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chem.libretexts.org chem.libretexts.org
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figure below
figure not visible...
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bio.libretexts.org bio.libretexts.org
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These are like you flags (to guide planes)
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nuclear pore complex.
center of transport
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particularly
transport doesnt happen easy for the nucleus becasue it has extra security
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signal sequence.
directions
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human.libretexts.org human.libretexts.org
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or a set commas.
a set of commas
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An appositive is a word or group of words that describes or renames a noun or pronoun.
Again, for me, I need some examples right after this. I actually do not know what an appositive is.
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keep the sentence
keep the part of the sentence you want to emphasize. Or do you mean "Take a look at the two sentences you are trying to combine. Decide which one contains the information you most want to emphasize, then make sure the information in that sentence ends up in the main clause of the sentence with the relative clause.
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A relative clause is a group of words that contains a subject and a verb and describes a noun. Relative clauses function as adjectives by answering questions such as which one? or what kind? Relative clauses begin with a relative pronoun, such as who, which, where, why, or when. Read the following examples:
maybe a few examples of relative clauses early in this paragraph would make things clearer. Again I feel I am getting tangled up in technical language...I need to see one.
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As with the –ing modifier, be careful to place the word that the phrase modifies immediately after the phrase in order to avoid a dangling modifier.
Being terrible at formal grammar, I found this confusing. For me, I could use an example with the modifier and the word that the phrase modifies highlighted somehow, in their correct positions. You might also want to give an example of an incorrect "dangling" modifier.
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A relative clause is a group of words that contains a subject and a verb and describes a noun.
Again here, I could use a highlighted example.
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of be as a
of the verb "to be"
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Modifier
Have you defined this term previously? I don't know it well so I was a little iffy about the paragraph beginning "To connect two sentences using an -ing modifier, and -ing to one of the .....etc." What is a modifer anyway?
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A truck was parked in the driveway. Parked in the driveway was a truck.
"Parked in the driveway was a truck" This is a pretty awkward sentence. Perhaps not the best example of your point.
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They will also make
They will make. "Also" implies a different virtue, but actually liveliness and good rhythm are really closely related to "enjoyability" so "also" doesn't seem to fit.
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human.libretexts.org human.libretexts.org
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The key point is this: one of the best things you can do to revise for greater clarity is to recast a passage so that the characters are the grammatical subjects and the key actions are the verbs.
This whole section is fine .
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offer another key point
offer a key point (since this is your first sentence in the section it is not clear what the other point would have been)
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human.libretexts.org human.libretexts.org
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Look for bits that are redundant: (“each and every,” “unexpected surprise,” “predictions about the future”), meaningless (“very unique,” “certain factors,” “slightly terrifying”), or clichéd (“as far as the eye can see,” or “long march of time”).
I had trouble following this list of three things because of all the imbedded examples. I don't know if it is possible to underline them or to number them somehow? (i.e. redundant, meaningless, cliched)
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but everything in the
but whatever the writer includes in the final version...
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the same idea
the same thought...too close to the other "idea"
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Attributions
Anna, here is my summary of this chapter:
The chapter "Keeping It Concise" explores the importance of being concise in academic writing by eliminating wordiness and provides specific strategies for eliminating such wordiness.
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Exercise 14.2.114.2.1
Would you consider adding to this exercise?
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A goddess as a child, a queen at eighteen, a celebrity soon thereafter, she was an object of speculation and veneration, gossip and legend, even in her own time.
This is such a beautiful example!
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Look for words and phrases that you can cut entirely.
Would it be helpful to remind that this is best done during the revision process?
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Wordiness may seem to add to our academic credibility, and it can cover over areas of uncertainty
Would you also want to add anything about wordiness and the connection to the length of an assignment? Just an idea...
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everything in the final version should add something unique to the paper.
This is such an important point to make, I am just thinking how it could be highlighted more...
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some significant work for the paper as a whole
This is beautifully said!
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repetition
Would it be helpful to give examples of repetition or make a case for the difference between repetition and analysis?
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Why is it important to be concise?
