Academic Writing in English for
Students of Physics
LECTURE 1 – 21 JANUARY 2016, MATTEO FUOLI
Your task
•  Write 1500 words in formal, academic English
Schedule
•  19 February midnight: your deadline
•  26 February midnight: individual comments from me
•  4 March 1-3 p.m. / 3-5 p.m.: feedback sessions
(Rydbergs room)
Submission instructions
•  Send your text via email to [email protected]
•  Submit your text on the 19th of February only
•  Send your text in .doc(x) format
–  .odt, .rtf, .pdf or .pages documents will be
returned for conversion
Suggested topics
•  “The motivation for your scientific thesis work”
•  “The contents / meaning / impact / philosophical
implications of quantum mechanics in the modern world.”
Guidelines for better writing
Basic principles
Clear writing starts with clear
thinking
•  Before you start writing, ask:
“What am I trying to say?”
•  When you finish writing, ask:
“Have I said it?”
Basic principles
Planning is key
•  Bullet point list of main ideas
–  each idea will become a single paragraph
–  ideas should be formulated as simple declarative
statements: these will be the topic sentences of your
paragraphs
–  organize your ideas into sections
Online resources
•  Academic Writing in English at Lund University:
awelu.srv.lu.se (http://awelu.srv.lu.se/)
•  The “Purdue OWL online writing lab” (https://
owl.english.purdue.edu/owl/)
•  Online Dictionaries:
www.ldoceonline.com (http://www.ldoceonline.com/)
www.merriam-webster.com (http://www.merriam-
webster.com)
•  Synonyms dictionary/Thesaurus (http://dictionary.reverso.net/
english-definition/)
•  ‘Collocations dictionary’ (http://oxforddictionary.so8848.com/
o#.VeQjX7yqpBe)
•  Google UK (https://www.google.co.uk/?gws_rd=ssl)
Problem areas
•  Formalities
•  Structure
•  Word choices
Formalities
•  Layout
•  Title
•  References
Formalities
Layout
•  Signaling new paragraph (indentation)
•  Typographic alignment
Harris and Grainger and Mullany: The pragmatics of political apologies 717
(Olshtain and Cohen, 1983), later extended to identifying a speech-act specific
‘sociopragmatic set’ of social and contextual factors (Olshtain, 1989; Olshtain
and Weinbach, 1987). She further contends that only rarely have researchers
working on the apology as a speech act set out to explain its form and strategic
functions in terms of underlying cultural attitudes, though some more recent
work has attempted to do this (see Luke, 1997; Marquez Reiter, 2000; Meyerhoff,
1999; Obeng, 1999; Okumura and Wei, 2000; Suszczynska,1999).
Several other factors emerge from Meier’s review. First, research on the
apology as a speech act has been very much focused on the interpersonal and
interactive behaviour of individuals in mainly informal situations. That is,
someone apologizes to someone else for an ‘offence’ usually caused by actions,
including other speech acts, which in some way violate a social or cultural norm
and which are often associated with impoliteness or rudeness. There is relatively
little work on ‘public’ apologies, either within institutional or other professional
contexts. Meier’s review makes no reference to political apologies (but see Meier,
2004). Second, though there is some discernible agreement as to what
constitutes an apology in terms of its component parts in a very general sense,
the actual taxonomies produced by a wide range of studies ‘contain significant
variations both in their number of categories and in category types and their
operationalisation’ (1998: 222). How an apology is defined is greatly influenced
by disciplinary perspectives, emphasis and the scope of the particular research
study. To the extent that many such definitions and taxonomies are explicitly
grounded in specific linguistic and cultural contexts, their relevance to the study
of political apologies is perhaps less tangential than one might expect. Though it
is unlikely ever to be possible to determine explicitly and comprehensively a
speech act set of the major semantic formulas for apologizing which will apply in
all contexts, languages, and cultures, Meier (1998: 226) argues that ‘this does
not undermine the value of such research’, but rather suggests that ‘its major
value may not lie in uncovering set patterns or norms of linguistic behavior’ and
instead that the goals themselves need to be extended.
