Who is Hilary Glasman-Deal and why is she qualified to write this book?

Hilary Glasman-Deal is a senior teacher of academic STEMM communication at the Centre for Academic English at Imperial College London. With over 30 years of experience teaching English for Academic Purposes to science students, she has spent 15 years specifically teaching research writing to doctoral students and staff. Her expertise comes from working closely with individual researchers writing papers and theses, making her uniquely qualified to address the challenges non-native English speakers face in scientific communication.

Who should read Science Research Writing for Non-Native Speakers of English?

Science Research Writing for Non-Native Speakers of English is ideal for non-native English researchers preparing papers for journal publication, but also benefits native speakers seeking writing support. Graduate students writing Master's dissertations or PhD theses will find it invaluable. The book targets readers with intermediate or above English proficiency (IELTS 6.0+, TOEFL 550+ paper-based or 91+ iBT). Scientists across all STEMM disciplines can apply its principles to their specific field.

Is Science Research Writing for Non-Native Speakers of English worth reading in 2025?

Science Research Writing for Non-Native Speakers of English remains highly valuable for researchers publishing in English-language journals. Readers consistently praise its practical approach, with one reviewer calling it "beyond valuable" and noting they bring it everywhere when writing. The book's focus on discovering field-specific conventions and providing vocabulary templates makes it relevant regardless of when it was published. Both early-career and experienced researchers benefit from its systematic approach to scientific writing structure and style.

What English level is required to use Science Research Writing for Non-Native Speakers of English effectively?

Science Research Writing for Non-Native Speakers of English requires intermediate-level English proficiency or above, equivalent to IELTS scores above 6.0 or TOEFL scores above 550 (paper-based) or 91 (iBT). Hilary Glasman-Deal suggests a simple test: if you can read the book's introduction without using a dictionary, you possess sufficient English ability to use it effectively. The book balances practical guidance with appropriate linguistic complexity for researchers who understand their field but need writing support.

How is Science Research Writing for Non-Native Speakers of English structured and organized?

Science Research Writing for Non-Native Speakers of English by Hilary Glasman-Deal organizes content by research article sections: Introduction, Methodology, Results, Discussion, Conclusion, Abstract, and Title. Each unit follows a consistent structure: analyzing sample research articles, addressing grammar and writing skills through frequently asked questions, creating templates or models, and providing vocabulary tools. This section-by-section approach allows researchers to focus on specific parts of their paper while discovering conventional models in their field.

What are the key features of Science Research Writing for Non-Native Speakers of English?

Science Research Writing for Non-Native Speakers of English emphasizes discovery-based learning where readers analyze sample articles to understand conventions. The book minimizes traditional grammar exercises, recognizing that correct answers don't guarantee proper usage when writing complex topics. Key features include: * Vocabulary sections teaching academic "code words" like attempt, conduct, interpret, and evaluate * Practical templates for each article section * Guidance on using reading to feed writing effectively Hilary Glasman-Deal focuses on bringing reading and writing closer together as mirror images.

What materials do you need alongside Science Research Writing for Non-Native Speakers of English?

Science Research Writing for Non-Native Speakers of English requires readers to collect three or four recent research papers from their field as "target articles". These should: * Be written by researchers at English-speaking institutions, ideally native speakers * Be reasonably short (under 15 pages) * Deal with topics close to your research * Have clearly defined sections Hilary Glasman-Deal instructs readers to use these target articles to adapt general principles to their specific field and verify how concepts are applied in their discipline.

L'écriture scientifique en anglais pour les chercheurs non-anglophones

Hilary Glasman-Deal

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Transformez vos articles scientifiques, de brouillons confus en chefs-d'œuvre publiés. Avec plus de 35 000 exemplaires vendus et des traductions en chinois, japonais et coréen, l'approche d'ingénierie inverse de Glasman-Deal est devenue l'arme secrète des chercheurs non natifs pour conquérir le monde de l'édition en langue anglaise.

