POST T-Day CATCH UP: PAY ATTENTION
In class today, we will return to last week where I will emphasize some items for FRIDAY's next Writing Task+Review Task as we lock down this work.
I report, regretfully, that so many of you are behind in a number of tasks. Sigh.
If you are on the Take 2 path I built just before Thanksgiving, that Writing Task is now closed. BUT, the Review Task is open and I would like people to complete that ASAP.
If you have not completed the Coffee Cup Memo, PLEASE DO SO AND EMAIL ME. Then, I am prompted to grade you.
FOR ALL: New type of ELi Review Task up: A Revision Plan Task for you to take stock of where you are with Assignment 3. Open NOW. Complete by Wednesday. PLEASE. UPDATE Mon. 10:16 AM -- Apparently, if you go into the previous tasks to grab a comment or two, this opens up a localized Revision Plan option/screen. I DO NOT WANT YOU TO DO THIS. You can and should look at early rounds of Peer give+take. But, primarily, I want you to write your revision plan using the prompts I wrote for you. Make sense?
Now, some German Christmas kitsch incoming:
Marybeth Shea
WEDNESDAY!
Do you remember Monday's bead formations for Point and Analysis?
We will talk further about location choices regarding analysis writing and consider the stats analysis (numerical analysis; exploratory data analysis, etc.) paragraph. We will also talk about choices regarding definitions. Earlier and in your celery flow chart, definitions are clustered in the cognitive wedge of the first three or so paragraphs of your analysis.
Both of these choices are somewhat similar as in you have a location to think about. And, volume of "stuff": consider
- smaller definitions set off by punctuation in an appositive -- think bunny ears, paws, and hind feet
- small analysis paragraphs between your body paragraphs of cool points -- think gold beads between larger pearls.
Voice helps, too, in analysis. Use first person in your analysis "moves" and third person when presenting more generally.
We will also look at a Google Doc from an earlier semester where we took on questions the week before the one-article review was due. Can be instructive, I think.
Let's also look at language helpers from the Manchester University Academic Phrasebank and a few other places. Critique and counter argument for junior scientists is hard. Having some phrases to prime the pump can be helpful.
Wikimedia Common, under Creative Commons license
Manchester University academic writing phrase bank. Look at all these sections:
Now, to what we are doing, with some additional "free" phrases for you to start sketching out how to write about stats:
The sample size in treatments two and three is small (7, 12).
I remain unclear how the experiment addresses the central research question noted in the Introduction section.
The sample size is small, making this work exploratory. I look forward to seeing more work before drawing a conclusion about clinical use.
In the fourth steps of the proof, you would have to accept some unusual assumptions on the limit factors.
For Friday, we will have a Writing Task/Review Task routine that closes on Monday ngiht (as per usual). I will also post a mini lesson on the limits of p-values since critical thinking about this important test will help you draw conclusion in robust and measured ways.
CUTE pix to reduce stress:
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