Transcript Engineering Design and Communication

So you have to write a proposal . . .
Welcome to Research!
Science Research Workshops
January 14, 2010
Prof. Penny Hirsch
The Writing Program
Northwestern University
Writing isn’t usually a science student’s
favorite activity . . .
You would rather be in
the lab . . .
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But scientists do a lot of writing!
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Lab reports
Research reports
Grant proposals
Policies, procedures, protocols
White papers
Professional journal articles
Textbooks
Conference papers
Speeches
Articles for the popular press and company newsletters
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Today’s focus: to help you get started by
thinking of writing as problem-solving
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Presentation topics
– About me
– What constitutes “good writing”?
– Why you should follow a “writing process”
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Brief look at SRW tools for proposal writing
Time to get started
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We want you to move from . . .
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My experience: 30 years of communication
teaching and consulting
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At Northwestern
– Professor & Assoc. Director, Weinberg Writing Program
– Joint appointment in the McCormick School
 Faculty co-chair & a founder of Engineering Design and Communication
(EDC)
 Faculty Fellow in the Segal Design Institute
 Researcher in science and engineering writing pedagogy and assessment
– NCEER, VaNTH
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Principal in my own communication consulting firm
– Communication Partners (www.communipartners.com)
 Many scientists as clients
– at Baxter Healthcare, Amgen, Rehabilitation Institute of Chicago
 Familiar with many types of science writing:
– policies & procedures, internal audits, progress reports, presentation
slide decks, etc.
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Why I believe you can write a good proposal
You’re smart & logical.
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text
You’re writing about something you like.
Other people will help you!
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Writing isn’t just editing; it’s a complex way
of thinking and communicating
PROPOSAL
If you can communicate clearly,
that means you really know your science!
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Experts approach writing as problem-solving,
not rules
Novices (students) do too much “school”
writing; they think too much about rules
• What’s the “right” way to begin my proposal?
• How long should my lit. review be?
• Can I use personal pronouns?
Experts--practicing scientists--think
about strategy
• Purpose: Who do I have to convince & why?
• Audience:
- What questions will they have?
- What evidence will they respect?
• Genre: What format should I follow?
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Have a conceptual framework in mind when you
write – like this “communication square”
PROPOSAL
audience
content
or message
persona or
tone
purpose
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A framework can be adapted to different
purposes and audiences
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People who have different ideas about “good writing”
Why? Because they work in different discourse communities
– Members share the same discipline, background, professional goals
– Good writing differs from field to field
 Science writing is different from journalism, literature, law
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“Good” is also defined by genre
– Type of writing: instructions v. proposal v. poem
– Readers in a specific field come to a document type with specific
expectations
“Good writing” fulfills the expectations of people
within a specific discourse community
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What will your readers want?
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Substantive content
– clear purpose
– knowledge of the field
– Etc. -- (see the proposal template)
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Organization that makes key information easy to find
A professional finish (good grammar, correct punctuation, neat
appearance, correct citations)
One research study at NU showed that profs mainly
want to see:
– Clear explanations of technical subjects
– Compelling evidence for arguments
All readers expect correct grammar and mechanics
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For funding, you need an A+ proposal, so
consider what makes an A paper
ÒAÓpaper
ÒBÓpaper
ÒCÓpaper
Purpose
(thes is)
Has a clear purpose (strong
thesis) that is
 consistent from beginning
to end
 very well suited to the
assignment
Has a clear purpose that is
 consistent from
beginning to end
 well suited to the
assignment
 may be a little
ÒmechanicalÓor
schoolish
 Has a thesis that
focuses on a central
idea, although paper
may occasionally trail
off into another
direction.
 Although the topic may
be unoriginal, the paper
follows the assignment.
Conte nt
 Dev elops its content with
impressiv e supporting
details or evidence
 Explores the implications
of ideas
 Demonstrates insight into
the complexities of the
issue
 Reasons logically &
persuasiv ely
 Includes w ell chosen
outside sources that are
synthesized, not just
summarized
 Dev elops its content
with supporting details
or evidence
 Explores the
implications of ideas
 Uses logical reasoning;
is persuasiv e
 Includes w ell chosen
outside sources that are
synthesized, not just
summarized
 Dev elops its content
with supporting details
or evidence
 May sometimes confuse
development with
repetition.