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Chapitre 1

Breaking the Language Barrier: Scientific Writing for Non-Native English Speakers

In the competitive world of scientific publishing, language can be as crucial as the research itself. Hilary Glasman-Deal's "Science Research Writing for Non-Native Speakers of English" has become the secret weapon for countless international researchers struggling to publish their work in English-language journals. This practical guide has transformed the careers of scientists worldwide, with Nobel Prize winners and leading research institutions recommending it as essential reading. What makes this book revolutionary is its premise that scientific writing follows predictable patterns that, once understood, can be mastered by anyone-regardless of their native language. Unlike other academic writing guides that offer general advice, Glasman-Deal provides a systematic approach based on analyzing hundreds of successfully published papers, revealing the hidden templates that editors expect and readers understand.

Chapitre 2

The Conventional Nature of Scientific Writing: A Key to Success

Scientific writing isn't creative writing - it's highly conventional, following specific patterns that have evolved over decades to communicate complex information efficiently and precisely. This standardization is particularly advantageous for non-native English speakers. While creative writing demands mastery of cultural nuances, idiomatic expressions, and linguistic flexibility, scientific writing operates within a well-defined framework of recognizable structures and specialized vocabulary that can be learned systematically through practice and observation. The book's central insight emerges from extensive analysis of successful scientific publications across multiple disciplines. Scientific papers follow predictable patterns at both the macro level (overall organization, section structure, argument flow) and micro level (sentence structures, word choice, technical vocabulary). By analyzing hundreds of published papers, Glasman-Deal identifies these recurring patterns and presents them as practical models that writers can follow. This systematic approach transforms writing from an intimidating creative struggle into a structured process of populating proven templates with appropriate content, much like solving a well-defined equation. For many researchers, especially those working in their second or third language, this revelation provides significant relief. Instead of attempting to translate complex scientific thoughts from their native language - a process that frequently produces awkward, unclear, or unnecessarily complicated text - they can learn to think directly in terms of scientific English conventions. The book emphasizes that successful scientific writing prioritizes clarity, precision, and meeting reader expectations over linguistic creativity or stylistic flourishes. The conventional nature of scientific writing extends deeply into vocabulary choices and phraseology. Scientific papers consistently employ a relatively limited set of phrases and transitions that effectively signal relationships between ideas, methods, results, and conclusions. Learning these standard phrases - such as "Previous research has demonstrated that...," "These results suggest that...," "In contrast to earlier findings...," or "This study aims to investigate..." - provides writers with reliable building blocks for constructing clear, professional-sounding papers. These phrases serve as signposts that guide readers through the logical progression of scientific argument. Perhaps most importantly, understanding and implementing these conventions helps writers avoid the common pitfall of producing text that sounds "translated" or artificially constructed. Even grammatically correct sentences can feel awkward and out of place if they don't follow the expected patterns of scientific discourse. Native English speakers often recognize such text immediately, not because of obvious errors, but because it deviates from established scientific writing conventions. By adopting conventional structures and phraseology, non-native writers can produce text that reads naturally and professionally to native English-speaking reviewers, editors, and peers, significantly increasing their chances of successful publication. The standardization of scientific writing also facilitates the peer review process, as reviewers can focus on evaluating the science rather than deciphering unclear presentation. This efficiency in communication has become increasingly important as science becomes more global and collaborative, requiring clear communication across linguistic and cultural boundaries.

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Chapitre 3

The Introduction: Creating Context for Your Research

The Introduction section presents a unique challenge compared to other parts of a research paper. While sections like Methodology and Results describe what you did and found, the Introduction requires framing your research within the broader scientific conversation. It must convince readers that your work is both important and logically connected to existing knowledge. Contrary to what many assume, research papers rarely begin by directly stating the problem or aim. Instead, they follow a conventional narrowing pattern-moving from general to specific-that creates a funnel-like structure guiding readers toward your specific research question. This structure mirrors the Discussion/Conclusion section, which moves in the opposite direction (from specific to general). A well-crafted Introduction follows a four-component model: First, establish the importance of your research field through background information and problem statements. This component answers the "why should I care?" question for readers. Second, review previous and current research contributions, showing your familiarity with relevant work. Third, identify a gap in existing research or describe the specific problem your study addresses. This creates the rationale for your work. Finally, describe your paper's contribution-what you did to address the gap or problem. The language choices in Introductions are equally important. Present Simple tense establishes facts and permanent situations ("Diabetes affects millions worldwide"), while Present Perfect connects past research to current relevance ("Several studies have investigated this phenomenon"). These tense choices aren't arbitrary-they signal to readers how they should interpret information. Similarly, active versus passive voice decisions affect how readers perceive agency and responsibility in research. Effective Introductions also use signaling language to guide readers through logical connections. Phrases like "However," "Despite these advances," or "As a result" help readers process information by explicitly indicating relationships between ideas. Without these signals, readers must work harder to understand how different pieces of information relate to each other. When writing an Introduction, start by identifying the key components in well-written examples from your field. Analyze how published authors establish importance, review literature, identify gaps, and present their work. Then adapt these patterns to your own research, using appropriate tense choices and signaling language to guide readers smoothly from the general context to your specific contribution.

