Support to authors

Authors can contact for personalized pre-submission guidance, language improvements, plagiarism checks, scientific expression, and presentation, etc., 

Ojaswini Sharma, Product Manager, E-Mail: product.manager@scientifitemper.com, Contact: Contact: executive.editor@scientifictemper.com,awadhkshukla@gmail.com, Phone: 8787228748

Prince Grover: Prince Grover is an ELT specialist with over 17 years of experience in academic writing, curriculum design, and international education (IB, Cambridge, American frameworks). He holds Cambridge DELTA (EAP specialization) and CELTA from the University of Cambridge, London, and has led academic initiatives while mentoring trainers and senior educators in learner-centered, evidence-based pedagogy to advance academic literacy, disciplinary writing, and measurable learner outcomes. QUALIFICATIONS: Cambridge DELTA (M3 – Level 7), University of Cambridge, London (Specialization in English for Academic Purposes – EAP) | Cambridge CELTA (Level 5) University of Cambridge, London | MA in English (Language and Literature) | Advanced Postgraduate Diploma in TESOL | TESOL Canada Board Exam (TCBE) Qualified, TESOL Canada, Vancouver, BC, Canada | UGC-NET Qualified in Public Administration and Social Work | GSET in Social Work | MA in Public Administration | Master of Social Work (MSW) | MA in Political Science | B.Com (Hon.), Punjab University, Chandigarh | Professional Diploma in Banking and Finance (PDDBF) | JAIIB Qualified | CAIIB Qualified. AREAS OF SPECIALISATION & PROFESSIONAL SERVICES (ACADEMIC WRITING | ELT | RESEARCH SUPPORT):

  • Academic Editing and Proofreading (Grammar | Syntax | Clarity):
    High-precision editing to ensure grammatical accuracy, clarity, and publication-ready language.
  • Discourse Analysis & Coherence Enhancement (Flow | Organisation | Argumentation):
    Strengthening logical progression, cohesion, and clarity of academic and research writing.
  • Research Writing & Publication Support (Journals | Theses | Manuscripts):
    Preparing and refining academic texts to meet international publication and indexing standards.
  • Academic Style & Disciplinary Writing (Formal Tone | Lexical Precision | Conventions):
    Enhancing academic tone, vocabulary, and adherence to discipline-specific writing norms.
  • English for Academic Purposes – EAP (Higher Education | Research Communication):
    Specialized support in academic writing, reading, and communication for global academia.
  • Curriculum Design & Assessment Development (IB | Cambridge | American Frameworks):
    Designing outcome-based curricula and assessment systems aligned with international standards.
  • Faculty Development & Teacher Training (Learner-Centred | Evidence-Based Pedagogy):
    Training educators and academic leaders in modern, research-informed instructional practices. CONTACT NUMBER.: +91 720 209 9496 EMAIL ADDRESS: grover.prince365@gmail.com

IMPORTANT: Authors are advised to go through the following article before submission for improving communication in the academic writing.

A MULTIDISCIPLINARY FRAMEWORK FOR ACADEMIC WRITING AS LANGUAGE-IN-USE FROM DISCIPLINE TO DISCOURSE IN RESEARCH PUBLICATIONS

This study delineates holistic and in-depth and theoretically underpinned blueprint of academic linguistic system conventions, directives and recommendations for researchers preparing articles for The Scientific Temper, a multidisciplinary journal indexed in Web of Science. Taking into account the journal’s comprehensive disciplinary range spanning across Biological Sciences, Engineering, Physical Sciences, Management, and Humanities, the writers are mandated to display substantial degree of language-related precision, academic discourse sensitivity, and stylistic regulation. Derived from theories of English for Academic Purposes (EAP), systematic Functional Linguistics, genre-oriented pedagogy, this paper reconceptualises academic writing as a manifestation of functional use of language controlled by form-meaning-use interrelations. Incorporating contributions and perspectives from John Swales, Ken Hyland, and M. A. K. Halliday, the conventions offer unambiguous and precise guidance on why academic language must be regulated, at what time that kind of regulation and oversight is essential within manuscript, and by what means authors are able to methodically and progressively enhance their language-related proficiency. This paper is planned to serve as an instructional system facilitating and empowering researchers to linguistically precise, persuasively impactful, and worldwide publication-ready manuscripts.

Manuscript producers to The Scientific Temper stem from heterogenous disciplinary backgrounds, each is distinguished by clearly differentiated by theory-of-knowledge perspectives, domain-specific technical terms, and intrinsically logically connected discourse-related strategies and approaches. While such heterogeneity enriches academic scope of journal, it simultaneously gives rise to a crucial challenge: the variation of academic language across disciplines.

The scholarly writing approaches that are efficient within a specific disciplinary scholarly community may not be readily comprehensible or compelling in more extensive multi-field framework. To illustrate, markedly condensed discipline-specific terms and phrases in Engineering discipline or implied and indirect argumentative structure configurations in Humanistic disciplines academic writing may weaken ease of understanding for the audience outside of subject areas. As a result, subject-specific competence solely does not necessarily assure successful and appropriate academic communication.

