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Oops, science is POWERFUL!
ENGL 390, 390H, and (sometimes) 398V Class Journal
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LAST WEEK!
Here is the week's OHitS/AMA. I will leave open and check in two-three times a day to answer your questions. I am writing the Eli Review prompt and will post later. I use your submissions, to craft a prompt that supports the writing this class is engaged in.
Here is your fun science reading (short article by me) about microbes, Yellowstone, Thomas Brock (died over the weekend at 94) and the REAL story about PCR. 3:40 minute video with glorious footage. He was one of my heroes; I interviewed him three times and still am chuffed and puffed about this.
Marybeth Shea
Endings. Let's think about endings over on the LAST WEEK OHitS/AMA. And how about this song parody from Harvard. I saw a fox this morning in my yard and I THOUGHT OF THIS.
Riffing off this odd thing, with animal costumes.
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Week 13 (lucky!) reading stats writing in science papers
Good morning. I am looking at your responses to the Eli Review task. By the way, if you did not complete this task please do so now as I want to complete this task and prep for the next one.
I want to revisit a thread of discussion from last week when a student asked about the stats paragraph. I also want to say that this work will not be graded/evaluated. I just want to acquaint you with how statistics is part of the inference testing about the conclusions that scientists draw from their work. Let's look at a few short pieces by scientists about how they read journal articles:
- Grad student in biochemistry reflects in a short blog piece for the Illinois Science Council
- Craig Rehabilitation Hospital (Denver) offers a primer on stats for their patients (doctors now typically encounter patients who read the biomedical literature too)
- Open access/PMC article on the qualities of data sets that help guide statistical test choices
I think you should ask mentors in your work about how they use and interpret statistics. More on writing about stats soon. The Manchester University Academic Phrasebank is your friend. These sections are especially helpful for this thinking task.
Highlighting interesting or surprising results
Sorry for weird formatting: The links should take you to ManU AcPB
I want to talk about two types of variation in the pattern you are now ready for:
- inserting 'mini" definitions within your body paragraphs to help your reader locally, compared to the more global definitions you put in the incline of the cognitive wedge
- adding analysis paragraphs within the body of your Cool Things portion (fat center of your document shape,)
Meet you in an OHitS/AMA today, 9-12. Here is a guidance document/checklist for your article. We are getting closer to done!
Marybeth Shea
Meet you in same space: Monday's OHitS/AMA.
Let's think about the shape of the end of the document. In defense of the lemon and the way that scientists read research articled, this shape befits two writing tasks:
- Explain fully, with fidelity to detail (which means larger paragraphs), while
- Devoting this large writing/reading real estate space to what is most important AND is anchored in data.
Most of you can plan on a lemon shaped article, where we slide down the back end, with guard-rails on what this information means.
Let's think about two types of discussion+analysis information you will find in your article:
- Information about what the findings say about the field (INTERNAL or discipline specific)
- Implications for human problem solving in society. (EXTERNAL or for all of us)
Example: In an article on airborne ammonia (NH3) and particulate matter (PM), research challenges the dominant down-wind model of deposition of these two pollutants. The finding suggest that small, circular and seasonal wind turbulence might deposit NH3 and PM in patterns not expected by the dominant model. For the field, researchers want to design more experiments to better understand patterns of NH3+PM deposition. For society, both NH3 and PM pose serious human and ecosystem health risks (lung disease and toxic algal blooms), meaning that research can help target better remediation management efforts.
Friday, we will talk about pear-bottomed documents and how to use this shape for a strong finish. Hint: you have lots to talk about. See above.
Marybeth Shea
VOICE! Let's think about voice. Here is a google slide set on Active/Passive Voice in science style. Some people think that you must also use passive voice constructions in science. Not so!
We can also think about how to use first person voice in your review to make clear when YOU are analyzing the work of the researchers/authors. You can use first person voice in science but you must be deliberate and selective. Read this summary of what David Schultz (atmopheric scientist) of Eloquent Science says.
More on this, in this OHitS/AMA (same one as Monday and Wednesday). Scoll to page 4 to see this discusion/brief presentation.
