Category Archives: Writers on Writing

Guest columns about getting through grad school in engineering, collaborating, teaching, the internship experience, dealing with reviewer comments, and more.

Speak up and write

Writing is a form of thinking, and today I want to think about Mount Everest and NASA. Many people were horrified recently to discover that there were crowded lines on the safety ropes to summit Mount Everest. (And we readers at home, looking at the photos and hearing the stories, were probably much less horrified even than the people on the mountain, people who’d worked hard to get there, who had paid a whole lot, and whose lives were at risk because of those lines.).

We should really spend only a small proportion of our time on the consumption of media, or at least we should devote a significant amount of our attention to production. So argues Clay A. Johnson’s The Information Diet.  I completely agree, and yet I haven’t usually kept the habit. Last summer, I even gave myself I pass. I said, “I’m not going to write anything.” And I didn’t. I still gardened, cooked, came up with a new syllabus for an old class. I probably wrote a poem or two, some journal entries, some letters. There was some production, yes. But why not, this summer, try to avoid snacking on inputs so I have time for the main course, my own writing? And some of that writing will be short, snack-like, while I decide what I should really be working on!

In The Guardian’s “In Focus” podcast, “Death, carnage and chaos: a climber on his recent ascent of Everest,” (3 Jun 2019), a climber describes how people at that altitude can’t think straight, how they are each barely able to survive on the oxygen they carry, and how vulnerable and injured climbers cannot expect to be cared for by the others. They are all stuck on the same safety line, but everyone is at the end of his rope. This has always been true on Everest, of course, but now inexperienced climbers, unfit climbers, plain old (or young) rich climbers, expect that their money can get them to the top. And the others cannot always help them. Money doesn’t matter there. Everest is still free of the unctuous servility that can be bought by the winners of the capitalist game. Put another way, to support our own civility and humanity, we have to remain at the altitudes that can support life.

Now (well, as early as just next year, 2020) NASA is thinking of charging 58 million dollars (plus $35,000/day) for a trip to the International Space Station (Los Angeles Times, 7 June 2019). But I can’t help thinking of Everest. If something goes wrong–if people have to survive by their wits and what they know of space, science, and technology (think The Martian), or if there’s just a simple shortage of oxygen (think Everest 2019)–then will the “guest” astronauts survive? Even people with the greatest human gift of compassion, free of the psychology of capitalism, will have to calculate that the survivors need to be able to, well, survive. Keeping the guests alive for another day will not solve the longer-term problem of getting the oxygen production back working, getting the ship’s communications up, getting the ship home to earth, or whatever else needs to get done. In short, sending amateurs to space is a lousy idea.

That’s my big idea for the day. I wrote it down. And here’s what I think it has to do with my new and broader conception of Writineering:

Engineering and scientists are sometimes reticent to speak up when the topic is not their area of expertise. I’ve asked ECE graduate students to read a bit on the climate crisis, for example, and then I’ve asked them to opine. They generally won’t. They think it’s out of their area. And yet, if anyone outside an Earth and Space Science Department can understand, evaluate, and appreciate the data, it’s another scientist or engineer. Becoming a specialist does not mean that you must voice no opinions on other topics. You are a citizen, a brainy one who asks important questions and knows how to go about answering many of them. Please, then, share your thoughts with the rest of us. We need you to weigh in!

Freedom within expectations

If you tell someone you’re an engineer, you might then get the feeling that they think that they know a lot about you already. Engineers—like people in many careers—have to contend with all sorts of presumptions about their personalities. That’s one reason why #ilooklikeanengineer was popular and important. That movement emphasized that women are engineers, but the presumptions can work against everyone. Engineers are not just (and not always) introverted and analytical. That’s just a stereotype. Engineers are all sorts of other ways, too: active, athletic, enthusiastic, assertive, creative, instinctive, chatty, disorganized, artistic, and friendly–and they have as many individual interests as there are individuals.

What this means is that you are always contending with a stereotype. If you are aware of it—and how could you not be?—you are always deciding if you want to conform to peoples’ assumptions or not. And you probably make different decisions in different situations. It’s sometimes easier just to let others think you are brilliant and quiet: they are giving you the benefit of the doubt, and you don’t have to explain yourself. Other times, it’s convenient and even maybe fun to break the stereotype: surprising people can get their attention. If you think back, you can probably think of many examples of yourself doing one or the other.