Therefore, you are required to acknowledge that academic writing is not just the exposition of findings or observations but conventionalised, standardised and systematised production of intellectual content through language systems. The authors are necessitated to bring into alignment language-related articulation with worldwide acknowledged and established guidelines and practices so as to ensure clearness, consistency, and cohesion across domain-specific divisions.

As an author with a particular disciplinary background, you must conceptualise academic discourse as an intermediary system which supports scholarly communication throughout domain-specific variations. Each individual discipline functions its own academic discourse norms: nonetheless, scholarly publication is a multidisciplinary academic journal expects conformity to common discourse-related standards and requirements.

From a genre-informed viewpoint, academic writing is formulated through distinguishable discourse-related rhetorical moves. The manuscript producers are required to clearly outline academic research space, identify a research gap, and present aim and objectives of the study. The omission to accomplish discourse moves leads to communicative and discourse-related vagueness, even when the study substance is robust and rigorous in methodological terms.

The dimension of author-reader communicative interaction must make certain that their writing should not take for granted collective and mutual subject-specific knowledge. This entails unambiguous clarification of expert-level technical terms, deliberate elaboration of crucial principles, and a systematic development of concepts.

From a functional standpoint, linguistic systems must be applied to develop meaning in a manner that is both specific and understandable. You are therefore expected to achieve balance discipline-specific precision along with multidisciplinary clarity making certain that your manuscript continues to be understandable to a wide-ranging academic readership.

You are required to reconceptualise academic writing or scientific writing as an interconnected system in which grammatical system, lexis, and discourse function in combination to form meaning. The language-related decisions are not impartial and unbiased; they are influenced by communicative purpose and subject-specific conventions.

Academic texts at the same time actualise three components/dimensions of meaning:

  • Conceptual meaning, which conveys domain-specific information
  • Interactional meaning, which expresses viewpoint and authorial positioning
  • Textual meaning, which structures information cohesively

You are mandated to demonstrate command across all three dimensions. A text that is precise in grammatical terms but is deficient in logical flow or proper position will not fulfil academic writing benchmarks.

In academic writing, you are required to display command over academic stance, voice and positioning by appropriately using hedging and reinforcement. Hedging facilitates you to articulate prudence, recognise limitations, and refrain from sweeping generalisation, while emphasis permits you to declare firm and robust, empirically-grounded arguments.

Appropriate and impactful academic writing demands an equilibrium between these approached and techniques. Excessive use of reinforcement may undermine the apparent relevance of findings. As an author with a strong command of academic writing, you are therefore required to present your perspective in a way that it reflects both evaluative prudence and discipline-specific confidence.

Academic writing calls for the synthesis of structure, sense, and function. Language-related choices must be appropriate in context, and in functional terms.

Manuscript producers with sound academic writings skills must employ grammar-related forms or structures deliberately. The passive constructions facilitate you to emphasise procedures rather than agents, notably in methodology sections of research article. The noun formation allows summarisation of complicated actions or processes into conceptual elements, thereby augmenting information-related compactness and concentration. Thus, the grammar-related resources promote explicitly clarity in intellectual elements and academic formulation.

Academic writing essentially demands a specific word or phrases for a particular context. Therefore, you are required to exhibit command over field-specific vocabulary and proper word combinations. The absence of specificity in lexis results in vagueness and weakens the perceived quality of your scholarly work. The uniformity in lexicon is necessary in sustaining coherence, cohesion as well as clarity.

As an author, you must assure that the text produced by you displays reasoned progression. This demands for unambiguous structuring of pieces of information, appropriate application of discourse markers or cohesive devices, and stable cross-referencing. Coherence must be developed consciously and purposefully with the careful use of lexical decisions rather than perceived.

A fundamental requirement of a multidisciplinary journal is the successful and impactful dissemination of knowledge and understanding across disciplinary divisions. The readership may not have in common research-method-based underlying beliefs and presumptions or theoretical models as the writer.

The following points can facilitate an author to enhance interdisciplinary readability:

  • Clarifying domain-specific technical terms at initial appearance
  • Preventing disproportionate use of technical condensation
  • Presenting context-based elaborations where appropriate
  • Organising lines of arguments explicitly and cohesively

In your submissions, you make certain cognitive understandability by structuring sentence units, and paragraphs in a manner that promotes comprehension. It comprises emphasising crucial information, refraining from needlessly complicated sentence structures, and preserving unambiguous and explicit paragraph arrangement.  The inability to secure ease of reading may diminish the impact of your investigation, irrespective of its merit

All sections in a manuscript have their own significance. Each section functions a specific and unique purpose and hence necessitates a particular grammatical and discourse-related approaches. Impactful academic writing is based on the competence to conform linguistic expression application with the purpose-driven/functional requirements of each phase of the article.