Chapitre 4

Methodology: Communicating Precision and Replicability

The Methodology section serves as the foundation of scientific credibility. Unlike previous academic writing where you demonstrated knowledge to experts, research articles require communicating to those who will learn from you. This fundamental shift in audience perspective changes how you approach writing about methods. The primary purpose of the Methodology section is to provide sufficient detail for readers to replicate your work. However, it must also help them understand and accept your approach. This dual purpose requires careful attention to both content and language choices. A well-structured Methodology follows a four-component model: First, provide a general introduction and overview of materials/methods, restating the purpose of your work and giving essential background information. Second, provide specific details about materials and methods, including quantities, temperatures, duration, sequence, and conditions. Importantly, justify the choices you made and indicate that appropriate care was taken. Third, relate your materials/methods to other studies, showing how your approach connects to existing research. Finally, if relevant, indicate where problems occurred and how they were addressed. Language choices in Methodology sections require particular precision. Tense selection distinguishes between standard procedures and your specific work-Present Simple passive ("is collected") typically describes standard procedures or equipment, while Past Simple passive ("was collected") indicates what you specifically did. Without this distinction, readers cannot identify your unique contribution. Spatial terminology proves essential for describing equipment setup, with terms like "parallel to," "perpendicular to," and "mounted on" creating precise mental images for readers. Similarly, specific verbs for experimental descriptions ("calibrated," "optimized," "modified") communicate exactness that generic terms like "used" or "done" cannot achieve. Adverb placement requires special attention because errors can be "invisible"-grammatically correct but potentially changing the intended meaning. For example, "The samples were only heated to 100C" suggests a limitation, while "Only the samples were heated to 100C" indicates exclusivity. These subtle differences can completely alter how readers interpret your methodology. When writing your Methodology, examine published papers in your field to identify conventional structures and vocabulary. Pay particular attention to how authors justify their choices, indicate precision and care, and distinguish between standard and novel procedures. Then apply these patterns to your own writing, ensuring your methods are presented with the clarity and detail necessary for replication.

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Chapitre 5

Results: Guiding Readers Through Your Findings

The Results section occupies the central position in a research paper, presenting the outcome of your investigation. While tables and figures display your data, the written Results section is essential because results don't speak for themselves-they require interpretation and emphasis to guide readers toward your conclusions. A well-crafted Results section follows a four-component model: First, revisit research aims or existing research, perhaps expanding on methodology details, and provide a general overview of results. This component helps readers connect your findings to your original questions. Second, invite readers to view specific results, describe key findings in detail (with or without explanations), and compare with results from other research or model predictions. Third, address any problems with results, acknowledging limitations or unexpected outcomes. Finally, discuss possible implications of your results, preparing readers for the more detailed discussion to follow. Language choices in Results sections require precision in four key areas: sequence, frequency, quantity, and causality. Sequence words must convey exact timing relationships between events, not just order. Simple transitions like "then" or "next" are insufficient because they don't convey duration or timing between events. Instead, use precise terms like "immediately after," "subsequently," or "following a 30-minute incubation." Frequency language communicates how often particular results occurred, establishing reliability and enabling comparison. Terms range from 100% occurrence ("always") to 0% ("never"), with "as often as not" marking the 50% midpoint. Interestingly, frequency terms can be used subjectively based on expectations-a result occurring in 18% of cases might be described as "frequent" if it was previously thought impossible. Quantity language powerfully shapes perception of results. Describing two curves as "very similar" versus "noticeably different" directs the reader's focus completely differently, even when looking at the same data. The section presents five categories of quantity language: words that make quantities appear large, words that make quantities appear small, terms that emphasize degree, terms that communicate similarity, and neutral terms. Causality language requires particular care, as science writing has developed many strategies to reduce writer responsibility when making causal claims. These include weakening causal verbs ("may contribute to" instead of "causes"), using introductory phrases ("The evidence suggests that..."), adding frequency qualifiers ("often caused"), quantity qualifiers ("caused in many cases"), or modal verbs ("may have caused"). When writing your Results section, begin with an overview rather than jumping directly to individual findings. This helps readers see the "wall before the bricks" and ensures consistent interpretation. Direct readers to figures only after commenting on results to prevent misinterpretation. Throughout, use precise language to communicate sequence, frequency, quantity, and causality relationships clearly.

