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English Editing at Astronomy & Astrophysics

This short language guide is designed to help you meet A&A standards when you are preparing your paper and to understand the changes that the A&A language editors (LEs) make to your manuscript (MS). Please see the editorial on language editing for a more extensive explanation of our editing goals (A&A 490, E19).

1.1 Scope of this language guide

This guide is based on the kinds of changes the LEs recommend most often in A&A papers, so it does not pretend to be a complete English language guide. For instance, common language errors that we only see at times are not included in the explanations because they are explained in other general grammars, dictionaries, and handbooks.

The LEs strive for consistency in editing those MSs selected for language editing. Nevertheless, there will always be variations in the English found in the Journal as a whole. This occurs because there is often more than one way to construct a phrase or sentence or even to correct a grammar problem.

A few matters that are not directly language concerns, but rather conventions in use at A&A are explained in the following sections.

1.2 A&A house style

The following A&A conventions are enforced by LEs:

  • A&A aims to maintain a formal register (style) in the body of the paper.

    This includes the following:

    • Do not contract two words: replace “don’t”, “can’t”, “won’t”, “it’s” by “do not”, “cannot”, “will not”, “it is”, etc.
    • Avoid addressing the reader directly in the imperative:
      • “Note that the data were...”
      • “The data were...”
      • “We would like to point out that the data were…”
      • "We note that…”.
    • Write out figures when lower than eleven and not directly used in a measurement with the unit following: e.g., “five years” and “5 yr”.
    • Use the full terms for many abbreviations when in the running text, such as “e.g.”, “i.e.”, or “w.r.t”. The handy signs used in note-taking and between colleagues in meetings (e.g., slashes, the ampersand) should be avoided in the main text.
      • “mounted at the ESO/VLT@UT1 telescope”
      • “mounted on the Unit 1 telescope (UT1) at ESO's VLT”.
  • Only the first word of a heading should be capitalized, along with proper names.

    For example, “Sect. 5. Discussion and conclusions”, and abbreviations should be avoided. Also see Sect. 5.3.1. for other examples.

  • Italics for indicating emphasis are discouraged.
  • Date format needs to be consistent within the text of a single paper.

    The following choices are allowed:

    • 4 January 2004 or 4 Jan 2004; January 4, 2004 or Jan 4, 2004;
    • 2004 January 4 or 4 Jan 2004.

    We ask that the cardinal endings be left off for dates because it is informal style and that the month be written out, since 4-1-2004 is ambiguous between cultures, and it too is informal inside the text.

  • The tilde symbol (~) is used to mean “approximately” before measurements (~ 5 yr) but not before actual words.

    The tilde is useful to avoid wordier synonyms like “on the order of”, which should only be used for measurements with figures, not for a general noun (“on the order of 10 Gyr” not “on the order of the age of the star”). The related symbol “≈” should be reserved for mathematical expressions, rather than used as an alternative to the tilde.

1.3 Adjustments to the Abstract and captions

1.3.1 Abstract

The LEs revise any incomplete sentence used after a heading.

  • “Aims. Investigate stars.” should instead be written as
  • “Aims. We investigate stars.” or as
  • “Aims. We aim to investigate stars.”

Since abstracts are supposed to be self-contained, LEs suggest substituting most citations of earlier work with other wording.

  • “Two transverse profiles are distinguished, one being the generalized Epsteli> distribution (profile E) and the other (N) proposed recently in Smith et al. (2012)”
  • “Two transverse profiles are distinguished that we call Profiles E and N.”

The required sections are Aims, Method, and Results, even if you choose not to use the headings. If the content of a section is missing or if it contradicts the headings, LEs point it out and suggest an adjustment. See the editorial on Abstracts from when A&A introduced the structured abstract. (A&A 441, E3)

1.3.2 Captions to tables and figures

In line with A&A conventions for captions and with the “Paper organization” page for authors [http://www.aanda.org/for-authors/author-information/paper-organization], the LEs ask you to remove any article (A, An, The) at the beginning of the caption, legend details in the body of the text that repeat information in the caption, or any discursive language or information (e.g., results) that do not directly explain symbols in the figure.

We also adjust the caption to resemble the expected style: e.g., the first phrase should not be a full sentence, or notes to tables should resemble footnote style, not that of the running text.

1.4 Suggested resources

1.4.1 Guidebooks from other scientific disciplines and laboratories

These guides follow the same principles as A&A, so you can use them for most questions, even if their examples come from their disciplines. These include

  • CHEMISTRY: The ACS Style Guide: A Manual for Authors and Editors, Second Edition, edited by Janet S. Dodd. Its sections are: Getting Started, Writing Style and Word Usage, Components of a Paper, Types of Presentations, Advice from the Authorities.
  • BIOLOGY, the biology department at Columbia University: Writing a scientific research article [http://www.columbia.edu/cu/biology/ug/research/paper.html] Its main sections are found under “Format for the paper” and “Edit your paper!!” Both of these repeat in detail what language editors are looking for when editing your papers, so you can see there that we are not being any more rigorous than others are.
  • NASA – Langley Research Laboratories guide for authors presenting reports by Mary McCaskill [http://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.gov/19900017394.pdf] This is the fourth NASA URL found for this resource, so if it does not work (again), try to find it by a search engine using the title and author; otherwise, consider the following list of English for science resources to complement those here.
  • Guide to Grammar and Writing is a resource by Capital Community College in Hartford Connecticut. [http://guidetogrammar.org/grammar/]
  • The latest edition of The Chicago Manual of Style, Chicago University Press. This extensive manual is used by most scientific communities in the United States, including psychology. It may be too technical and detailed, when most of what you need is on the A&A site. The book itself is bulky, but it is possible to subscribe to it online to access all its sections (including the style guide) and even to ask specific questions of its staff of editors.

1.4.2 Other online resources for scientific writing and writing in general

Guide to the English Editing at Astronomy & Astrophysics

J. Adams and M. Usdin

Observatoire de Paris, 61, Av. de l'Observatoire, 75014 Paris, France

Abstract
This article contains the guide to the English editing at A&A.

1 Aims of this guide

The following language handbook can be used in different ways, which includes finding explanations behind some of the suggested changes. It was written based on the kinds of changes we recommend most often in A&A papers, so it does not pretend to be a full English language guide. The most useful time to use this A&A handbook is while working through the changes we have suggested in your accepted article, whenever you are not able to understand why a change was suggested. It not only contains details, but also tries to give a sense of the spirit behind certain types of changes we ask for, from some simple conventions about details of spelling or punctuation, through causes of ambiguity, to changes for the sake of rhetorical effectiveness. At times, for instance, some of these paragraphs will have been inserted into the yellow note boxes in your corrected version, when it occurs often in a paper. A second use might also be to take a look at it before submitting a paper so as to anticipate some of the changes we will suggest anyway, or alternatively as a `style guide' to supplement any you might be using at present.

