Writing for Biomedical Sciences Students

Harry Witchel (Brighton, UK)

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Paperback

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English

Bloomsbury Academic
13 March 2020

Study & learning skills: general; Biomedical engineering

Series: Bloomsbury Study Skills

This book will equip readers with all the skills needed to write convincing and polished assignments in biomedical sciences. The first part introduces the idea of writing for one’s audience and enables readers to understand what’s expected of them from different types of assignment. Part two provides detailed guidance on specific writing and presentation tasks, with individual chapters on essays, lab reports, reflective writing, posters and presentations. Parts three and four cover all of the key skills needed for successful writing in the biomedical sciences and help students develop a critical eye when selecting and researching information and create clear, well-structured assignments. Chapters contain top tips, examples and helpful summaries of key points, and three annotated sample assignments are provided in an appendix.

This is an essential companion to any student studying biomedical science or related disciplines such as physiology, biomedical engineering, pharmacy, medicine and dentistry.

By: Harry Witchel (Brighton UK)
Imprint: Bloomsbury Academic
Country of Publication: United Kingdom
Edition: 1st ed. 2020
Dimensions: Height: 235mm, Width: 155mm,
Weight: 440g
ISBN: 9781352008753
ISBN 10: 1352008750
Series: Bloomsbury Study Skills
Pages: 284
Publication Date: 13 March 2020
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

Harry Witchel is the Discipline Leader in Physiology at Brighton and Sussex Medical School.

Reviews for Writing for Biomedical Sciences Students

Writing for Biomedical Sciences Students is an invaluable book packed with excellent guidance and strategies – a must for all biomedical science undergraduates. * Peter Bush, University of Brighton, UK * By breaking writing tasks down into clear, simple steps, students can dip in and out of the book throughout their academic journey and gain clarity in what is often perceived as a daunting process. * Jane McKay, Glasgow Caledonian University, UK *