I really like that this section is phrased as a title as a question - it works really well for students because it gives them the purpose here.
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Why is it important to be concise?
Anna, I have a similar comment here: would you like to add an image? Do you already have an image in mind for this chapter?
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chem.libretexts.org chem.libretexts.org
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The stress is the amount of deformation in the material, such as the change in length in an extensional experiment, expressed as a fraction of the beginning length. The strain is the force exerted on the sample divided by the cross-sectional area of the sample.
The definitions of stress and strain are switched around in this paragraph. Stress is the force on the sample divided by the area and strain is the deformation divided by the original length.
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human.libretexts.org human.libretexts.org
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Professional technical writers rely on these strategies to ensure the technical accuracy of their work: Study of books, articles, reports, websites related to the product Product specifications: what the product is supposed to do, how it is designed Interviews with subject matter experts: the product specialists, developers, engineers Product meetings during the development cycle Live demonstrations of the product Familiarization with similar, competing products Experimenting with working models of the product Subject matter experts’ review of technical writers’ work for technical accuracy and completeness
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human.libretexts.org human.libretexts.org
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A memo (or memorandum, meaning “reminder”) is normally used for communicating policies, procedures, or related official business within an organization. It is often written from a one-to-all perspective (like mass communication), broadcasting a message to an audience, rather than a one-on-one, interpersonal communication. It may also be used to update a team on activities for a given project, or to inform a specific group within a company of an event, action, or observance.
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chem.libretexts.org chem.libretexts.org
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Oxyacids
Did you mean oxyanions?
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from
form vs from
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corms
Did you mean form?
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bio.libretexts.org bio.libretexts.org
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that is what we call the molecule that "holds" the proto
test test
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carboxylic acid functional gro
test
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math.libretexts.org math.libretexts.org
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if $$\ker L=\{ 0_{V} \}\, .\]
not showing latex on chrome
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bio.libretexts.org bio.libretexts.org
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o understand survivorship curves you can use survivorship schedules (Sx) to calculate and graph
It is interesting to see how different groups survivorship is affected differently across multiple variables. Age is not one I would have thought play a major affect in their survivorship.
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These counts can be used as if they were counts of survivors in a cohort
I kind of confused on the differences between the static and cohort life tables. Is the difference between the two is that the static tables look at the population counts at different times and the cohort at a set time?
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Biologists are often interested in knowing the “value” of the different individuals from a practical standpoint because knowing something about the reproductive value can suggest which individuals should be harvested, killed, transplanted, etc. from a conservation or management perspective.
I find this interesting because I never thought about how an organism's life history and reproduction value at different ages would impact decisions regarding their management or survival in an ecosystem
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survivorship schedule
is this similar to a population pyraimd?
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chem.libretexts.org chem.libretexts.org
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atm
Did you mean atom instead of "atm"
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bio.libretexts.org bio.libretexts.org
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Because per capita birth and death rates do not change in response to the size (or density) of the population, this model is said to be density-independent.
Can you please go over this some more during class??
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phys.libretexts.org phys.libretexts.org
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What is wrong with the student's statement is...
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chem.libretexts.org chem.libretexts.org
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human.libretexts.org human.libretexts.org
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Is illegal immigration actually wrong? Is it unethical to cross a border without permission
Really got me to think here is it unethical. I mean America was a native land and became migrant grounds, so how is it any different now from before.
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human.libretexts.org human.libretexts.org
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important science-based issues that face us today and will only become more urgent in the years ahead
it will only become more important for people to understand this
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approach each other with a genuine curiosity to build a science conversation that is enlivened by a search for mutual understanding regardless of a position held on an issu
relates to my last point
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table with a base level of information and a willingness to listen to each other’s concerns, we can replace the polarization of our current public discourse with productive public problem solving
more civil conversations to open each others minds rather just arguments
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be prepared to engage in difficult conversations with fellow citizens with different opinions so that dialogue is valued over doctrine
be ready to have the conversations and have actual evidence to back up opinions
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sufficiently science literate to understand the nuances of the important science-based issues of our day
how do people do that without a class?