And here’s why I said all this: the same goes for genres of writing. Each type or category of text shares characteristics. Academic journal articles in electrical engineering are (1) about EE, (2) written in formal English using some language only known to people in the specific field (but not exclusively this type of language), and (3) follows a certain structure (AIMRaD, and then similar structures within each of those sections). If you were to look at a single journal article, you could define that journal’s genre of academic writing even more specifically. And then you could mimic it, structuring your own ideas in an article that fit the expectations of that journal.

But then think about your identity again. How much do you want to conform? If you looked at several articles in that journal, you would notice a range of acceptable writing choices. You would see characteristics they all share (posing a problem, giving a result, etc.) and you’d see variation (in how much context is offered, perhaps, or how many field-specific terms are defined, or the clarity of the figures and captions). Seeing this variation enables you to stop just mimicking a genre. Instead, you can take into account your own goals and values, and then make the decisions that allow you to stay within the general range of the journal’s expectations but still express yourself as you choose.

Long names/nouns are easy to write but difficult to understand

First, a definition. A “noun phrase” is not the entire subject of a sentence. Your sentence might be

The brave, warmly dressed woman holding a saw and the large hawk with a rat in its mouth perch in the tree staring at each other.”

Then the subject has two noun phrases in it. It’s a collection of nouns and adjectives (or even phrases) that have been stuck together to form one long noun. Some other examples are:

power-controlled rate-adaptation interference graph and

wideband, high-resolution analog-to-digital converter.

Here are two places to find more examples: http://www.chompchomp.com/terms/nounphrase.htm and http://www.grammar-monster.com/glossary/noun_phrases.htm.

The common technique in engineering is to stick everything together in one set of adjectives and nouns, and then skip the (helpful, sometimes more explanatory) prepositional phrases. I often want you to unpack the set of adjectives and nouns and use phrases to clarify what you mean. Also, you might discover that you don’t need all that information about the noun; you might already have established this information earlier in the article, and you can just use a shorter name for this thing.

 Here’s example that a student brought in last week:

Understanding spin transport via collective magnetic excitations is currently gaining attention.

This is a refreshingly short sentence, but it’s a bit difficult to unpack (by which I mean, “interpret”). In other words, the reader has to turn the words around in his or her head in order to understand what it means. Here are some possible revisions:

Researchers are now trying to use collective magnetic excitations to understand spin transport.

Researchers are trying to understand spin transport by looking at collective magnetic excitations.

Researchers are trying to understand spin transport by looking at the way that collective magnetic excitations influence them.

But maybe none of these is  accurate. They might not be what the sentence means at all. I had to make up some possible relationships between the two topics, which would not have been necessary if the writer had clarified that relationship. Often, when I quiz students on what they mean by a sentence, we go though many revisions together before I suddenly realize what they meant, and how far that was from my guess!

Take-away message: beware the long noun phrase. If you find yourself writing one, determine if there’s some information in it that has already been clearly established; then take that part out. If it’s still ambiguous or just hard to figure out, explain the relationship between the various parts of the noun phrase.

Anything you can do to make your reader’s job easier will help assure that they are getting the message you intend to send. It will also get you more readers!

 

Short Notes Help

by Yikun Chang

According to my experience, writing is an effective way to help collect ideas, categorize them, and find logical relationships among them. Nowadays, Electronic Design Automation (EDA) tools are highly convenient. However, this fact is a double-edged sword. We become more and more dependent on simulation, and even overwhelmed by it. We sit in front of computers, set up all conditions, and then click “run.” After a while, we collect data and find something not that good. Then we adjust parameters slightly and re-run the simulation. This cycle repeats and repeats until we get lost in simulation and restart the whole flow. Fast simulation makes us little cherish the chances of running simulation, lazy to write down the simulation results, and barely spend time on carefully thinking about our design. Due to this kind of sad experience, I have learned to keep notes about research no matter how meaningless an idea or the data looks. Every time I feel lost in research, I look back at my notebook to re-organize my thoughts with some symbols like arrows or brackets. In this way, writing as well as thinking at the same time helps me figure out where the current problem comes from, and what I should focus on next. The record of the data that you previously think not important may help save a lot of time when you someday find it actually means something or need to compare it with new data.