And, your stats paragraph? You can leave this out, if this is stressing you too much.
Week 12: refining your review: craft lessons
You have an Eli Review task posted. As is the pattern all semester, PLEASE BE ON TIME FOR EACH OTHER. Then, the giving and receiving of feedback party can begin. Remember that your final review is due April 30, though, as ever, you can turn in later, as your work schedules permit.
Here is our OHitS/AMA for today. See you there between 9-12 this morning.
Between now and the end of the month, we will talk about some conventions of science style in this genre. How is your ethos paragraph, within the first portion of your document? Here are some refinding details on that:
- For lead author, use first and last name in the first mention, then,
- shift to land name only (NO DOCTORAL TITLES);
- Give author ethos of
- discipline
- current institution
- PhD granting institution
- DO NOT USE THE ARTICLE TITLE, as this is often too long and even visually awkward, instead,
- use a phrase or two aboout the content in your ethos paragraphs; and
- name the journal (USE ITALICS); and, finally,
- give the year of publication.
Now, some discussion and examples of two important "binding" or cohesion strategies: metadiscourse and counting out. Recall the magic numbers of cognitiion? Build further "flow" for your readers by alerting them to the numbers. For example,
Let's turn now to three points from Higgs' paper on particle physics.
Among the many important findings from Kimmerer-Wall's research are two inovative methods. The first method to explore is. . .
These two methods supported her in finding the mosaic genetics patterns in maize species of Northern Mexico. This new understanding of maize landraces is the chief takeaway of Kimmerer-Walls classic 1998 work. More than 1287 citations acknowledge her contribtuion to plant ecosytem genetics.
Do you also see the claim-argument pattern or rhetorical move in this last example? Preview: we will talk more about claim and argument on Wednesday and Friday.
Also, for fun, enjoy this clever song parody. Can you figure out the song being rifffed upon?
Marybeth Shea
Same OHitS/AMA from monday document here. I will host between 9-12. Post thus far to Eli Review reflect such thoughtful work. I will enjoy eavesdripping on others posts soon. Let this be encouraging to you. I want to introduce a wonderful resource for you that functions as a guide to science style AND IS A PHRASE BANK!
Do you remember word banks, word walls, and the like from k-12?
This image is from Henderson, Jenny & Wellington, Jerry. (1998). Lowering the language barrier in learning and teaching science. Sch. Sci. Rev.. 79.
You may enjoy this Manchester University Academic Phrasebank as a way to look at sentence starters that help you write about science. Start with the homepage linked here but also examine these sub-pages about your article review needs:
Introducing work (defining terms is in this sub-page)
The guidance here is directed at the writing of scientific research results BUT you can also learn about how to write a review of such documents. In this way, your work is meta-based or hovers above.
Marybeth Shea
We will be in a new OHitS/AMA here, for some Q&A and my preview of some next steps. For example, we can talk about some variations in the overall shape, including
- Do I have a lemon or a pear? Is there another shape? Perhaps a butternut squash?
- I want to handle my analysis a bit differently. May I?
- That stats paragraph scares me. Can I punt?
Explore this padlet, with an eye for understanding
- how PWP instructors (me too!) and higher ed more generally, think of the value+process of peer editing
- gaining a sense of the types of judging we engage in and having a "Accountable Talk" bank of phrases you can use for this professional work.
Preview: you will engage in this type of encounter when you work with peers and when you supervise or lead. I would linger in these three resources in the padlet:
- Ranking, evaluating, liking article
- MbS/MPP Accountable Talk pages (if we were F2F, I would pass out bundles of these cards for in-class peer editing/collaborative revision.
- Piece on the human drive to critique! Is powerful!
Week 11 Happy April; let's talk beginnings
in support of your article review. Due at end of April; then, the course is done. You can, then, turn to your exams and other end-of-semester frivolities. Let's meet here, in last Friday's OHItS/AMA document where the topic concerned the power of three! And, the magic of four! And, the rule of seven. Hint: these cogntive "bin" limits are related because:
3 + 4 = 7
You can review an OHitS/AMA on reading (you have seen this but I want you to think about how closely connected reading is to writing: both are heavy-lifting acts of cognition.