Third, there is the question of the data on which most apology research is
based. As Meier’s review makes clear, though the studies represent a number of
types of elicitation methods, these predominantly involve some kind of simulated
data, i.e. discourse-completion tests, questionnaires based on specified hypothetical encounters, retrospective self-reports, written or oral closed role-play,
more open role-play, intuition and informal observation, etc. Clearly, natural
language recorded discourse is ‘conceded to be preferable’ (1998: 225) but
difficult to come by (but see Holmes, 1995, 1998; Jaworski, 1994; Obeng, 1999).
Formalities
Layout
By studying our Galaxy we can see that it is made up of four components.
The bulge/bar is an overdensity of stars and gas in the central region of the
Galaxy, it is believed to have been formed by a buckling of the stellar and gas
disk due to instabilities within the Galaxy (so called secular evolution).
Stretching through and far above the Galactic plane there is a population of
stars we call the halo. These stars are the oldest population in the Galaxy. It
has not yet been determined with certainty where these stars came from,
although the most probable origin of the Galactic halo is two fold; stars
forming in the protogalactic cloud and stars accreted by the Galaxy from
dwarf spheroidal galaxies (dSph) as they were merging with the Galaxy.
The Galactic plane consists of two components, the thin disk and the thick
disk (the density of halo stars in the plane is orders of magnitude
Formalities
Layout
By studying our Galaxy we can see that it is made up of four
components.
The bulge/bar is an overdensity of stars and gas in the central region
of the Galaxy, it is believed to have been formed by a buckling of the
stellar and gas disk due to instabilities within the Galaxy (so called
secular evolution). Stretching through and far above the Galactic
plane there is a population of stars we call the halo. These stars are
the oldest population in the Galaxy. It has not yet been determined
with certainty where these stars came from, although the most
probable origin of the Galactic halo is two fold; stars forming in the
protogalactic cloud and stars accreted by the Galaxy from dwarf
spheroidal galaxies (dSph) as they were merging with the Galaxy.
The Galactic plane consists of two components, the thin disk and the
thick disk (the density of halo stars in the plane is orders of
magnitude
Formalities
Layout
By studying our Galaxy we can see that it is made up of four
components.
The bulge/bar is an overdensity of stars and gas in the
central region of the Galaxy, it is believed to have been formed by a
buckling of the stellar and gas disk due to instabilities within the
Galaxy (so called secular evolution). Stretching through and far
above the Galactic plane there is a population of stars we call the
halo. These stars are the oldest population in the Galaxy. It has not
yet been determined with certainty where these stars came from,
although the most probable origin of the Galactic halo is two fold;
stars forming in the protogalactic cloud and stars accreted by the
Galaxy from dwarf spheroidal galaxies (dSph) as they were merging
with the Galaxy.
The Galactic plane consists of two components, the thin disk
and the thick disk (the density of halo stars in the plane is orders of
magnitude
How can I adjust indentation and text alignment?
Try google it!
Formalities
Title
Informative, precise, concise
•  Higgs Bosons
•  The Mass of the Higgs Boson
Formalities
Title
•  An investigation of how a light pseudo-scalar Higgs boson
decays to the γ-meson and a photon in a new experiment
•  Decay of a light pseudo-scalar Higgs boson to the γmeson and a photon
Formalities
References
References
[1] M. Ammosov, N. Delone, and V. Krainov. Tunnel ionization of complex
atoms and of atomic ions in an alternating electromagnetic field. Journal of
Experimental and Theoretical Physics, 64(6):1191, 1986.
[2] Clementi, Enrico, Debora Raimondi, and William Reinhardt. Atomic
Screening Constants from SCF Functions. II. Atoms with 37 to 86 Electrons.
Journal of Chemical Physics, 47:1300–1307, 1967.
[3] M. B. Gaarde, M. Murakami, and R. Kienberger. Spatial separation of
large dynamical blueshift and harmonic generation. Phys. Rev. A, 74, 2006.
Formalities
References
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files dis-
3
J. S. Rowlinson and B. Widom, Molecular Theory of Capillarity (Dover,
New York, 2002).
4
H. Ted Davis, Statistical Mechanics of Phases, Interfaces, and Thin Films
(Wiley-VCH, New York, 1996).
5
J.-P. Hansen and I. R. McDonald, Theory of Simple Liquids, 4th ed.
(Elsevier, Amsterdam, 2013).
6
R. Evans, “The nature of the liquid-vapour interface and other topics in
the statistical mechanics of non-uniform, classical fluids,” Adv. Phys.
28(2), 143–200 (1979).