You are obliged to formulate the introduction as a logically sequenced argument, instead of a descriptive account or a broad outline.

You must:

  • Employ present tense to describe existing knowledge (Research indicates…, Studies demonstrate…)
  • Use analytical language to point out limitations in extant literature (however, limited evidence suggests, remains underexplored)
  • Explicitly articulate the research gap and purpose/research intent

You should ensure that:

  • Claims are substantiated through proper and relevant referencing
  • Transitional markers orient lines of argument
  • The research objective is explicitly articulated and without ambiguity

You are required to approach the Literature Review as an evaluative and a consolidative analytical narrative, not a simple overview.

You are required to:

  • Employ attribution verbs purposefully (argues, suggests, demonstrates, claims) to present varying degrees of certainty
  • Examine similarities and differences using discourse markers (similarly, in contrast, however)
  • Categorise thematically organised studies as opposed to enumerating chronologically

You must ensure that:

  • Sources are consolidated to construct a line of argument
  • Critical assessment is incorporated through linguistic choices (e.g., limited, significant, inconclusive)
  • Citation practice is precise and standardised

You should outline the Methodology with optimal explicitness and methodological exactness, making certain that the study can be reproduced.

It is necessary to:

  • Employ past tense forms to report executed procedures (data were collected, participants were selected)
  • Adopt passive structures as appropriate to emphasise methodological steps instead of investigators
  • Employ exact, domain-specific terminology

You must ensure that:

  • Procedures are organised in a structured progression
  • Indeterminacy is eliminated
  • Statistical and non-qualitative specifications are precisely articulated

You must report observations in an unambiguous, unbiased, and without interpretative manner.

You are expected to:

  • Utilise impartial language, factual and observational language (the data indicate, results show, findings reveal)
  • Explicitly refer to figures, tables, or data collections
  • Eliminate judgemental or analytical or critical language at this point

You are required to ensure that:

  • Information is reported precisely and in a concise manner
  • Unnecessary repetition is avoided
  • Principal findings are brought to the forefront

You should transition from narration to explanation, explication and analytical reasoning

It is necessary to:

  • Employ hedging strategies (may suggest, appears to indicate, could be explained by) to offer tentative or measured analysis
  • Align findings to prior studies/extant literature
  • Discuss implications and relevance

You are required to ensure that:

  • Arguments have empirical support
  • Excessive generalisation is eliminated
  • Coherent links among results and analysis are explicitly articulated

You must frame the Conclusion as a well-defined summary of the study, rather than a restatement of previous sections.

It is expected to:

  • recapitulate central outcomes in a concise manner
  • Adopt a careful wording when explaining implications
  • Point out limitations and prospective directions for further investigations

It is essential to ensure that:

  • No new information or arguments are presented
  • The relevance of the study is precisely conveyed

You must make certain that the Paper Title and Abstract provide an unambiguous and precise depiction of the investigation.

You are expected to:

  • Employ succinct and highly informative language
  • Minimise superfluous use of discipline-specific jargon
  • Incorporate key aspects: purpose, methodology, findings, and implications

You are required to ensure that:

  • The abstract accurately represents the manuscript precisely
  • Lexical choices are reader-friendly to a multidisciplinary readership

Before final submission, you should make certain that manuscript exhibits language accuracy, coherent structure, appropriate formal academic tone and style, and standardised terms. Comprehensive revision is indispensable for facilitating readiness for publication.

You must acknowledge that academic language is a key element of success in research publication. In a multidisciplinary journal such as The Scientific Temper, where research papers extend across diverse areas of study. The explicitness, precision, and appropriateness are crucial for ensuring comprehensibility, and research impact.

You must therefore consider to academic language as a fundamental scholarly proficiency. This entails sustained interaction with academic texts, familiarity with field-specific norms, and mindful regulation of lexical and grammatical choices at both macro and micro levels.

Academic writing should be regarded as academic, scholarly, and professional practice involving planned development and continuous refinement. Prolonged and consistent engagement in academic writing facilitates authors to fulfil global academic benchmarks as well as disseminate research with success.

- Prepared by Prince Grover for The Scientific Temper.

References
 Biber, D., Gray, B., & Poonpon, K. (2011). Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? TESOL Quarterly, 45(1), 5–35.
 Flowerdew, J. (2013). Discourse in English language education. Routledge.
 Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar (4th ed.). Routledge.
 Hyland, K. (2005). Metadiscourse: Exploring interaction in writing. Continuum.
 Hyland, K. (2009). Academic discourse: English in a global context. Continuum.
 Hyland, K. (2015). Academic publishing: Issues and challenges in the construction of knowledge. Oxford University Press.
 Martin, J. R., & Rose, D. (2008). Genre relations: Mapping culture. Equinox.
 Paltridge, B. (2012). Discourse analysis: An introduction (2nd ed.). Bloomsbury.
 Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge University Press.
 Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (3rd ed.). University of Michigan Press.