User:Timothee Flutre/Notebook/Postdoc/2012/10/09: Difference between revisions
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== | ==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. | |||
** 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. | |||
* 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 | |||
* 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) | |||
* 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) | |||
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Latest revision as of 22:06, 26 September 2017
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Expert writing (academic and professional)(Notes from The Little Red Schoolhouse at the University of Chicago.)
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