7
R. Evans, “Density Functionals in the Theory of Nonuniform Fluids,” in
Fundamentals of Inhomogeneous Fluids, edited by D. Henderson (Marcel
Dekker, New York, 1992), pp. 85–176.
8
J. F. Lutsko, “Recent developments in classical density functional theory,”
Adv. Chem. Phys. 144, 1–92 (2010).
9
J. Wu and Z. Li, “Density-functional theory for complex fluids,” Annu.
Rev. Phys. Chem. 58, 85–112 (2007).
10
J. Wu, “Density functional theory for chemical engineering: From capillarity to soft materials,” AIChE J. 52(3), 1169–1193 (2006).
11
P. Tarazona, J. A. Cuesta, and Y. Mart!ınez-Rat!
on, “Density functional theories of hard particle systems,” Lect. Notes Phys. 753, 247–341 (2008).
Structure
•  Text
•  Paragraph
•  Sentence
•  Punctuation
Structure
The ‘hourglass model’
Introduction
general
particular
Procedure
particular
Discussion
general
Structure
Paragraphs
•  What is a paragraph?
–  “A paragraph is a collection of related sentences
dealing with a single topic” (source: OWL)
•  1 paragraph: 1 topic
–  one idea + several bits of supporting evidence
–  several points, as long as they relate to the overall
topic of the paragraph
» if the single points start to get long, then make new
paragraph
•  Structure: topic sentence + supporting details
•  Ideal length: varies, but never shorter than 3 sentences
Structure
Paragraphs
•  How do I know when to start a new paragraph?
–  When you begin a new idea or point
–  To contrast information or ideas
–  When your readers need a pause
(source: OWL)
Structure
Paragraphs
One factor that has been argued to play a vital role in how
conflict is managed by offenders is apology (Darby &
Schlenker, 1982; Ohbuchi, Kameda, & Agarie, 1989; Sitkin
& Bies, 1993). In the introduction to his landmark book On
Apology, psychiatrist Aaron Lazare opens by referring to
apology as ‘‘One of the most profound human
interactions” (Lazare, 2004, p. 1). On a national scale,
apologies have helped to heal the wounds of the Holocaust,
the Nanking Massacre, and many other atrocities (Brooks,
1999). Within organizational contexts, apologies can be
used to resolve interpersonal disputes, improve customer
experiences, and enhance leader effectiveness (Liao, 2007;
Tomlinson, Dineen, & Lewicki, 2004; Tucker, Turner,
Barling, Reid, & Elving, 2006).
Adapted from Fehr and Gelfand (2010)
Structure
Sentence structure
•  What is a sentence?
Structure
Sentence structure
A sentence may consist of one or more clauses:
•  Main clause
•  Main clause + subordinate clause(s)
•  Main clause 1 + and/or/but + Main clause 2
Structure
Sentence structure
•  Typically, a main clause consists of a subject, a verb and
an object
–  “A topic sentence identifies the main idea of the paragraph.”
SUBJ
VERB
OBJECT
•  Two main clauses can be connected by “and”, “or”, “but” or
a semicolon
–  “This compendium consists of commented examples;
all of them are taken from your essays.”
Structure
Sentence structure
•  A dependent (or ‘subordinate’) clause can begin with a
conjunction (except for “and”, “or” and “but”, which are know as
coordinating conjunctions):
“Although not all the results are verified,...”
“If that is the case,...”
“..., which is a big problem.”
•  Or a non-finite verb form:
“..., considering the impact of the results.”
“..., considered as a whole.”
“..., to be considered at a later stage.”
Structure
Sentence structure
“To complicate the situation further, certain plants are able
to absorb less 14C than they normally would given the
atmospheric 14C/12C-ratio, depending both on plant
species and local climate conditions, further complicating
dating of humans and animals since it might not be known
what plants were part of their diet, or in the case of
carnivores, their diet’s diet, nor what the climate situation
was at that specific place at a specific time, seeing as the
time is yet to be determined.”
Structure
Sentence structure
“To complicate the situation further [NDT, 2010], certain
plants are able to absorb less 14C than they normally would
given the atmospheric 14C/12C-ratio, depending both on
plant species and local climate conditions, further
complicating dating of humans and animals since it might
not be known what plants were part of their diet, or in the
case of carnivores, their diet’s diet, nor what the climate
situation was at that specific place at a specific time, seeing
as the time is yet to be determined.”
