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Technical Wri,ng Feb. 28, 2019
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Page 1: Technical)Wri,ng) - terpconnect.umd.eduterpconnect.umd.edu/~antonsen/ENES601_S19/writing.pdf)))))Bad:))) “Butwhen)individuals)are)simply)iden,fied)with)the) actual)order,)ethical)life)(das

Technical  Wri,ng  

Feb.  28,  2019  

Page 2: Technical)Wri,ng) - terpconnect.umd.eduterpconnect.umd.edu/~antonsen/ENES601_S19/writing.pdf)))))Bad:))) “Butwhen)individuals)are)simply)iden,fied)with)the) actual)order,)ethical)life)(das

Does  Wri)ng  Come  Easy?  

§ Wri,ng  and  talking  are  different.  § Wri,ng  takes  prac,ce.  §  Some  people  suffer  writer’s  block.      Professors  as  Writers:  A  Self-­‐Help  Guide      Robert  Boice    Publisher  New  Forums  

§ My  view:  the  more  rou,ne  you  make  it,  the  easier  it  becomes.  

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         General  Strategy  Know  who  is  your  audience  §    Experts  in  your  field/subfield  §    PhD  scien,sts  generally  familiar  with  your  field  §    Graduate  students  studying  your  field  §    Program  managers  §    Lay  people  Then  pitch  one  notch  lower    How  long  should  the  manuscript  be?    Are  there  page,  word,  or  character  limits?  This  will  put  constraints  on  the  level  of  detail  in  your  descrip,on.    

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Make  an  outline  (Girvan)      §  Organizes  your  thoughts  and  lets  you  beYer  iden,fy  what  else  needs  to  be  done.    

§  Allows  you  to  take  a  step  back  and  make  sure  that  you’re  emphasizing  the  key  points.    

§ Makes  it  easier  for  you  to  reorganize    § Makes  it  easier  for  your  advisor/co-­‐authors  to  give  input  

Do  not  write  a  chronological  account  of  what  you  did.    

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Steps  for  making  an  outline  (Girvan)      

§  Make  a  list  of  the  key  points  that  you  want  to  get  across  in  the  your  paper  (don’t  worry  about  the  order  at  this  stage)    

§  Make  a  list  of  ques,ons  your  reader  might  have  about  key  points    

§  Make  a  list  of  the  figures  you  want  to  include    

§  Make  a  list  of  the  sec,ons  (e.g.,  intro,  methods,  results,  discussion,  etc)    

§  Break  down  each  sec,on  into  subsec,ons/bullet  points.  Include  es,mates  of  sec,on  lengths  consistent  with  journal  requirements    

§  Tip:  One  bullet  point/  subsec,on  per  paragraph  is  a  good  rule  of  thumb    

§  A_er  you’ve  made  your  outline,  refine  it  by  making  sure  it  does  the  following:    

 Gets  across  all  the  key  points  with  the  right  emphasis    

 Answers  an,cipated  reader  ques,ons    

 Provides  a  guide  to  wri,ng  your  paper.  Helps  you  ensure  reproducibility.    

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Determine  what  the  main  point  is  that  you’d  like  to  convey.      §  In  the  introduc,on  tell  them  what  will  be  the  

main  point.  

§  In  the  body  tell  them  the  main  point.  

§  In  the  conclusion  tell  them  what  was  the  main  point.  

     

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Research  Paper  Organiza,on  

 Abstract    -­‐      Should  be  understandable  by  non-­‐experts,    

       Problem  studied  and  its  significance          Indicate  methods          Some  conclusion  

   Introduc)on  –Repeat  with  detail  what  is  in  abstract  

       Place  present  work  in  context  (review)          Highlight  what  will  be  key  findings          Outline  organiza,on  of  paper  

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Organiza,on  Methods    -­‐    How  did  you  do  what  you  did?  

     Theore,cal/computa,onal/experimental  approach    Results  -­‐      Processed  data  

     Figures  !!!    Discussion  -­‐  Conclusion    -­‐  Summarize  results  and  significance  

       Indicate  next  steps  to  be  taken    Acknowledgement    -­‐  Which  colleagues  helped  (not  co-­‐authors)  

           Who  funded  the  research?              Loaned  equipment  facili,es?    

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   Pick  you  figures  before  wri)ng  results      §  O_en  the  discussion  is  centered  on  describing  the  

figures    

§  Figure  cap,ons  should  contain  all  useful  informa,on  

§  Figure  axes  labels  should  correspond  to  quan,,es  defined  in  text.    Make  sure  symbols  are  big  enough,  curves  are  dis,nguishable  and  labeled.  

 

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 More  on  Figures  

•  Figures  are  developed  over  ,me.    •  Many  itera,ons  are  required  un,l  data  and  

trends  are  clear.  

•  Maximize  informa,on  per  unit  area  -­‐  Minimize  white  space.  

•  If  data  displayed  has  been  processed,  be  clear  about  how  that  was  done.    