2 Consistency of style: UK/US spelling conventions

A basic principle of our editing is to ask for consistency within an article, whether in the punctuation, capitalization, spelling, or abbreviations. One example is found in words that have more than one proper spelling or form: disc/disk, online/on-line/on line. A good dictionary will tell you both versions of any word, and some tell you which is more common. This dictionary will also let you know which spellings are American and which are British, when there are differences. There is only a small difference between the two conventions, but you need to use the same one throughout a paper. Use the following guidelines when asked to revise the spelling for this reason, and of course your text processor (including LATEX) can track this for you.

UK SPELLING CONVENTIONS US SPELLING CONVENTIONS
-OUR endings:
Behaviour, neighbour,
favour, colour, harbour, vapour
-OR endings (pronounced /or/): Behavior, neighbor,
favor, color, harbor, vapor
(NB, but "contour", pronounced /oor/)
-RE ending:
centre, metre
-ER ending:
center, meter
-SE ending on some verbs (less often for scientific terms)
analyse, summarise, organise
to practise (noun = practice)
Usually -ZE ending for the same verbs
analyze, summarize, organize

Doubled consonants on verb endings tend to be British, but are not strictly so:
Modelled, labelled, targetting
US English tends to the single consonant for endings if the pronunciation does not change.
Modeled, labeled, targeting
Expressions and others:
of the order of, in the order of

Brackets & square brackets
Further (or farther if distance)
Autumn
Nought
Ageing, speciality
Catalogue, analogue, haloes, orientate
Fulfil, sulphur
Expressions and others:
on the order of (better: use the
standard synonyms: roughly, approximately, about)
Parentheses and brackets
Stricter on the difference
Fall
Zero
Aging, specialty
Catalog, analog, halos, orient
Fulfill, sulfur

3 Punctuation, abbreviation, and capitalization

As for all rules, some of the following are conventions chosen for stylistic consistency within the journal, which may be different from other journals. Most, however, are aiming to make the text clearer for readers, who are probably in a hurry, so anything that causes them to stop in order to understand or puzzle through a sentence may also make them stop reading altogether and go on to something else, which is neither the goal of the Journal nor the aim of any author.

How to write dates

In the text of your article, you may use either date formats common to regular prose (Day Month Year or Month Day Year) or the IAU recommended format (Year Month Day), as long as you remain consistent. Please use letters for the month, rather than using its figure, to avoid ambiguity.

When the date is an integral part of the events name, the use of the IAU format is recommended but not mandatory (for example, "the 2003 January 17 CME event"). Dates included in tables should be in IAU abridged format (for example, 2003 Jul 4).

Otherwise, you are free to choose from the following formats:
3 December 2005 / 3 Dec. 2005 /
Dec. 3, 2005 / December 3, 2005 /
2005 December 3 / 2005 Dec 3.

3.1 Punctuation

The serial COMMA in lists

In most technical and scientific writing, a comma precedes the `and' before the final item in a list of 3 or more[*]). In some cases, we may suggest a comma where it is inappropriate, but that probably shows that the list is ambiguously formulated, so it needs to clearly indicate which items are in the main list and which words modify those items.

The simple form is: X, Y, and Z. When any one of these is a compound, then the comma becomes essential: W, X and Y and Z. Should it be W, X and Y, and Z, where X and Y work as one element in the list? Or is it either an incorrectly punctuated list of 4 items (W, X, Y, and Z) or else only the last 2 work as a single unit: W, X, and Y and Z?

LISTS after colons

A colon is an appropriate way to introduce a long or a complicated list, and most authors do this correctly. No colon should follow the first one in a sentence and the sentence must end at the end of thatlist. To separate the items in the list, use commas when the items are simple and semi-colons for those that are complex, i.e., one or more of the elements require a comma due to a list or dependent clauses. Also it is expected that you keep each item parallel to the others (same part of speech or similar syntax, which is called "Parallelism" in language guides).

A simple example is
...as follows: the Earth, the Solar System, and the Galaxy

The complex formulations look more like:
...as follows: the Earth, but not the Moon; the Solar System and all its planets; and finally the Galaxy, which is part of the Universe.

Like the serial comma above, the combination of comma and semi-colon makes it clear which elements go in which part of the list. One place where colons are not needed is when introducing an equation that is separated in the layout but continues the syntax of the sentence, e.g., after a verb or a preposition, where no punctuation is needed. In fact, it would be incorrect in a normal sentence layout, so too here.

COLONS (or semi-colons) between 2 full sentences

That they are connected in the original shows that the author finds a relationship. In such a ase it is preferred that you use the logical connector that the ambiguous punctuation replaces with a comma; most often, this word is a causal connector, such as "because", "since", etc. It is possible to use these sentence connectors once in a while when the relationship is obvious to all, but make sure that there are not too many in each paragraph, which indicates a need to replace them with the logical connectors to help the reader follow your thought. Obviously connecting two sentences by only a comma (no logical connector) poses the same problem and is technically incorrect in English; but to be honest, there are very few authors who submit papers to A&A with this style error[*].

The preferred uses of the semi-colon between 2 sentences are either
(i) when one of the sentences, at least, is complex and contains one or more
commas or
(ii) a connector that requires a comma after it (however, moreover, hence) is used. The colon tends to be used mostly for introducing an example or a list.

COMMAS between two full sentences with a connector

The lack of a comma between two full sentences can be confusing at times, and it is needed for longer compound sentences, unless a semi-colon is more appropriate. Please consider that this is usually recommended in technical writing guides, except in very short sentences where there is no ambiguity as to their relationship.

COMMAS after introductory clauses

A comma is usually needed after a subordinate introductory phrase and the main clause, especially as it is often difficult to tell where the main clause begins, even for specialists. When this occurs with figures, it requires a lot of attention by the reader (In the interval 10 K < Tex < 30 K, F(Tex) is ...), but is often nearly impossible when following a long string of nouns used as modifiers, such that the final true noun and the first noun of the main clause become nearly undetectable.

Example: As previously emerging radiation spectra are calculated for a radius of the scattering cloud equal to the Bondi radius. Does the author mean As previously, emerging spectra are calculated or As for previously emerging radiation, spectra are calculated; or even, is this a fragment that introduces the next sentence?

If a specialist in this precise field might have to hesitate to decide between the two (or more) choices, one not a specialist will have to look much harder, will not understand, or will give up. A comma solves the problem for all cases and keeps your reader reading and following.

More often, authors invert the normal order of the English sentence, which is acceptable if not used constantly. There should be a reason for it, say for transition or rhetorical emphasis, rather than simply to vary the syntax.

