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Wh l wr t ng a critical rt of th scientific r , t is ft n taught nd r l t nt f n t and b m n ft rth ught t tud nt . How m n tud nt n u r ll who worked n a laboratory gnm nt r class r j t f r weeks, nl t thr w together th wr tt n report th day b f r t w du ? F r m n , this tt rn ur b u w focus almost x lu v l n the scientific r , ll but neglecting the nt f wr t ng process. Scientific writing is ft n a d ff ult nd rdu u t k f r many tud nt . It f ll w a different f rm t and deviates in tru tur fr m h w w w r initially taught to wr t , r v n h w we urr ntl wr t f r English, h t r , or l n classes. Th n make th nt f wr t ng r r v rwh lm ng, especially wh n presented w th n w, m l x nt nt. H w v r, ff t v wr t ng n d n understanding of the t t h nd b compelling th wr t r t r nt a h r nt nd l g l t r th t is supported b previous r r h nd new r ult . Cl r scientific writing g n r ll f ll w a f f rm t with k sections: an ntr du t n to a rt ul r t , h th t be t t d, a description f methods, k r ult , nd f n ll , a d u n th t t these results to ur br d r kn wl dg of th t . Th g n r l format inherent n m t nt f wr t ng nd facilitates th tr n f r f information fr m author to r d r f a few guidelines r f ll w d.

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