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\title{Written Communication}
\subtitle{Conveying Scientific Information Effectively}
\author{\large Marie Davidian}
\vspace*{0.2in}
\email{\normalsize \tt davidian@stat.ncsu.edu \\ 
http://www.stat.ncsu.edu/$\sim$davidian}
\institution{\includegraphics[height=0.8cm]{deptlogo}}
\slideCaption{ST 810A, Spring 2005}
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\begin{document}

% Creates the title slide

\maketitle

%  Now start the rest of the slides

%  The overlays and itemstep commands will display the bullets
%  one at a time!

\overlays{6}{

\begin{slide}{Outline}
\begin{itemstep}
\item {\bf Objectives of (scientific) writing}
\item {\bf Important issues in writing}
\item {\bf Strategies for effective writing}
\item {\bf Considerations for dissertations}
\item {\bf Considerations for journal articles}
\item {\bf Remarks}
\end{itemstep}
\end{slide}
}

\begin{slide}{Objective of (Scientific) Writing}

{\bf \red Why write?}
\begin{itemize}
\item Written material (books, articles, reports, etc.) is a {\sl
\blue primary mechanism} by which information is disseminated

\item In general, written material is used to {\sl \blue inform},
{\sl \blue convince}, {\sl \blue entertain}

\item In science in particular, written material is the {\sl \blue
primary mechanism} by which {\sl \blue new advances} (the results of
research) are disseminated\ldots

\item \ldots and from which {\sl \blue inspiration} for {\sl
\blue further advances} is derived
\end{itemize}
\end{slide}

\begin{slide}{}

{\bf \red Obviously:} If writing is ``{\sl \blue good},'' all of this
will be done {\sl \blue efficiently}!
\end{slide}

%  With the Dissolve option, the previous slide will ``dissolve''
%  into the next one -- try also the following:
%
%  Replace, Split, Blinds, Box, Wipe, Glitter

\begin{slide}[Dissolve]{}
{\bf \red Effective writing:} It is not enough just to {\sl \blue write
down} information
\begin{itemize}
\citem {\sl \blue How} information is conveyed in writing is 
critical to how well these objectives are met!

\item You generally know ``{\sl \blue good}'' writing
when you encounter it (similarly for ``{\sl \blue bad}'' writing)

\citem {\sl \blue Fact} -- in science in particular,
where difficult concepts must be communicated, the {\sl \blue
quality} of writing can ``{\sl \blue make or break}'' an advance!
\end{itemize}

{\bf \red Thus:} The ability to produce quality writing
is an {\sl \blue essential skill} you {\sl \blue must}
master!!

\end{slide}

\overlays{5}{
\begin{slide}{Important Issues in Writing}

{\bf \red What makes scientific writing ``good?''}  
\begin{itemstep}
\item ``Tell a Story!!''
\item Organization and logical flow
\item Accessibility and scope
\item Completeness
\item Clarity
\end{itemstep}
\end{slide}
}

\overlays{7}{
\begin{slide}[Wipe]{}
{\bf \red ``Tell a Story!!''} Whenever you write, this is {\sl \blue
always} your goal
\begin{itemstep}
\citem {\sl \blue Why?} -- What is the motivation for a reader to bother
reading this?

\citem {\sl \blue What?} -- What's the story?

\citem {\sl \blue Why?} -- What should the reader have gotten out of
reading it?

\item To every story, there is a {\sl \blue beginning}, a {\sl \blue
middle}, and an {\sl \blue end}

\onlySlide*{5}{\item ``Once upon a time\ldots''}
\onlySlide*{6}{\item Meat of the story}
\onlySlide*{7}{\item ``\ldots and they lived happily ever after.''}
\end{itemstep}
\end{slide}
}

\begin{slide}{}
{\bf \red In the words of a great philosopher:}

\vspace*{0.2in}

``{\em \blue Tell 'em what you'll tell 'em, tell 'em, and tell 'em what you
told 'em.}''

\end{slide}

\begin{slide}{}
{\bf \red Organization and logical flow:}  

\vspace*{0.2in}

``{\em \blue A common failing in writing is to include things in one
place which should be in another.  Indeed, one of the most difficult
tasks is to get everything into the most effective order.}'' -- R. Barrass