COMMA before THAT/WHICH

"That" (not in phrases such as "enough ...that ...") is never preceded by a comma, because it introduces a restrictive clause. If tempted to use a comma there, then check that "which" is not more appropriate (=non-restrictive). That "that" is already used for so many functions makes it all the more necessary to keep to the conventions. Even though standard English allows which' to be used for the restrictive dependent clause, scientific articles prefer to keep the difference to the nonrestrictive even clearer by using only "that" without comma or "which" with a comma when nonrestrictive. Ex.: "Both metallicity components appear to have a common origin, which is different from that of the dark-matter halo." VS "Both metallicity components appear to have a common origin that is different from that of the dark-matter halo."

HYPHENS for two-word compounds when used together as an adjective

The rule is that the hyphen is used to connect the two words, e.g., adjective and its noun, when the second is used to modify another noun: "a region where stars are forming" becomes "a star-forming region". However, it is not a hard-and-fast rule, but depends on whether there is a precedent for that spelling or else whether the hyphen helps to clarify relationships that are otherwise ambiguous. Also, notice that the modifying noun becomes singular[*]. The compound cardinal directions are not hyphenated: northeast, southwest.

In a familiar example, we see the problem that could exist, that is, if it were not so familiar and if the first formulation weren't redundant to start with (!):

  • "long-time frame observation" is an observation of frames over a long period of time (better without the second part of the hyphenated phrase, obviously); or "long time-frame observation" where the observation insists on being within a specific, defined frame. To be honest, in general English, there is no discernible difference between the two, as both would be understood as "a very long observation", but as it is used so often in scientific articles, there must be a reason for the specific terms here: "time frame" for one.
  • Another example of this might be: "The local limb slope", where a non-expert might wonder if the limb is local ("local-limb slope") or if it is a limb of a slope ("local limb slope"). According to the rule, it must only be the second choice, since there is no hyphen.

The hyphen is particularly useful in complicated compounded phrases that also have these compounded noun phrases: e.g., "Closer inspection of our direct mass and luminosity function determinations reveals,..." Are we to inspect the direct mass more closely and also the luminosity-function determination? In these cases, as in so many, we may suggest the hyphen, which is a clue that there might be a reason for it in that situation. You are asked to consider its usefulness in that context; so when you feel it is clear for all astrophysicists, even those starting out in the specialty, then it need not be inserted in this case.

PARENTHESES/BRACKETS

We often suggest that long sections in parenthesis be placed in the running text, where they are more appropriate than in, say, a footnote, as it directly relates to the subject at hand. In many cases, it can be connected by a comma followed by "which" or another relative pronoun. This does what some authors seem to want from the parentheses, so should be used instead, especially when there are already a lot of other parenthetical phrases in a section of the paper. If it is truly a side issue, then consider placing the information in a footnote. Otherwise, punctuate as if it is a full separate sentence, if it is at the end: e.g.

Examples:
"We observed these stars for 24 hours (which did not include breaks to eat and sleep)." ⇒ "We observed these stars for 24 hours, which did not even include breaks for eating and sleeping."

You may use the same sentence but as a second parenthesis, punctuated as "We observed these stars for 24 hours. (This did not even include a break for eating and sleeping.)"

Avoid parentheses within parentheses, except when it is part of a formula. This includes the year in a reference that is placed in parenthesis, where we also prefer no comma between the name and year, but do expect the full stop after "et al.": (Johnson et al. 1999). When the name is in the text, then only the year is placed in parenthesis.

3.2 Capitalization and abbreviation

  • A&A asks you to capitalize only the first word of the title and subtitles, with the exception of proper nouns. Abbreviations are to be avoided in titles, unless they are very common ones such as cardinal directions (NE), some star names, or chemical terms; when possible, please write them out.
  • Like other journals, A&A asks you to remain in the formal register; that is, do not contract as in "don't" or "can't", while the second is one word: "cannot".
  • Follow the Instructions to Authors about capitalizing and abbreviating numbered references in your sentences, such as Fig. 1, Sect. 2, Eq. 3, or even Col. 4. When possible, use the plural for multiple items: "Figs. 2-4" or "Eqs. 5 and 6". "Table" is never abbreviated, although it is capitalized when followed by its designated number, while no word is abbreviated at the beginning of the sentence. Also, when any of these words are not followed by a number or letter indication, then it is treated as a normal noun that is not capitalized.
    Example: "This argument can be found in the next section, where Eqs. 5 and 6 are explained."
  • CAPITALIZE all adjectives and verbs formed from proper names, such as Poissonian or Compton, no matter how familiar it has become: Newtonian. One of few exceptions to this is "cartesian".
  • Use the LOWER CASE when introducing abbreviations and acronyms. The words that make up the introduced acronym are not capitalized unless either (i) a word is a proper name or (ii) the acronym does not use the first letters.
    Examples: star formation (SF), Atlantic Ocean (AO), the Galactic center (GC), HIgh-Precision PARallax COllecting Satellite (HIPPARCOS)
  • Use the lower case for the full names of chemical elements and for the cardinal directions: oxygen, southeast.

4 Verb tenses, plural/singular nouns

4.1 Verb tenses

The present tense

The present tense is used for statements of fact and general truths, for a set of steps in a method (not for the steps in testing), and for results, discussion, and conclusions that are set out in the paper itself. We do accept the present perfect and present simple for the work of others when the paper is cited, which comes from etiquette learnt for this situation. It must be consistent, however, and should avoid any time tags that contradict that tense choice. To be consistent, avoid using the present for your work and then the past tense for others' work in their papers, because it may suggest theirs is wrong.

The present perfect

Using the present perfect implies that the situation, even the action, is still going on, so not completed. It can also be used to put strong emphasis on how the situation has changed just this instant, usually with the negative: "I've never read such a fine article as this one." This problem occurs because of interference from other languages that use it for a finished, completed action, so we usually take this use as intending the simple past in English. However, we can obviously be mistaken in some cases. It is, however, true that most English style moves quickly out of the present perfect and avoids using it throughout a full paragraph in sentence after sentence, unlike in other languages. It is perceived as wordy.

The future

The future is expressed in English with either the present simple or the verb "will" and the infinite. When referring to work that follows in the same paper, use the present simple as appropriate to the immediate and certain future, while the classical form with "will" is used for future work after this article or for predicted events; it is used for events that are relatively certain, otherwise one of the conditional forms might be needed. "We explain our method in Sect. 2." vs "Once these stars have been observed, they will be analyzed using the new method."

Active vs. passive voice

Scientific language tends to use the passive, especially when talking of work done in a team; however, this has changed with time, so that A&A encourages authors to use the more personal and active forms when possible. Best for style is to vary the two and to use the active when the passive requires many more words.

Example: "The fact that such observations can lead to accurate results is demonstrated by our analysis."
⇒ "Our analysis demonstrates that such observations lead to accurate results."

