Academic CommunicationAcademic CommunicationLesson 5Lesson 5

Please sit with one partner.Please sit with one partner.

Get two handouts each from the front Get two handouts each from the front desk.desk.

Course Website: staff.ustc.edu.cn/~acadcomCourse Website: staff.ustc.edu.cn/~acadcom

““But But mymy research is harder to research is harder to explain than zircons!”explain than zircons!”

““The zircon talk the teacher gave was The zircon talk the teacher gave was easy science. My paper is hard!easy science. My paper is hard!””

Part of the reason it was easy was Part of the reason it was easy was the way I explained it.the way I explained it.

A good presenter helps an audience A good presenter helps an audience understand complex material, understand complex material, particularly in the Introduction.particularly in the Introduction.

But how????But how????

Handout “Effective Handout “Effective Explanations:Explanations:

How to make difficult material How to make difficult material seem easier”seem easier”

Use intuitive Use intuitive functionalfunctional definitions definitions• What does it DO?What does it DO?

Use Use analogiesanalogies• What familiar thing is it similar to?What familiar thing is it similar to?

Use Use pictures/illustrationspictures/illustrations• Visual analogyVisual analogy

Effective ExplanationsEffective Explanations Use intuitive Use intuitive functionalfunctional definitions definitions

• What does it DO?What does it DO? Use Use analogiesanalogies

• What familiar thing is it similar to?What familiar thing is it similar to? Use Use pictures/illustrationspictures/illustrations

• Visual analogyVisual analogy

What is the hardest thing to explain What is the hardest thing to explain in your paper?in your paper?

How could you use these ideas to How could you use these ideas to make that seem easier?make that seem easier?

Reminder: Reminder: Handouts, Class PPT, ScheduleHandouts, Class PPT, Schedule

available in electronic form atavailable in electronic form at

http://staff.ustc.edu.cn/~acadcomhttp://staff.ustc.edu.cn/~acadcom Do not look at the PPT file until you Do not look at the PPT file until you

have attended that lesson.have attended that lesson.

In the Conclusion Section of In the Conclusion Section of your presentation…your presentation…

How can you restate the points of the How can you restate the points of the body in one sentence each?body in one sentence each?

What is the most important point What is the most important point (result) you want the audience to (result) you want the audience to remember?remember?

What practical application is there of What practical application is there of this work? (or other motivation to this work? (or other motivation to remember)remember)

What further questions came up What further questions came up because of this work?because of this work?

Conclusion Timing: >1:15, <2:00Conclusion Timing: >1:15, <2:00 [30s?][30s?] How can you restate the points of How can you restate the points of

the body in one sentence each?the body in one sentence each? [30s?][30s?] What is the most important result What is the most important result

you want the audience to remember?you want the audience to remember? [20s?][20s?] What practical application is there What practical application is there

of this work? (or other motivation to of this work? (or other motivation to remember it or read the paper)remember it or read the paper)

[15s?][15s?] What further questions came up What further questions came up because of this work?because of this work?

Adjust timing as needed for your result!Adjust timing as needed for your result!

Conclusion StrategiesConclusion StrategiesStrategy 1: Restate result, then evidenceStrategy 1: Restate result, then evidence ““In conclusion, [<restate goal>]. <Restate In conclusion, [<restate goal>]. <Restate

central idea/main result>. We saw central idea/main result>. We saw evidence for this as follows. <Review evidence for this as follows. <Review evidence points of body.>evidence points of body.>””

Strategy 2: Restate evidence, then resultStrategy 2: Restate evidence, then result ““In conclusion, [<restate goal>]. In this In conclusion, [<restate goal>]. In this

research we saw this evidence: <Review research we saw this evidence: <Review evidence points of body>. This proves that evidence points of body>. This proves that <restate central idea/main result>.<restate central idea/main result>.””

