This chapter analyses colonial botanical collection to reveal the role of non-elite collectors and Indigenous interlocutors in providing knowledge that underpinned British science. The Endeavour brought the new taxonomy of Carl Linnaeus to the Southern Hemisphere. Joseph Banks, Daniel Solander and Sydney Parkinson recorded findings and took over 30,000 plants back to London, many of them viewed for the first time by Europeans swept up in the rage for botany. Knowledge production after James Cook’s first voyage was exponential, and it had both scientific and territorial consequences. New kinds of scientific writing also emerged from the controversial publication of Parkinson’s journal, and scientific bodies used innovative magazines to broaden access to and public support of science in the service of empire. Reliable collectors in the settler colonies worked with Indigenous collaborators to identify novel plant and animal materials, and send them to Britain. These included George Caley who worked with the Eora youth Daniel Moowaatin. The history of colonial science was informed by diverse participants, interests and motivations, and it changed how field work was conceived and scientific authority was established.

Writing the paper is one of the most challenging aspects of a project, and learning to write the report well is one of the most important skills to master for the success of the project and for sustaining a scholarly career. This chapter discusses challenges in writing and ways to overcome these challenges in the process of writing papers in the social and behavioral sciences. Two main principles emphasized are that writing is (a) a skill and (b) a form of communication. Skills are developed through instruction, modeling, and practice. In terms of communication, the research report can be conceived as a narrative that tells a story. Sections of the chapter focus on identifying common barriers to writing and ways to overcome them, developing a coherent and appropriate storyline, understanding the essential elements of a research paper, and valuing and incorporating feedback.

Chapter 9 of Discourse Syntax (Grammar and Genre) deals with patterns of English grammar as tied to the situational settings of a register or the conventions of a genre. It notes that a feature of grammar, such as the passive voice in academic discourse, may either be pervasive in some as compared to other registers, or that it can be typical, like a hashtag in tweets. The chapter also refers to the modality of the discourse situation and distinguishes between conceptually oral and written language. For a written genre, it discusses the scientific abstract and the various grammatical forms of expressing agentivity that typically occur in it. It also examines the way in which scientific genres show a condensation of information through syntactic complexity, particularly within the noun phrase, and how to study that type of complexity based on a sample of attestations retrieved from an electronic corpus. The chapter also discusses digital genres and the use of hashtags in discourse on social media platforms as well as the “because X” construction as a characteristic case of linguistic innovation within that medium.

The ability to write is an essential component of research. We write to communicate with readers. Our readers include funding bodies, thesis examiners, manuscript editors, reviewers, or readers of a journal. In each case, we write to convince a reader of our argument. In reports, we also write to allow a reader to check and interpret our findings for themselves. Good writing conveys information to readers as clearly and simply as possible. Poor writing obscures meaning, frustrates the audience and puts them off reading our work. Poorly crafted writing can make the reader suspect that our science may also be confused. To avoid this, write clearly, simply, precisely and concisely. Writing takes practice. In this chapter I cover general points, which apply to all scientific writing. I begin with advice on drafting, and the need to revise, obtain feedback and revise your draft again. This iterative process can come as a surprise to students accustomed to submitting work for a deadline, then forgetting about it. I then cover general style, followed by specific topics including structure and clarity.