User:Timothee Flutre/Notebook/Postdoc/2012/10/09 - Revision history

Timothee Flutre: /* Expert writing (academic and professional) */ add intro

2012-11-13T20:32:34Z

Expert writing (academic and professional): add intro

←Older revision		Revision as of 20:32, 13 November 2012
Line 34:		Line 34:
	** readers need some old, simple information in ''every'' sentence		** readers need some old, simple information in ''every'' sentence
	** the old information should come ''before'' the new, complex information which is at the end (stress position)		** the old information should come ''before'' the new, complex information which is at the end (stress position)
		+
		+	* Introduction:
		+	** must provide information (for readers who don't know) and motivation (for readers who don't care)
		+	** statis -> concession -> destabilizing condition (''but'') -> consequences: all this helps persuade the reader that we're going to address an important problem
		+	** filling a gap is good, but changing a previous belief is usually better
		+	** manifest problem (we have a problem to solve) versus critical problem (actually, we have a different problem) -> gives the impression that the writer is doing critical thinking (not only informing, but criticizing)

	<!-- ##### DO NOT edit below this line unless you know what you are doing. ##### -->		<!-- ##### DO NOT edit below this line unless you know what you are doing. ##### -->

Timothee Flutre: /* Expert writing (academic and professional) */ add info flow + source

2012-11-13T20:19:12Z

Expert writing (academic and professional): add info flow + source

←Older revision		Revision as of 20:19, 13 November 2012
Line 7:		Line 7:
	<!-- ##### DO NOT edit above this line unless you know what you are doing. ##### -->		<!-- ##### DO NOT edit above this line unless you know what you are doing. ##### -->
	==Expert writing (academic and professional)==		==Expert writing (academic and professional)==
		+
		+	''(Notes from The Little Red Schoolhouse at the University of Chicago.)''

	* Interferences between what the writer wants and what the reader wants.		* Interferences between what the writer wants and what the reader wants.
Line 28:		Line 30:
	** easier to read when the subject+verb ("core") are together and at (close to) the beginning		** easier to read when the subject+verb ("core") are together and at (close to) the beginning
	** write long sentences with ("connectors/orientors" + "core" + "other") repeated N times		** write long sentences with ("connectors/orientors" + "core" + "other") repeated N times
		+
		+	* Information flow:
		+	** readers need some old, simple information in ''every'' sentence
		+	** the old information should come ''before'' the new, complex information which is at the end (stress position)

	<!-- ##### DO NOT edit below this line unless you know what you are doing. ##### -->		<!-- ##### DO NOT edit below this line unless you know what you are doing. ##### -->

Timothee Flutre: /* Expert writing (academic and professional) */ long sentences

2012-10-15T19:27:47Z

Expert writing (academic and professional): long sentences

←Older revision		Revision as of 19:27, 15 October 2012
Line 8:		Line 8:
	==Expert writing (academic and professional)==		==Expert writing (academic and professional)==

-	* Interferences between what the writer ~~want~~ and what the reader ~~want~~.	+	* Interferences between what the writer wants and what the reader wants.
	** Readers tend to see the world in terms of actions, and thus they look for verbs. But writers store/remember the important concepts of their field as nouns, not verbs.		** Readers tend to see the world in terms of actions, and thus they look for verbs. But writers store/remember the important concepts of their field as nouns, not verbs.
	** Readers tend to understand the world in terms of characters (someone/something capable of acting), and they expect to find them in subjects.		** Readers tend to understand the world in terms of characters (someone/something capable of acting), and they expect to find them in subjects.
Line 25:		Line 25:
	** Possible to use nominalizations when they are also perceived by the readers as characters.		** Possible to use nominalizations when they are also perceived by the readers as characters.

		+	* Structuring long sentences:
		+	** easier to read when the subject+verb ("core") are together and at (close to) the beginning
		+	** write long sentences with ("connectors/orientors" + "core" + "other") repeated N times

	<!-- ##### DO NOT edit below this line unless you know what you are doing. ##### -->		<!-- ##### DO NOT edit below this line unless you know what you are doing. ##### -->

Timothee Flutre: /* Entry title */ first version

2012-10-09T18:51:30Z

Entry title: first version

←Older revision		Revision as of 18:51, 9 October 2012
Line 6:		Line 6:
	\| colspan="2"\|		\| colspan="2"\|
	<!-- ##### DO NOT edit above this line unless you know what you are doing. ##### -->		<!-- ##### DO NOT edit above this line unless you know what you are doing. ##### -->
-	==~~Entry title~~==	+	==Expert writing (academic and professional)==
-	* ~~Insert content here~~...	+
		+	* Interferences between what the writer want and what the reader want.
		+	** Readers tend to see the world in terms of actions, and thus they look for verbs. But writers store/remember the important concepts of their field as nouns, not verbs.
		+	** Readers tend to understand the world in terms of characters (someone/something capable of acting), and they expect to find them in subjects.
		+
		+	* Diagnostics when reading a text:
		+	** underline verbs and ask if they correspond to significant actions;
		+	** underline subjects and ask if they correspond to significant characters.
		+
		+	* Principles of clear writing:
		+	** express as verbs (rather than nominalizations) the actions one want the readers to focus on;
		+	** express as subjects the characters one wants the readers to focus on, and be consistent.
		+
		+	* Tips:
		+	** Subjects create focus, so choose them according to the readers, but also choose those that are valued by the readers.
		+	** Possible to use passive verbs when they allow a character to be the subject.
		+	** Possible to use nominalizations when they are also perceived by the readers as characters.

Timothee Flutre: Autocreate 2012/10/09 Entry for User:Timothee_Flutre/Notebook/Postdoc

2012-10-09T16:55:28Z

Autocreate 2012/10/09 Entry for User:Timothee_Flutre/Notebook/Postdoc

New page

{|{{table}} width="800"
|-
|style="background-color: #EEE"|[[Image:owwnotebook_icon.png|128px]]<span style="font-size:22px;"> Project name</span>
|style="background-color: #F2F2F2" align="center"|<html><img src="/images/9/94/Report.png" border="0" /></html> [[{{#sub:{{FULLPAGENAME}}|0|-11}}|Main project page]]<br />{{#if:{{#lnpreventry:{{FULLPAGENAME}}}}|<html><img src="/images/c/c3/Resultset_previous.png" border="0" /></html>[[{{#lnpreventry:{{FULLPAGENAME}}}}{{!}}Previous entry]]<html>      </html>}}{{#if:{{#lnnextentry:{{FULLPAGENAME}}}}|[[{{#lnnextentry:{{FULLPAGENAME}}}}{{!}}Next entry]]<html><img src="/images/5/5c/Resultset_next.png" border="0" /></html>}}
|-
| colspan="2"|

==Entry title==
* Insert content here...


|}

__NOTOC__