 May lack sufficient
sources or may fail to
synthesize sources
sufficiently
 Reasoning may be w eak
in spots or paper may
not be sufficiently
persuasiv e
Excerpt from Good Writing Standards handout used by WP faculty
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For funding, you need an A+ proposal, so
consider what makes an A paper
ÒAÓpaper
ÒBÓpaper
ÒCÓpaper
Purpose
(thes is)
Has a clear purpose (strong
thesis) that is
 consistent from beginning
to end
 very well suited to the
assignment
Has a clear purpose that is
 consistent from
beginning to end
 well suited to the
assignment
 may be a little
ÒmechanicalÓor
schoolish
 Has a thesis that
focuses on a central
idea, although paper
may occasionally trail
off into another
direction.
 Although the topic may
be unoriginal, the paper
follows the assignment.
Conte nt
 Dev elops its content with
impressiv e supporting
details or evidence
 Explores the implications
of ideas
 Demonstrates insight into
the complexities of the
issue
 Reasons logically &
persuasiv ely
 Includes w ell chosen
outside sources that are
synthesized, not just
summarized
 Dev elops its content
with supporting details
or evidence
 Explores the
implications of ideas
 Uses logical reasoning;
is persuasiv e
 Includes w ell chosen
outside sources that are
synthesized, not just
summarized
 Dev elops its content
with supporting details
or evidence
 May sometimes confuse
development with
repetition.
 May lack sufficient
sources or may fail to
synthesize sources
sufficiently
 Reasoning may be w eak
in spots or paper may
not be sufficiently
persuasiv e
Excerpt from Good Writing Standards handout used by WP faculty
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Rule #1: Get started!
Procrastination is common:
“I’ll do my research first and
then later just ‘write it up’”
Bad idea!
Writing is a process that requires
planning, feedback, & iteration.
As you write, you get smarter!
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Writing starts with rough ideas and evolves as
you get material, get feedback, & revise
planning/
getting / drafting
material
You’re here
writing &
organizing
getting feedback
rewriting
revising for style
& final editing
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Step 1: reviewing purpose and audience
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Purpose
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Audience
– Who are ALL of your readers?
– What are their backgrounds?
– What does that imply for your writing?
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Step 2 = writing down notes
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Take a concept from your lab and define it so a general reader can
understand what the lab does and why
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Start writing sections that are easy
– Review the template
– Look at an annotated proposal for your field
– Write your preparation section
Look at the preparation section in the
biology proposal (see handout)
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Step 3: What other writing decisions can you
make now?
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Formatting:
– Headings or not?
 Good for 1st draft
 Later, replace with strong topic sentences?
– Font style and size
 Using the right style and size for your draft will help you judge length
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Citations: what style should you use?
Writing style: anything you should be watching for?
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Common writing problems to avoid
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Common usage errors
– Affects vs effects
– Amount vs number
– Because vs as
– Data is. . . vs. Data are . . .
– Compliment vs. complement
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Hyperbolic adverbs to avoid: incredibly, unbelievably
Unnecessary qualifiers: truly, really, very
Imprecise words for measurements: “about 10 grams”
Later – for editing –
go to the Writing Place for help
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You can write a winning proposal!
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Very high success rate from students who take these workshops
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When reviewing others’ work, be “gentle”!
– Okay to criticize
– But be nice!
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Use the SRW facilitators for help and other campus resources
– The Writing Place
– Librarians
– Faculty
Think positively!
– Every draft -- even notes -- will take you forward
– A proposal is short
– Don’t be afraid to ask for feedback from peers
– Don’t feel stupid asking questions
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Today’s exercises -- to do with facilitators
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Use the Research Process Checklist: check what have you already
done
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Group discussion: go over the Proposal Template
• Begin reading (your lit. review)
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Start using the databases for research (facilitators demo) -- read about
what your lab does
Notice the lit review tip sheets on Blackboard
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Start writing your preparation section
• List research courses / experiences you’ve had -- or will have
• Make notes: what did you learn from these experiences that
prepares you to do research?
• Exchange with a partner
4.
Using the style advice on slide #20, correct the errors in the
practice sentences on the writing handout
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And if you become discouraged . . .
Just take a break!
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