4.2 Nouns: plural or singular

Some nouns can be either singular or plural depending on their context, although each has a preferred number.

NUMBER When you are referring to a lot of individual things, use the plural form, e.g., "A number of stars were found in our last observing run." But you must say "The total number of stars is ..." The sense in the second example is clearly singular with `total' emphasized, and here the normal meaning of `number' comes into play (=a sum total of things) as opposed to the rule above. You choose the number by your meaning, in other words. When "a large number of" means exactly the same as "many", then it must be plural.

MAJORITY `Majority' and `variety' follow the same rule as `number', although the sense of the word is the determining factor: do you mean it as a single entity or as a group of individuals? PLURAL: "The majority of scientists hope the agency will raise the number and amount of grants." SINGULAR: "The overwhelming majority still votes for amnesty."

STATISTICS Statistics is usually plural with some exceptions: "The statistics for our sample of stars are found in Table 1." If you want to make it singular in this meaning, then use "set of statistics". When referring to the study of statistics, then it is singular, but this is a rare use in astrophysics.

DATA Like other scientific publications, A&A remains `purist' by asking for the plural usage[*]. If you mean a single one, use "data point" instead of "datum".

5 Sentence structure and word order

5.1 Paragraphing

We do not usually have time to deal with the most effective way to develop an idea in sentences and paragraphs, being more concerned with more basic English problems related to clarity, but it is a concern and will be addressed when it is clearly a problem in any article. However, there are times we will make suggestions for paragraph breaks or ask an author to combine a single sentence that is swimming alone with one of the neighboring paragraphs. Otherwise, the best choice for paragraphs, as for sentences, is to aim for variety in length, if possible. Too many of the terse 2 to 3 sentence paragraphs in a row leads to monotony and a lack of transition or logical movement within a section, which is just as true for a series of short simple sentences in a paragraph. Paragraphs that are either too long or too short can be a problem for different reasons, with different solutions[*]. Each paragraph should have its own focus that is introduced in the first sentence and that includes some brief transition phrase from the preceding paragraph or else a clear connection to the topic of the whole section. This topic sentence should then be followed by two or more other sentences that develop and prove that idea, i.e., the standard expository paragraph.

5.2 The English default structure

The English declarative sentence has its main ("default") structure of subject, predicate (verb phrase), and objects of the action. It can be varied, if there's a reason, but should be used as often as possible. Other elements, such as adverbs, have a recommended order that you probably learned in early English classes, as for most of all this. Here, though, we mention those kinds of errors that we see often and that lead to either ambiguity or else to awkwardness, at least in the native-speaker's experience. Avoid separating the subject from its predicate (the main action/verb of the sentence): e.g. "The author, after revising the English, submitted his article." becomes "After revising the English, the author submitted ...".

5.3 Inverting this word order

Word order is often awkward in papers we see and must follow certain rules. Mostly, there must be a good reason for it, the least of which is variety, because there are many other ways to begin with something besides the subject, due to all the subordinate clauses available or adverbial phrases to introduce the sentence. If for some reason the complement to the verb comes first with the subject last, then there should be no punctuation to interrupt it for all are part of the main sentence, and it is even more confusing when this inverted sentence is interrupted by a subordinate clause. EXAMPLE: "Especially appealing is the study of its stellar winds."⇒ "Study of its winds is especially appealing". Unless this comes at the end of a rhetorical list we seldom see in scientific writing, then there is no reason for this inversion and the only improvement needed to the second version is to perhaps get rid of the 'of' phrasing: "Studying its winds is ..."

5.4 The direct object

It goes immediately after its verb with rare exceptions, and should not be separated without a very clear reason: "The star's image shows clearly the alignment." ⇒ Use either "clearly shows" or "shows the alignment clearly." Avoid interjecting long subordinate phrases as adverbials between the transitive verb and its direct object or in the middle of any clause, for that matter. And of course the transitive verbs should always have a direct object, with the most familiar problems "to allow", "to enable", and "to permit".

"This program allows to analyze the data" can be solved in 3 ways:

(i)   "This program allows us to analyze the data",
(ii)  "This program allows the data to be analyzed", or
(iii) "This program allows analysis of the data".

Several adverbs go before the verb: "only" and "also" are 2 familiar examples. But there are many preferred places for different grammatical forms, as in all languages, so if one has been corrected, please check a more basic grammar guide. If you felt that there was a reason for moving from the normal order, then perhaps something else in the sentence kept this emphasis from being clear as we were reading.

5.5 Parallel structure

Parallel structure is essential for avoiding ambiguity in compounded phrasing, whether in a list or between two longer sections of a sentence (See `Parallelism' in style guides). The compounded (or listed) items should share the same part of speech or syntax and all have the same grammatical status.

EXAMPLES

"The data were prepared analytically and by the Smith method (2001).")
⇒ "The data were prepared with an analytical method and by the Smith method (2001)" (or even better, if true, "The data were analyzed by the Smith method (2001).")

"It is best to use alternative methods because of the obscured point of view and because this is always a good idea in astronomy." (mixing a noun with a full clause))
⇒ "It is best to use alternative methods because the point of view is obscured and because this is always a good idea in astronomy."

Many elements are often combined in lists in the very long sections with details of scientific work and results. The rule is to make sure that the related items in the list maintain the same part of speech and syntax, as said, which includes repeating the preposition or obviously reusing the structure of the first in the others. When faced with several lists in one sentence (even compounding within lists), the logic becomes clear, for otherwise the reader cannot sort out which goes with which.

5.6 Unambiguous reference

Although it happens to the best of us, it is rare that we need to remind writers in A&A to check that an antecedent is clear in normal sentences. It does occur, however, in more complicated constructions, so the following rules were set up to avoid creating ambiguity and awkwardness in reference.

5.6.1Subordinate clause: THAT vs WHICH

In scientific journals, we prefer that the relative pronoun form of THAT is used for all restrictive connections and always without a comma, while WHICH is used only when the information following is added and not essential (non-restrictive) to the main idea of a sentence, something many are tempted to put into parenthesis, for instance, and is therefore always introduced with a comma after the preceding word[*]. See also page [*].

5.6.2 Subject of a subordinate clause: Dangling modifiers

And of course make certain that the subject of a subordinate phrase is really the same as the subject of the sentence ⇒ to avoid the "dangling modifier" that can be amusing at times: "Having studied the spectra, the 2 galaxies were approaching each other" ⇒ "Our study of the spectra showed that the 2 galaxies were approaching each other." Any other form is ambiguous. Avoid gerunds unless used as a noun phrase alone or in a prepositional phrase: e.g. "Studying stars is my hobby"; "After having read the ..., I ...".