Strategy 1: Restate result then Strategy 1: Restate result then summarize evidencesummarize evidence

Slide 1:Slide 1: Restate main result and why we Restate main result and why we carecare• Central Idea sentence?Central Idea sentence?• Application / motivation / possible effectApplication / motivation / possible effect

Slide 2:Slide 2: Review most important evidence Review most important evidence pointspoints• One spoken sentence each, or 2 short One spoken sentence each, or 2 short

sentencessentences Slide 3:Slide 3: Open questions / future research Open questions / future research

Strategy 2: Summarize evidence, Strategy 2: Summarize evidence, then restate the result (as in the then restate the result (as in the

zircon example presentation)zircon example presentation) Slide 1Slide 1: Review most important evidence : Review most important evidence

pointspoints• One spoken sentence each, or 2 short One spoken sentence each, or 2 short

sentencessentences Slide 2Slide 2: Restate main result and why we : Restate main result and why we

carecare• Central Idea sentence?Central Idea sentence?• Application / motivation / possible effectApplication / motivation / possible effect

Slide 3Slide 3: Open questions / future research: Open questions / future research

In class now, write a Conclusion transcriptIn class now, write a Conclusion transcript= the exact words you will say= the exact words you will say

““In conclusionIn conclusion…” / “As I end/conclude/finish…”…” / “As I end/conclude/finish…” [Optional] [Optional] “…“…the goal of this research was to the goal of this research was to …”…” [25-40s?] restate the points of the body [25-40s?] restate the points of the body ** [15-30s?] restate the most important result to [15-30s?] restate the most important result to

remember remember ** [20-30s?] give practical application or [20-30s?] give practical application or

motivation motivation ** [15s?] give open questions or future research [15s?] give open questions or future research

directiondirection ““Thank you. Are there any questions?Thank you. Are there any questions?”” or similar or similar

(but (but notnot ““ThanksThanks”” or or ““Any questions?Any questions?””))** May be in different order for your talk May be in different order for your talk

Two Big Introduction ProblemsTwo Big Introduction Problems

Problem: Starting off too complexProblem: Starting off too complex• Bad: complex technical terms in first Bad: complex technical terms in first

minuteminute• Bad: assuming audience knows Bad: assuming audience knows contextcontext

Problem: Not giving Problem: Not giving motivationmotivation• not giving connection to real worldnot giving connection to real world

Clearly State the ContextClearly State the Context

Audience needs Audience needs context context for your for your resultresult

What field? What area? What topic?What field? What area? What topic?

Compare to postal address: Compare to postal address:

Country, City, ApartmentCountry, City, Apartment

Address Information: Bad & GoodAddress Information: Bad & GoodBad (missing key information)Bad (missing key information)::

Murray Sherk Murray Sherk Apartment 202Apartment 202

Good:Good:China, Anhui, HefeiChina, Anhui, Hefei

USTC, East Campus, USTC, East Campus, Building 26, Apt. 202Building 26, Apt. 202

Murray SherkMurray Sherk

Your Introduction needs:Your Introduction needs:3 clear sentences to quickly 3 clear sentences to quickly ““funnelfunnel”” focus focus

FieldField, Area, Topic, Area, Topic Near or at beginning of IntroductionNear or at beginning of Introduction Make a general statement to identify Make a general statement to identify

your field:your field:• Bad: Bad: ““This is a Computer Science result.This is a Computer Science result.””• Good: Good: ““Without computers, our modern world Without computers, our modern world

would grind to a halt.would grind to a halt.”” May or may notMay or may not also be attention-getter also be attention-getter Vital!Vital! In your exam session, which field it In your exam session, which field it

is may be very unclear to your audience! is may be very unclear to your audience! • For experts, it is still useful since it lets the For experts, it is still useful since it lets the

audience get used to your voice with audience get used to your voice with something easy to understand.something easy to understand.

Field, Field, AreaArea, Topic, Topic Narrows down the focusNarrows down the focus Your area may not be well knownYour area may not be well known Even experts may appreciate Even experts may appreciate

knowing where knowing where youyou believe this believe this result result ““fitsfits”.”.

Example: Is the result demonstrating Example: Is the result demonstrating a computer simulation technique a computer simulation technique that has medical applications, or is that has medical applications, or is this medical research using a this medical research using a computer simulation?computer simulation?