Structure
Sentence structure
“To complicate the situation further [NDT, 2010], certain
plants are able to absorb less 14C than they normally
would. The atmospheric 14C/12C-ratio, depending both on
plant species and local climate conditions, further
complicates the dating of humans and animals since it
might not be known what plants were part of their diet, or in
the case of carnivores, their diet’s diet, nor what the climate
situation was at that specific place at a specific time. That
time, furthermore, is yet to be determined.”
Sentence structure
Sentence structure rules
Rule 1: Dependent clauses cannot stand alone.
Otherwise, you get a sentence fragment (= incomplete
sentence).
Sentence structure
Sentence fragments
“Several features of quantum theory are rather puzzling.
Such as the fact that energy levels often are strangely
independent of some quantum numbers that one would
expect, and depend on unexpected quantum numbers.”
“Several features of quantum theory are rather puzzling,
such as the fact…”
Sentence structure
Sentence fragments
•  “Using ladder operators, a concept known from traditional
quantum mechanics.”
•  “this can be achieved using ladder operators, a concept
known from traditional quantum mechanics.”
•  “Using ladder operators, a concept known from traditional
quantum mechanics, it is possible to…”
Sentence structure
Run-on sentences
Rule 2: A sentence can’t have more than one subject and
one verb unless the two clauses are
- subordinated (because, if, since, that...)
- coordinated (and, or, but)
Otherwise, you get a run-on sentence (= a sentence in
which two or more independent clauses are joined without
an appropriate punctuation or conjunction).
Sentence structure
Run-on sentences
•  “When a patient comes in to the emergency room with
chest pains you need to establish a diagnosis quickly, if it
is ACS, acute coronary syndrome, treatment needs to
start immediately.”
•  “When a patient comes in to the emergency room with
chest pains you need to establish a diagnosis quickly, if it
is ACS, acute coronary syndrome, treatment needs to
start immediately.”
Sentence structure
Run-on sentences
“When a patient comes in to the emergency room with chest pains
you need to establish a diagnosis quickly. If it is ACS, acute coronary
syndrome, treatment needs to start immediately.”
“When a patient comes in to the emergency room with chest pains
you need to establish a diagnosis quickly, and if it is ACS, acute
coronary syndrome, treatment needs to start immediately.”
“When a patient comes in to the emergency room with chest pains
you need to establish a diagnosis quickly; if it is ACS, acute coronary
syndrome, treatment needs to start immediately.”
Sentence structure
Run-on sentences
“Cells are abundant of various proteins (a biological
molecule), these proteins can each regulate another set of
proteins.”
“Cells are abundant of various proteins (a biological
molecule). These proteins can each regulate another set of
proteins.”
Sentence structure
Run-on sentences
“Obviously this is redundant when probing static objects eg.
solids, however pulsed lasers can be used in the same
manner as a CW laser for these tasks.”
Sentence structure
Run-on sentences
“Obviously this is redundant when probing static objects eg.
solids. However, pulsed lasers can be used in the same
manner as a CW laser for these tasks.”
“Obviously this is redundant when probing static objects eg.
solids, but pulsed lasers can be used in the same manner
as a CW laser for these tasks.”
Sentence structure
Sentence structure rules
Rule 3: The subordinate clauses need to have the same
subject as the main clause.
Sentence structure
Sentence structure rules
•  “Having an interest in astrophysics, it might be familiar
that stars are commonly considered to be one of the
closest real objects to be approximated with satisfaction
with the theoretical model of a black body radiator.”
Sentence structure
Sentence structure rules
Rule 4: “which” and “that” refer back to the noun
immediately preceding it.
Sentence structure
Sentence structure rules
“The mixed layer appears usually between sunrise and
sunset which is very turbulent mainly driven by the
buoyancy as a consequence of solar heating.”
“The mixed layer usually appears between sunrise and
sunset, a period that is very turbulent, driven by the
buoyancy consequent on solar heating.”
Punctuation
•  Period (full stop)
•  Comma
.
,
•  Colon
:
•  Semi-colon
;
•  Dash
•  Quotation Mark
–
“ ” (not ” ”)
•  (Question Mark)
?
•  (Exclamation Mark)
!
Punctuation
The comma
•  Use commas to separate independent clauses when they
are joined by any of these seven coordinating
conjunctions: and, but, for, or, nor, so, yet.