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         Paragraph  Organiza)on    Use  the  paragraph  structure  as  much  as  possible  §  Each  paragraph  has  one  main  point,  which  is  

made  in  the  first  sentence  of  the  paragraph.    §  The  rest  of  the  paragraph  supports  that  point.      

-­‐  This  helps  the  reader  know  where  you  are  going.    -­‐  Keeps  the  reader  focused.  

 

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             Sentence  Style    Make  you  language  as  simple  as  possible.      

§  New  technical  points  are  hard  to  understand  to  begin  with.      

§   Make  your  sentences  short  and  your  statements  direct.    

§   Don’t  use  complicated  sentences.    Minimize  modifying  clauses,  keep  them  close  to  what  they  modify.  

     

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Good:        “Veni,  vidi,  vici”    -­‐  Julius.  Caesar              (I  came;  I  saw;  I  conquered.    3  sentences  3  words)    Ok,  maybe  too  good.      

Simple  Sentence  Structure  

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                 Bad:      “But  when  individuals  are  simply  iden,fied  with  the  actual  order,  ethical  life  (das  Si'liche)  appears  as  their  general  mode  of  conduct,  i.e.  as  custom  (Si'e),  while  the  habitual  prac,ce  of  ethical  living  appears  as  a  second  nature  which,  put  in  the  place  of  the  ini,al,  purely  natural  will,  is  the  soul  of  custom  permea,ng  it  through  and  through,  the  significance  and  the  actuality  of  its  existence.  It  is  mind  living  and  present  as  a  world,  and  the  substance  of  mind  thus  exists  now  for  the  first  ,me  as  mind.”      -­‐  Georg  Wilhelm  Friedrich  “Say  what?”  Hegel  German  translated  to  English  

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           Be  Explicit    Don’t  assume  the  reader  lives  inside  your  head.        Something  that  is  clear  to  you  may  need  to  be  stated  explicitly.    Watch  out  for  ambiguous  pronouns.  “It’s  the  same.”      What  is  the  same  as  what?    You  don’t  want  the  reader  to  stop  reading  and  go  back  to  determine  to  what  you  are  referring.    

Page 16: Technical)Wri,ng) - terpconnect.umd.eduterpconnect.umd.edu/~antonsen/ENES601_S19/writing.pdf)))))Bad:))) “Butwhen)individuals)are)simply)iden,fied)with)the) actual)order,)ethical)life)(das

 Even  More  Advice    

Start  wri,ng  well  before  the  deadline.        §  Gives  you  ,me  to  proof  read,  reread,  and  modify  

your  text.      

§  It’s  best  to  let  a  day  or  two  pass  between  your  ini,al  wri,ng  and  your  rewri,ng.      

 §  This  allows  you  to  see  what  you  wrote  more  as  a  

reader  would  and  less  as  the  author  who  already  understands  everything.  

 

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         Technical  Specifics    Define  every  symbol  at  the  ,me  it  first  appears.    Define  your  terms  –  even  if  you    think  they  should  be  clear.    Write  out  each  acronym  the  first  ,me  it  appears.    “Our  ACA  cards  came  in  the  mail.”  Affordable  Care  Act  or  American  Canoe  Associa,on?      

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       Don’t  be  condescending    Don’t  use  terms  such  as:      “trivial”,  “obvious”,  “easy  to  show”,  “well  known”  .      -­‐    unless  your  coauthor  is  Sheldon  Cooper.                Avoid  slang      

You  are  wri,ng  a  scholarly  paper,  get  serious.  

Page 19: Technical)Wri,ng) - terpconnect.umd.eduterpconnect.umd.edu/~antonsen/ENES601_S19/writing.pdf)))))Bad:))) “Butwhen)individuals)are)simply)iden,fied)with)the) actual)order,)ethical)life)(das

       Syntax  and  Grammar    Check  that  subject  and  verb  match,          -­‐  not  just  singular  and  plural.      

 Can  the  subject  actually  do  the  predicate?    

The  sta,s,cal  energy  analysis  (SEA)  assumes  energy  equipar,,on  to  predict  the  average  distribu,on  of  vibro-­‐acous,c  energy  in  complex  built-­‐up  structures.      What’s  not  quite  right  ?  

Page 20: Technical)Wri,ng) - terpconnect.umd.eduterpconnect.umd.edu/~antonsen/ENES601_S19/writing.pdf)))))Bad:))) “Butwhen)individuals)are)simply)iden,fied)with)the) actual)order,)ethical)life)(das

       Examples,  can  you  fix  these?      Table.1  gives  us  a  preYy  good  idea  of  how  to  maximize  the  device  efficiency  while  keeping  the  grid-­‐less  tetrode  as  compact  as  possible.      Therefore  it  is  quite  easy  for  us  to  conclude  that  it  is  the  influence  of  the  secondary  electrons  which  changes  the  maximum  RF  voltage.      Several  years  ago  the  Air  Force  Office  of  Scien,fic  Research  (AFOSR)  started  a  new  program  aimed  at  studying  some  possibili,es  to  develop  transportable  ionospheric  hea,ng  facili,es  capable  of  more  efficient  ionospheric  modifica,ons  than  exis,ng  sta,onary  facili,es  located,  as  a  rule,  at  high  al,tudes  (see,  e.g.,  [1,2]  and  references  therein).      At  present,  there  are  no  available  RF  sources  with  such  parameters:  the  sources  used  at  HAARP  are  the  gridded  triodes  of  much  lower  power  level,  which  cannot  be  scaled  to  required  power  levels  because  of  the  restric,ons  imposed  by  the  thermal  management  of  grids  intercep,ng  some  electrons  of  an  electron  beam.    

