Views : 8,258,576
Genre: Education
Date of upload: Jun 26, 2014 ^^
Rating : 4.909 (3,444/147,564 LTDR)
RYD date created : 2022-04-09T21:52:16.76981Z
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Top Comments of this video!! :3
I took some notes
* *Step 1:* use your writing to help you think.
* *Step 2:*
* you think writing is communicating your ideas to your readers. It is **not**! Nobody cares what ideas you have.
* use your writing to *change* your readers ideas. Change the way they see the **world**.
* This goes for your expert readers too. They donât care too.
* If it doesnât *change* their world view, itâs not valuable.
* If itâs not valuable, the rest is *useless*
* Order of importance
1. Valuable
2. Persuasive
3. Organized
4. Clear
* Value lies *only* in the readers, not in the thing.
* The patterns you use for step 1 and 2 are different.
* Try this:
* *circle* every word in your writing that is creating value to the readers.
* guess what? soon you will have your own list of *invaluable words* to check your own writing against.
* The horrible **irony**: the language we use is of stability and consistency. But your readers are searching for language of instability, inconsistency, and tension.
* Use language to show your readers thereâs a cost on them or if the instability is solved, thereâs a benefit to them.
* Use transition word to create *tension, instability* to challenge their ideas
i.e. bad: hey readers, Iâve read your stuff and wow..., i know what you think *and hereâs* what i think...
i.e. good: hey readers, Iâve read your stuff and wow, i know what you think *but thereâs* little thing youâve got here, itâs wrong...
good tension words: inconsistent, but, however, although
* You canât be persuasive if you donât understand your readers *doubt**. If you donât know what they doubt, how are you going to change their world view? You must know **them* to predicate what they might say.
* Every community has itâs own code. You must know what each one values.
* Identify the people with power in your community. Give them what they want (i.e. build them up) *but* challenge them inside the terms of their code. Itâs *not* about your individual voice, itâs about whatâs valuable to your readers.
* Structure
* Layout in your first paragraph
* *who* your writing too,
* what youâre going to *argue*
* what *question* you have you will answer
* whatâs *urgent* (i.e. people value reading about tension, trouble, bad stuff â instability)
* Problem: whatâs a *problem* your readers care about and they want to fix (not your problem).
* Solution:
* *Never* explain stuff. Donât demonstrate to someone you understand it. Donât reveal the inside of your head. No one cares!
* Your goal is to move the conversation *forward**. Not to preserve your ideas indefinitely. Nobody will ready your work in a year. Itâs **not* about you, itâs about them.
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The main drift: 42:20: Identify people with power in your community and give them what they want. 47:40: The function of your writing is to move the conversation of that community forward. 53:30: Introduce instability into the conversation by using words like anomaly, inconsistent, but, however' in your writing 56:20: Identify a problem of your community (a specific set of readers) and move to a solution. 1:01: Show that the instability imposes a cost on them or conversely, if the instability is solved, offers a benefit to them. Identify any coded language of benefit and cost in your community and use it. 1:06: Think about the world in your process of writing, but you then need to alter the process and rewrite for your reader. 1:06: The more you can alter the process for your reader, the less painful the writing process will be and the more successful you will be. 28:53: The bottom line (in my words) is that your contribution to an ever growing body of knowledge (diagonal graph) will only dissipate in time, but being part of the osmosis of the mainly pale, male, stale community might lead to personal success: stability vs instability model.
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No flashy slides, no modern day tools just a man with a chalk and an understanding of his subject. Man these teachers and their lectures makes you think that studying a class on the most boring topic can be really wholesome and interesting. What the hell were my teachers doing in college. Teachers make you like or dislike a subject Period.
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23:51 This hit hard. I now understand to some extent why academic writing is so terse. The goal of academic writing isn't to make the world understand your work, rather the goal is to contribute your findings to the body of accepted knowledge in your field. For your work to be accepted as a worthwhile contribution, it has to be challenged, tested, and trusted by the academic community. And the academic community consists of experts who read and think in terms of expert vocabulary and niche registers. If your writing does not contain the right terms, they might not even believe you have the level of knowledge required to write a paper on that topic. This might lead to a lack of recognition or outright rejection.
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I am 23 minutes in and this is quite likely the best thing I've seen since joining YT so many years ago. I am watching it in little spurts because, unfortunately, my brain stops absorbing information after a few minutes. I don't want to miss a single word or let even the most minor concept go passed my brain without understanding.
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@leixun
4 years ago
My takeaways: 1. This course is not about writing rules 3:04 2. Stop thinking about rules and start thinking about readers 3:55 3. The problems that domain experts have in their writing 4:00 4. Domain experts use writing to help themselves with thinking 4:51, if they don't do it this way, they can't think to the level they need 5. The challenge: the way that experts do their writing (to help with their thinking) is different to the way that readers can understand 6:53 6. The consequences 8:10 - 1. readers need to slow down and re-read many times 2. readers can't understand or misunderstand 3. readers give up 7. Readers read things that are valuable to them 11:52 8. Writings need to be clear, organized, persuasive and VALUABLE 13:45 9. Valuable to the readers of a research area (not everybody in the world) 15:20 10. An example of comparing two writings 17:16 11. Writing is not about communicating your ideas, it is about changing readers' ideas 21:24 12. Nothing will be accepted as knowledge or understanding until it has been challenged by people who have the competence to challenge 23:24, this determines the readers of our writing 13. A piece of writing is important, not because it is new and original; It is because it has value to some readers 25:16 14. What does the world of knowledge look like 28:00 15. Every research communities have their own code to communicate VALUE 31:30 16. Why does it take 5-6 years to get a PhD? 34:30 50% of the time is used to know the readers in the field 17. Using these words to show that you are aware of the research communities: widely, accepted, and reported 35:24 18. Flow/transition words can help to make writing preservative and organized: and, but, because, unless, nonetheless, however, although, etc. 36:00 19. Do things under the code of the communities 42:00 20. Another example 44:25 21. The function of a piece of writing is to move a research area forward, not to be preserved for 500 years 46:54 22. Writing is not about to express what is in our head, it is about changing other people's thoughts 48:50 23. The instability words that create tension/challenge: anomaly, inconsistent, but, however, although 54:00 24. Bad writing style: backgroud+thesis 55:07 and a better style: problem+solution 56:18 25. Learn the language code from the target publications 1:01:30 26. Literature review is used to enrich the problem 1:02:50 27. Problem vs background 1:06:47 28. Gap in the knowledge is dangerous 1:08:45 29. Identify the right readers (research communities) is important, but it could be difficult for interdisciplinary research 1:11:57
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