Chapitre 6

Discussion/Conclusion: Expanding From Specific to General

The Discussion/Conclusion section mirrors the Introduction in reverse order, creating a symmetrical framework for the research paper. While the Introduction narrows from general context to your specific research question, the Discussion broadens outward from your findings to their wider implications. This section typically follows a four-component model: First, revisit previous sections and summarize key results, reminding readers of your most important findings. Second, map the relationship to existing research, showing how your work connects to, confirms, or challenges previous studies. Third, highlight your achievements and contributions, refining their implications beyond mere restatement of results. Finally, address limitations, suggest current and future work, and discuss potential applications of your findings. Modal verbs play a crucial role in the Discussion section, modifying the "truth value" of statements to express varying degrees of certainty, possibility, probability, and necessity. The nuanced differences between may, might, could, can, should, ought to, need to, have to and must allow precise communication about the strength of your conclusions and recommendations. For example, "These results may indicate a relationship" expresses possibility, while "These results indicate a relationship" makes a stronger claim. When discussing implications, use cautious language with modal verbs and qualifiers, as scientific knowledge is always evolving. However, when stating your direct achievements, don't be shy about your contributions-clearly articulate what your study accomplished using positive language. The Discussion should balance confidence about what you did with appropriate caution about what it means. Addressing limitations requires particular skill. Rather than apologizing for constraints, present them as opportunities for future research. Phrases like "further work is needed to" or "should be validated across" acknowledge boundaries while suggesting productive next steps. This transforms potential weaknesses into research agenda-setting. When writing your Discussion/Conclusion, begin by connecting to your central findings, then broaden outward by relating these findings to previous research. Address how your study filled identified research gaps, and finally help readers transition out of the paper with implications and future directions. Throughout, use modal verbs carefully to communicate appropriate levels of certainty about your conclusions.

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Chapitre 7

The Abstract: Your Research's First Impression

The internet has transformed how scientific abstracts function. Once merely previews attached to physical papers, abstracts now serve as independent units in searchable databases that help researchers decide which papers to read in full. This evolution means abstracts must now have independent validity since many more people will read them than the full papers. Abstracts typically follow one of two models: a highly structured summary covering all main subsections (Background/Method/Results/Conclusions) or a more common focused model that emphasizes just one or two aspects of the study, typically methods and results. Regardless of model, abstracts include five basic components: background/aim/problem, methodology/materials, results/achievement/implications, applications, and occasionally limitations/future work. Verb tense selection in abstracts is particularly important due to strict word limits. Present simple is recommended for describing gaps/problems, what the paper itself does, and applications. Past simple is typically used for methodology descriptions, while results can be expressed in either present or past simple. Achievements can be presented using present perfect or present simple. Abstracts usually have strict word limits (80-150 words) and should be written as a single paragraph. When drafting, first include everything important, then gradually remove non-essential words, phrases and sentences to meet length requirements. Include search phrases and keywords that potential readers might use when looking for relevant research, ensuring these exact terms appear in the abstract to improve search visibility. Abstracts typically use simpler, more conventional language than the main article since they need to be understood by a wider audience. When using technical terms or acronyms, first provide their meaning or definition before using the abbreviated form. Abstracts also tend to use stronger, less hedged language than the main paper to encourage favorable reading. When creating titles, ensure they accurately predict and describe the paper's content, are retrievable through search engines, and attract appropriate readers. Transform research questions into titles (e.g., "What is the difference between x and y?" becomes "A comparison of x and y"), avoid grammar issues with compound nouns and prepositions, and keep titles concise by avoiding phrases like "A study of..." Most importantly, don't make claims in titles that aren't fulfilled in the paper itself.

