Adler/Van Doren use the statement of unity of a work as an example of testing one's understanding of a work and its contents.

(Again, did this exist in the 1940 edition?)

Who do McDaniel and Donnelly 1996 cite in their work as predecessors of their idea as certainly it existed?

Examples in the literature of this same idea/method after this: - https://hypothes.is/a/TclhyMfqEeyTkQdZl43ZyA (Feynman Technique in ZK; relationship to Ahrens) - explain it to me like I'm a 5th grader - https://hypothes.is/a/BKhfvuIyEeyZj_v7eMiYcg ("People talk" in Algebra Project) - https://hypothes.is/a/m0KQSDlZEeyYFLulG9z0vw (Intellectual Life version) - https://hypothes.is/a/OyAAflm5Ee6GStMjUMCKbw (earlier version of statement in this same work) - https://hypothes.is/a/iV5MwjivEe23zyebtBagfw (Ahrens' version of elaboration citing McDaniel and Donnelly 1996, this uses both restatement and application to a situation as a means of testing understanding) - https://hypothes.is/a/B3sDhlm5Ee6wF0fRYO0OQg (Adler's version for testing understanding from his video) - https://hypothes.is/a/rh1M5vdEEeut4pOOF7OYNA (Manfred Kuenh and Luhmann's reformulating writing)

Notes about what you don't know (open questions), empty outline slots, red links as [[wikilinks]], and other "holes" in tools for thought provide a bookmark for where one may have quit exploring, but are an explicit breadcrumb for picking up that line of thought and continuing it at a future time.

Linear writing in one's notebooks, books they're reading, and other places doesn't always provide an explicit space which invites the reader or writer to fill them in. One has to train themselves to annotate in the margins to have a conversation with the text. Until one sees these empty spaces as inviting spaces they can be invisible to the eye.

I love the idea here of analogizing the abstract nature of category theory in math with the abstract nature of metaphor in writing!

Good job Dale Keiger!

What are the differences and affordances in moving from cadavre exquis to Eno/Schmidt's Oblique Strategies to ChatGPT?

Too many in the productivity porn space focus on the apps and the potential workflows without looking at the question "why" at all. It's rare that any focus on understanding or actual output.

Film making is like note taking

Incidentally, one should note that the video is made up of snippets over time and then edited together at some later date. Specifically, these snippets are much like regularly taken notes which can then be later used (and even re-used--some could easily appear in other videos) to put together some larger project, namely this compilation video of his process. Pointing out this parallel between note taking and movie/videomaking, makes the note taking process much more easily seen, specifically for students. Note taking is usually a quite and solo endeavor done alone, which makes it much harder to show and demonstrate. And when it is demonstrated or modeled, it's usually dreadfully boring and uninteresting to watch compared to seeing it put together and edited as a finished piece. Edits in a film are visually obvious while the edits in written text, even when done poorly, are invisible.

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

On the importance of imitation...

I'm reminded of Benjamin Franklin imitating what he thought were good writers to make his own writing more robust.

See: https://via.hypothes.is/https://www.gutenberg.org/files/20203/20203-h/20203-h.htm

Maybe the aphorism: "Imitation is the sincerest form of flattery," should really be "Imitation is the sincerest form of learning."

This article was mentioned/recommended by @RemiKalir earlier today at a session at [[I Annotate 2021]].

Labor-based grading in writing allows students to listen and adjust to comments which gives them greater freedom and autonomy in both their learning process as well as their writing.

Ideally, in a system like this, a shorter feedback loop of commentary and readjustment may also help to more carefully hone their skills versus potentially hitting a plateau after which it's more difficult to improve.

I'm reminded here of a portion of Benjamin Franklin's passage in his Autobiography where he describes his writing process and work to improve:

About this time I met with an odd volume of the Spectator.[18] It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts. By comparing my work afterwards with the original, I discovered many faults and amended them; but I sometimes had the pleasure of fancying that, in certain particulars of small import, I had been lucky enough to improve the method of the language, and this encouraged me to think I might possibly in time come to be a tolerable English writer, of which I was extremely ambitious. My time for these exercises and for reading was at night, after work or before it began in the morning, or on Sundays, when I contrived to be in the printing-house alone, evading as much as I could the common attendance on public worship which my father used to exact of me when I was under his care, and which indeed I still thought a duty, thought I could not, as it seemed to me, afford time to practise it.

Teaching writing...

We can also think of this pre-writing or even free writing as a mindfulness exercise which helps students reflect and potentially manage stress (beyond the stress of having to speak in public).

Ryan Boyd reviews John Warner's Why They Can't Write, and gives concise criticism of education in the U.S.

Using the Web and Wikipedia to make writing assignments more relevant and instructive. Includes links to Wikipedia tools for educators.