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any program to increase science literacy must equally embrace the goals of promoting a respectful, civic conversation that will work towards shared understanding
no biases just fact so people can base opinions there rather than what they hear on the news or from social media
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people with diverse views on science-related issues to wrestle with these conflicting values
not able to even try to understand others views on the conversation?
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understanding the science is perhaps the easier part of the equation
understanding helps people feel more secure in a way?
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science was connected to a loved one’s struggle with addiction
after taking the class, they were able to understand on a deeper level what addiction was?
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Students confront the emotional and personal consequences of science and its relationship to their lives
human life rather than outside sources
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encourages these not-necessarily-science-lovers to explore the ways science affects their everyday lives
such as?
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all sides are armed with basic scientific knowledge and have a legitimate voice in the conversation
why though?
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helping the public engage in open-minded discussions about these types of questions
not really an everyday type of conversation
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they can engage in the critical thinking needed to apply healthy skepticism and to discern the grey areas and uncertainties inherent in science-based information.
most people will probably not sit down and just think about this stuff
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should have a working knowledge of the basic terminology needed to interpret the processes and outcomes of science
why does everyone "have" to know this?
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science is reproducible, evidence-based information that is fact and not opinion
cannot be disputed as it is fact
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Science literacy is a foundational knowledge and understanding of scientific concepts and processes
basic understanding of what happens in science??
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Science literacy is a path to that knowledge.
solid knowledge of science apparently can help people not be so scared
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we risk falling prey to the tremendous power of fear and partisan political rhetoric
fear stems from not knowing so the government has power over people
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solid understanding of the underlying science and its implications for our daily lives, we can neither respond intelligently on a personal level nor hold our public officials accountable for sound policy decision
people don't know what's happening so it can't be talked about and people can't be held accountable for what benefits others
Annotators
URL
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socialsci.libretexts.org socialsci.libretexts.org
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Sex refers to physical or physiological differences between males, females, and intersex persons, including both their primary and secondary sex characteristics. Gender,
Video
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chem.libretexts.org chem.libretexts.org
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comounds?
Did you mean "Compounds"
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the
They not "the"
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human.libretexts.org human.libretexts.org
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parenthetical citation. If one
I would put a new sentence after the period above. "You must have both."
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the page numbe
the page number of the Works Cited page? If so, may be best to mention it.
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the parentheses.
in the parentheses after the quotation.
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("Abbreviated Title").
Oh I see, the parentheses contain an example of each case. So there is just a typo in (Lastname) Should be (Last name)
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(Lastname).
what is this for? I see, by the way, there were other authors on this section?
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In parentheses after the quotation or paraphrase, w
Start with "We need to include the author's name or abbreviated title and the page number.....
After that sentence give instructions on where to put the information. "This information is placed in parentheses after the quotation or paraphrase."
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We need to help readers
Our goal in this is to help readers.... differentiate....etc.
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in
on?
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human.libretexts.org human.libretexts.org
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After the header, the next double-spaced line should include the title of your paper.
From looking at the example, it seems to me that the title is after th bullets immediately above "The Title," not after the header. The header is first, then the bullets, then the title...no?
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words or phrases you
words or phrases to which you want to lend...
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The simplest way to get the format right is to use a template. You can download this MLA format essay template and open it in any word processing program. (You can also make a copy of the Google Docs template rather than downloading.) Then just replace the text with your own name, title, and essay. A slightly different way is to create a new document in Google Docs, Pages, or Microsoft Word and use the built-in template for MLA essays. You'll want to choose the option to create a new document from a template and then search the template gallery for "MLA," which may be categorized under "Education."
Very clear
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larger
larger than what? maybe you mean a particular academic conversation? Then below you say "we signal to readers that we are part of the larger conversation" This seems repetitive and vague...what is another word for what you mean by conversation here...
What if you said "we signal to readers that we are part of an academic exchange and aware of its customs.
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one larger
a specific academic conversation
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human.libretexts.org human.libretexts.org
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s,
Comma splice after clues- I think a "but" might be missing for the contrast or a ; however.