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Mr/Ms/Dr  Grammar  Person  

How  to  make  parallel  construc,ons.    When  to  use  compose  and  comprise  ?    When  to  use  compare  with  and  compare  to  ?    When  to  use    affect  or  effect  ?    When  to  use  ensure,  insure,  or  assure?    

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How  to  make  parallel  construc,ons  

Lists  of  items  should  be  the  same  parts  of  speech,  and  of  similar  complexity.    The  key  to  success  is  hard  work  and  being  lucky.      (NG)    The  key  to  success  is  hard  work  and  good  luck.      (OK)    The  key  to  success  is  working  hard  and  being  lucky.  (OK)    The  key  to  success  is  hard  work,  which  will  wear  you  down  eventually  if  you  reach  age  68,  and  good  luck.      (NG)        

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The  whole  comprises  the  parts.    

 The  college  comprises  eight  departments.    The  parts  compose  the  whole.    

 Eight  department  compose  the  college.    Avoid  “is  comprised  of”.  

Comprise/Compose  

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     “Compare  with”  vs  “Compare  to”    “Compare  with”  

 To  put  two  things  side  by  side  to  examine  their  similari,es  and  differences.    Data  from  Experiment  A  can  be  compared  with  that  of  Experiment  B.    “Compared  to”  

 To  take  things  that  are  perceived  as  different  and  relate  them.    The  Chair  of  the  department  can  be  compared  to  the  Captain  of  the  Titanic.  

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Affect  /  Effect  

Affect  is  a  verb  (unless  you’re  talking  about  someone’s  appearance).      Effect  is  a  noun.    

 The  posi,ons  of  the  constella,ons  at  the  ,me  of  your  birth  affect  your  chances  of  geqng  a  tenured  posi,on.    

 The  effect  of  concentrated  “Fortnight”  engagement  is  to  improve  your  dance  moves.    

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Assure/Ensure/Insure  

Assure:    to  offer  personal  opinion  that  something  will  or  will  not  happen.    Ensure:  to  take  care  that  something  will  or  will  not  happen.    Insure:  to  offer  recompense  if  something  does  or  doesn’t  happen.  

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When  to  use  the  Oxford  Comma    In  a  list  of  items  A,  B,  and  C.    The  comma  before  “and”  is  the  Oxford  Comma    My  heroes  are  my  parents,  Superman  and  Wonder  Woman.  

                                 or      

My  heroes  are  my  parents,  Superman,  and  Wonder  Woman.      

Page 28: Technical)Wri,ng) - terpconnect.umd.eduterpconnect.umd.edu/~antonsen/ENES601_S19/writing.pdf)))))Bad:))) “Butwhen)individuals)are)simply)iden,fied)with)the) actual)order,)ethical)life)(das

NY  Times:    Oxford  Comma  Dispute  Is  Se'led  as  Maine  Drivers  Get  $5  Million  By  Daniel  Victor,    Feb.  9,  2018  

     Ending  a  case  that  electrified  punctua,on  pedants,  grammar  goons  and  comma  connoisseurs,  Oakhurst  Dairy  seYled  an  over,me  dispute  with  its  drivers  that  hinged  en,rely  on  the  lack  of  an  Oxford  comma  in  state  law.  The  dairy  company  in  Portland,  Me.,  agreed  to  pay  $5  million  to  the  drivers,  according  to  court  documents  filed  on  Thursday.    ….    The  case  began  in  2014,  when  three  truck  drivers  sued  the  dairy  for  what  they  said  was  four  years’  worth  of  over,me  pay  they  had  been  denied.  Maine  law  requires  ,me-­‐and-­‐a-­‐half  pay  for  each  hour  worked  a_er  40  hours,  but  it  carved  out  exemp,ons  for:    The  canning,  processing,  preserving,  freezing,  drying,  marke,ng,  storing,  packing  for  shipment  or  distribu,on  of:  (1)  Agricultural  produce;  (2)  Meat  and  fish  products;  and  (3)  Perishable  foods.    What  followed  the  last  comma  in  the  first  sentence  was  the  crux  of  the  maYer:  “packing  for  shipment  or  distribu,on  of.”  The  court  ruled  that  it  was  not  clear  whether  the  law  exempted  the  distribu,on  of  the  three  categories  that  followed,  or  if  it  exempted  packing  for  the  shipment  or  distribu,on  of  them.  


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