In the previous part, I elaborated on how we can use the abstract to define the learning objectives/outcomes of our paper. In this part, I present four tools you can use to ensure your writing is constructively aligned to these learning outcomes
In Part I, I drew a parallel between academic writing and the constructive alignment framework used for course design. Essentially, I showed how we may view our academic peers as learners, trying to construct meaning, or in the broader sense, knowledge from our presented results. Now, let’s see where to start.
Of Fourier transforms and spectro-temporal dynamics In my previous blog Bar-Time Dynamics, I had taken an audio file of a song, and applied my methods of laser analysis – spatio-temporal dynamics – to it. It became a visual representation of the song structure, and with a nifty phase-flip also revealed the differences in the way… Read more
The following is a prize-winning entry in the competition “Excellence in Communication” organised by Aston University in 2012. You can find all the prize winning entries here. Imagine that all materials are made of springs, and networks of springs. For example, if you give a blob of jelly a nudge, it wobbles around a bit and… Read more