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math.libretexts.org math.libretexts.org
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Figure 14.6.3
should be Figure 14.3.3
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sin(ωx)+ϕ+
I think this may have problems as well. May be "sin(\omega x + phi) * "
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+
I think the plus should be multiply here.
Annotators
URL
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chem.libretexts.org chem.libretexts.org
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chem.libretexts.org chem.libretexts.org
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chem.libretexts.org chem.libretexts.org
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y″−y′−6y=0y″−y′−6y=0
Completed this solution.
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y″+3y′−4y=0y″+3y′−4y=0
Completed this solution.
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human.libretexts.org human.libretexts.org
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research. You can look them up directly.
research, and you can look them up directly.
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the other
previous
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That immediately tells you which ones are on the same topic and offer newer findings.
That will immediately tell you that the new article is on the same topic and may offer more recent findings.
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you can use article databases to find newer articles that cited it in their own literature reviews.
look for newer articles that cited it in their own literature reviews.
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and they found the analysis to be well constructed. Thus, you can accept the findings as legitimate and just focus on the passages that explain the findings and their significance in plainer language.
and if they found the analysis to be well constructed, you can accept the findings as legitimate and focus on the passages that explain these findings and their significance in plainer language.
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tells you what you should be reading for in each section.
helps you find what you need to know. Some sections of the article may not be critical.
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You shouldn’t ever have the experience of reading the whole paper just to discover it’s not useful.
You don't want to waste time reading a whole paper just to discover that it is not useful at all.
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in order to quickly find the highest quality sources.
I'm not sure you need this.
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editors often try to get reviews
this time, in addition to one or two of the original readers, a new reviewer will be used as well.
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to authors
to the author
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the editor will reject it outright. If it looks appropriate and sufficiently high quality, the editor will recruit a few other experts in the field to act as anonymous peer reviewers. The editor
anyway not to use editor four times in these lines?
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in the field
delete
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and sufficiently high quality,
and of sufficiently high quality
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The editor reads over the manuscript
The editor reads it over and...
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article manuscript
maybe just "article"...
article manuscript is a bit awkward
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Not all papers are so “sciencey.”
love this!
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Abstract: A one-paragraph summary of the article: its purpose, methods, findings, and significance. Introduction: An overview of the key question or problem that the paper addresses, why it is important, and the key conclusion(s) (i.e., thesis or theses) of the paper. Literature review: A synthesis of all the relevant prior research (the so-called “academic literature” on the subject) that explains why the paper makes an original and important contribution to the body of knowledge. Data and methods: An explanation of what data or information the author(s) used and what they did with it. Results: A full explanation of the key findings of the study. Conclusion/discussion: Puts the key findings or insights from the paper into their broader context; explains why they matter.
Before you begin this list, you need an introductory sentence, such as "Here is some of the vocabulary you will need (you may encounter?) when reading academic papers."
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Thus, in a lot of fields they
These papers (or articles?) often have a structure.....
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they’ve done in their research, what they’ve found, and why they think it’s important.
about what they've learned from their research and why they think it is important.
"done" doesn't quite work here.
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the high esteem they have in the eyes of your professors.
the high esteem in which they are held by your professors
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Their origin
Do you mean by "origin" that they come from an academic journal, or that they originate at a university by one of its professors? Unclear which.
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human.libretexts.org human.libretexts.org
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Attribution
Anna, here is the summary:
This chapter "What Defines Good Style in Academic Writing?" focuses on the importance of clarity as a major component of academic style. It also advocates for focusing on style and clarity in the revision, rather than in the drafting, process.
Feel free to change it however you see fit. Thank you for this incredible opportunity to work with you on this chapter.
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satisfying
Here is another quotation: "I have rewritten–often several times–every word I have ever published. My pencils outlast their erasers." ~Vladimir Nabokov
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Editing for style can then be a satisfying and not overly burdensome part of the process.