Field, Area, Field, Area, TopicTopic Narrows down the focus enough so Narrows down the focus enough so

the title makes sensethe title makes sense May or may not get to the research May or may not get to the research

question at this pointquestion at this point

Look at the handout examples: For Look at the handout examples: For eacheach……• Field?Field?• Area?Area?• Topic?Topic?

Bad Bad MotivationMotivation

BadBad: : ““This paper reveals how This paper reveals how snorglings wimble.snorglings wimble.””• Huh?Huh?• for experts onlyfor experts only

BadBad: : ““It is of interest to scientists to It is of interest to scientists to know how snorglings wimble.know how snorglings wimble.””• Why?Why?• What type of scientist?What type of scientist?

Proper MotivationProper Motivation GoodGood: : ““Learning how snorglings Learning how snorglings

wimble may help us develop more wimble may help us develop more fuel-efficient cars and trucks.fuel-efficient cars and trucks.””

Even if I donEven if I don’’t know what t know what ““snorglingsnorgling”” or or ““wimblewimble”” means, I see why I means, I see why I should care.should care.

““SnorglingSnorgling”” and and ““wimblewimble”” are just words I are just words I invented for this exampleinvented for this example……

.. but special terms of your result may .. but special terms of your result may sound just as mysterious to your audience!sound just as mysterious to your audience!

Strategies for ArgumentsStrategies for Arguments

““ArgumentArgument”” = =

““claimclaim”” + + ““reasons and evidencereasons and evidence””

Is the claim clear?Is the claim clear? Are these Are these goodgood reasons to accept the reasons to accept the

claim?claim? Is there Is there enoughenough evidence to accept evidence to accept

the claim (in the time you have)?the claim (in the time you have)?

Strategies for ArgumentsStrategies for Arguments

Logic & ReasonLogic & Reason• objective facts plus logical thinkingobjective facts plus logical thinking

Character & CredentialsCharacter & Credentials• ““II’’m honest m honest –– I I’’m telling the truthm telling the truth””• ““I know what II know what I’’m talking aboutm talking about””• ““They are honest and can speak with They are honest and can speak with

authority, and they believe thisauthority, and they believe this””• Partly subjective, but Partly subjective, but ““expert opinionexpert opinion””

EmotionEmotion• fear, love, respect, loyalty, patriotismfear, love, respect, loyalty, patriotism……

Claim: “You should practice “th” Claim: “You should practice “th” sounds every day until your exam.”sounds every day until your exam.”

EmotionEmotion• ““Do it or you will fail the course!Do it or you will fail the course!””• ““Do it and youDo it and you’’ll get a high mark to make ll get a high mark to make

your mother proud of you.your mother proud of you.””

Practice “th” every day now!Practice “th” every day now! EmotionEmotion

• ““Do it or you will fail the course!Do it or you will fail the course!””

Character & CredentialsCharacter & Credentials• ““Native English speakers who have Native English speakers who have

taught thousands of Chinese students taught thousands of Chinese students just like you, say this practice is vital.just like you, say this practice is vital.””

• ““Chinese students with great English Chinese students with great English spend a lot of time practicing like this.spend a lot of time practicing like this.””

Practice “th” every day now!Practice “th” every day now! EmotionEmotion

• ““Do it or you will fail the course!Do it or you will fail the course!”” Character & CredentialsCharacter & Credentials

• ““Native English speakers sayNative English speakers say…”…” Logic & ReasonLogic & Reason

• ““thth”” sounds are not part of Chinese sounds are not part of Chinese• Chinese face muscles and tongue are Chinese face muscles and tongue are

not used to doing the right thing for not used to doing the right thing for ““thth””• muscles learn by repetition over timemuscles learn by repetition over time

Sometimes the strategies overlapSometimes the strategies overlap C&C can be stronger combined with L&RC&C can be stronger combined with L&R

• ““He saw a tiger on East CampusHe saw a tiger on East Campus”” but one but one person is easily wrong, crazy, or lyingperson is easily wrong, crazy, or lying

• ““200 students saw a tiger on East Campus200 students saw a tiger on East Campus”” is much more convincing. is much more convincing.

