fall 2004a hess-ntu cooperative program 1 hess education
TRANSCRIPT
Fall 2004 A Hess-NTU Cooperative Program
1
Hess Education
Fall 2004 A Hess-NTU Cooperative Program
2
Writing Skillsfor
Theses and Articles
• Department of Computer Science & Information Engineering, National Taiwan University
• http://www.csie.ntu.edu.tw/~writing/• Non-credit elective, Eligibility: 2nd year M.A.
students, 3rd year+ Ph.D. students• Dr. William C. Vocke:• Cell: 0937-061-456• Email: [email protected]
Fall 2004 A Hess-NTU Cooperative Program
3
IS
• This IS– Hard Work – English– Skill (sports, instruments)
• This is NOT– Conceptual– intimate– chinese – grammar– spelling
Fall 2004 A Hess-NTU Cooperative Program
4
Purpose
• To increase the quality of the English writing skills focusing on theses/dissertations and articles/papers
• As Microsoft demonstrates…
• “Young engineers who write with clarity and make logical presentations tend to become supervisors of other engineers within 5 years of graduation”
Fall 2004 A Hess-NTU Cooperative Program
5
Goals
• You will have an effective, personal outline for a research topic by the course’s end.
• More student papers will be accepted for presentations or publication in English.
• English theses/dissertations will be more polished upon submission to faculty.
Fall 2004 A Hess-NTU Cooperative Program
6
Format
• Each 3 hour class meeting is divided into thirds for a total of 12, 50-minute sessions – A homework assignment precedes each class meeting
• Each 50 minute session includes:– Lecture, bulleted PowerPoint handouts – Illustrations from
• Completed theses and papers• Student homework assignments
– Activities: one of the following• Planning practice• Outlining practice• Writing practice• Editing practice
– Hints• Writing hint of the session• ESL hint of the session
Fall 2004 A Hess-NTU Cooperative Program
7
Useful Texts [If available, these will be on reserve in the main library.]
• Alley, Michael. (2003). The Craft of Scientific Presentations. New York: Springer-Verlag.• Alley, Michael. (2000). The Craft of Editing: A Guide for Managers, Scientists, and Engineers.
New York: Springer-Verlag.• Alley, Michael. (1996). The Craft of Scientific Writing (3rd ed.). New York: Springer-Verlag.• Booth, Vernon. (1993). Communicating in Science-Writing a Scientific Paper and Speaking at
Scientific Meetings (2nd ed.). Cambridge: Cambridge University Press.• (Dictionary (a Chinese/English version at your level, i.e., introductory, intermediate or advanced)• Grammar (one good one is: Swan, Michael. (1995). Practical English Usage. Oxford: Oxford
University Press.• Paradis, James G. & Zimmerman, Muriel L. (1997). The MIT Guide to Science and Engineering
Communications. Boston: MIT Press.• Strunk, Jr., W. & White, E. B. (1979). Elements of Style (4th ed.). Needham Heights, MA: Allyn
& Bacon• Style and citation format from your target journal, convention or department.• Turabian, K. L. (1996). A Manual for Writers of Papers, Theses, and Dissertations (6th ed.).
Chicago: University of Chicago Press.
Fall 2004 A Hess-NTU Cooperative Program
8
Assessment
• EvaluationStudents develop a portfolio of materials that they have written or edited. This shows their commitment and provides a measure of their progress. A pass/fail grade is given.
• Homework
– Due: Monday before class.– Format: English Name, Chinese Name, Homework #___– Assignment– Email to: [email protected]– RE: CS Homework #___
Fall 2004 A Hess-NTU Cooperative Program
9
6 28 3
7 14 1981
4 20+50+
1212 186
3 17 4
Fall 2004 A Hess-NTU Cooperative Program
10
Writing Hint
Approach writing as a continuous iterative process.
Re-viewing
Drafting
Structuring
Generating Ideas
Focusing
Evaluating
White & Arndt (1991)
Process Writing
Fall 2004 A Hess-NTU Cooperative Program
11
“But in science the credit goes to the man who convinces the world, not to the man whom the idea first occurs.”
-Sir Francis Darwin
Fall 2004 A Hess-NTU Cooperative Program
12
ESL Hint
1. Good writing varies by culture, in addition to varying by audience, discipline and purpose, i.e. direct or indirect, personal or impersonal, plain or embellished, etc.