Chapitre 8

Language Tools for Scientific Communication

Scientific writing relies on specialized language tools that help communicate complex ideas precisely. Understanding these tools gives non-native English speakers powerful resources for improving their writing. Tense pairs serve different functions in scientific writing. Present Simple conveys permanent situations and established facts, giving results the status of accepted knowledge. Present Perfect connects past events to current relevance, particularly useful when establishing research gaps. Past Simple describes completed actions with no current relevance. These distinctions aren't arbitrary-they signal to readers how to interpret information. Signaling language connects sentences and ideas, guiding readers logically through text. Four key connection strategies include: overlapping content between sentences, using pronouns to reference previous content, joining closely related sentences with semicolons or relative clauses, and employing signaling connectors that indicate relationships between ideas. Common connector categories include cause (due to, because), result (therefore, consequently), contrast (however, whereas), unexpectedness (although, despite), and addition (furthermore, moreover). Article usage ("a" and "the") presents particular challenges. Use "the" when both writer and reader share knowledge of the specific item being referenced, when there's only one possible referent, or when you've previously introduced the item. Use "a" when it doesn't matter which specific item you're referring to or when the reader doesn't know which one. These choices can completely change meaning-"hide a connection" suggests a possible connection exists but isn't visible, while "hide the connection" confirms a definite connection exists. Adverb placement requires special attention because errors can be "invisible"-grammatically correct but potentially changing the intended meaning. Rather than mastering complex placement rules, either place sentence-modifying adverbs at the beginning of sentences or break complex sentences into smaller units, each with its own adverb. Modal verbs modify the "truth value" of statements, expressing varying degrees of certainty, possibility, probability, and necessity. Understanding the nuanced differences between may, might, could, can, should, ought to, need to, have to and must allows precise communication about the strength of conclusions and recommendations.

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Chapitre 9

From Patterns to Publication: Applying the Models

The book's approach transforms scientific writing from an intimidating creative challenge into a structured process of applying proven models. This systematic method offers particular advantages for non-native English speakers, who can focus on learning conventional patterns rather than struggling with linguistic creativity. The writing process begins with reading-specifically, analyzing well-written papers in your field to identify their structural and linguistic patterns. Rather than focusing on content, examine what each sentence accomplishes functionally within the text. This analysis reveals the underlying templates that successful papers follow. For each section of your paper, follow the appropriate model exactly at first, then adapt it as needed after practice. The Introduction follows a narrowing pattern from general to specific, the Methodology provides replication details while distinguishing standard from novel procedures, the Results guide readers through findings with precise language about sequence, frequency, quantity, and causality, and the Discussion broadens from specific findings to general implications. The conventional nature of scientific writing extends to vocabulary as well. Each section requires specific types of language-establishing significance in Introductions, spatial terminology in Methodology, quantity language in Results, and modal verbs in Discussion. The book provides comprehensive vocabulary lists for each section, drawn from hundreds of published papers. When drafting, keep both the structural models and vocabulary lists available as references. Focus first on organizing your content according to the appropriate model, then refine your language choices using the specialized vocabulary for each section. This two-step approach ensures both logical organization and appropriate expression. After drafting, have your work reviewed by native English speakers if possible. However, the conventional nature of scientific writing means that even without such review, following these models will produce text that meets publication standards. The patterns identified in this book represent the expectations of the scientific community-following them isn't just about language correctness but about meeting the communication standards of your field.

