MbShea@PWP@English@UMCP

Paragraphs

and style.  Intentionally constructd paragraphs are evidence that you, the writer, does the heavy lifting for the reader. Why? Please consider paragraphing as an ethical duty to your reader. Part of coherence is flow, supported by transitions between sentences and between paragraphs.

that restates what we have been talking about in class. What shape is your document now?

Documents  have beginnings, middles, and ends.  For this work, think LEMON-shaped or PEAR-shaped.  

Beginning: 1-3ish paragraphs that prepare the reader to understand and trust the center portion of your analysis (three or four body paragraphs).  Use a cognitive wedge strategy aka "lemon nipple." Think:

• Opening (see the seven strategies -- you can combine them,
• Ethos of lead author (some sample language below),
• Definitions/descriptions or backgrounds, which is largely common knowledge. You can use
  • bullet strategy
  • consider an audience-friendly referral sentence or two (use your words; not a link, as we need to imagine this as a presentation setting and not a hyperlinked document).

Middle: 3-4ish body paragraphs. Start with one paragraph per point BUT you may need to divide complex material into two shorter but connected (by transition) paragraph. These are your larger paragraphs.  You MAY need to nest small definitions -- use the appositive technique -- near the material.

End: In the LEMON-shape, you taper off, with some useful information or thoughts for closing.  For example, brief critique about stats (this is hard and will NOT count against your work grade-wise), applications, further line of inquiry, implications for society. In the PEAR-shape closure, you use several small paragraphs to describe implications of this research.

NEW LINK: Academic language phrase bank (really useful for analysis and writing). Spend some time here AND save the link.   Thank you to the fine folks at Manchester University, UK.

REPOSTING this resource on Opening moves for technical documents: (seven ways! With examples.)

ETHOS para detail: 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:

1. first mention, full name (in the ethos paragraph that also introduces the article).
   • (author, date)
2. last name throughout
3. 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...

Finally, phrases that you can use throughout the document to propel your analysis to the end.

Before we look at Patel's work on food additives, let's review a few key definitions.

You can read more about polyphenols and oxidative stress at the open pages of the Nutrician Society of the US.

Let's turn now to Suarez's use of bioplastics in 3-D printing applications for oyster restoration. First, Suarez describes....

A second key take-away from Cummings' analysis of ankle joint morphology concerns wear and tear on patellar (kneecap) interior surfaces.

The first two points from Mozafari's cardiac perfusion study strongly support her conclusion concerning injectable medications administered in the field, while enroute by ambulance.

Most bioretention specialists will appreciate the specific findings about nitrogen uptake by hedgerows. This knowledge is important for farmers seeking mixed benefits from using plants as flexible "green tech": windbreaks, shade for energy conservation, screening from neighbors, and for sinking nitrogen into the soil, out of the airshed.

See you Friday.  Try to have between 5 and 8 paragraphs done.  Peer review set for October 28, with hard copy due on Monday, October 28.  Next up?  Directions.  We will chat about that assignment on Friday.

Let's start with a google slide set on science research articles.

Now, onto KE's three-pronged strategy on reading technical literature. While you read, keep a "meta-critical" brain operating in your RAM brain on

• definitions/descriptions (stasis 2 of settled and essential knowledge
• analysis of this knowledge when applied in this research narrative (articles do tell stories)
• can you determine the first stasis of conjecture?  For scientists, this is a combination of the research inquiry question and the set of hypothesis under question.

Here is a guide -- with essential material linked -- on description and summary v. analysis.

Read your article!  On Friday, we will continue with this shape of your review -- 9-15 or so paragraphs of critical description, summary, analysis, and YOUR argument: how can this material be used to help others?  Do you think your document is a lemon or a pear?

Due Monday. Also, on Monday, please bring a citation or pdf of a research article you wish to use for the next asignment. More in class on this.

Checklist!

Sunday Night Office Hours in the Sky here! (Same document as earlier.) TIME, as discussed, 2-3PM.

Because our next assignment concerns a research article, let's enjoy this song parody about -- wait for it -- CITATION.

Here are two Google docs that I will move between during the 9-11 window.  I will also check back and pay attention on Saturday, to answer questions and comment.

• Questions/Comments on the coffee memo plus a flow-chart visual
• Questions/comments on the rain garden revision

Reposting from below, as requested:  GroupMe for 390H fall 2019

Take care today with campus parking lots and the crowds. See you on Monday.

Here is the flow chart I mentioned: