Ponder the differences in implication among the versions.
Nonetheless, academic writers are typically cautious about trying to translate their work into forms suitable for consumption by nonacademics. Also, much scientific research goes on for a long time.Nonetheless, academic writers are typically cautious about trying to translate their work into forms suitable for consumption by nonacademics. Instead, look at sentences in terms of logic and rhetoric. The writer may or may not tell you what the questions were as well as give you the answers that are the fruits of his work. The analogy is almost perfect. This is especially the case when academics are engaged in problem solving outside the university — in public policy or government, for example — or when they write for popular audiences. Whatever questions you ask, the answers will often produce more questions. You should be able to state the main question that the book tries to answer, and you should be able to state the subordinate questions if the main question is complex and has many parts. An example of this would be trying to psychoanalyze Shakespeare from Hamlet. Making knowledge useful involves the transformation of knowing that and knowing how. Naturalizing Our Assumptions Overpersonalizing It is surprisingly difficult to break the habit of treating our points of view as self-evidently true — not just for us but for everyone. The goal is more nuanced than distinguishing fiction from nonfiction, because there are various kinds of expository books. The kinds of information or enlightenment that a history and a philosophical work afford are not the same.
Writers do not simply finish a rough draft, then revise it, and then edit it in the tidy three-stage process commonly taught in school.
This tracing of attitude back to their concrete causes is one of the most basic and necessary moves in the analytical habit of mind.
Readers try to uncover the skeleton of the book. You must also know how it is many, not a many that consists of a lot of separate things, but an organized many. From E.
Return to the original passage and interpret its meanings: what do the words imply?