2. Vague is bad in English technical writing.Some, however, intentionally write vaguely, attempting
to demonstrate their greater wisdom with seductive phrases and illusory allusions rather than speaking in diamorphous linear constructions thereby befuddling those readers lacking a clear personal sense of rectitude.
Fall 2004 A Hess-NTU Cooperative Program
13
Assessing Theses
• Table of Contents– This is the FINAL outline.– It demonstrates the logic of the project.
• Examples– 1– 2[Writing Hint]– 3– 4
Fall 2004 A Hess-NTU Cooperative Program
14
Writing Hint
1. Tell them what you are going to tell
2. Tell them
3. Tell them what you told
Beginning MiddleEnd
Fall 2004 A Hess-NTU Cooperative Program
15
Audience
Take a minute and write down why you think I may be wearing this?
Good reasons? Bad reasons?
Basic rule-
Don’t let anything external get in the way of good communication.
Fall 2004 A Hess-NTU Cooperative Program
16
Assessing Theses
• Abstract- [which looks best?]– Strategies
• Outline- What you did. [• Outcome- Background & conclusion• Impact- Importance & conclusion• others
• Examples[Editing Code]– 1– 2– 3– 4
Fall 2004 A Hess-NTU Cooperative Program
17
Exercise 1
You have an abstract.
1) Make 3-8 editing marks on the original.
2) Re-write the original.
Fall 2004 A Hess-NTU Cooperative Program
18
Exercise 1 cont’d
• Partner with someone1. Review the editing marks to see if you
understand them.– What is the total number of marks that you
both agree are correct.– Write it at the top of both papers.
2. Compare your rewritten version and together write a new, third version.
3. Hand in the result
Fall 2004 A Hess-NTU Cooperative Program
19
Exercise 1 cont’t
Game production is constantly more complex, and graphics systems are the most important part of modern game software. Graphic systems have to cooperate heavily with other components, since making a game requires not only programming but also extensive content, and most content is heavily graphic.
This thesis makes the production more effective. It proposes the design and implementation of an object-oriented graphics engine, an engine that would be easy to use and extend. Also offered are engine tools that build a smooth graphics content pipeline and are suitable for small production teams. The engine and tools mean better games at less cost.
Fall 2004 A Hess-NTU Cooperative Program
20
ESL Hint
In English writers are expected to cite all sources. This includes as much detail as is available.
For instance, the page number if available.
[Make it easy for the reader to check!}
Fall 2004 A Hess-NTU Cooperative Program
21
Day 2
• Review– Assessing tables of contents– Assessing Abstracts
• Today– Writing Exercise– Idea Generation– Research Questions– Writing a Thesis Statement– Formal Structure– Outlining
• [Editing Code]
Fall 2004 A Hess-NTU Cooperative Program
22
Writing Hint
Approach writing as a continuous iterative process.
Re-viewing
Drafting
Structuring
Generating Ideas
Focusing
Evaluating
White & Arndt (1991)
Process Writing
Fall 2004 A Hess-NTU Cooperative Program
23
Exercise 1 cont’t
Game production is constantly more complex, and graphics systems are the most important part of modern game software. Graphic systems have to cooperate heavily with other components, since making a game requires not only programming but also extensive content, and most content is heavily graphic.
This thesis makes the production more effective. It proposes the design and implementation of an object-oriented graphics engine, an engine that would be easy to use and extend. Also offered are engine tools that build a smooth graphics content pipeline and are suitable for small production teams. The engine and tools mean better games at less cost.
Fall 2004 A Hess-NTU Cooperative Program
24
Exercise 1 cont’d
• Why these choices– Strategy– Research Question– Thesis Statement
Fall 2004 A Hess-NTU Cooperative Program
25
Your Parameters
Constraints(external) Choices(internal)Audience Topic (?)Format StructureMechanics DepthPolitics Language
Illustration
Adapted from Hua-Kuang Lie, PowerPoint, for “Effective Science and Engineering Communication”
Fall 2004 A Hess-NTU Cooperative Program
26
Writing Hint
Know your audience and write from the reader’s perspective.
Fall 2004 A Hess-NTU Cooperative Program
27
Audience
• Who reads it?
• Why will they read it?
• How will they read it?
• What do they know?
• What is your relationship?