So much of our writing is rewriting? Here is a beautiful quotation about writing and rewriting that I found: "Writing is rewriting. A writer must learn to deepen characters, trim writing, intensify scenes. To fall in love with the first draft to the point where one cannot change it is to greatly enhance the prospects of never publishing." ~Richard North Patterson
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Once we have our ideas clear, it will be easier write effective sentences
In this chapter, since you are writing about drafting and revision, would you like to bring in research?
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revision process
Would you consider adding an exercise here to show how this could be done?
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separate the drafting process from the revision process
This is a way to draft first and then to look over the draft. This reminds me of Anne Lamott!
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Compare the following two versions of a sentence:
Would you consider adding more examples, like these, to show the difference between the two styles?
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We can develop this sense of confidence, however, without fancy vocabulary or a hyper-formal, fussy style.
This is a great way to lead into the clarification about academic writing and style.
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it takes a genius to make complicated things simple.
What a great way to put it!
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annoying rather than impressive
Or even awkward and convoluted?
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Unnecessary jargon, fancy vocabulary, and convoluted sentences can make anything harder to understand.
Thus, it is important to prioritize clarity in writing.
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alienating readers
Yes, I completely agree - this is the danger.
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elegant, graceful, and pleasing word combinations
This is a beautiful way to describe writing style. I cannot think of anything that could be added to this description.
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clarity should be our first goal
Yes, when it comes to style, and especially when it comes to style in academic writing. Would it be worth noting this?
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stylistic choices we make should also help our readers understand
Would you consider mentioning audience awareness here and its importance?
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self-consciously scholarly style
Well said! This often leads to awkward phrasing
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clothing style can shape how we see a person
This is such a cool comparison!
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Prioritize clarity
Anna, would you consider adding an image here? I can look for one we can use in an OER text.
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human.libretexts.org human.libretexts.org
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Types of Sources
Very interesting and well-written chapter.
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(fabric, textiles, or weaving).
is it correct to use a colon here?
and some generalizations for linen: fabric, textiles, weaving.
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instead of “ancient world” (antiquity,
instead of just "ancient world", such as...antiquity, the Egyptian empire, ancient Mediterranean trade.
Though really, I don't see how "antiquity is any better than "ancient world". You could say" linen production in antiquity" Maybe just "early linen production"
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Similarly, you found
In this way, you have found
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critically
seems a little strong for unreliable sources. Delete?
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keywords to search on
keywords to search with
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These
Tier 3 sources
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providing the information
providing the information given on the site
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couple paragraphs
couple of paragraphs
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or credible
or on credible websites
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Tier 2:
Excellent section overall
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state of the world,
I still don't get how this phrase fits in here.
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presses that cite their sources;
actually this is fine. Ignore below
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cite their sources
include citations?
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magazines like The New York Times, The Wall Street Journal, The London Times, or The Economist are based
Keep your pattern going. Economist; these are based on.....
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There are three main categories.
categories in this tier.
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Thus, Tier 2 sources
Most important, however, is that Tier 2 sources can provide...etc.
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I describe this process below.
what process? the process of publishing in an academic journal?
The line "Your professors." is very powerful. Not sure the best way to segue however.
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Learning how to read and use these sources is a fundamental part of being a college student.
these types of sources...
But also, how to transition. Maybe after "Your professors." you could say. Yes indeed, that is an important part of their job. Your job is to learn how to read and use these types of resources....etc. Is that too hokey? You can probably do better, but you do need some kind of transition. Also, maybe you don't have to put "I describe this process below", since they will certainly find out soon. Doesn't seem to fit here. You could say, " More information on the process of publishing in academic journals will follow."
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scholars
experts? You use scholar several times previously
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by some academic
by an academic society
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with scholars
had a little trouble with "with scholars in the field" on first glance. Do you mean "other scholars in the field" not including the authors of the article. or maybe just "interested scholars in the field"
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different people.
a different person.
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state of the world
do you mean "of an issue?" What do you mean. Seems very general.
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sources to use?
sources to use instead?
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socialsci.libretexts.org socialsci.libretexts.org
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Immigration is the act of foreigners passing or coming into a country for the purpose of permanent residence.
