Day 2 Activities

Instructions

Round 1 (pair, 15 minutes)

• pair with one group member for peer feedback on your homework

• While you read: 

  • Looking at your colleague’s figure: what is the most obvious message you take away from the figure? What trend or observation stands out the most for you?

  • Looking at your colleague’s intended message: do you find their chosen visual presentation effective? if not, what visual presentation would you have chosen?

• After you read: 

  • answer the following questions (insert a comment balloon in your peer’s document with your answers)

  • what peaked your interest? 

  • what did you push back against?

  • what is the main message you take away from the draft?

Round 2 (team, 10 minutes)

• Share: what did you take away from your peer feedback?

  • what did your peer praise?

  • what will you change in response to the feedback?

Round 3 (all, 10 minutes)

• Reflect: what stood out to you about this round of feedback?

  • was there a suggestion or concern that was given to multiple team members?

  • what did you recommend to each other? what did you notice?

Instructions

• Round 1 (10 minutes; by yourself)

  • • align data, findings, and conclusion: ensure that your data support your findings and that your findings support your conclusions

• Round 2 (10 minutes; by yourself)

  • • align your aims with your findings, data, and conclusion

• Round 3 (10 minutes; by yourself)

  • • create a strong chains of arguments that creates a internally consistent conceptual framework supporting your research aims

• Round 4 (15 minutes, in pairs)

  • • get peer feedback about the internal consistency of your manuscript's narrative

Instructions

• Round 1 (10 minutes; in your group)

  • • distribute the reading within your group (opening paragraph of 8 articles)

      • assign two articles to each team member based on interest and expertise

      • make sure each article is assigned to at least one reader

• Round 2 (10 minutes; by yourself)

  • • read two introductions and score them (excellent, good, adequate, poor) for how well each follows our guidelines for a strong opening paragraph (use the rubric with five criteria provided in the Google doc)

• Round 3 (10 minutes; in your group)

  • • Overall score: combine your team members’ individual scores to assign each article an overall score; which Intros are engaging versus less so? 

      • T(top) | H(high) | M(medium) | L(low)

    • Reflect: what made them rank higher or lower?

Instructions

Round 1 (by yourself, 5 minutes)

• Reflect on the three W’s to develop a 2-minute elevator pitch for the science in your manuscript.

  • what’s new?

    • significance: how is your article expanding or changing current understanding?

  • so what?

    • relevance: which fields are impacted by your article?

  • what’s next?

    • innovation: what new questions or challenges are arising from your project that we were not aware of before your article?

Round 2 (face to face, 30 minutes)

• Speed-date four to five other course participants to share your 2-minute elevator pitch and listen to theirs. Use each round to refine your pitch.

Round 3 (by yourself, 5 minutes)

• Create a tab for yourself in this document.

• Then write down what you learned from the speed-dating round. 

  • How did you open your pitch? 

  • What was your punch line?

Instructions

Round 1 (by yourself, 5 minutes)

• Go back through your notes from Day 1

  • What is your main topic & relevance (question / hypothesis)?

  • What are your punch line and main messages (findings)?

  • What evidence (your own data!) supports those findings?

  • Link data 🡪 information 🡪 knowledge 🡪 understanding 🡪 advance

  • Which core arguments make up your scientific narrative?

Round 2 (by yourself, 15 minutes)

• New tasks: inventory the facts and concepts that you need to include in your Introduction

  • Which facts does your reader need to know in order to get your story?

  • Which concepts does your reader need to understand in order to get your story?

Round 3 (pair or team, 10 minutes)

• access the notes of a team mate and read their inventory. 

  • Your feedback prompts: 

    • what stands out to you about their inventory? what is confusing or unclear?

    • after reading their inventory, what do you wish to ask the author?

Round 4 (by yourself, 5 minutes)

• reflect on the feedback you got

  • what feedback was useful and how will you address it?

  • what feedback did not resonate with you? and what could you do to address this feedback?

Instructions

• Follow the 6 steps - more detailed instructions on Your Personal Google Doc

  • Step 1: what’s the topic?

  • Step 2: what’s your angle?

  • Step 3: why are we not done yet?

  • Step 4: what's your big idea?

  • Step 5: how will you go about it?

  • Step 6: what did you find or expect to find?

Instructions

• free write for 3 minutes

• pick one or more of the following writing prompts

  • • what from today can you use or implement right away?

    • what would you like to follow up on or learn more about after today?

    • what do you plan to do by our next meeting to work on your paper?

Instructions

• outline your paper: inventory and alignment check (see Day 2 Activity 4 ‘Inventory your Introduction’)

  • check that your punchline, research question, methods, supporting data, and conclusion are aligned (projects often change, yet we don’t change our framework)

  • inventory the fact and concepts your reader needs to understand your project (and explain them, typically in the Introduction)

• write or revise your Introduction

  • follow the six steps for writing an abstract for the first paragraph

  • post your text below

• draft your Results section

  • expand the work you did so far by developing or revising additional figures, so they align with your main findings (see Day 1 Activity 6 ‘8 in 8’)