Chapitre 10

The Scientific Writer's Toolbox: Resources for Continuous Improvement

Beyond the section-specific models, the book provides extensive resources for ongoing development of scientific writing skills. These tools help non-native English speakers build confidence and precision in their scientific communication, offering systematic approaches to overcome common language barriers and technical writing challenges. The comprehensive appendices serve as invaluable reference materials for addressing frequent writing challenges. They include detailed guides for Latin abbreviations commonly used in scientific writing (e.g., "et al.," "i.e.," "e.g.," "viz.," "cf."), along with usage examples and common pitfalls to avoid. The book also covers essential prefixes that modify word meanings, providing clear examples: "circum-" (around) as in circumference, "pre-" (before) as in prerequisite, "post-" (after) as in postoperative, and "inter-" (between) as in intermediate. Special attention is given to potentially confusing Latin and Greek singular/plural forms frequently encountered in scientific writing, such as criterion/criteria, phenomenon/phenomena, datum/data, and analysis/analyses. The vocabulary indexes represent a particularly powerful tool, offering contextual guidance for terminology appropriate to each section of a research paper. These comprehensive lists - compiled from analysis of hundreds of published papers across various disciplines - are organized both by paper section and alphabetically. For instance, the methods section index includes precise verbs for describing procedures (calibrated, administered, analyzed), while the results section provides terms for describing data patterns (exhibited, demonstrated, indicated). This organization ensures writers can quickly locate conventional, accepted terminology specific to their needs. The book's approach to continuous learning extends beyond mere reference materials. It teaches analytical frameworks for studying published papers in one's field, helping writers identify and internalize common patterns. This includes examining sentence structures, transitional phrases, and rhetorical moves typical in different sections of papers. Writers learn to recognize how experienced authors introduce topics, present methodologies, discuss results, and frame conclusions - skills that can be applied to any scientific discipline. Practical exercises throughout the book reinforce these analytical skills, with tasks ranging from identifying verb tenses in published abstracts to analyzing the structure of discussion sections. The goal is to develop writers who can confidently navigate the conventions of scientific writing in English, adapting their style to specific journals and fields. The ultimate aim is to foster independence - enabling researchers to accurately communicate their work without relying on translators or extensive proofreading. By mastering these conventional patterns and tools, non-native English speakers can effectively share their research with the international scientific community, ensuring their work receives the attention and recognition it deserves in the global research landscape.

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À propos de l'auteur

Hilary Glasman-Deal est l'auteure de Science Research Writing for Non-Native Speakers of English et enseignante principale en communication académique STEMM au Centre for Academic English de l'Imperial College London. Forte de plus de 30 ans d'expérience dans l'enseignement de l'anglais à des fins académiques auprès d'étudiants en sciences, elle a consacré les 15 dernières années à aider les doctorants et les universitaires à rédiger des articles de recherche prêts pour la publication.

Son expertise en rédaction scientifique repose sur un travail approfondi avec des chercheurs en STEMM à l'Imperial College, où elle a développé une approche distinctive d'ingénierie inverse qui décortique les articles de recherche réussis afin d'identifier les structures, la grammaire et les modèles de vocabulaire efficaces. Cette méthodologie aide les locuteurs non natifs à écrire avec clarté et confiance en apprenant à partir d'exemples concrets dans leurs domaines respectifs.

L'ouvrage de Glasman-Deal a acquis une large reconnaissance parmi les universitaires et est considéré comme l'une des meilleures ressources pour les laboratoires et les institutions comptant d'importantes populations dont l'anglais est une langue additionnelle. La deuxième édition reflète son engagement envers l'évolution des pratiques de communication en recherche et demeure un guide de confiance utilisé par les chercheurs du monde entier.

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@SofiaP

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@Jaded_Falcon

201

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@OojasSalunke

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@Leo, Law Student, UPenn

483

"Makes me feel smarter every time before going to work"

@Cashflowbubu

"Instead of endless scrolling, I just hit play on BeFreed. It saves me so much time."

@Moemenn

"I never knew where to start with nonfiction—BeFreed’s book lists turned into podcasts gave me a clear path."

@Chloe, Solo founder, LA

117

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@Raaaaaachelw

"Crazy how much I learned while walking the dog. BeFreed = small habits → big gains."

@Matt, YC alum

108

"Reading used to feel like a chore. Now it’s just part of my lifestyle."

@Erin, Investment Banking Associate , NYC

254

"Feels effortless compared to reading. I’ve finished 6 books this month already."

@djmikemoore

"BeFreed turned my guilty doomscrolling into something that feels productive and inspiring."

@Pitiful

4.5K

"BeFreed turned my commute into learning time. 20-min podcasts are perfect for finishing books I never had time for."

@SofiaP

"BeFreed replaced my podcast queue. Imagine Spotify for books — that’s it. 🙌"

@Jaded_Falcon

201

"It is great for me to learn something from the book without reading it."

@OojasSalunke

"The themed book list podcasts help me connect ideas across authors—like a guided audio journey."

@Leo, Law Student, UPenn

483

"Makes me feel smarter every time before going to work"

@Cashflowbubu

"Instead of endless scrolling, I just hit play on BeFreed. It saves me so much time."