Researching without writing is like chewing without swallowing (or swallowing without chewing)

by SV

As scientists, we love to get caught up in our work. We spend countless hours in our own heads, sporadically jotting down notes on the back of an envelope or a nearby white board only to throw the envelope away or erase the board the next day. The most common justification for this sort of behavior is that ”science takes time” and ”research should never be publication focused.”

The truth of the matter is: We are lazy. It is very easy to justify a day spent doing nothing if we can blame it on this one problem we have been stuck on for months. Rather than focus our thoughts and put them on paper, we prefer to leave them as evasive thoughts in our head. Every paper I have ever written began a couple of weeks before the deadline. There was always some problem that I had been struggling with for months, but given that the due date was mere days away, I had no choice but to start writing, in the hopes that the issue would resolve itself through some sort of miracle.

And it always did. Only it wasn’t a miracle. After a couple of these kinds of occurrences, I realized that my ability to perfectly align solutions with deadlines had nothing to do with luck, faith, or countless hours spent in the middle of the night. It was the very motion of writing. See, by typing out my thoughts, pouring my heart and frustration onto a piece of paper, I suddenly had a new perspective.

So my advice to every one who is struggling with that one detail in their proof is: Write it out. Not on the back on envelope. Not on the white board. Type it up like you’re about to submit it to your dream journal. Get the template. Make nice figures. You will soon feel like a reviewer rather than an author. And that perspective might just be all it takes.

Mixed Messages on Plagiarism

By Dr. Sarah Gibson

I don’t want to be a downer…but the thing that has been on my mind lately regarding academic writing is plagiarism. I found a paper back in 2012 that plagiarized one of my papers. I guess it was not particularly egregious–they didn’t steal my data and try to pass it off as their own, but they did paraphrase (very poorly, like replacing a few words with synonyms while keeping the sentence structure) several sentences and paragraphs of mine without citing me. In doing so they essentially stole my ideas. I followed the IEEE guidelines for reporting plagiarism, but to my disappointment the editor of the journal that published the offending paper “disagreed” with me that this case constituted plagiarism, and went so far as to say that, if anything, I should be happy that the authors agreed with my arguments! I thought, am I taking crazy pills? So I showed it to the director of the UCLA Graduate Writing Center who also showed it to the director of UCLA Writing Programs,  both of whom agreed that this was textbook plagiarism. At the time, I was wrapping up my PhD, getting ready for my defense, and looking for a job, so I didn’t have time to pursue it further. But it has always been in the back of my mind, so last November I decided to bring up the issue again with the new editor of the same journal. He sent the case to the journal’s Plagiarism Committee, but they refused to hear my case because they said that my complaint had not changed and had already been addressed by the previous editor.

Needless to say, I’m furious. All my life (well, since middle school, probably), all my teachers have put the Fear of God in me about plagiarism, warning me that it is a crime so serious that it could get me kicked out of school, ruin my career, or worse. As such, I’ve taken great pains in my own writing to give proper credit where credit is due, and to be very careful when paraphrasing (even when I am giving proper credit!). So when I am wronged, at the very least I would expect IEEE to have my back. It is so unbelievable to me that they won’t stand up for me–won’t defend the very idea of intellectual property (wrong term?) at all.

One thing that both Directors did point out was how every country/culture (I know you hate slashes! but I used one anyway!) has a different idea about what constitutes plagiarism vs. “common knowledge”, and that this makes the issue much more complicated, since the papers are being written by authors from all across the world, and even the journal editors and IEEE committee members are from all different cultures.

The main purpose of this post is to express my shock and disappointment at this event. But if you have any suggestions for how to proceed, I would love to hear them. I do have a couple more ideas: (1) contact the editor of the plagiarized journal (rather than the plagiarizing journal). This is not IEEE protocol, but maybe they would have my back? (2) Find an IEEE fellow to write a letter on my behalf. (3) Go to the press with a scathing expose.

 

 

Your writing process

What is your writing process?

When and where do you like to write, and why?

What sort of on-going writing to do you, as you think and do research?

How do you know that it’s time to start writing a more formal article (a conference paper or journal article)?

How do you prepare to write?

What do you work on first?

As you’ve gotten more experience, what are the most important things you’ve learned about writing or your particular writing process?