• The witness of many people logically gives The witness of many people logically gives stronger evidence than just one such stronger evidence than just one such personperson

L&R is weakened by inserting opinion (C&C).L&R is weakened by inserting opinion (C&C).““This fact proves this claimThis fact proves this claim””

is much better thanis much better than““I believe this fact proves this claimI believe this fact proves this claim””

Scientific ArgumentsScientific Arguments Use L&R for 90% or more of evidenceUse L&R for 90% or more of evidence C&C and Emotion can be used to C&C and Emotion can be used to

motivate, but are considered very motivate, but are considered very weakweak

Never useNever use ““Proof by intimidationProof by intimidation”” at at an international conferencean international conference• ““Believe it!Believe it!”” (because I say so) (because I say so)• ““If you donIf you don’’t believe it yout believe it you’’re stupidre stupid””• ““As we all knowAs we all know…”…” (Dajia zhidao?) (Dajia zhidao?)

Argument Strategy ExerciseArgument Strategy Exercise Working with your partner, figure out Working with your partner, figure out

how to use all 3 strategies to argue how to use all 3 strategies to argue that the following claim is that the following claim is truetrue::

Claim: Claim: ““Intelligent beings from outer Intelligent beings from outer space have visited Earth.space have visited Earth.””

(As usual, please use only English in (As usual, please use only English in your discussion)your discussion)

Some Possible L&R ArgumentsSome Possible L&R Arguments ““Mysteries like how ancient people Mysteries like how ancient people

build huge things like Egyptian build huge things like Egyptian pyramids pyramids –– easy to solve if helped by easy to solve if helped by advanced aliens.advanced aliens.””

““So many planets in Universe implies So many planets in Universe implies so many aliens that itso many aliens that it’’s likely one s likely one visited.visited.””• Bad math actuallyBad math actually• ““ItIt’’s easy to get a girlfriend at USTC s easy to get a girlfriend at USTC

because there are 3,000 girls herebecause there are 3,000 girls here”” • ignores 12,000 boys competing for the ignores 12,000 boys competing for the

girls and compatibility issues.girls and compatibility issues.

Some Possible C&C ArgumentsSome Possible C&C Arguments

““Governments of many major nations Governments of many major nations have seriously investigated UFO have seriously investigated UFO sightings and cannot explain them all sightings and cannot explain them all as false.as false.””

““In the past 100 years thousands of In the past 100 years thousands of people around the world have people around the world have reported seeing UFOs or aliens.reported seeing UFOs or aliens.””

Some Possible Emotion ArgumentsSome Possible Emotion Arguments ““Aliens advanced enough for space Aliens advanced enough for space

flight must be scientifically ahead of flight must be scientifically ahead of us. We must prepare to defend us. We must prepare to defend ourselves! (i.e. at least ourselves! (i.e. at least behavebehave like like we believe they exist)we believe they exist)””

““If theyIf they’’ve visited, then theyve visited, then they’’re re technologically superior and have not technologically superior and have not destroyed us. Maybe theydestroyed us. Maybe they’’re helping re helping us develop like parents guiding us develop like parents guiding children.children.””

HomeworkHomeworkWrite out all of what you will say for Write out all of what you will say for

your your Conclusion sectionConclusion section in full in full English sentences in a computer English sentences in a computer document.document.

Bring a printout to class Bring a printout to class next week. next week. (Do NOT email it to me.)(Do NOT email it to me.)

Conclusion transcript will be part of the Conclusion transcript will be part of the full transcript you hand in laterfull transcript you hand in later

• good job now good job now less work later less work later• Full transcriptFull transcript due at end of your due at end of your

exam session exam session –– worth 10%worth 10% of your of your course gradecourse grade

HomeworkHomework

Read the “Avoid these common mistakes” handout(on the other side of the “Strategies for Arguments” sheet)Useful when you are deciding on wording for your Conclusion section transcript