•  “These fishermen brought in their haul, and were pleased
with the results.”
Punctuation
The comma
•  Use commas after introductory a) clauses, b) phrases, or
c) words that come before the main clause.
•  “In addition to that, the performance cost of the looping
logic is small compared to other computations.”
Punctuation
The comma
•  Use a pair of commas in the middle of a sentence to set
off clauses, phrases, and words that are not essential to
the meaning of the sentence.
•  “Construction of the Roman Colosseum, which was
officially known as the Flavian Amphitheater, began in
A.D. 69”
•  “The electrons, that were knocked out of the atom are
attracted to the positive electrode.”
Punctuation
The comma
•  Do not use commas to set off essential elements of the
sentence, such as clauses beginning with that (relative
clauses).
•  “The electrons that were knocked out of the atom, are
attracted to the positive electrode.”
See more rules for commas in OWL at:
https://owl.english.purdue.edu/owl/resource/607/01/
Punctuation
The semi-colon
“When a patient comes in to the emergency room with
chest pains you need to establish a diagnosis quickly; if it is
ACS, acute coronary syndrom, treatment needs to start
immediately.”
Punctuation
The dash
“When a patient comes in to the emergency room with
chest pains you need to establish a diagnosis quickly; if it is
ACS – acute coronary syndrome – treatment needs to start
immediately.”
Punctuation
Punctuation in Numbers
14.202
14,202
Word choices
•  Tense
•  Style
•  Grammar
•  Vocabulary
•  Spelling
Tense
THEN
NOW
(Past Tense)
(Present Tense)
(Essential English Grammar sec. 5.7.2)
Present tense
“Genomics provides crucial information for rational drug design.”
•  Used to state
–  general truth
–  Facts (including referring to figures and tables)
–  states of being
•  Common in introduction and review of literature
•  Stative verbs usually used in present tense
–  Examples: Contain, hope, know, need, own, resemble,
understand
–  Rarely used in progressive:
»  *I am knowing English grammar.
(Essential English Grammar sec. 5.7.2; Using Tenses in Scientific Writing)
Past tense
“Each of the three groups took 2 litre samples…”
•  Used to indicate earlier actions
•  Commonly used in
–  methodology section where procedures are described
(as above)
–  Results section
–  Conclusion section
•  Sometimes used in literature review
–  Davidson found that three treatments were most
effective.
(Essential English Grammar sec. 5.7.2; Using Tenses in Scientific Writing)
Style
•  Informal = many words, low information content:
“I’m going to talk about how difficult it is to know if
something is true or not when you first hear about it. This
is something that we have all had to deal with at one
time or another.”
•  Formal = concise and economical:
“Ascertaining the truth of new information is a ubiquitous
problem.”
Style
Formal writing:
•  Avoid using colloquial words/expressions (kids, guy,
awesome, a lot, etc.)
•  Avoid contractions (can’t, won’t, shouldn’t, etc.)
•  Write in third person
•  Avoid clichés (loads of, conspicuous by absence, etc.)
•  Avoid addressing readers using second person
pronouns (you, your, etc)
•  Use passive voice (e.g. It has been noticed that….), but
don’t overdue it!
Style
•  “In his article he discusses”
•  “This study aims at evaluating”
•  “Within the Standard Model of particle physics, there was
only one undiscovered fundamental particle. This was the
Higgs boson.”
•  “Studies have been made that show”
Grammar
•  The genitive
•  Plural forms of nouns
•  Uncountable nouns
•  Articles
•  Subject-verb agreement
Grammar
The genitive
•  “A physicists goal is to make numerical predictions”
•  “Minimal instruction’s give more interesting result’s”
•  “A cloud of uncertainly hovers over nuclear fusion's
future.”