Like are founding fathers
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human.libretexts.org human.libretexts.org
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were tied directly
are tied directly
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As you can see,
Does this imply they should have "seen it" in the sample essay above? If so, maybe you should make the connection more concrete, more obvious for the student. It wasn't easy for me to see if the essay actually demonstrates this idea of quoting or paraphrasing sources that you don't agree with.
Otherwise last two paragraphs were great: crisp and clear.
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were
are? to match "are summarized approvingly"
I am looking at "were portrayed as accurately" and suggesting "are" instead of "were"
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Combine research findings from multiple sources to make a larger summary argument. You might find that none of the sources you’re working with specifically claim that early 20th-century British literature was preoccupied with changing gender roles but that, together, their findings all point to that broader conclusion. Combine research findings from multiple sources to make a claim about their implications. You might review papers that explore various factors shaping voting behavior to argue that a particular voting-reform proposal will likely have positive impacts. Identify underlying areas of agreement. You may argue that the literature on cancer and the literature on violence both describe the unrecognized importance of prevention and early intervention. This similarity will support your claim that insights about one set of problems may be useful for the other. Identify underlying areas of disagreement. You may find that the controversies surrounding educational reform—and its debates about accountability, curricula, school funding—ultimately stem from different assumptions about the role of schools in society. Identify unanswered questions. Perhaps you review studies of the genetic and behavioral contributors to diabetes in order to highlight unknown factors and argue for more in-depth research on the role of the environment.
very excellent section
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your own original point.
or maybe "your own thesis" without "original"
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similarity and difference between them
; what is similar and what is different between them?
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what each one says,
each source?
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Describing this conversation can be the springboard for your own original point.
Love this...but maybe use "thesis" instead of just point. Seems too small.
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each one says,
each one what?
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similarity and difference between them.
don't understand what you are trying to say here.
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someone else’s
another person's concept
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but limits,
but also limits,
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who is saying what about our topic?
love this
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but the conversation itself
"but the discussion itself" is what I meant above.
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conversation
would "discussion" work? You use "conversation" 3 times in the sentence.
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research.
research itself.
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a sense
a general sense
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- Sep 2021
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human.libretexts.org human.libretexts.org
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Black/white
I looked online and most articles capitalize "white" in Black/White binary. Those that did not, had "black" in lowercase along with white. https://lawcat.berkeley.edu/record/1115988?ln=en
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ones like Amazon require
ones, like Amazon, require
Annotators
URL
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human.libretexts.org human.libretexts.org
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research.
research itself.
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challenging or potentially arguable
Are these equivalent? Maybe say, "Will challenge you but also be potentially arguable."
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If we already have a guess as to what our answer is likely to be, we may want to articulate that as well in what is sometimes called a working thesis. We can come up with a hypothesis that we will test against the information you find in sources as we research. Keep in mind, we may want to modify the question and the hypothesis as we learn more.
Excellent. But I find it confusing that you alternate "you" and "we" in the same sentence. Is it possible to alternate between different sentences instead?
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If you are finding it hard to be specific about a topic, we can take a break from defining it and keep researching and brainstorming.
If you are finding it hard to find increasingly specific subtopics, you can research a little further and keep brainstorming.
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However, as
just start with "As"
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they
it
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Say
? We?
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the
solar
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As we research solar energy
As we begin our research (solar energy is implied)
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which we are interested in
which areas we are most interested in
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If we read
If we can find an overview....
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topic
can you say "our initial area of interest?" I am always hung up on the repetition thing.
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topic
subject
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Choosing a Focused Topic
Boy am I having fun. Great stuff in the first two sections.
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human.libretexts.org human.libretexts.org
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, but
. However, always.....
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This chapter
Chapter 6 will help you understand what authoritative sources are,
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the major requirements.
and what the major requirements are.
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important
essential?
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this
it
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the rest of the sentence on the other side
the rest of the sentence they occur in on the other.
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the most important
can you just say "these"
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requirements,
requirements for the essay,
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essay
delete.....repetition again
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Circle
First, circle.....
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