Verb tenses

If time or resource constraints do not allow for actual making or testing of certain compounds, use prophetic examples. A prophetic or "paper" example "describes a possible route to making an inventive embodiment that has not actually been carried out [9]." If prophetic examples are employed, it is very important that the verb tense of the prophetic examples always be in the present tense (e.g., acid (1) is reacted with amine (2) forming an amide). In the patent world, the present tense distinguishes prophetic examples from actual examples actual examples are written in the past tense. 

Note the appropriate changes in verb tense. Before you do the work, you might use the present or future tense writing about somethingthat hasn t happened yet. During the lab, since you are supposed to write what you ve actually done just after the time you ve actually done it, a simple past tense is sufficient. 

Verb tenses must be consistent within each sentence and paragraph. 

As with verb tense shifts, the use of two negatives in a sentence not only sounds bungled, but it can also obscure meaning. 

Level of formality Verb tense Subject-verb agreement ... 

Genres also vary by their conventional uses of verb tense (past, present, or future) and voice (active or passive voice). For example, most jokes (including the three-men joke) are told (or vv ritten) in present tense ( Three men are... about to be executed as opposed to Three people were...about to executed ). Present tense is used to make the joke more vivid for the listener or reader. Jokes also tend to be told in active rather than passive voice ... 

Writing conventions may seem a bit picky to you at this point however, by adhering to the writing conventions of chemists, you take an important step toward sounding like an expert chemist. If you submit a journal article, for example, with improperly formatted units and figures, incorrect abbreviations, and inappropriate verb tenses (e.g., present tense in sentences that are conventionally written in past tense), readers may judge you as a careless scientist and dismiss your work. 

In part 2, we analyze excerpts for the purpose of examining the Methods section as a whole, focusing on verb tense and voice. 

In examining Results sections move by move, we looked at how authors refer to hgures and tables, how they use compound labeling, and how they highlight trends in the data. We examined how to report values below detection limits and how to use R to consolidate reactions in a synthesis paper. In this part of the chapter, we analyze a few writing conventions that are characteristic of the entire Results section, including verb tense, voice, and word choice. 

Table 4.1 Common functions of different verb tense-voice combinations in Results sections.

For example, Plaper et al. (2002) state that three Cr + compounds were examined (work done In the past) but that the hydroxyl radical is a known mediator of DNA damage (knowledge that exists in the present). Similarly, the present-tense, active-voice combination Is used in the Discussion section to state scientific truths (knowledge expected to be true over time), just as it was in the Results section. Note that Interpretations and/or mechanisms put forth in a Discussion section are often considered to be truths and therefore are stated in present-tense active voice. Table 5.1 summarizes common verb tense—voice combinations and their functions, with example sentences. 

The phrases in table 6.3 are often followed by the personal pronoun we (e.g., In the present study, we...). In such instances, we is used to signal the beginning of the authors presented work in the journal article. (Recall that we is also used in Results sections to signal human choice and in Discussion sections to signal interpretative remarks.) Table 6.4 lists some verbs that typically follow we in the fill-the-gap statement. Note that the verbs are in present tense when they refer to what is presented in the paper (e.g., we present ) they are in past tense when they refer to work done in the past (e.g., we measured ). (See table 6.5 for a summary of common functions of verb tense—voice combinations in Introductions.)... 

Verb tenses Verb tenses in the abstract are consistent with conventions used in other sections of the journal article. Past tense is used to refer to work completed in the past and to describe results ... 

Verb tense Verb tenses in conference abstracts are consistent with conventions described elsewhere in the textbook (e.g., see tables 4.1, 5.1, 6.5). For example, past tense is used to describe work done in the past (e.g., The rates were measured ), and present tense is used to make statements of fact or state information that is expected to be true over time (e.g., Furans are found in natural products ). Some authors use future tense (in active or passive voice) in conference abstracts to refer to the work that will be presented (e.g., We will present these Endings and The synthesis will be presented ). Others prefer to state such intentions in present tense—passive voice (e.g., The Endings are presented ). 

What are common writing conventions regarding the use of verb tense, voice, and personal pronouns in a conference abstract ... 

Verb tense Poster Methods sections are written predominantly in the past tense (e.g., used, exposed, inserted, were stored) because they describe work done in the past. 

Verb tense Poster Results sections use past tense to describe results obtained in the past and present tense to describe facts expected to be true over time ... 

Verb tense Poster Discussion sections use both past tense (to summarize findings observed in the past) and present tense (to state findings and conclusions that are expected to be true over time). Because the Discussion section focuses on conclusions, present tense is used more often. 

Glance again at excerpts 9K-9M. How well do the Introduction sections adhere to the move structure in figure 9.5 What generalizations can you make about sentence format, citation format, verb tense, and voice ... 

Verb tense The poster Introduction is written primarily in the present tense, though instances of the present perfect (to signal that knowledge gained from work completed in the past is still believed to be true in the present) are also possible. 

Rewrite the following passages (adapted from Webber et al., 2004, and Wei et al., 2001, respectively) so that they are more suitable for a poster Introduction section. Look for problems with lists, citations, verb tenses, voice, and conciseness. 

Lastly, we briefly consider verb tense and voice used in move 1. Goals and objectives are commonly stated in present and/or future tense. Both active and passive voice may be used. Common tense and voice combinations are summarized in table 12.3. Personal pronouns (e.g., we, my, our) should be avoided in the opening goal statement but may be used elsewhere in move 1 ... 

Lastly, we briefly consider verb tense and voice used in move 2. As shown in table 12.5, past and present tenses and present perfect may all be used. Past tense and present perfect are used to provide background information (work done in the past), typically in passive voice. Passive voice allows the writer to focus on the science rather than the scientist ... 

We close our discussion of move 3 by analyzing common verb tense and voice combinations used in this move (table 12.6). Gaps are often stated in present tense (in active and passive voice), sometimes in combination with a present perfect-passive statement fill-the-gap statements are usually in present or future tense and active voice. Personal pronouns (I or we) are common in fill-the-gap statements. 

Revise and edit the entire section, paying careful attention to audience (e.g., level of detail, word choice), organization, writing conventions (e.g., verb tenses, voice, personal pronouns, formatting of lists, and citations), and grammar and mechanics (e.g., parallelism, punctuation). Revise the Goals and Importance section so that the individual parts work... 

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