What are bullet point lists?

When lists are presented with one list item per line, following an indented marker or symbol. they are commonly referred to as ‘bullet points’ or ‘bulleted lists’. Bullet point lists are widely used in science report writing but are rarely used in peer-reviewed journal articles (primarily due to save space).

What is the purpose of bullet points lists?

Bullet point lists are generally used for unnumbered and unordered lists and allow information to stand out separately from paragraphs and other surrounding text. Well-designed bullet points help attract the reader's attention when skimming a document and help them to quickly absorb multiple subtopics.

Making sure that bullet points are structured correctly also helps writers to clarify their thinking. Bullet point lists avoid the need to force a sentence or paragraph to contain lengthy and unwieldy lists. They allow the writer to be more succinct as the repetition needed to link connected sentences within a paragraph can be removed. They can also help to reduce the word count if the list is composed of simple phrases or sentence fragments rather than complete sentences.

The problems with the use of bullet point lists

Many writers are unsure how to structure bullet point lists and use them incorrectly. Some writers use paragraphs when they could have used bullet points and some overuse bullet points instead of writing paragraphs. Some writers haphazardly throw all types of information into bullet points, making them difficult to read. Therefore, guidelines are necessary.

When and how should bullet point lists be used?

There are different ways to structure bullet points. However, ensuring consistency and clarity of meaning is crucial. Two common questions I’m asked are, “Should bullet points be capitalised?’ and “Should bullet points be followed with commas or semi-colons?” My answer to both is, that it depends on what you are writing and how your structure your introductory elements and list items. An introductory element is the use of a phrase, sentence fragment or complete sentence to introduce the bullet point list.

1. Bullet point lists are introduced with a phrase, a sentence fragment or a complete sentence (introductory element). 

The introductory element is usually followed by a colon (See Example 1).

Example 1

The following is a brief overview of:

- my understanding about the broad types of software tools on offer.

- how different pricing models influence my choice of tools.

- the current software tools I regularly use for writing, teaching and managing my training consultancy.

- what to keep in mind when searching for good software tools.

(from ‘FAQ: What software tools do I use for writing and teaching?’)

2. Each list member must logically complete the meaning conveyed in the introductory element.

As Example 1 is introduced with a sentence fragment (‘The following is a brief overview of:’) each list item must form a grammatically-correct complete sentence when combined with it. For example, the second list item would be read as: “The following is a brief overview of how different pricing models influence my choice of tools.” This is why the first word of each list item is not capitalised and why full stops are used at the end of each list item.

It is very common for writers to avoid this important guideline and not check to see if each list item logically follows on from the introductory element. An incorrect way to represent the information in Example 1 would be as follows:

Hypothetical (incorrect) Example 2

The following is a brief overview of:

- my understanding about the broad types of software tools on offer.

- how different pricing models influence my choice of tools.

- Includes a current list of software tools I regularly use for writing, teaching and managing my training consultancy.

- Also some tips to keep in mind when searching for the good software tools.

The last two list items, although still relating to the topic, do not follow on from the introductory element. For example, the 3rd list item would read, “The following is a brief overview of Include a current list of software tools I regularly use for writing, teaching and managing my training consultancy.” This does not make sense.

3. If an introductory element stands alone as a heading, it doesn’t need any punctuation (see Example 3 below). 

Example 3

Remember

- Plans are not meant to be perfect but act as a guide to your thinking and a framework to further develop the project you are working on.

- Keep all versions of your plans for future reference or to use as templates for future projects.

- Ask colleagues for feedback on your plans as well as your document drafts.

 (from ‘The essentials of science writing: plan before you write’ )

4. If the bullet points are composed of complete sentences, they should be each be treated as a normal sentence with capitalisation and terminal punctuation (e.g. full stop, question mark) (see Example 3 above).

5. Consistency is crucial:

- Use the same symbol or marker for your bullet points throughout your document.

- Although you may have different types (structures) of bullet point lists within the same document, all list items within a bullet point list should be the same format: all phrases, all sentence fragments or all complete sentences.

