IPHY 3700 Notes for Wednesday, September 10How do you figure out which rhetorical goals and strategies (in a goal-based plan) to emphasize?Consider conventions for the type of paper you're writing details about your assignment, such as the length restriction for the paper and other instructions to authors your readers' needs, expectations, and values Process Activity: Characterizing Your AudienceIdentify your primary and secondary readers. Think about what your readers know and need to know about your research issue.Think about your readers' beliefs, opinions, and biases about your research issue.Think about what your readers value in communication—the content, tone, and style of writing.For all the aspects of your audience analysis, note their implications—that is, take notes to remind yourself of what you'll need to do in your paper to meet the needs, expectations, and values of your readers. Think about what your readers know and need to know about your research issueKnow/Need to KnowSome ImplicationsThey should know the basics of energy metabolismDon't need to give background details about ATP production through glycolysis, CA cycle, ETThey don't know much about the methods and results from previous studies on low-CHO diets and weight lossIf I'm going to compare my results and conclusions to those from previous research, better make sure to explain the methods and results of previous studies in detailThey don't know much about the physiology of ketosis, thermogenesis, and satiety (at least in the context of low-carbohydrate diets)If I'm going to explain my results in terms of underlying physiological mechanisms, I need to explain the physiology at a fairly basis level. But I don't want to overload on the basics, because LSG is looking for advanced knowledge.Think about your readers' beliefs, opinions, and biases about your research issueBeliefs, opinions, biasesImplicationsMany of my readers probably have been told that low-CHO diets are ineffective for weight loss and bad for healthIf I'm going to argue that the low-CHO diet causes weight loss by inducing a metabolic advantage, I better address my readers' concerns directly.Maybe I need to devote part of my paper to the long-term health implications of going on a low-CHO diet???LSG values student writing that Demonstrates advanced scientific knowledge Goes well beyond summarizing and paraphrasing by synthesizing research Makes original and strong arguments Demonstrates "thinking out of the box" Digs deep holes Uses content, language, and tone that reflect consideration of readers Develops unified, coherent, and goal-focused paragraphs Reflects clear, precise, well-structured, and grammatically correct sentencesIPHY 3700 Notes for Wednesday, September 10 How do you figure out which rhetorical goals and strategies (in a goal-based plan) to emphasize? Consider ¾ conventions for the type of paper you're writing ¾ details about your assignment, such as the length restriction for the paper and other instructions to authors ¾ your readers' needs, expectations, and values Process Activity: Characterizing Your Audience Identify your primary and secondary readers. Think about what your readers know and need to know about your research issue. Think about your readers' beliefs, opinions, and biases about your research issue. Think about what your readers value in communication—the content, tone, and style of writing. For all the aspects of your audience analysis, note their implications—that is, take notes to remind yourself of what you'll need to do in your paper to meet the needs, expectations, and values of your readers. Think about what your readers know and need to know about your research issue Know/Need to Know Some Implications They should know the basics of energy metabolism Don't need to give background details about ATP production through glycolysis, CA cycle, ET They don't know much about the methods and results from previous studies on low-CHO diets and weight loss If I'm going to compare my results and conclusions to those from previous research, better make sure to explain the methods and results of previous studies in detail They don't know much about the physiology of ketosis, thermogenesis, and satiety (at least in the context of low-carbohydrate diets) If I'm going to explain my results in terms of underlying physiological mechanisms, I need to explain the physiology at a fairly basis level. But I don't want to overload on the basics, because LSG is looking for advanced knowledge.Think about your readers' beliefs, opinions, and biases about your research issue Beliefs, opinions, biases Implications Many of my readers probably have been told that low-CHO diets are ineffective for weight loss and bad for health If I'm going to argue that the low-CHO diet causes weight loss by inducing a metabolic advantage, I better address my readers' concerns directly. Maybe I need to devote part of my paper to the long-term health implications of going on a low-CHO diet??? LSG values student writing that ¾Demonstrates advanced scientific knowledge ¾Goes well beyond summarizing and paraphrasing by synthesizing research ¾Makes original and strong arguments ¾Demonstrates "thinking out of the box" ¾Digs deep holes ¾Uses content, language, and tone that reflect consideration of readers ¾Develops unified, coherent, and goal-focused paragraphs ¾Reflects clear, precise, well-structured, and grammatically correct
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