ website (www3). If you set out to write a paper based onthese summary guidelines, your paper should fall into placenicely from the day that you begin writing and it shouldbecome a pleasure for your peers and coauthors to review.

Box 3.5 Construction guidelines

TitleBe short, accurate, and unambiguousGive your paper a distinct personalityBegin with the subject of the study

IntroductionWhat is knownWhat is not knownWhy we did this study

MethodsParticipantsMeasurementsOutcomes and explanatory variablesStatistical methods

Introduction

What is knownWhat is not knownWhy we did this study

PRECIS : is a short restatenment of the main points of a piece of writing.

PARAPHRASE : Restates a passage in your own words.

PRECISE & PARAPHRASE ARE A KIND OF SUMMARY

Results

Sample characteristicsUnivariate analysesBivariate analysesMultivariate analyses

Tables and figuresNo more than six tables or figuresUse Table 1 for sample characteristics (no P values)Put most important findings in a figure

DiscussionState what you foundOutline the strengths and limitations of the studyDiscuss the relevance to current literatureOutline your implications with a clear “So what?” and “Where now?”

Interpretation of resultsReligion is always right. Religion solves every problemand thereby abolishes problems from the universe…Science is the very opposite. Science is always wrong. Itnever solves a problem without raising ten others.George Bernard Shaw (in an after-dinner toast toAlbert Einstein, 1930)

ABSTRACT(Ikhtisar)

Your abstract is essential for providing a condensed, potted history of your results in a fraction of the words that you use in the paper.

This section of your paper should only convey the most interesting and most important parts of your work.

Formal structure for writing an abstract Includes subheadings :a. The aims/objectives of the study/research/experimentb. The basic study design and methods ( researchmaterial, experimental/study design, variables/main outcome measures, data analysis/statistical analysis)c. The main results including specific data and their statistical significanced. Conclusion and interpretation

LITERATURE REVIEWS(TINJAUAN PUSTAKA)

Random mating implies that an individual of one sex is equally likely to mate with any individual of the other, and non- random mating systems are generally broadly classified into four types depending upon geneticc or phenotypic relationships among mates (Clarke, 1982).

According to Clarke (1982), random mating implies that an individual of one sex is equally likely to mate with any individual of the other, and non- random mating systems are generally broadly classified into four types depending upon geneticc or phenotypic relationships among mates.

Clarke (1982) stated that random mating implies that an individual of one sex is equally likely to mate with any individual of the other, and non- random mating systems are generally broadly classified into four types depending upon geneticc or phenotypic relationships among mates.

Animal behaviour is the patterns of action observed in animals which occur either voluntarily or involuntarily (Kilgour and Dalton, 1984).

According to Kilgour and Dalton (1984), animal behaviour is the patterns of action observed in animals which occur either voluntarily or involuntarily.

Kilgour and Dalton (1984) stated that animal behaviour is the patterns of action observed in animals which occur either voluntarily or involuntarily.

Adding up to 15% crude glycerin to finishing wether diets improved feedlot performance, particularly during the first 14 d, without any concomitant effect on carcass characteristics (Gunn, et al., 2010).

According to Gunn, et al. (2010),, adding up to 15% crude glycerin to finishing wether diets improved feedlot performance, particularly during the first 14 d, without any concomitant effect on carcass characteristics.

Gunn, et al. (2010) reported that adding up to 15% crude glycerin to finishing wether diets improved feedlot performance, particularly during the first 14 d, without any concomitant effect on carcass characteristics.

REFERENCES(LITERATURES CITED)

(Daftar Pustaka)

Name of the authors, the Year published, Title, Publisher, the address of the publisher.

Name of the authors, the Year published, Title, the name of Journal, volume : pages.

ReferencesType 1.

AOAC. 1995. Official Methods of Analysis. 16th ed. Assoc. Anal. Chem., Arlington, VA.

AOCS. 2000. Official Methods and Recommended Practices of theAOCS. 5th ed. Am. Oil Chem. Soc., Champaign, IL.

Boggs, D. L., R. A. Merkel, M. E. Doumit and K. Bruns. 2006. Lamb carcass evaluation and grading. Pages 181–202 in Livestock and Carcasses: An Integrated Approach to Evaluation, Grading, and Selection. 6th rev. ed. Kendall/Hunt Publ. Co., Dubuque, IA.

Clarke, J.N. 1982. Mating Plans and their Effects in Sheep Improvement. Pages 111-142 in Sheep Production Volume One: Breeding and Reproduction. G.A. Wickham and M.F. McDonald (Eds.). Ray Richards Publisher in association with the New Zealand Institute of Agricultural Science. 49 Aberdeen Road, Auckland 9.

Hess, B. W., S. L. Lake, and S. A. Gunter. 2008. Using glycerin as a supplement for forage-fed ruminants. J. Anim. Sci. 86 (ESuppl.2): 392. (Abstr.)

Kilgour, R. and C. Dalton. 1984. Livestock Behaviour: A Practical Guide. Methuen Publications (N.Z.) Limited, 61 Beach Road, Auckland.

Parsons, G. L., M. K. Shelor, and J. S. Drouillard. 2009. Performance and carcass traits of finishing heifers fed crude glycerin. J. Anim. Sci. 87: 653–657.