@Moemenn

"I never knew where to start with nonfiction—BeFreed’s book lists turned into podcasts gave me a clear path."

@Chloe, Solo founder, LA

117

"Perfect balance between learning and entertainment. Finished ‘Thinking, Fast and Slow’ on my commute this week."

@Raaaaaachelw

"Crazy how much I learned while walking the dog. BeFreed = small habits → big gains."

@Matt, YC alum

108

"Reading used to feel like a chore. Now it’s just part of my lifestyle."

@Erin, Investment Banking Associate , NYC

254

"Feels effortless compared to reading. I’ve finished 6 books this month already."

@djmikemoore

"BeFreed turned my guilty doomscrolling into something that feels productive and inspiring."

@Pitiful

4.5K

"BeFreed turned my commute into learning time. 20-min podcasts are perfect for finishing books I never had time for."

@SofiaP

"BeFreed replaced my podcast queue. Imagine Spotify for books — that’s it. 🙌"

@Jaded_Falcon

201

"It is great for me to learn something from the book without reading it."

@OojasSalunke

"The themed book list podcasts help me connect ideas across authors—like a guided audio journey."

@Leo, Law Student, UPenn

483

"Makes me feel smarter every time before going to work"

@Cashflowbubu

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Chapitre 2

L'écriture scientifique en anglais pour les chercheurs non-anglophones

AperçuAperçu de L'écriture scientifique en anglais pour les chercheurs non-anglophones

Un livre. De nombreuses façons de l'écouter.

Breaking the Language Barrier: Scientific Writing for Non-Native English Speakers

The Conventional Nature of Scientific Writing: A Key to Success

Voyez chaque mot au fil de l'écoute

The Introduction: Creating Context for Your Research

Methodology: Communicating Precision and Replicability

Profitez davantage de L'écriture scientifique en anglais pour les chercheurs non-anglophones

Results: Guiding Readers Through Your Findings

Discussion/Conclusion: Expanding From Specific to General

Voyez chaque mot au fil de l'écoute

The Abstract: Your Research's First Impression

Language Tools for Scientific Communication

Profitez davantage de L'écriture scientifique en anglais pour les chercheurs non-anglophones

From Patterns to Publication: Applying the Models

The Scientific Writer's Toolbox: Resources for Continuous Improvement

Vous êtes arrivé au bout de L'écriture scientifique en anglais pour les chercheurs non-anglophones

À propos de l'auteur

Telecharger le resume de L'écriture scientifique en anglais pour les chercheurs non-anglophones

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FAQ sur ce livre

What is Science Research Writing for Non-Native Speakers of English about?

Who is Hilary Glasman-Deal and why is she qualified to write this book?

Who should read Science Research Writing for Non-Native Speakers of English?

Is Science Research Writing for Non-Native Speakers of English worth reading in 2025?

Fait partie d'un plan d'apprentissage

Submit design/UX papers to ACMCHI as designer

Découvrir plus

1,000,000+ curious minds.

1,000,000+ curious minds.

Un livre. De nombreuses façons de l'écouter.

Breaking the Language Barrier: Scientific Writing for Non-Native English Speakers

The Conventional Nature of Scientific Writing: A Key to Success

Voyez chaque mot au fil de l'écoute

The Introduction: Creating Context for Your Research

Methodology: Communicating Precision and Replicability

Profitez davantage de L'écriture scientifique en anglais pour les chercheurs non-anglophones

Results: Guiding Readers Through Your Findings

Discussion/Conclusion: Expanding From Specific to General

Voyez chaque mot au fil de l'écoute

The Abstract: Your Research's First Impression

Language Tools for Scientific Communication

Profitez davantage de L'écriture scientifique en anglais pour les chercheurs non-anglophones

From Patterns to Publication: Applying the Models

The Scientific Writer's Toolbox: Resources for Continuous Improvement

Vous êtes arrivé au bout de L'écriture scientifique en anglais pour les chercheurs non-anglophones

Les utilisateurs ont aussi aimé

Fait partie d'un plan d'apprentissage

Submit design/UX papers to ACMCHI as designer

Découvrir plus

Aperçu de L'écriture scientifique en anglais pour les chercheurs non-anglophones