6 Clarity and precision

In English, it is a stylistic virtue to be concise and to use the precise phrasing for an idea, while in science anything that is precise and clear is a necessary virtue, so that on this they coincide. In scientific writing, however, many wordy constructions have developed for various reasons and can be tolerated until too many of them combine to cloud the meaning. Likewise, poetic language and puns that work so well in other disciplines should be avoided in scientific articles as much as possible, especially when so many non-native speakers cannot appreciate them. On the other hand, some metaphors have entered into the terms of some specialities and other expressions are so common that they have become clear to close colleagues, perhaps even to the whole community. As language editors, we consider the astronomer from other specialities and other languages as much as possible in our suggestions[*]

Active phrasing

One way to do this is to aim for ACTIVE PHRASING as often as possible for several reasons, such as clarity, lively style, avoidance of too many `of' preposition phrases and "-tion" nouns. We look for any overuse of abstract nouns where the original verb form is more appropriate: "the estimation of x is ..." should be "estimating x is... ⇒ " We observe the planet by the detection of the stellar light it reflects" ⇒ "We observe the planet by detecting the stellar light it reflects" or even better ⇒ "We detect the planet by the stellar light it reflects." Considering that science requires these nouns, using more than is required means that it quickly becomes too abstract and wordy.

6.1 Indirect introductory phrasing

Indirect introductory phrasing should be used sparingly by the same token, as in the following examples.

  • Please avoid "It is worth stating that" or "We want to stress that" most of the time, if not always. In most cases it takes away from the strength of the assertion that follows, and is understood at any rate.
  • Avoid "we hope", "we wish", "we believe", etc. Even "We can see that ..." or "We think that ..." are already assumed by the reader, so are not useful.
  • Do not start a sentence with "concerning" or "with regard to": e.g., "Concerning the value of the frequency, we have investigated whether stars release ..." should be "We have investigated the value of the frequency at which stars release ..."

6.2 Avoiding ambiguity

Avoid ambiguous wording whenever possible. One notorious example is the connector "and", which in English is used too often for the more precise connector that is meant: "Divide and conquer" for "Divide, then conquer". The most obvious source of ambiguity comes from words that have more than one meaning or use, especially for connectors that are also used as adverbs, prepositions, and adjectives:

&bull; Like do you mean `such as'? or `similar to'?
&bull; As do you mean `because' or `while' or `during'?
&bull; Since do you mean `because' or `after which'?
&bull; While do you mean `whereas' or `during'?
&bull; So do you mean `therefore' or `meanwhile' or ?
&bull; Quite do you mean `very'? or `somewhat'?
&bull; Rather do you mean `instead'? `very'? `somewhat'?
&bull; Further do you mean `more'? `another'? `again'? `an extended'?
&bull; Such do you mean `this sort of'? `very much'? `these'? etc.
&bull; Few do you mean `very few' or `a few' or ?

Or from words that are close in sound, and often in meaning:

  • insure/assure/ensure
  • than/then
  • affect/effect/impact
  • relative to/compared to/with
  • respect to
  • comprise/consist of/be composed of
  • In contrast to/contrary to/opposed
  • to/compared to

Another major source of ambiguity is reference confusion (see Sect. 5.6), but also simply the use of too many words where a simpler phrasing is more appropriate because clearer. Likewise, non-native writers in English are not able to sense when a longer phrasing is appropriate or not, not that all native English writers do it well all the time either. Some areas where problems arise regularly in our experience follow. The first and easiest is to avoid any sexist or hemispheric phrasings such as "Summer 2005" (give the months rather), and if you do not know the referee's name then please acknowledge "her/his" or "the" useful comments, not merely "his". This occurs less in astrophysical writing, but please try to avoid using "American" alone when you mean "North American" or from the "United States of America", In general, try to use the fewest number of words possible, which often makes your ideas clearer, as long as the reader has a better chance of understanding your text. However, too much compactness can also cause confusion, as the connecting words, especially prepositions, have been removed. This happens a lot in scientific compositions of nouns modifying other nouns to avoid using the prepositional phrase with `of': "a theory of how stars are formed" becomes "a star-formation theory".

As an example of compacting too far, writers often leave off the 'that is' in modifying phrases and do so quite correctly, but it can also go too far, so we may suggest putting it back in to avoid ambiguity or for clearer style: "a theory more interesting than the facts") ⇒ "a theory that is more interesting than the facts".

6.3 Avoiding redundancies

These are examples of using two words that both mean, or at least imply, the same thing. They are wordy, though many have entered colloquial language (e.g., `slim and trim'). Ones that we have found during our editing include:

  • coupled together ⇒ coupled
  • In the obtained results ⇒ results
  • Determine the point of onset of... ⇒ determine the onset of
  • Decreases down ⇒ decreases

6.4 Avoiding vague qualitative descriptions

  • A good example here is "rather small". In this case, compare it with something larger.
  • In English, if not most languages, "very important" means the same thing as "important", and even less when "very" is overused.
  • Likewise, watch out for undermining absolutes: if only "partly true", then which part is true and which not (?); "somewhat consistent" ("consistent" is absolute, so it cannot be partly so).
  • Or else "in fact" or "the fact that" need to be avoided as often as possible; make certain it is a fact.
  • "In any case" and some other familiar filler expressions cloud scientific writing, so use them when you actually mean it. This example does not mean "Oh well!" in writing, unlike in discourse, or the more recent Americanism "Whatever!" If there are two possible cases being discussed, use "in either case".

6.5 Avoiding wordy constructions that mean the same as the direct one

"In order to" can usually be shortened to the infinitive alone "to" plus the verb.

"On/of the order of" in the sense of "approximately, about, roughly" is sometimes the only form used, and it is used often, so that it becomes awkward. It also sounds so much like "order of magnitude" that it gets confused in the writing and, probably, understanding of either. Try to use the other forms of approximate measurements as often as possible.

  • X is of particular importance ⇒ X is particularly important
  • X is only of an approximate nature ⇒ X is only approximate
  • To detect the presence of an atmosphere ⇒ to detect an atmosphere
  • To perform an identification ⇒ to identify
  • Concerning the explosion, its effect is ... ⇒ The effect of the explosion is ...
  • The intersection of x and y occurs ⇒ x intersects y
  • We aim at estimating (If not in the abstract) ⇒ We estimate
  • Make a comparison with ⇒ to compare .... (Likewise other noun versions of active verbs, when not needed for meaning)
  • Show strong indications of something ⇒ to indicate something strongly
  • Is in contradiction with ⇒ contradicts
  • Is in agreement ⇒ agrees with
  • Before proceeding further, it is worth commenting at this point that we have studied the ... ⇒ We have studied the ...

And finally, stay away from the double negative in favor of a direct, affirmative statement: "This result is not unlikely" can be either "This result is likely" or "This result is possible". Notice that the "litotes" format is slightly ambiguous, because it does not indicate the degree precisely, except for what it is not.