\end{slide}

\begin{slide}{}
{\bf \red Organization and logical flow:}
\begin{itemize}
\item Motivate, excite the reader at the {\sl \blue beginning}

\item Build up the story in a {\sl \blue logical sequence}

\item Do not refer to ideas until {\sl \blue after} they have been introduced

\item Use {\sl \blue sections} and {\sl \blue subsections} to organize
and highlight the key points and flow of ideas

\item Try to give each paragraph {\sl \blue one main point}

\item Sentences within a paragraph should {\sl \blue lead into one
another} in a logical way

\end{itemize}
\end{slide}

\overlays{5}{
\begin{slide}{}
{\bf \red Organization and logical flow:}  A basic template
\begin{itemstep}
\citem {\sl \blue Introduction} -- motivation, background, purpose
\citem {\sl \blue Background} -- summary of what is already known
that is related, important

\citem {\sl \blue Main ideas} -- the material central to the message

\citem {\sl \blue Supporting evidence/documentation} -- Simulations,
examples

\citem {\sl \blue Conclusion/Discussion} -- restate purpose, recap and
summarize the message, highlight the key points, mention possible
topics/ideas for future
\end{itemstep}
\end{slide}
}

\begin{slide}{}
{\bf \red Accessibility and scope:} Make it {\sl \blue easy}
on your reader!
\begin{itemize}
\citem {\sl \blue Define terms} that are likely to be unfamiliar; for
that matter, define them even if you think they will be familiar!

\item Use as little ``{\sl \blue jargon}'' as you can

\item Do not use symbols, terms, notation until {\sl \blue after} you
have defined them, and define every symbol you use!

\citem {\sl \blue Identify your audience} -- whom are you trying to reach?

\citem {\sl \blue Know your audience}; e.g., if you are writing for novices,
do not include very theoretical results!


\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red Accessibility and scope:} 
\begin{itemize}
\item Relate concepts to concrete examples or familiar special cases

\citem {\sl \blue Step into your reader's shoes often} -- would I follow
this?

\item Realize that you can't say it {\sl \blue all}

\item Say too much, and you {\sl \blue overwhelm}; say too little, 
and your reader will {\sl \blue give up}

\item Consider: What can I reasonably hope to communicate {\sl \blue
clearly} in XX pages?

\item Include anything that is central and necessary to understanding
your message, but not more!
\end{itemize}
\end{slide}


\begin{slide}{}
{\bf \red Accessibility and scope:} For most writing
\begin{itemize}
\item Communicating the  {\sl \blue main ideas} is the goal

\item Thus, do not interrupt the flow with {\sl \blue technical
details}, as the reader may become distracted from your {\sl \blue
overall message}

\citem {\sl \blue Technical details} should probably be deferred to
an appendix

\citem {\sl \blue Example} -- if the result of a theorem is central to
your message, lead up to the need for the theorem, state it, and
discuss why it is important, presenting the messy and distracting
proof later
\end{itemize}
\end{slide}


\begin{slide}{}
{\bf \red Completeness:} 
\begin{itemize}
\citem {\sl \blue Everything} that is needed to understand your message
should be covered or cited

\citem {\sl \blue Step into your reader's shoes} -- would I be able
to understand what comes next given what has been presented so far?
\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red Clarity:}

\vspace*{0.2in}

``{\em \blue If men would only say what they have to say in plain
terms, how much more eloquent they would be.}'' \\
\hspace{2in} -- S. Coleridge

\end{slide}

\begin{slide}{}
{\bf \red Clarity:} Make every sentence and every equation {\sl \blue
understandable} and {\sl \blue unambiguous}
\begin{itemize}
\item Use {\sl \blue simple} rather than flowery language

\citem {\sl \blue Short}, {\sl \blue direct} sentences are better than
long, complicated ones

\item Define {\sl \blue all} terms and symbols

\citem {\sl \blue Parsimony} -- avoid redundancy, run-on sentences,
tendency to repeat yourself, which distract a reader and make it
difficult to focus attention
\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red Clarity:}
\begin{itemize}
\item Paraphrase and {\sl \blue interpret} mathematical results in
English to give a general sense of what results mean and imply

\item A {\sl \blue concise}, {\sl \blue clear} presentation is
always more effective than a long-winded, wordy one!

