25 Matching Annotations
  1. Sep 2023
    1. Merchants and traders have a waste book (Sudelbuch, Klitterbuch in GermanI believe) in which they enter daily everything they purchase and sell,messily, without order. From this, it is transferred to their journal, whereeverything appears more systematic, and finally to a ledger, in double entryafter the Italian manner of bookkeeping, where one settles accounts witheach man, once as debtor and then as creditor. This deserves to be imitatedby scholars. First it should be entered in a book in which I record everythingas I see it or as it is given to me in my thoughts; then it may be enteredin another book in which the material is more separated and ordered, andthe ledger might then contain, in an ordered expression, the connectionsand explanations of the material that flow from it. [46]

      —Georg Christoph Lichtenberg, Notebook E, #46, 1775–1776

      In this single paragraph quote Lichtenberg, using the model of Italian bookkeepers of the 18th century, broadly outlines almost all of the note taking technique suggested by Sönke Ahrens in How to Take Smart Notes. He's got writing down and keeping fleeting notes as well as literature notes. (Keeping academic references would have been commonplace by this time.) He follows up with rewriting and expanding on the original note to create additional "explanations" and even "connections" (links) to create what Ahrens describes as permanent notes or which some would call evergreen notes.

      Lichtenberg's version calls for the permanent notes to be "separated and ordered" and while he may have kept them in book format himself, it's easy to see from Konrad Gessner's suggestion at the use of slips centuries before, that one could easily put their permanent notes on index cards ("separated") and then number and index or categorize them ("ordered"). The only serious missing piece of Luhmann's version of a zettelkasten then are the ideas of placing related ideas nearby each other, though the idea of creating connections between notes is immediately adjacent to this, and his numbering system, which was broadly based on the popularity of Melvil Dewey's decimal system.

      It may bear noticing that John Locke's indexing system for commonplace books was suggested, originally in French in 1685, and later in English in 1706. Given it's popularity, it's not unlikely that Lichtenberg would have been aware of it.

      Given Lichtenberg's very popular waste books were known to have influenced Leo Tolstoy, Albert Einstein, Andre Breton, Friedrich Nietzsche, and Ludwig Wittgenstein. (Reference: Lichtenberg, Georg Christoph (2000). The Waste Books. New York: New York Review Books Classics. ISBN 978-0940322509.) It would not be hard to imagine that Niklas Luhmann would have also been aware of them.

      Open questions: <br /> - did Lichtenberg number the entries in his own waste books? This would be early evidence toward the practice of numbering notes for future reference. Based on this text, it's obvious that the editor numbered the translated notes for this edition, were they Lichtenberg's numbering? - Is there evidence that Lichtenberg knew of Locke's indexing system? Did his waste books have an index?

  2. Aug 2023
  3. Jun 2023
    1. I always like to point to a text that changed my thinking about this question, and that’s Kathleen Yancey’s “Writing in the 21st Century.” It basically states that students are writing more than ever before. If you were to challenge a group of students (which I have) to document how many text messages, TikTok, IG posts, Facebook posts, tweets, emails they send out in a day, the sheer volume of writing is staggering. Why we don’t value that writing in academia is the question for me.

      interesting point! some other things in my head:

      1) in addition to our increased writing endeavors, we've also been engaging in extensive reading as well, but our reading material has evolved beyond books, encompassing the plethora of content available in the vast expanse of cyberspace

      2) and while the quantity of reading has expanded significantly, it is equally intriguing to recognize that the nature of these texts has shifted towards shorter formats—tweets, ig post captions, microblogs, etc

      3) AND lastly, the act of reading has swiftly evolved into the realm of listening, with the emergence of podcasts, audiobooks, listenable videos, and similar forms of content consumption

  4. Mar 2023
  5. Feb 2023
    1. I’ve also begun adopting a style loosely based on the approach to introductory signals used in legal writing, where things like See: [[something]] and See also: [[something]] and But see: [[something]] each have slightly different meanings. This gives me a set of supporting, comparison, and contradictory signals I can use when placing links as well.

      Shorthand notations or symbols in one's notes can be used to provide help in structuring arguments. Small indicators like "see: x", "see also: y", or "but see: z" can be used for adding supporting, comparison, or contradictory material respectively.

  6. Dec 2022
    1. Is the ZK method worth it? and how it helped you in your projects? .t3_zwgeas._2FCtq-QzlfuN-SwVMUZMM3 { --postTitle-VisitedLinkColor: #9b9b9b; --postTitleLink-VisitedLinkColor: #9b9b9b; --postBodyLink-VisitedLinkColor: #989898; } questionI am new to ZK method and I'd like to use it for my literature review paper. Altho the method is described as simple, watching all those YT videos about the ZK and softwares make it very complex to me. I want to know how it changed your writing??

      reply to u/Subject_Industry1633 at https://www.reddit.com/r/Zettelkasten/comments/zwgeas/is_the_zk_method_worth_it_and_how_it_helped_you/ (and further down)

      ZK is an excellent tool for literature reviews! It is a relative neologism (with a slightly shifted meaning in English over the past decade with respect to its prior historical use in German) for a specific form of note taking or commonplacing that has generally existed in academia for centuries. Excellent descriptions of it can be found littered around, though not under a specific easily searchable key word or phrase, though perhaps phrases like "historical method" or "wissenschaftlichen arbeitens" may come closest.