6.6Transitional phrases

are useful, but when they only add words or repeat themselves, they need to be avoided: Avoid "actually", "in fact", "moreover", "indeed", etc., or use only when they help clarify relations rather than muddle them. Likewise, "hence' can be very useful in the right context, but when overused becomes useless and loses its rhetorical power. Once or twice a paper makes sense, but not once or twice a page or more often. Even if tempted to place one of its synonyms, be aware that overuse of several of these in a row begins to seem odd, too; just as using a string of sentences all containing indicators of contrast (but, however, in contrast, etc) seems like the writer is arguing with her/himself.

7 Some frequent corrections

• Overuse of "SUCH" for "THIS"

E.g., "such stars" after already referring to specific ones ⇒ "these stars" "SUCH" is not the normal demonstrative article, and it is not used like this in most contexts in the non- English-speakers' papers. When this meaning of "such" is used more than 1/3 as often as the equivalent "this", then it needs changing except for the case of "this sort of" or "this kind of" only. Also, watch out!-"such a" can be insulting in some contexts when the author maybe meant only "this": e.g., "...(Jones 1994). Such an article is ..." It is also ambiguous is several instances, and the author will be asked to choose either "this" or "this kind of" to eliminate the confusion for both English native and non native readers.

• Overuse of "FURTHER"

"Further" being used exclusively instead of the standard "more" or "another/other" or "earlier/former" or even "then" in a sequence (!), e.g., "further studies" for "more studies". Each of these means something slightly different from the others, and sometimes means something truly different, and "further" does not always mean what they usually mean. Examples:

  • adds a further layer to ⇒ adds another layer to ...
  • We did further research ⇒ We did more research

It means "more extended" not simply "a greater number of" as so often seen.

• Use of "THESE/THIS LATTER"

"these/this latter X" ⇒ Either "these/this X" or "the latter X", though the first is preferred. "The latter" only for 2, `last' is for more than 2, even when you mean the last 2 of only 3.

• Overuse of "TOGETHER WITH" and "AS WELL AS"

which are otherwise very useful structures in English. Note that only "and" is used after "both", and never "as well as", as in: "Both X as well as Y are ..." ⇒ "Both X and Y are ..."

• Overuse of "BEST"

rather than the precise word for what is meant. This tends to be younger authors, and not just French ones. We offer them a choice of synonyms of "best", all except "favorite": precise, useful, clear, most likely, etc.

High/low vs. large/small

The high/low vs. large/small or strong/weak problem: the lefthand column gives the attribute, the righthand one the words that use them. NB, some show up in two places.

  • High or low: Most words that are typically indicated by up/down graphs: Value, rate, redshift, degree, temperature, metallicity, luminosity, speed, velocity, contrast, energy, frequency, level, density, shear, extinction, pressure, eccentricity, inclination, proportion, abundance, fractionation, flux, background (or strong?)
  • Big/large or small: Scale, correlation (?), broadening (?), opacity, amplitude, mass, momentum, uncertainties, diffusivity
  • Can be either high/low or large/small: It depends on the emphasis: number, frequency, dispersion (both?), coefficients (or only large?)
  • Short or long: Time, length, timescale
  • Strong or weak: Pulse, current, correlation, gradient, flow, shear, dependence, velocity field, asymmetry, contrast, constraint, turbulence, instability, acceleration, anisotropy
  • Tight or loose: Often the same as "strong/weak": relationship, correlation

&bull; Other frequent corrections

  • "Like for example" ⇒ "Such as"
  • "Non negligible" ⇒ "Significant" or "of low significance" (avoid litotes)
  • Both "more metal-poorer" and "metal-poorer" are found in ApJ and MNRAS, so both are correct but the second is better when it modifies a plural noun so is ambiguous. However, in many cases it is better to rephrase to "is richer/poorer in metal(s)".

Appendix A: References

Some of the available guides for scientific and technical writing that offer a wealth of examples and references along with clear explanations are

Other useful sources are
  1. the latest edition of The Chicago Manual of Style (use their online search tools that give personal commentary by the editors on different points with lots of examples. http://www.press.uchicago.edu/Misc/Chicago/cmosfaq/tools.html
  2. http://dictionary.cambridge.org Cambridge dictionaries on the web
  3. Merriam-Webster at either http://dictionary.cambridge.org or http://www.websters-online-dictionary.org/definition/.
  4. Online encyclopaedias such as: (i) Wikipedia, especially its collection of pages under the headings of Natural Sciences, Mathematics, Technology, http://en.wikipedia.org/wiki/Wikipedia:Browse or (ii) Answers.com http://www.answers.com/topic/accretion-disc with 'accretion disk' as the example here. This one uses several dictionaries and encyclopaedia articles, so may use several spellings of any words with a choice.
  5. William Strunk & E.B. White The Elements of Style on 'Bartleby.com', especially their sections of common usage errors at: http://www.bartleby.com/141/strunk3.html or else useful general English guides from Hartford Community College/ Webster with a user-friendly portal at http://grammar.ccc.commnet.edu/grammar. Another resource could also be Fowler's The King's English also on Bartleby.com, but watch out for his irony and more complicated explanations compared to Strunk & White.
  6. Mary K. McCaskill. "Grammar, Punctuation, and Capitalisation: A Handbook for Technical Writers and Editors". Langley Research Center (NASA SP-7084) at: http://www.sti.nasa.gov/sp7084/contents.html.

Additional references on UK/US Spelling Conventions

If interested in less scientific differences, take a look at: Tripod.com's "US2UK"[*] or Krysstal's page of the differences[*]. Meanwhile, if you consider you are writing in another English dialect than either UK or US variants, then please let us know. If we cannot set our own spell checks on your file, however, then please include a list of what you consider the differences to be, which we can check if we feel it necessary: for instance, see Wikipedia's pages (gateway at http://en.wikipedia.org/wiki/Wikipedia:Manual_of_Style#National_varieties_of_English) on this concern, including the following statement on Australian English: "Both -ise and -ize are accepted, as in British English, but `-ise' is the preferred form in Australian English by a ratio of about 3:1 according to the Australian Corpus of English" (on http://en.wikipedia.org/wiki/Australian_English).

Copyright ESO 2010

A&A language guide for authors

The aim of this guide is to help you meet A&A standards when you are preparing your paper and to understand the stylistic and grammatical changes that language editors may make to your paper.

