MbShea@PWP@English@UMCP

Here is one view of the review structure:

• Develop between 7-12 paragraphs according to this rough structure, though you can rearrange some of the paragraphs to suit your preferences, relyaing on short, clear topic sentences with clear transitions between paragraphs.
  • Beginning (hook with strong opening, establish credibility of author(s), introduce context for research)
  • Middle (select three or four points to share, devoting one paragraph per point)
  • End (close with your commentary on application, controversy, idea for new research, and perhaps a limitation on the research)

Think of the overall shape as that of a lemon:  think the cognitive wedge as the tapered end of the lemon, build to complexity in the middle, then taper off.

Here are the types of paragraphs to futher arrange the review, as a second, finer grain view:

• Hook paragraph, establish exigence
• Brief context of inquiry in field
• Metadiscourse-Announce your structure and intentions (how you will use the articles together)
• Definitions/descriptions for the audience (like the I in IMRAD, but less detail)
• Ethos paragraph for one article
• Pt. 1
• Pt. 2
• Pt. 3
• Pt. 4?
• Shift to other article?; ethos paragraph for second article
• Critique paragraph (ideas from Pts.1-3)
• Comment on experiment design and statistics
• Closure

These items (ROUGHLY) can be paragraphs in an order.  Some variations exist. In other words, you can vary these somewhat.

We are using short paragraphs, strongly connected to present complex information for a busy reader.

Paragraphs/Cognitive Threading (two metaphors or visuals to help you)

I include a link to our discussion for Wednesday. This working document links IMRAD to STASIS THEORY.  I want to support you in close, accurate, thoughtful, and efficient reading of your two documents.

Where are we going with this?  You will write a close review of the two articles in 12-15 paragraphs.  Yes!  Our focus in on paragraphs.  Please read this IMRAD analysis of the usefulness of constructing/writing at the level of paragraphs.

I plan to be on campus if the campus is open and the ice threat is low to moderate.  Currently, things look warm and wet and reasonable for Wednesday morning.  I will send out an email if we do not have class, even if the campus is open. The two links about will help you stay current.  I will likely post something else here if we do not have class.

Thursday looks snowy and interesting for us, perhaps the most snowfall of the season.  I expect we will be open on Friday, unless the totals are over 10.  So, we can keep tuned. And, please recall this important advice.

This paragraph is reposted from earlier:

Here is a grid to help you organize your reading (for our third assignment, but this grid will help you with many peer reviewed papers often set as readings in upper division science classes).  

A tight article has more granular focus:  research results, for example;

A loose article is broader, with the classic example a literature review.

Increasingly, scientists and professors are self-reflective about reading scientific literature. And, also biomedical professionals. This is a very good "list" approach to reading all scientific literature. 

Why are we spending time on reading? Reading is key to writing. Here is what Science Punk blogger suggests, in terms of reading.  You can see this list of tweets for some suggested readings of good science writing.

Please look at this long one-page article at Nature's Scritable website. This is a good overview of most science research results articles.  Those in math, physics, and astronomy should think about how their articles vary from this classic IMRAD format.

See you on Wednesday, when you can turn in the hard copy versions of your memo.  We need to keep watching the weather.  I follow the campus closing pattern, except rarely.  Ice is that exception.  Be careful out there.

Do not listen to this, unless you are willing to deal with the tune cootie or ear worm (what the Germans call this).  However, do keep in mind while you are writing about the LEGO principle of subjects-verbs.

Here is a cautionary guide for brief discussion. This document only makes sense if you come to class. In other words, this document is not a checklist.

How to evaluate your memo before you turn in?  These qualities guide us:

• logos, pathos, ethos
• arrangement of paragraphs
• sentencing skill
• topic sentences as a cognitive thread; attention to transitions between paragraphs
• transitions, with strategic use of first person voice to reveal your analysis and assumptions
• good summary of both Hocking and Moore work, with logos of detail (quantifiers)
• ethical stance revealed about begining and closing of memo
  • revealing your pre-analytical assumptions regarding the two huge, overarching environmental problem (which problem do you state as your weight in this analysis?)
  • acknowledging toward end (recommendation para ending or your polite first person closing) the reasonableness of the other position

Caution:  some of you are still citing every sentence when summarizing and paraphrasing sources.  Please do not do this.  The ethos revealed is that of a worried high school sophomore, not that of a confident scientist and professional. 

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Lego Lady to remind you about, ta dah! the Lego principle. Make your own at the MiniMizer site.

are in the heart of your memo.  However, recall the cognitive wedge?  Less is more.  This is a recommendation memo, and needs to be relatively short.

"Meh" paragraph
Plastic and paper cups pose problems for recycling. Ceramic cups are very energy intensive to produce. Recycling seems environmentally-sound.  Paper does not degrade deep within most landfills and the plastic coating is also difficult.  Not all plastic can be recycled.  You need to check the bottom of the container.  Landfills are increasingly full.  There is a huge "patch of garbage in the Pacific Ocean.

Better paragraph
Paper and plastic both pose disposal problems.  First, not all plastic can be recycled. Check the bottom of the plastic container. "No. 1" and "No. 2" types can be recycled by most facilities. Second, paper does not degrade deep within most landfills because of low oxygen conditions. The plastic coating also interferes with decay. Landfills are increasingly full.  There is a huge "patch of garbage in the Pacific Ocean.

Even better paragraph (can you see the re-thinking of content as well as sentence-level revision)
Paper and plastic -- including Styrofoam -- both pose disposal problems.  First, not all plastic can be recycled. Check the bottom of the plastic container. "No. 1" and "No. 2" types can be recycled by most facilities. However, Styrofoam recycling is not well established in most locations. Second, paper does not degrade deep within most landfills because of low oxygen conditions. The plastic coating on hot beverage cups also interferes with decay. Landfills are increasingly full, with paper and plastic part of the waste stream. Not all plastic is recycled or landfilled. Huge amounts of both paper and plastic refused enter waterways, the result being huge ocean garbage "patches" now documented particularly in the Pacific Ocean.

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Now we can talk about a working arrangement for the whole memo: (by paragraphs, with volumn of text controlled at beginning by cognitive wedge, the paragraphs controlled by stasis theory)

Polite one-sentence opening, where you reveal your policy recommendation

Description para with quanitfiers about office problem (NO SOURCES)

Review briefly the three choices in two categories -- Use one or two paragraphs 1) compare contrast of paper/styrofoam 2) description of ceramic option as main reuse-able (NO SOURCES)

Define LCA (needs EPA source) and explain this is your main decision criteria (first person voice)

Hocking's work OPTIONAL PLACEMENT FOR THIS PARA (Para is a summary of process, which is a kind of cause-effect stasis, plus specific values) (SOURCE IS HOCKING)

Moore's work OPTiONAL PLACEMENT FOR THIS PARA (Para is a summary of process, which is a kind of cause-effect stasis, plus specific values) (SOURCE IS MOORE)

Recommendation paragraph (use bold on your recommendation sentences to flag this part of the memo)

Acknowledgement of other readings of the options

Example paragraph

Polite closing