This is another reason why Example 3 is incorrect as the 3rd point is a complete sentence, while the 4th point is a sentence fragment and both are dissimilar in structure to the first two points.

6. Bullet point lists items that are phrases or sentence fragments need no punctuation (see Example 4 below).

Example 4

Common writing problems often reflect that a writer has not thoroughly considered who their audience is, or what they need. This can cause the following problems:

- providing too much (or not enough) detail or background information

- providing too much detail on unrelated sub-topics or on a well-known topic

- using the wrong language or unfamiliar terminology

- assuming the audience’s level of interest in, or understanding of, the topic

(from How to identify your target audience,)

7. Ensure that your list items are distinct from each other (compare examples 5 & 6).

Example 5

An example of distinct list items:

I agreed to the following decisions:

- the start date of the project.

- that the consultation committee have a maximum of five registered members.

- the due date of the first stage of the report.

Example 6

An example of indistinct list items:

The following is a brief overview of:

- my understanding about the broad types of software tools on offer.

- how different pricing models influence my choice of tools.

- how different pricing models influence the way I research software tools.

In this example, the 3^rd list item is closely related to the 2^nd list item, so I would either combine them all leave point 3 out.

8. The list items can be presented in any order. If they must be presented in a certain order, they should be numbered and considered a ‘numbered list’ and not a bullet point list (See example 7).

Example 7 

Example of a numbered list

Steps to complete your enrolment:

1. Read the terms and conditions.
2. Download and complete the application form
3. Email the application form to emailus@address.com
4. Follow instructions in enrolment notification email.

9. Use commas or semi-colons at the end of each list item if you are presenting a list as though it was part of an entire sentence (see Examples 8 and 9). 

Hypothetical Example 8 (with commas)

The site contained the following species:

- Eucalyptus saligna,

- Eucalyptus siderophloia,

- Eucalyptus oreades and

- Eucalyptus regens.

As a complete sentence this would be written as “The site contained the following species: Eucalyptus saligna, Eucalyptus siderophloia, Eucalyptus oreades and Eucalyptus regens.”

This type of bullet point list could also make a complicated list easier to read than if it was written in a sentence (see Example 8).

Hypothetical Example 9 (with semi-colons)

The site contained the following species:

- Acacia daviesioides (over 3 dozen seedlings);

- Acacia glaucoptera (3 shrubs);

- Acacia incurve (over 1000 small to medium shrubs);

- Eucalyptus saligna (over 200 seedlings);

- Eucalyptus siderophloia (one large tree and 3 saplings);

- Eucalyptus oreades (six saplings) and

- Eucalyptus regens (over 300 trees).

As a complete sentence this example would be written as “The site contained the following species: Acacia daviesioides (over 3 dozen seedlings); Acacia glaucoptera (3 shrubs); Acacia incurve (over 1000 small to medium shrubs); Eucalyptus saligna (over 200 seedlings); Eucalyptus siderophloia (one large tree and 3 saplings); Eucalyptus oreades (six saplings) and Eucalyptus regens (over 300 trees).

If you find you are writing these types of sentences or bullet point lists, depending on the type of document you are writing, it might be better to use tables instead.

© Dr Marina Hurley 2021 www.writingclearscience.com.au

Any suggestions or comments please email admin@writingclearscience.com.au 

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Some terms used to discuss and describe science are often used interchangeably which can cause confusion: for example, terms such as fact, hypothesis, theory, knowledge, information, results and findings. In this writing guide, I define some commonly-used terms used to describe science, while also explaining how science information is produced. 

I need to first acknowledge that numerous philosophers and have spent many years, even entire lifetimes, debating and discussing the precise meaning of some of these terms. So I encourage you to read some of the books by important science authors and philosophers including Thomas Kuhn, Karl Popper, Stephen Jay Gould and Stephen Hawking to develop a solid understanding of science philosophy and the current developments in science. Bill Bryson’s Short History of Nearly Everything is also an excellent coverage of science suitable for a wide audience.

Knowledge versus information

The term knowledge is often used instead of information. However, science knowledge is what people gain or learn through absorbing science information or through doing their own research. Science information is a collection of facts that is based upon evidence which is the result of peer-reviewed or peer-verified research.

The degree to which science information is considered true and correct will vary according to when the research was published, how large or lengthy the study was and the amount of published evidence that supports this information. Undoubtedly, there is a lot of information that may be considered true but is yet to be scientifically tested; for example, some home remedies for illnesses.

Facts, assumptions and opinions

A scientific statement of fact is an explanation of a phenomenon or something that is generally held to be true and can be proved by evidence. Facts can later be disproved, as can hypotheses and theories. Communicating information as a judgement or a statement of fact, but without providing proof that it is true, is expressing an assumption, while believing that something is true based upon little or incomplete evidence is forming an opinion.

Scientific opinions are generated from science knowledge, and may or may not be true, but they are important for developing new ideas, new hypotheses and new science. Scientific opinions and ideas need to be developed into hypotheses or problems that can be tested and supported (or rejected) by research.

What should be cited

Strictly speaking, all science information that is not common knowledge should be cited; that is, the source of the information should be presented so that the reader can verify that the information is supported by evidence. Where relevant, opinions should also be acknowledged, otherwise, it may be difficult for a reader to understand the difference between a scientific opinion and an uncited statement of fact (common knowledge).

Common knowledge is what would be generally be accepted as being true without question by a large proportion of a group of people familiar with a certain topic. What is accepted as common knowledge of a topic will depend upon the background, knowledge and experience of the reader.

Results versus findings

The science information produced by a study and published in a research paper is also known as the study’s findings. Collectively, both the Results and the Discussion parts of a research paper represent the authors findings. The Results present the data or observations of the study and the Discussion presents the author’s interpretations that explain what these results mean in relation to the scientific problem under investigation.

Traditionally, the format of the research paper is to distinctly separate the Results and Discussion sections so that the bare measurements of the results are not mixed in with, and made indistinguishable from, the author’s discussion or interpretations of their results. As different people may interpret the same data differently, it was (and still is) considered important to allow the reader to clearly see the results in isolation.  However, it may be difficult to separate results and discussion with some types of projects and within some disciplines.

Scientific interpretations are based upon the author’s knowledge, which is gained through their experience, through their reading and through their analytical (inductive and deductive) skills. If these scientific interpretations are accepted by peer-review and published, they may then be considered scientific facts. If other authors disagree with the interpretations in a published paper, they are expected to publish their own papers accordingly and a scientific debate may ensue. Individual interpretations will develop into a scientific consensus when similar studies produce similar results and different authors develop similar conclusions.

Similarly, a theory is supported by consensus. A theory describes the behaviour or activity of a phenomenon or phenomena. It is a statement supported by accepted hypotheses and empirical evidence. A hypothesis is a statement that describes the properties or behaviour of an object or phenomena. A hypothesis is either supported or rejected based upon the evidence developed from testing the hypothesis. A specific, simple hypothesis or null hypothesis is one designed to be easily tested; it can be either accepted or rejected or upheld or discarded. If repeated tests under different circumstances support the hypothesis, then the hypothesis can be developed into a theory. From this theory further hypotheses can be generated. A theory can be supported, validated, reframed, modified or rejected according to evidence. A theory that has been refuted must be discarded and is no longer referred to as a theory.

© Dr Marina Hurley 2026 www.writingclearscience.com.au

FURTHER READING

• If science was perfect, it wouldn’t be science
• The essentials of science writing: What is science writing?
• 8 steps to writing your first draft
• Two ways to be an inefficient writer
• Work-procrastination: important stuff that keeps us from writing

Any suggestions or comments please email admin@writingclearscience.com.au 

Find out more about our online courses...

SUBSCRIBE to the Writing Clear Science Newsletter

to keep informed about our latest blogs and writing workshops.