General tips:

  • Papers should generally be organized as follows: title, abstract, introduction, methods, discussion, results, and conclusion.
  • When writing your abstract, it is recommended that you follow the traditional abstract layout of context, aims, methods, results, and conclusions even if you choose not to use the headings. References are not permitted in the abstract.
  • “Brevity is the soul of wit”: Long sentences are often unclear and are more likely to include grammar mistakes, so favor using shorter, simpler sentence structures.
  • Whenever possible, write in the active voice. Writing in the passive voice (“the results were normalized by introducing…”) often leads to awkward and unnecessarily long sentences, and such sentences are often ambiguous (Was this a step you took as part of your study? Is this something the software you used systematically does? Did a third party do it prior to your study?).
  • Consistency is key: stick to either US or UK spellings, use acronyms systematically after they are introduced, and homogenize hyphenation usage (e.g., if you use “high-mass planet” also use “lower-mass planet” or “intermediate-mass planet.”).
  • Avoid beginning a sentence with an acronym, a number, a formula, or a symbol.
  • Use bulleted lists sparingly.
  • Avoid long and numerous footnotes and parenthetical asides.
  • Avoid single-sentence paragraphs.
  • Favor paraphrasing instead of using direct quotes.
  • Do not use seasons (e.g., summer and winter) since they differ between the northern and southern hemispheres.
  • Avoid wordplay and cultural references.

Tips for shortening your paper:

  • Introductions and conclusions can be short. Avoid regurgitating information from the introduction in the conclusion. Bullet points can be used in the conclusion to list main takeaways.
  • Avoid excessive referencing. A general rule is five references maximum for a specific subject, e.g., “Supernova studies have made significant progress in recent years (e.g., ref 1, ref 2, ref. 3, ref. 4, ref. 5)”.
  • Figure captions: Try to keep descriptions as brief as possible. For example, “The results from our study are shown as red lines, while the results from XXX are denoted with blue lines.” → “We show our results (red lines) and the XXX results (blue).” In titles, words like “List of” or “Plot of” are usually unnecessary. For similar figures, favor using titles such as “Same as Fig. 1 but for XXX.”
  • Do not repeat descriptions of figure images in the main text (e.g., the meaning of different symbols or colors). For example: “The red line in Fig. 8, which represents the velocity results from XXX, is clearly below the black line, which represents our results.” → Figure 8 shows that our velocity results are lower than those of XXX.”

In-house style rules

Acronyms and abbreviations - All acronyms and abbreviations should be spelled out upon first appearance in the abstract and then again beginning with the introduction (though instrument acronyms do not need to be introduced in the abstract). Thereafter, the acronym should be used unless it is at the beginning of a sentence. If a term only appears a single time in a paper, write out the term and do not introduce the acronym. Acronyms should not be introduced in footnotes, parenthetical asides, or figure captions. For example, instead of “There are numerous types of instabilities at play (e.g., the magnetorotational instability, MRI)” you can write “There are numerous types of instabilities at play, for example the magnetorotational instability (MRI).”

Titles - Only the first word of a title and subtitle and any proper nouns should be capitalized. This applies to the article title as well as the titles of sections, figures, and tables. Do not use acronyms (other than instrument or survey names) in article titles unless spelling out the term would make the title more than three lines long. Titles should not begin with “On the.” Papers in a series must all have exactly the same title, followed by the paper number and subtitle, for example: “Title. IV. Subtitle”

Figures and tables - Figures and tables should have short titles written in the telegraphic style (i.e., not a full sentence), without an initial article (“the,” “a,” “an”). Any following text should be written in full (but brief) sentences. For example: “Evolution of the velocity vs. mass relation as a function of distance to the star. The solid and dotted green lines show the results for objects 1 and 2, respectively.” If individual panels are described, this is repeated (i.e., a title for the panel, with any further description written in full sentences).

Tense - A&A uses the past tense to describe specific methods and steps used in a study and the present tense to describe general methods as well as findings, including the results of recent papers (within the past ten years). For example, “We extracted the data…” “The velocity increases outside….” “This software automatically labels…” Please note that the present perfect (“We have extracted”) should not be used to describe steps. See Appendix A for more examples.

US versus UK - Papers can be written following either US or UK English conventions, and use should be consistent throughout the paper. Refer to the Merriam-Webster dictionary for US spellings and Cambridge for UK spellings. See Appendix B for a nonexhaustive list of the differences between the two conventions.

What should and should not be capitalized?

  • Proper nouns and terms derived from proper nouns (e.g., “Gaussian” “non-Keplerian”).
  • Instrument and survey names
  • Earth, Moon, Milky Way, Solar System
  • Galaxy or Galactic when referring to the Milky Way
  • The first words of titles and subtitles
  • Cardinal directions (e.g., north and south)
  • Names of methods
  • Acronym definitions: "active galactic nuclei (AGNs),” and not “Active Galactic Nuclei (AGNs)”

Commas - Use the serial comma (also known as the Oxford comma) when listing three or more items (“models a, b, and c”), and use commas between two independent clauses (“The Sun is yellow, and the Earth is blue and green” but “We set the bin size to 20 and reran the simulation.”). Commas should also typically be used after introductory statements of four or more words at the beginning of a sentence (“In the first of our three models, the velocity was…”).

Date format - The date format in a paper must be consistent (for example, either 10 September 2024 or September 10, 2024, is fine, but you should not use both). To avoid ambiguity between UK and US styles of dates, we ask for the month to be spelled out (so January 3, not 01/03 or 03/01). Cardinal endings should not be used (January 1, not January 1st).

Units - Write out units when not following a numeral: “A distance of 1 kpc” but “A kiloparsec-scale distance”

Symbols - Avoid using symbols as shorthand: “Discussion and conclusions” (not “Discussion & conclusions”); “approximately a few hundred examples” (not “~a few 100 examples”).

Numbers - Write out whole numbers when lower than 11 (i.e., zero to ten) and not directly used as a measurement with the unit following; numbers 11 and up should be written numerically (unless at the beginning of a sentence).

Italics - A&A does not allow the use of italics for emphasis or to indicate a special meaning. If you want to mark a special meaning of a word or phrase, you can use quotation marks the first time a word or phrase appears.

Slashes - We reserve the use of slashes to denote ratios and instrument or wavelength pairings and for use in equations. The use of "and/or" is also acceptable.

S/N - A&A uses the abbreviation “S/N” for “signal-to-noise ratio” to avoid confusion with supernova remnant (SNR).

Equation punctuation - Equations in the main text should be punctuated as if they were phrases forming part of a sentence: “This relation can be written as XXX, where Vmin is…” not “This relation can be written as: XXX where Vmin is…”

That versus which - At A&A we use "that" (without a preceding comma) at the beginning of a defining clause and "which" (with a comma) at the beginning of an independent clause. For example:

  • We used the XXX method, which was first introduced by…
  • The data that were available at the time only covered (not “the data which were available”)
  • The data, which were in fact available at the time, were not included in the study because…
  • The galaxy in our dataset that contains approximately 1 trillion stars also has satellite galaxies. (i.e., there is more than one galaxy in our dataset, and the fact it has 1 trillion stars is the defining element.)
  • The galaxy, which contains approximately 1 trillion stars, also has satellite galaxies. (i.e., the additional information about the 1 trillion stars is nonessential.)