•  A physicist’s goal
•  Minimal instructions give more interesting results
•  The future of nuclear fusion
Grammar
Irregular plural forms
•  Spectrum – spectra
•  Medium – media
•  (Datum) – data
•  Criterion – criteria
•  Phenomenon – phenomena
Grammar
Irregular plural forms
•  Analysis – analyses (cf. to analyse)
•  Basis – bases
•  Hypothesis – hypotheses
•  Thesis - theses
Grammar
Irregular plural forms
•  Antenna – antennas / antennae
•  Formula – formulas /formulae
•  Appendix – appendixes / appendices
•  Index – indexes / indices
Grammar
Uncountable nouns
•  Evidence
•  Information
•  Research
•  Knowledge
•  Science
•  Behavior
•  Society
•  Equipment
•  News
•  Pollution
•  Money
•  Progress
Grammar
Uncountable nouns
Space
Spaces
Room
Rooms
Time
Times
Paper
Papers
Work
Works
Society
Societies
Grammar
Articles
•  Countable nouns always need an article
•  A device / an appliance
•  The device
•  ( ) Devices
•  The devices
Grammar
Articles
•  Uncountable nouns never take the indefinite article
•  Uncountable nouns only take the definite article if we’re
talking about a subset
•  “Solar energy is the energy of the future.”
Grammar
Quantifiers
•  Only countable nouns can be preceded by:
many, a large number of, several, few,
a couple of, either of, neither of, both,
these, a, an
•  Only uncountable nouns can be preceded by:
much, a large amount of, a great deal of,
a little
Grammar
Subject-verb agreement
•  I am
•  You are
•  She is
•  They are
Grammar
Subject-verb agreement
“These cells enables the plant...”
Grammar
Subject-verb agreement
“Water lines has been popping up in different detectors
during observations of plenty of red (super)giant stars, even
as early as K I stars.”
Grammar
Subject-verb agreement
“This project differs from it’s predecessor [1] not only in
signal processing method and a slight variation to problem
type (AMI is a subset of ACS), but in raw input data, the
new data set from 2006 is larger but also probably harder to
classify as routines for when ECG’s are used has changed
so that the more obvious cases are not included.”
Grammar
Subject-verb agreement
“Figure 2.4. show the five best buffering behaviours”
Grammar
Subject-verb agreement
Check out OWL on subjectverb agreement:
https://owl.english.purdue.edu/
owl/resource/599/01/
Vocabulary
Overused words:
•  However
•  Thus
•  This
Vocabulary
Synonyms:
•  However: nonetheless, yet, still, all the same,
be that as it may, on the other hand...
•  Thus: so, hence, consequently, accordingly, in
consequence, as a result, as follows ...
•  This: This x, that, here, the former, the latter...
Spelling
•  “ANN’s where first designed as a model of interactions”
•  “ANN’s were first designed as a model of interactions”
•  Which
witch
•  Whether
weather
Spelling
•  “Wavelets handles this better since it’s basis functions
consists of rescaled and dilated versions of the mother
wavelet.”
Spelling
•  “Wavelets handles this better since it’s basis functions
consists of rescaled and dilated versions of the mother
wavelet.”
•  “Wavelets handles this better since its basis functions
consists of rescaled and dilated versions of the mother
wavelet.”
Spelling
•  Its
it’s
•  Their
they’re
•  Whose
who’s
Spelling
“In creating a new organ a stem cell must differentiate
and thereby loose its pluripotency.”
Spelling
“In creating a new organ a stem cell must differentiate
and thereby loose its pluripotency.”
“In creating a new organ a stem cell must differentiate
and thereby lose its pluripotency.”
•  Cf. I choose today – I chose yesterday.
Spelling
“The ionization rate across the atom at any given moment
can be assumed to be homogenous.”
“This process, known as heterogenous nucleation, is
described in the following section.”
Spelling
“The ionization rate across the atom at any given moment
can be assumed to be homogeneous.”
“This process, known as heterogeneous nucleation, is
described in the following section.”
Spelling
•  “random access memory”
•  “proto neutron star”
Spelling
•  “random-access memory”
•  “proto-neutron star”
British – American Spelling
•  Analyse – analyze
•  Specialise – specialize
•  Defence – defense
•  Fibre - fiber
•  Behaviour – behavior
Principles of Effective Writing
•  In addition to attending this lecture, other things you can
do to become a better writer:
–  Read, pay attention, and imitate
–  Develop a thesaurus habit. Search for the right
word rather than settling for any old word
–  Stop waiting for “inspiration”
–  Accept that writing is hard for everyone
–  Revise. Nobody gets it perfect on the first try
–  Learn how to cut ruthlessly. Never become too
attached to your words
What’s next?
•  19 February midnight: your deadline
•  Send it to [email protected]
•  26 February midnight: individual comments from me
•  4 March 1-3 p.m. / 3-5 p.m.: feedback sessions