• What do you want to happen? – [normally for CSIE-inform and/or persuade but
can also entertain and call to action]
Fall 2004 A Hess-NTU Cooperative Program
28
Your Audience
Exercise 2
• List the likely audiences for your writing.
• Put the list in a rank order, most to least important.
• Compare the list with your partner’s.
• Compare our joint list with another group’s
• Help generate a class list.
Fall 2004 A Hess-NTU Cooperative Program
29
Writing Hint
• Special difficulties in Technical Writing– Complex subjects– Complicated insider’s language
• Compensate for these
Fall 2004 A Hess-NTU Cooperative Program
30
Your Parameters
Constraints(external) Choices(internal)Audience Topic (?)Format StructureMechanics DepthPolitics Language
Illustration
Adapted from Hua-Kuang Lie, PowerPoint, for “Effective Science and Engineering Communication”
Fall 2004 A Hess-NTU Cooperative Program
31
Generating a Topic: Techniques
• Brainstorming– Alone – Group (talking and listening)
• Clustering
• Asking questions
• Freewriting
• Annotating texts
• Searching internet
Fall 2004 A Hess-NTU Cooperative Program
32
Class Contract!!
• An idea set or thesis statement is the property of the creator, unless explicitly released.
• DO NOT steal your colleagues ideas!
Fall 2004 A Hess-NTU Cooperative Program
33
Exercise 3
1) Using one of these techniques, generate a research idea. 2 minutes
2) Get in groups of 4.3) Briefly explain your idea to the group.1
minute4) Have the group expand the idea.2
minutes5) Repeat the process for each of the 4
people
Fall 2004 A Hess-NTU Cooperative Program
34
From Idea Set to Research Question
• Narrow
• Challenging
• Grounded
Fall 2004 A Hess-NTU Cooperative Program
35
Thesis Statement
• This is the sentence stating the main point.– A generalization, not a fact– Limited, not too broad– Focused, not too vague
Fall 2004 A Hess-NTU Cooperative Program
36
Identifying Questions & Theses
• 4 abstracts
• Write the Question and Thesis for each at the bottom of the page.
Fall 2004 A Hess-NTU Cooperative Program
37
Creating TitlesThe title is the single most important part of any document.
It tells people what the document is. If it is unclear, many people for whom you wrote the document will never read it.
An example of a weak title:Reducing the Hazards of Operations
The next colored slides adapted from Hua-Kuang Lie, PowerPoint, for “Effective Science and Engineering Communication.”
Fall 2004 A Hess-NTU Cooperative Program
38
Creating Titles
Criteria for a strong title:• identifies the field of study for the document• separates the document from other documents
Weak:Effects of Humidity on the growth of Avalanches(Avalanches of slow or electrons?)
Revised title:Effects of Humidity on the Growth of ElectronAvalanches in Electrical Gas Discharges
Fall 2004 A Hess-NTU Cooperative Program
39
Creating Titles
Weak:Studies on the Electrodeposition of Lead on Copper (Why?)
Improved
Effects of Rhodamine-B on the Electrodeposition of Lead on Copper
Fall 2004 A Hess-NTU Cooperative Program
40
Creating TitlesWeak:Effects of Rhodamine-B and Saccharin on the Electric Double Layer During Nickel Electrodeposition on Platinum Studied by AC-Cyclic Voltammetry (Why?)
ImprovedUse of AC-Cyclic Voltammetry to Study Organic Agents in the Electrodeposition of Nickel on Platinum
Fall 2004 A Hess-NTU Cooperative Program
41
Creating TitlesBig-word syndrome:10 MW Solar Thermal Electric Central Receiver Barstow Power Pilot Plant Transfer Fluid Conversion Study (It overwhelms)
Improved:Proposal to Use a New Heat Transfer Fluid in the Solar One Power Plant (small words, rest stops;‘proposal’, special situation)
Note: Solar One: the world’s largest solar power plant
Fall 2004 A Hess-NTU Cooperative Program
42
Creating TitlesUnfamiliar-word syndrome:Use of an IR FPA in Determining the Temperature Gradient of a Face (It puzzles)
Improved:Determining Temperature Gradients With aNew Infrared Optical Device
Fall 2004 A Hess-NTU Cooperative Program
43
Day 3
• Review-culture & audience
• For each of the four abstracts
• Exercise 4:
Write Thesis Statement and Research Question for each Abstract on the board.