Today, I want to talk about opening strategies. Hint: you can gain efficiencies here because ending strategies are deeply related. To connect with earlier concepts about writing, I want you to hold in mind:
- the pointy edge of the cognitive wedge
- how that pointy edge is like a triangle, which you can see in the tip of the lemon (also the end of that rather symmetrical fruit) and in the tip (leave) end of the pear.
Your opening paragraph needs to be a place to begin the ascent into nmore difficult material in your three (or four) body paragraphs.
Read these strategies, plus examples, taken with permission from an open access engineering communication eBook.
Opening moves for technical documents: (seven ways! With examples.)
BLUF -- bottom line up front -- we are now in a position for you to have ideas about content in SIX paragraphs:
- opening para
- closing para
- Point 1
- Point 2
- Point 3
See you in the document linked above.
Marybeth Shea
Morning! I am working my way through paper 2 comments. Recall that I lost the weekend for prime commenting blocks of time, uninterrupted by weekly work. I am sure you can relate to this work cycle. My only comment is that many people lapsed in referral links! Please consider this essential digital composition skill! Links should:
- establish trust for reader, with details like, date, publication, or other clue about the writers/publication credibility.
- anticipate the type of platform (pdf, especially large ones, web exhibit, video, etc.)
Remember the LMGTFY memes? This situation is similar. You want to NOT DO THIS TO YOUR READER. Preview FOR THEM, the source footwork/detective assessment. Another way to think of this task is that YOUR demonstrate your research prowess.
We can meet here again in the OHitS/AMA from Friday and Monday, last. I am going to start posting short tasks in your ELMS calendar to move into peer editing mode. By now, PLEASE think about openings and closings, as well as your three or four point paragraphs. Today, i want to speak about two additional paragraphs that need to be part of your opening cognitive wedge:
- ethos paragraph
- short definition paragraph(s) to transition into your three (or four) main body paragraphs.
ETHOS paragraph, often 2nd or 3rd paragraph i the review is pretty easy to write. Go ahead, do this soon. The ease of this paragraph content/construction will help you get into the writing (overcome writing blocks):
Citation/ethos/introduce your lead researcher: in class, we will talk about the conventions of citation in a close read of an article. Basically, the steps are:
- first mention, full name (in the ethos paragraph that also introduces the article).
- (author, date)
- last name throughout
- Example: Marybeth Shea is a professor of technical writing at the University of Maryland. She studies stasis theory in environmental policymaking. Her research article appears in the Journal of Conservation Biology and is the subject of this review (Shea, 2014).
Then, in rest of document, refer to the work using the last name:
- Shea's approach...
- Her findings...
- What Shea's inference fails to account for...
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UP NEXT: what three or four key concepts require definition/description so that your reader can understand the point paragraphs that will occupy the fullest part of your review piece? More on Friday.
This link to the flow chart IS YOUR NEW BEST FRIEND.
Marybeth Shea
On the weekend, I will open up an Eli Review task for you to capture what you are thinking now about arranging your article review. This will be due by Wednesday evening, with an Eil Review peer editing/review task to be opened on Thursday AM, with that task due over the weekend. TBD. You will review SIX people's document plans.
Topic today: those definitions (remember stasis step two?) necessary to your discussion that should occupy some part of the three paragraph OPENING Cognitive WEDGE. A good way to transition to the definition, is to write an And But Therefore (ABT) statement (meet me in the OHitS/AMA location for some clarity on this formulation.
You can review ABT statements (page 2 in your grid reading doc) by the Master/Inventor (caution, he lobs an Fudge-bomb in this TEDMED Talk.
Olson holds a PhD in marine science. He left a tenured position to rework the entirety of science communication to, basically, help save all ecosystems. He is that bold, focused, and big. By the way, he is a big fan of South Park, using part of their narrative practices.
