Week 11 train leaves coffee cup station--> Assignment 3!
Is dreary today but rain is necessary for plants and people. We are sure glad for rain gardens to help with flooding, soil loss, and even pollution remediation.
Let's start with some due dates:
- Tonight! Last ER Reviewing Task for the coffee cup memo. GET IN THERE.
- Friday, I open up the coffee cup parking lot and you have one week.
- Friday, I will also open up a short assignment for your article review, Assignment 3
- You will need the abstract of your desired piece.
- Number 3 means you have an article now or will have one by Friday. Must be peer reviewed article of your choice. For comp sci/data sci students, please email me because your field publishes differently than many expert disciplines.
Now, on to more work thinking about transitions between paragraphs and even document sections. We have two metaphors for this. First up? muffin tin.
In the muffin tin metaphor, we chunk information into the tins, which is natural and good. We divide complex information to conquer the complexity. Doing this heaving cognitive lifting is necessary for analysis and even uses of the information. However, muffin tin "scoops" of information are largely the type of information that is joined by the conjunctive and. We have yet to introduction the powerful (also wakes up reader cognition) conjunctives of but (however) and or (contrast or choices or options). We have yet to introduce the power of therefore, where we create meaning and actions based on meaning. See the video below from Randy Olson.
One of Aristotle's canons for writing is ARRANGEMENT. The order and "chunking" of information matters very much for reader cognition and receptivity to what you write.
Now, the (Lego) train metaphor, where the cars are different, helping us think about and, but, or, and toward the end (caboose) of therefore.
Now, to the exciting and somewhat potty-mouthed Randy Olson, marine biologist, filmmaker, and science communication evangelist. (NOTE: Video fixed at 3:20, Monday)
Randy's work is the and, but, therefore framework, which we call ABT.
Let's think a bit about peer reviewed research articles and link this topic to ABT statements/framework:
- This google slide set about the research article.
- Keep a running grid on your reading. Copy this google doc to your drive. Reading IS essential to writing. Again, this is part of my case for labor grades. ABT statement is previewed here.
Marybeth Shea
Happy Wednesday.
Today, will look again at the slide set linked above. We will also look at the reading grid posted there. This reading grid is your companion for assignment 3, the one-article review. You do have your article selected, right? Friday night's ER WRITING TASK about that article requires that you have one.
Note: the parking lot is now open for assignment 2, the coffee cup memo.
Sure is raining today. We are so glad that Cofman and Davis refined rain gardens as a bioretention tool. You know who else (likely) loves rain gardens? Why, Kermit the Terp.
Marybeth Shea
Avaialble to you for 50 minutes at 9 and 11 AM.
For this week: Wrap up of ideas, primarily critical thinking frames to support you read the science research article you choose.
IMRAD is an arrangement for sharing complex knowledge.
- IMRAD structure is expected by most readers of technical literature; offers familiarity and efficiency.
- IMRAD structure supports writers, too. Most experiences researchers write the Results section first.
Think of the Introduction portion as a cognitive wedge approach. The information allows the reader to enter the complexity in stages. Note: typically, expert technical readers in the field sometimes skip this section, going right to the results section. Experienced readers do this for several reasons, with reduction of bias the primary one. You can also think that expert readers do not need the cognitive wedge to ramp up. Metaphor incoming: they simple leap and climb the high wall of complex knowledge. They are fit and prepared. Compare-->
You can also see that the IM portions of the document is rich description, summarizing background and sharing details about methods.
In the Results section, the authors pivot to analysis, with that work continuing in the Analysis commentary. Hints of meaning-making also occur in the RA sections. However, the Discussion section is where arguments are made about what the findings mean at at least three levels:
- comments on the research question, working hypothesis (sometimes more than one), as well as the study hypothesis, which is typically the null hypothesis;
- defends these findings, often with statistical thresholds as well a knowledge established in the field;
- comments on what can happen next
- for similarly-focused researchers
- those who will apply the knowledge in a field, especially for social benefit.
Do not forget your two ER Tasks open now. Prioritize this one, concerning your selected article. Consider also that the parking lot is open for the coffee cup memo. You have a week. Email me when you post.