Type 2.Blue L, Lang E, McMurray JJV et al. Randomised controlled trial of

specialist nurse intervention in heart failure. BMJ 2001;323:715–18

Lamott A. Some instructions on writing and life. Peterborough: AnchorBooks, 1994; pp 21, 22, 25, 184.

Zeiger M. The introduction. In: Essentials of writing biomedical researchpapers. Maidenhead: McGraw-Hill, 1991; p 2, 184.

Important !References

• All citations must be accurate Include only the most important, most rigorous, and most recent literature

• Quote only published journal articles or books Never quote “second hand” Cite only 20–35 references

• Formatting Include the title, author, page numbers, etc. in headers and footers Start each section on a new page

• Format titles and subtitles consistently Comply with “Instructions to authors”

To plagiarize is to take (the work or an idea of someone else) and pass it off as one’s own, then the ‘passing off’ occurs when the work or idea is articulated by the person who took it.

The plagiarism is not complete until the ‘taker’ writes or speaks about the work or idea, identifying it as his or her own.

Plagiarism is, therefore, fundamentally a specifickind of language in use, a linguistic phenomenon.

Plagiarism as a linguistic phenomenon, rather than as a violation of rules or ethical principles.

Plagiarism

To take a piece of writing without acknowledgingthe creator is plain theft’ (Ragen, 1987, p. A39) was the verdict of an academic commenting on a case of plagiarism that attracted public attention.

While the case that provoked the comment was controversial, the identification of plagiarism with theft is not at all so; stealing is a common metaphor for plagiarism.

Plagiarism

Plagiarism in science ‘subverts [scientists’] own achievement’(Klein, 1993, p. S57); one editor of a scholarly journal commented,

Incidents of plagiarism in science corrupt the soul of theperpetrator . Erode the integrity of the discipline, and diminish the esteem of science in the minds of the general public. If plagiarism in science were allowed to become widespread, science would ultimately be destroyed.

(Betts, 1992, p. 289)

Writing is a skill, and writing from sources is an important subskill for academic writers, yet the instructions students receive about plagiarism are often in the form of warnings and information sheets emphasizing declarative knowledgeabout the act, rather than the skills needed to avoid it.

After our teacher’s explanation, we understand that in her country or some others plagiarism is forbidden. . . . However in our country, things are [a] little different. We may perhaps call what our teacher calls ‘plagiarism’ as ‘imitation’, which is sometimes encouraged, especially for a beginner.

Non-native speakers of EnglishEnglish is The first- or second-language

Imitation : After reading an autobiographical book, a student borrowed chunks of the model tex to write their own lives.

This Imitation is considered as plagiarism

Bulelwa, had had limited exposure to English beforebeginning university, and this created a dilemma for her as she tried to write from sources. She understood the need not to plagiarize, but did not feel confident about her ability to do so without misrepresenting her sources. In response to these conflicting concerns, she developed a hybrid strategy: ‘if I want something to be clearer, sometimes I use his [the source’s] words sometimes I use mine’. Despite her concern about accuracy, she tried to paraphrase, saying ‘by paraphrasing itI don’t want to plagiarize’

This hybrid strategy is also considered as plagiarism

There appear, therefore, to be at least two sorts ofplagiarism, distinguished by the presence or absence of intentional deception.

Here the term prototypical plagiarism will be used to referto the former, and will be defined as the use of words and/or ideas from another source, without appropriateattribution, and with the intention to deceive.

A type of plagiarism exists which is characterizedby the lack of deceptive intent. Often the language fromone or more source texts is not only adopted, but also woven into the student’s text, mixed with parts that have been written more autonomously; it shows signs of having been adapted to the new text: synonyms have been substituted, active verbs made passive or vice versa and so on. This source use strategy is what Rebecca Howard (1995, 1999) calls patchwriting ,

Patchwriting , defines as ‘copying from a source text and then deleting some words, altering grammatical structures,or plugging in one synonym for another’ (1999, p. xvii).

It is therefore necessary to be able to discuss plagiarism withoutreference to intent, taking into account only the textual features, i.e., the similarity of one text to another, and the absence of other textual features, such as quotation marks, which would make the similarity acceptable.

Here the term textual plagiarism will be used and definedlike this: Textual plagiarism is the use of words and/or ideas from another source, without appropriate attribution.

Textual plagiarism

Prototypical plagiarism Patchwriting(intention to deceive present) (intention to deceive absent)

Figure 1.1 Types of plagiarism.

Why do writers plagiarize? Sometimes they are dishonest and are willing to break the rules, of which they are quite aware, in order to gain unearned benefit. Another reason can be simple necessity. In a study of the progress of a second-language writer through a business course,

If the textual plagiarism was not caused by the intention to deceive, where did it come from?

Paraphrase

Paraphrase is a new way of expressing ideas which are attributable to a source, an independent rewording.

Paraphrasing, however, carries two risks of its own. These writers were keenly aware there was a risk that nuances might be lost or that meaning might be distorted. Roula said, ‘sometimes when you paraphrase something, you just miss the point of the book’.

Patchwriting as a Strategy

The strategy of condensing, substituting synonyms and reordering that was found in many of the writing samples is not paraphrase; it is patchwriting (Howard, 1995, 1999).

For the writers in this study, though, patchwriting was a thirdway, an alternative to quoting and paraphrasing which avoided the problems the writers associated with each.

Excessive quotation was undesirable. It is ‘better not to quote too much