- In vitae augue et purus dignissim pretium eu at massa. Aliquam egestas justo at nisi imperdiet iaculis.Pellentesque fringilla est id sapien tristique, non fringilla ipsum cursus.
- Vestibulum vitae dui a arcu bibendum mattis eget id massa.Duis non augue auctor, vulputate libero nec, sollicitudin justo.
- Morbi sed neque non enim tempor tincidunt vitae eget urna. Duis vehicula neque eu risus mattis placerat. Pellentesque cursus odio vel venenatis posuere.
Week 10 (CC wrap up --> on to article close read+review)
Here is Monday's OHitS/AMA. You can ask questions about the memo+Eli Review task underway. AND, here a bit about the next assignment. We will use the science cultural activity called "journal club" as our context. Here are a couple of linked resources for you to read about journal clubs:
- Lucy Bauer's NIH guide for first-time jc-ers. In 2015, Bauer was a post-bacc scholar in one of the many intramural lab positions
- 2018 many-authored how-to, published open access in Stroke.
- Pedagogy article on how journal club activities help students understand scientific method
- ". . .students reported increases in confidence in their abilities to access and present scientific articles and write scientific abstracts. Additionally, the students reported improved confidence and performance in their courses." From the abstract (co-authors Sandefur and Gordy teach undergraduate science."
Read these articles and come on over to the Google Doc. Do not forget that your Eli Review task is due TONIGHT, Monday at 11:45. We will have a quick turn around Review task that I will open on on Tuesday AM. DUE Wednesday evening at 11:45. FINAL VERSION due for a grade on April 1, Thursday in Eli Review space. i am pretty relaxed about April 1 deadline as I am grading as they documents come in.
BE ON TIME FOR YOUR COLLEAGUES!
Check out this goofy take on journal clubs (Rick and Morty gif at Tenor platform).
And, enjoy this great little song parody on the need to publish in higher ed.
Marybeth Shea
9-11 join me in Monday's OHitS/AMA doc for ongoing questions about your peer editing review task DUE TONIGHT, so as to help each other move forward. Thursday, I will open a final documdnt space in Eli Review for a grade. HOWEVER, you can turn that document in, say, through Sunday and not be late.
Let's meditate on the "power of three," namely, that we can remember stuff better if we put the items in sets of three or four.
- phone number patterns X XXX XXX XXXX
- Social Security numbers XXX XX XXXX
- All the fairy tales and wisdom stories
- three little pigs
- three blind mice
- seven swans/brothers (3 + 4)
- Rumplestilksin's three tasks
- Liberty, Fraterny, Equality of the French Revolution
- Life, liberty, and the pursuit of happiness
- Three stooges
- Jeni gives you three wishes
- Bob Marley's Three Birds
- Paper-scissors-rock game
Read this short Forbes opinion piece reminding that three pieces of information are effective in communication.
About your journal club review: your task is not to TELL YOUR COLLEAGUES EVERYTHING. Rather, you job is to
- help your colleagues with the huge burden of reading in a field
- share three or four memorable take-aways from the paper
- place the paper within the context of human problem solving
- let a colleague consider for themselves if they should read further or simply rely on your summary
Using the "power of three" is a really good life skill. Two additional items for you as spring is now here and unlike last year, we use cautious optimism now rather than the very amorphous fear of one year ago. Go outside! Wear your mask. Sign up for a shot (rumor is that campus will be a location of shots in late May/June). And, enjoy Bob Marley's song.
Marybeth Shea
Good morning. I will be in a new google doc typing between 9-12 about reading your research article strategically.
Here are two quick-read commentary pieces from Science, a AAAS publication:
- Adam Ruben's 2016 lightly funny piece that offers direction and support of this special act of attending.
- Elizabeth Pain's 2016 follow-up to Ruben's piece, with good follow up commentary and guidance.
Read the comments in both pieces to hear from other scientists about how to attack this complex and necessary reading. Ruben and Pain are both scientists, rather young scientists -- like YOU!
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Bonus read from Science Daily: What about when an artifical intelligence (AI) reads a scientific paper?