      Some of the more interesting examples of it being spelled out in academe include:

      For academic use, anecdotally I've seen very strong recent use of the general methods most compellingly demonstrated in Obsidian (they've also got a Discord server with an academic-focused channel) though many have profitably used DevonThink and Tinderbox (which has a strong, well-established community of academics around it) as much more established products with dovetails into a variety of other academic tools. Obviously there are several dozens of newer tools for doing this since about 2018, though for a lifetime's work, one might worry about their longevity as products.

  7. Oct 2022
    1. Deutsch himself pointed to criticswho called him a ‘chiffonier’ or historical rag-picker, though he defended his ‘incon-venient though undeniable facts’ (Deutsch, 1916). A number of contemporaries recog-nized the limits of his interest in individual facts. ‘I get the impression’, one figure put it,‘that the charm of the facts of history, was so great for Deutsch, he lost himself socompletely . . . in the study of them, that he was never altogether able to say he is throughwith studying them and that he is ready for writing’ (Schulman, 1922). One review ofDeutsch’s Scrolls (1917), which collected some of his scattered articles, reflected thatthe articles lacked organization. ‘In order to obtain value,’ the reviewer insisted, ‘factsmust be organized . . . Isolate a fact as one isolates a germ in the laboratory, such a factbecomes worthless for historical purposes’ (Leiber, 1917).

      Just as people chided Niklas Luhmann for his obtuseness in writing based on his zettelkasten, Gotthard Deutsch's critics felt he didn't write enough using his.

    1. certainly surrounding oneself with acircle of people who will listen and t a l k - - a n d at times theyhave to be imaginary characters--is one of them

      Intellectual work requires "surfaces" to work against, almost as an exact analogy to substrates in chemistry which help to catalyze reactions. The surfaces may include: - articles, books, or other writing against which one can think and write - colleagues, friends, family, other thinkers, or even imaginary characters (as suggested by C. Wright Mills) - one's past self as instantiated by their (imperfect) memory or by their notes about excerpted ideas or their own thoughts

      Are there any other surfaces we're missing?

  8. Sep 2022
    1. @BenjaminVanDyneReplying to @ChrisAldrichI wish I had a good answer! The book I use when I teach is Joseph Harris’s “rewriting” which is technically a writing book but teaches well as a book about how to read in a writerly way.

      Thanks for this! I like the framing and general concept of the book.

      It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.

      Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.

      I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?

      Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/

      Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.

      Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/

      Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042

  9. Dec 2021
    1. The professionalisation of academic writing has forced us “to substitute the more writerly, discoursive forms, such as the essay, for the more measured and measurable –largely unread and unreadable – quasi-scientific journal article”

      I wonder if it would be useful to distinguish between research and scholarship, where formal research is but one type of scholarly practice?

      If we look at a journal as a channel for promoting scholarship then there's no reason that we can't include essays as a category of writing.

  10. Nov 2021
  11. May 2021
    1. Getting to grips with structure means keeping your reader in mind.

      Always write with the reader in mind. Good writing isn't a vanity project i.e. it's not about you. If you can't get your message across clearly then you're letting down your reader.

    2. it’s more accurate to say that readers notice the absence of structures, and/or when we shift the logics of one structure to another mid-stream, without saying anything.

      I often see this in my undergraduate and postgraduate students; they make a conceptual move without signalling it to the reader, which leaves the reader feeling discombobulated.

  12. Mar 2021
  13. Feb 2021
    1. One study suggests that academics who write daily and set goals with someone weekly write nearly ten times as many pages as those without regular writing habits.

      See Silvia, P. J. (2018). How to Write a Lot: A Practical Guide to Productive Academic Writing (Second Edition). APA LifeTools.

    1. An academic blogger may feel constrained to topics only related to his or her academic research, whereas a blogger who is also an academic is free to explore wider fields of discussion.

      This idea of "identity" is important. Many academics don't even think of themselves as authors let alone bloggers.

  14. Sep 2020
    1. Writing in the margins has always been an essential activity for students.

      I never really got into the habit of writing in the margins of books, it was something that never really occurred to me. While I am still hesitant to write in the margins of physical books, doing so digitally does appeal. Something I am starting to get more into, now that I'm on the journey to getting my Arts and Humanities degree.

  15. Jan 2019
    1. I will complicate both narratives, showing that each depends on earlier devel-opments.

      classic scholarly move -- I'm appreciating the repeated use of the personal "I" through here. I've noticed (both here and in Paul's class) that scholars of rhetoric seem more amenable to personal insertion into academic writing.

  16. Sep 2018
  17. Oct 2017
    1. Kamler, Barbara. 2008. “Rethinking Doctoral Publication Practices: Writing from and beyond the Thesis.” Studies in Higher Education 33 (3): 283–94. doi:10.1080/03075070802049236.

  18. Nov 2016