Fall 2004 A Hess-NTU Cooperative Program
44
Thesis Hooks
• Startling statistic or fact
• Vivid example
• Description
• Quotation
• Question
• Analogy
Fall 2004 A Hess-NTU Cooperative Program
45
Writing Hint
• Generate a large body of ideas to define the scope of your project
• Define your Basic Research Question
• Focus on a one-sentence Thesis Statement answering the Question
• Find a Hook
Fall 2004 A Hess-NTU Cooperative Program
46
Exercise 5
1) Groups of 4
2) Take out the Idea Set you generated.
3) As a group, write a tentative Research Question and a Thesis for each idea set.
4) Decide which you think is best
5) Have one member report that idea to the class.
Fall 2004 A Hess-NTU Cooperative Program
47
Selecting Wining Topics
• Ask the field (journals)
• Ask the experts (professor)
• Ask the next stars (colleagues)
• Ask What?1. Research Question
2. Thesis Statement
3. Idea Set
Fall 2004 A Hess-NTU Cooperative Program
48
ESL Hint
• Chinese allows the omission of the subject or the verb. Expect in commands ( Be quiet!), English always requires you to state the subject and verb of the main sentence.
Fall 2004 A Hess-NTU Cooperative Program
49
Your Parameters
Constraints(external) Choices(internal)Audience Topic (?)Format StructureMechanics DepthPolitics Language
Illustration
Adapted from Hua-Kuang Lie, PowerPoint, for “Effective Science and Engineering Communication”
Fall 2004 A Hess-NTU Cooperative Program
50
Fields in Computer Science
12345678
Fall 2004 A Hess-NTU Cooperative Program
51
Writing Hint
1. Tell them what you are going to tell
2. Tell them
3. Tell them what you told
Beginning MiddleEnd
Fall 2004 A Hess-NTU Cooperative Program
52
Formats in fields
• “Discourse Grammer”
• GSU Outline for Program Development
• Reports on your findings– 1– 2– 3– 4– Etc.
Fall 2004 A Hess-NTU Cooperative Program
53
Structure
• Voice/Style
• Decide how you want to be heard– Student– Authority– Raising a Question– Humbly– Proudly
Fall 2004 A Hess-NTU Cooperative Program
54
StructureFormal Formats vs. Personal Structures
• Choices– Ease vs. Excitement– Professionalism vs. Creativity– Inattention vs. Attention– Acceptance vs. Rejection– Safety vs. Risk
• Outcome- Gain
Fall 2004 A Hess-NTU Cooperative Program
55
Writing Hint
• Numbers Rule– of 3:
• For powerful sets, or• To make the middle item the winner
– of 2: for contrasts– of 5: >5 is often too much
Fall 2004 A Hess-NTU Cooperative Program
56
Four C’s of Communication
• Color- Precision & Coherence
• Clarity- Purity & Transparence
• Carat- Substance & Importance
• Cut- Organization, Structure, Style, & Charisma
Adapted from Hua-Kuang Lie, PowerPoint, for “Effective Science and Engineering Communication
Fall 2004 A Hess-NTU Cooperative Program
57
Your Parameters
Constraints(external) Choices(internal)Audience Topic (?)Format StructureMechanics DepthPolitics Language
Illustration
Adapted from Hua-Kuang Lie, PowerPoint, for “Effective Science and Engineering Communication”
Fall 2004 A Hess-NTU Cooperative Program
58
Word Choice Hints
• Do not omit needed words• Eliminate redundant words• Place modifiers with their subject• Keep verbs consistent in tense and the active
voice• Use the active voice (replace “be” verbs)• Use appropriate language• Use exact language• Keep your voice consistent (I, we, etc.)
Fall 2004 A Hess-NTU Cooperative Program
59
Sentence Hints
• Focus on the main idea
• Combine choppy sentences
• Simplify sentences
• Use a variety of sentences
• Use a variety of sentence openings
• Use parallelism
Fall 2004 A Hess-NTU Cooperative Program
60
Exercise 6
• Here are some technical paragraphs from your homework. [3 sets]
• Will the “author” please explain each
• Go over them in class and point out issues
• Identify topic sentence for each
Fall 2004 A Hess-NTU Cooperative Program
61
Topic Sentence
• Is the Thesis Statement for the paragraph.