Other rules

  • Subsections are not permitted in the introduction.
  • The word “data” is considered to be plural (“The data were extracted…”)

Common mistakes

  • “allow to” (or “enable to” or “permit to” or “require to”): Instead of “The program allows to analyze the data,” you can write “The program allowed us to analyze the data” or “The program allows data to be analyzed.”
  • When a noun is used in place of an adjective, it takes the singular form (“the star map” not “the stars map”).
  • Certain adjectives go with certain nouns. For example, a star can have a “high mass” but not a “big mass” or a “large mass.” See Appendix C for more examples.
  • Adverbs ending in “-ly” should not be followed by a hyphen: “directly measured quantities” (not “directly-measured quantities”).
  • “Associated with” (not “associated to”).
  • The word “such” needs an article if followed by a countable noun in the singular form: “such estimate” → “such an estimate” or “this estimate” (“such estimates are” is correct).
  • For countable nouns, use “fewer” instead of “less” (“There are fewer data points” but “there is less hydrogen”).
  • “Evidence” cannot be pluralized. You can say instead, for example, “a great deal of evidence.” You also cannot say “an evidence.” You can instead say “a piece of evidence.”
  • "Former" and "latter" should only be used to distinguish between two items in a clear set of two; otherwise, there is room for ambiguity and/or confusion.
  • Use “can” when something is a known possibility and “may” for conjecture. “The orbital periods can be as short as 50 hours” (i.e., this has been observed) versus “The orbital periods may be as short as 50 days” (i.e., this is a supposition).

Notes

  • The “Acknowledgements” section and the appendix are not reviewed by the language editors.

Appendix A: Tense use

Use the present simple for statements of fact and general truths, general findings from other authors, particularly recent ones (from the last ten years), general methods used in the field (not the specific steps you used in your study), and general descriptions of your results and findings, including any conclusions or descriptions of tables and figures included in the paper.

Examples:

  • In the usual reduction procedure, the data are measured and flux-calibrated.
  • Herschel images allow us to detect new YSOs.
  • We find that the emission is fully nonthermal at 5 GHz.
  • We illustrate the mass versus distance relation in Fig. 7.

Use the past simple for specific steps you took in your study, specific steps taken by other researchers, findings from studies from more than 10 years ago, or findings that have since been disproven.

Examples:

  • We measured and flux-calibrated the data.
  • We used the velocities to determine…
  • Smith (1986) found the mass to vary as a function of…
  • Smith (2022) determined the velocity to be 10 m/s, but this was later revised to…

The present perfect and past perfect are used to describe actions that occurred over an extended period of time or at an unspecified point in time, or actions that are still ongoing.

Examples:

  • Astronomers have used many different methods to study the Milky Way.
  • The authors had already published their paper by the time we finished ours.
  • The survey has so far detected 22 YSOs.
  • In this paper we have outlined our reasons for…

The present continuous and past continuous should generally be avoided unless you are describing an ongoing action in the context of a simple action.

Examples:

  • We conducted our observations as night was falling.
  • It was proving difficult to calibrate the instrument due to environmental effects, so we switched modes.

Use the future tense to describe upcoming studies or future equipment. You should not use the future to describe the outline of your paper (i.e., “In Sect. 2 we introduce” and not “In Sect. 2 we will introduce”).

Examples:

  • Crab pulsar rotation periods will be further examined in a forthcoming paper.
  • The SKA will provide greatly improved resolution and sensitivity.

Appendix B: UK versus US spelling and grammar


UK conventions US conventions
Nouns ending in
our/or
behaviour, neighbour, favour, colour, harbour, vapour behavior, neighbor, favor, color, harbor, vapor
Nouns ending in
re/er
centre, metre, fibre, calibre center, meter, fiber, caliber
Note: Words like parameter, diameter, and spectrometer always end with -er.
Nouns ending in
logue/log
catalogue, analogue, isotopologue catalog, analog, isotopolog
Nouns ending in
ize/ise/yse
analyse, summarise, organise, ionise, normalise, minimise, practise analyze, summarize, organize, ionize, normalize, minimize, practice
Note 1: The related nouns ending in -ization/-isation also follow the convention: organisation, ionisation (UK) and organization, ionization (US).
Note 2: Authors can opt to use “z” spellings in UK papers as long as use is consistent. However, “analyse” always takes an “s” in UK spelling.
More differences in noun usage artefact, ageing, grey, speciality, sulphur, aluminium, disc or disk artifact, aging, gray, specialty, sulfur, aluminum, disk (not disc)
Verbs ending in
-el
Model: modelling, modelled
Label: labelling, labelled
Cancel: cancelling, cancelled, cancellation
Model: modeling, modeled
Label: labeling, labeled
Cancel: canceling, canceled, cancelation
Verbs ending in
-il
fulfil; fulfilling; fulfilled; fulfilment fulfill; fulfilling; fulfilled; fulfillment
Verbs ending in
-us
Focus: focussing or focusing; focussed or focused Focus: focusing (not focussing); focused (not focussed)
-ward(s) adverbs towards, outwards, forwards (the “s” is removed when used as an adjective, e.g., “forward modelling”) toward, outward, forward
Quotation marks Single quotation marks (‘) with periods and commas coming after:
This method, also known as ‘XXX’, has been used
Double quotation marks (“) with commas and periods before:
This method, also known as “XXX,” has been used
Hyphenations Typically, words beginning with a prefix take a hyphen: non-zero, multi-wavelength, semi-major. Refer to the Cambridge dictionary when in doubt. Typically, words beginning with a prefix do not take a hyphen: nonzero, multiwavelength, semimajor. Refer to the Merriam-Webster dictionary when in doubt. There is a hyphen when a prefix is followed by an acronym or a proper noun (non-LTE, non-Keplerian)
e.g. and i.e. No comma: i.e. and e.g. Followed by a comma: i.e., and e.g.,

Appendix C: Adjective-noun pairings


high or low abundance, accuracy, adiabaticity, brightness, contrast, degree, density, energy, fraction, frequency, latitude, level, luminosity, mass, metallicity, number, percentage, precision, pressure, probability, quality, rate, redshift, resolution, speed, temperature, value, velocity
big/large or small amplitude, diffusivity, momentum, opacity, proportion, radius, uncertainties
wide/broad or narrow range, spread, variety
steep or shallow gradient, slope
long or short burst, length, period, time, timescale
tight or loose relationship, constraint, correlation
note: strong and weak can also be used in these instances
strong or weak acceleration, anisotropy, argument, asymmetry, constraint, contrast, current, dependence, effect, evidence, magnetic field, flow, gradient, pulse, turbulence