andrew_gelman_stats andrew_gelman_stats-2013 andrew_gelman_stats-2013-1658 knowledge-graph by maker-knowledge-mining
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Introduction: Basbøll writes : I [Basbøll] have got to come up with forty things to say [in the next few months]. . . . What would you like me to write about? I’ll of course be writing quite a bit about what I’m now calling “article design”, i.e., how to map out the roughly forty paragraphs that a journal article is composed of. And I’ll also be talking about how to plan the writing process that is to produce those paragraphs. The basic principle is still to write at least one paragraph a day in 27 minutes. (You can adapt this is various ways to your own taste; some like 18-minute or even 13-minute paragraphs.) But I’d like to talk about questions of style, too, and even a little bit about epistemology. “Knowledge—academic knowledge, that is—is the ability to compose a coherent prose paragraph about something in 27 minutes,” I always say. I’d like to reflect a little more about what this conception of knowledge really means. This means I’ll have to walk back my recent dismissal of epistemol
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1 Basbøll writes : I [Basbøll] have got to come up with forty things to say [in the next few months]. [sent-1, score-0.332]
2 I’ll of course be writing quite a bit about what I’m now calling “article design”, i. [sent-6, score-0.448]
3 , how to map out the roughly forty paragraphs that a journal article is composed of. [sent-8, score-0.726]
4 And I’ll also be talking about how to plan the writing process that is to produce those paragraphs. [sent-9, score-0.496]
5 The basic principle is still to write at least one paragraph a day in 27 minutes. [sent-10, score-0.513]
6 (You can adapt this is various ways to your own taste; some like 18-minute or even 13-minute paragraphs. [sent-11, score-0.358]
7 ) But I’d like to talk about questions of style, too, and even a little bit about epistemology. [sent-12, score-0.543]
8 “Knowledge—academic knowledge, that is—is the ability to compose a coherent prose paragraph about something in 27 minutes,” I always say. [sent-13, score-0.543]
9 I’d like to reflect a little more about what this conception of knowledge really means. [sent-14, score-0.74]
10 This means I’ll have to walk back my recent dismissal of epistemological “concerns” a little. [sent-15, score-0.304]
11 Will I also have to talk about the “psychology” of writing? [sent-16, score-0.127]
12 In any case, I’d like to know what you’d like to read about on this blog. [sent-18, score-0.248]
13 Please just leave your suggestions in the comments . [sent-19, score-0.313]
14 Or, if there’s any writing advice you want from me , you can put those requests in the comments here . [sent-20, score-0.569]
15 Here’s my question for Thomas: How is it that, on one hand it’s hard to get even one idea clearly down on paper, but on the other hand it’s possible to write up 40 different ideas during the semester? [sent-21, score-0.589]
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Introduction: Basbøll writes : I [Basbøll] have got to come up with forty things to say [in the next few months]. . . . What would you like me to write about? I’ll of course be writing quite a bit about what I’m now calling “article design”, i.e., how to map out the roughly forty paragraphs that a journal article is composed of. And I’ll also be talking about how to plan the writing process that is to produce those paragraphs. The basic principle is still to write at least one paragraph a day in 27 minutes. (You can adapt this is various ways to your own taste; some like 18-minute or even 13-minute paragraphs.) But I’d like to talk about questions of style, too, and even a little bit about epistemology. “Knowledge—academic knowledge, that is—is the ability to compose a coherent prose paragraph about something in 27 minutes,” I always say. I’d like to reflect a little more about what this conception of knowledge really means. This means I’ll have to walk back my recent dismissal of epistemol
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Introduction: In an article entitled 16 Weeks, Thomas Basbøll ruthlessly lays out the time constraints that limit what a student will be able to write during a semester and recommends that students follow a plan: Try to be realistic. If you need time for “free writing” or “thought writing” (writing to find out what you think) book that into your calendar as well, but the important part of the challenge is to find time to write down what you already know needs to be written. If you don’t yet know what you’re going to say this semester, then your challenge is, in part, to figure that out. But you should still find at least 30 minutes a day to write down something you know you want to say. Keep in mind that we are only talking about sixteen weeks in the very near future. . . . Assuming that you do have something say, then, here’s the challenge: write always and only when (and what) your calendar tells you to. Don’t write when “inspired” to do so (unless this happens to coincide with your writing s
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Introduction: In a discussion of his variant of the write-a-thousand-words-a-day strategy (as he puts it, “a system for the production of academic results in writing”), Thomas Basbøll writes : Believe the claims you are making. That is, confine yourself to making claims you believe. I always emphasize this when I [Basbøll] define knowledge as “justified, true belief”. . . . I think if there is one sure way to undermine your sense of your own genius it is to begin to say things you know to be publishable without being sure they are true. Or even things you know to be “true” but don’t understand well enough to believe. He points out that this is not so easy: In times when there are strong orthodoxies it can sometimes be difficult to know what to believe. Or, rather, it is all too easy to know what to believe (what the “right belief” is). It is therefore difficult to stick to statements of one’s own belief. I sometimes worry that our universities, which are systems of formal education and for
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