• Is usually at the start
• Signals the next step in the argument– Suggests the next topic– Helps the transition
Fall 2004 A Hess-NTU Cooperative Program
62
Structure-Paragraphs
1. Focus the Main Point-Topic Sentence• Usually first• Sometimes after a transition• Occasionally at the end
2. Develop the main point- too short is often too little
3. Organize the paragraph• Methods include: examples, description, process,
comparison, contrast, definition, cause and effect, classification and division, etc.
• Order of importance; Least to greatest or invert?
Fall 2004 A Hess-NTU Cooperative Program
63
Structure-Paragraphs cont’d
4. Make the Paragraph Coherent• Signaling
• Link-ideas• Repeat key words• Use parallel structure (parallelism)• Be consistent
• Transitions
5. Adjust Paragraph Length
Fall 2004 A Hess-NTU Cooperative Program
64
Exercise 7
• Here are 5 paragraphs
• Read them and put them in order, 1-5, best to worst
• Rewrite the worst
• Go over the paragraphs in class
Fall 2004 A Hess-NTU Cooperative Program
65
Summary
Strunk and White, The Elements of Style
• Use a suitable design• Make the paragraph the unit of
composition• The active voice should be used• Put statements in a positive form• Use definite, specific, concrete language
Fall 2004 A Hess-NTU Cooperative Program
66
Strunk and White, cont’d The Elements of Style
6. Omit needless excessive words
7. Avoid a succession of lose sentences
8. Use parallelism
9. Keep related words together
10. Keep to one tense
11. Place at the end the sentence’s emphatic words
Fall 2004 A Hess-NTU Cooperative Program
67
Exercise 8
• Here is your Homework 4
• Ask your colleagues to help you with it
• Ask the instructor
• Decide on the best
• PERSONAL CONSULTATION TIME WITH THE INSTRUCTOR tba
Fall 2004 A Hess-NTU Cooperative Program
68
ESL Hint
• English spelling differs slightly from country to country.• The primary difference is American or British• Choose one system and stick with it.
– Color Colour– Theater Theatre– Judgment Judgement– Defense Defence– Analyze Analyse
• Http://www.english.uiuc.edu/cwa/wworkshop/• Http://www.owl.english.purdue.edu/handouts/general/
index.html#effective
Fall 2004 A Hess-NTU Cooperative Program
69
Writing Hint
• The rule of three revisited: Editing
• Write Rest Rewrite
Fall 2004 A Hess-NTU Cooperative Program
70
The Final Product
• Editing/Poilshing– Sentence– Paragraph– Global
• Using editing codes
Fall 2004 A Hess-NTU Cooperative Program
71
Writing Hint
• Polishing or editing, like writing, is a continuous iterative process
• BUT
• Unless you have enough written there is not enough to polish!– Write first– Polish later
Fall 2004 A Hess-NTU Cooperative Program
72
Formats
• Know your External Format requirements
• Fonts– 10-12– Only 1 or 2– simple– Serif (possibly sans serif for headings)
• Headings-usually ≤3 levels
• Use white space
Fall 2004 A Hess-NTU Cooperative Program
73
Graphics
• Audience– Who is the reader?– What does the reader know?– Will a graphic extend the reader’s knowledge?– Is my graphic appropriate?– Is it complex enough for a graphic?
Fall 2004 A Hess-NTU Cooperative Program
74
Graphics cont’d
• Choice– Photo- exactly as it is– Diagram-can’t be seen in a photo– Table-items that can be classified– Line graph-trend or changes over time– Column graph- compare– Pie chart- items as part of a whole– Flow chart- process– Organization chart- relationships
Fall 2004 A Hess-NTU Cooperative Program
75
Graphics cont’d
• Placement– Callout?– Statement of Importance?– Close to the first reference?– Numbered sequentially and labeled?– Acknowledged?– Does it help the reader?
Fall 2004 A Hess-NTU Cooperative Program
76
Writing Hint
Approach writing as a continuous iterative process.
Re-viewing
Drafting
Structuring
Generating Ideas
Focusing
Evaluating
White & Arndt (1991)
Process Writing
Fall 2004 A Hess-NTU Cooperative Program
77
Presenting Wining Topics
• Check the field (journals)
• Check the experts (professor)
• Preview with the next stars (colleagues)
• Use a Guide, for instance:
Steve Mandel, Effective Presentation Skills: A Practical Guide for Better Speaking, 3rd ed., Menlo Park, CA: Crisp Publications.