\citem {\sl \blue Step into your reader's shoes often} -- would I
understand this?
\end{itemize}
\end{slide}

\begin{slide}{Strategies for effective writing}

{\bf \red How to begin?} 
\begin{itemize}
\item Consider: {\sl \blue What do you want to say?}  {\sl \blue What
message do you want your reader to take away?}

\item An {\sl \blue outline} (informal or formal) can help you establish
an initial, basic organization and structure

\item Do not worry about all the details at first; you can fill in the
holes {\sl \blue later}.  Get the main ideas down in whatever form
comes to mind.
\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red How to begin?} 
\begin{itemize}
\item Do not try to start at the beginning and write everything in
order! Write what you can first.  The {\sl \blue introductory}
material is often the {\sl \blue hardest} to write!

\item Don't let yourself {\sl \blue get stuck} agonizing over a word
or detail; make a note to come back to it and continue

\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red Refinement:} No good writer produces a {\sl \blue perfect}
first draft!
\begin{itemize}
\item Once you have rough draft, review it carefully

\citem {\sl \blue Reorganize} to improve logical flow

\item Fill in the holes

\item Consider each paragraph and sentence for {\sl \blue clarity};
revise to make each sentence say {\sl \blue exactly} what you mean

\end{itemize}
\end{slide}


\begin{slide}{}
{\bf \red In the words of a great philosopher:}

\vspace*{0.2in}

``{\em \blue Write it, and write it again}''

\end{slide}

\begin{slide}{}
{\bf \red Criticism:}
\begin{itemize}
\item Be your own critic -- {\sl \blue put it aside} and read later

\item Ask {\sl \blue others} for {\sl \blue honest} comments!

\item Have you cited the {\sl \blue relevant literature and material}?

\item Are there {\sl \blue gaps in your logic}?  

\item Are there parts that are {\sl \blue confusing} or {\sl \blue
unclear}?

\item Is the overall {\sl \blue message clear}?  Is the {\sl \blue
evidence convincing}?

\citem {\sl \blue Grammar}?  {\sl \blue Style}? {\sl \blue Spelling and
punctuation}?

\end{itemize}
\end{slide}

\begin{slide}{Dissertations}

{\bf \red Styles:}
\begin{itemize}

\citem {\sl \blue Traditional} -- formal literature review, chapters

\citem {\sl \blue Series of papers} -- short introduction, papers
form ``chapters,''  details probably excluded

\citem {\sl \blue Hybrid} -- short introduction, material in papers
divided into ``chapters,'' appendices to chapters with technical
detail too lengthy for papers
\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red Traditional:}
\begin{itemize}
\citem {\sl \blue Audience} -- Your committee; other students, researchers
who come after you

\citem {\sl \blue Unlimited space}, so full details may be included

\item However, resist the temptation to overwhelm the flow with details!

\item What would your committee, other students and researchers
{\sl \blue want/need} to know?

\end{itemize}
\end{slide}

\begin{slide}{}
{\bf \red Series of papers and hybrid:} 
\begin{itemize}
\citem {\sl \blue Short introduction} -- motivate, recount what is known
and why it is not adequate, review what you will do and how it will
add to knowledge in the area

\item Papers should follow the guidelines coming next\ldots

\citem {\sl \blue Appendices} -- present proofs, arguments, additional
explanation, relating them back to the papers/chapters and making it
clear where they fit in
\end{itemize}
\end{slide}


\begin{slide}{Journal Articles}
{\bf \red Know your audience:}
\begin{itemize}
\item Does the journal publish mainly {\sl \blue theoretical} or
{\sl \blue applied material}?

\item Do articles in the journal follow a certain {\sl \blue style}?
{\sl \blue structure/organization}? {\sl \blue level of detail}?

\item We will discuss this in {\sl \blue gory detail} in a future lecture!


\end{itemize}
\end{slide}

\begin{slide}[Glitter]{Remarks}
\begin{itemize}
\item Some people are just {\sl \blue naturally-born} good writers!

\citem {\sl \blue Most of us} must {\sl \blue learn} the skill of good
writing over a {\sl \blue lifetime}

\item Good writing {\sl \blue can} be learned!

\item The most {\sl \blue brilliant} ideas can be obscured by {\sl
\blue bad writing}!

\item Being a good writer is part of being an {\sl \blue effective
researcher}
\end{itemize}
\end{slide}

\end{document}