How to read a paper and write a critique
How to read a paper and write a critique:
For this class, you'll need to produce a written critique of several papers each week. Your critique should be no more than a page long.
Main contribution: The objective is to understand the main message in the paper. What do the authors want to get across in the paper ? Details are less important. Thus in order to write an effective one-page critique of the paper, you should first be able to summarize the contributions of the paper in a line or two to yourself.
Claims: What are the main claims the authors make in the paper ? How well are these substantiated in the paper ? If they aren't - why not ? What are some alternatives ?
Assumptions: What the assumptions underlying the work ? Are they justified ? Why/why not ? Could some of the assumptions be relaxed ? Could some assumptions be discarded ? Are there implicit, unstated assumptions that are significant ?
Methodology: What method do the authors use to justify their claims ? Is it rational ? What are some alternatives ? Are the authors justified in the use of their methodology ?
Clarity: Is the paper clearly written (I don't mean only good English, though thats a part of it) ? Does it flow logically from one section to the next ?
How to give a presentation in class:
You are required to present a paper in class. You should have read the paper thoroughly, and have written a critique. In addition you should prepare a presentation (powerpoint preferable) to accompany your talk. Your presentation should be aimed to last for about 40 minutes. Summarize the paper in some depth and then critique it. Conclude with a summary. If possible, compare the paper to others you have read in class. The presentation should be bullets/figures/pictures. Do not copy large pieces of text from the paper into your slides.
For tips by others on paper reading/presentation see:
Maja Mataric, USC, How to Present a Paper
Ashwin Ram, GaTech, How to Present a Paper
Spencer Rugaber, GaTech, How to Read a Research Paper Armando Fox, Stanford, Paper Writing and Presentations。
如何阅读一本书的英文作文
如何阅读一本书的英文作文下载温馨提示:该文档是我店铺精心编制而成，希望大家下载以后，能够帮助大家解决实际的问题。
文档下载后可定制随意修改，请根据实际需要进行相应的调整和使用，谢谢!并且，本店铺为大家提供各种各样类型的实用资料，如教育随笔、日记赏析、句子摘抄、古诗大全、经典美文、话题作文、工作总结、词语解析、文案摘录、其他资料等等，如想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by theeditor. I hope that after you download them,they can help yousolve practical problems. The document can be customized andmodified after downloading,please adjust and use it according toactual needs, thank you!In addition, our shop provides you with various types ofpractical materials,such as educational essays, diaryappreciation,sentence excerpts,ancient poems,classic articles,topic composition,work summary,word parsing,copyexcerpts,other materials and so on,want to know different data formats andwriting methods,please pay attention!Reading a book in English is a great way to improve your language skills. It's important to choose a book that interests you, so you'll be motivated to keep reading. Try to find a comfortable and quiet place to read, where you can focus and enjoy the book without distractions.When you start reading, it's okay to look up words you don't know, but try not to stop too often. You can also try to guess the meaning of unfamiliar words from the context, and keep reading to see if you can figure it out. This can help you improve your vocabulary and reading comprehension.As you read, try to pay attention to the characters, the setting, and the plot of the book. Think about the author's writing style and the themes of the story. You can also make notes or highlight important passages to help you remember them later.It's also a good idea to discuss the book with others,whether it's friends, classmates, or an online book club. This can help you understand different perspectives and interpretations of the book, and it's a great way to practice speaking and listening in English.Finally, don't be afraid to take breaks if you need them. Reading in another language can be challenging, so it's important to take care of yourself and not get too frustrated. Just keep practicing, and you'll see improvement over time. Happy reading!。
howtoreadabook怎样读书最有效
H OW TO R EAD A B OOKStrategies for Getting the Most out of Non-Fiction Reading© 2000, revised 2005Paul N. EdwardsSchool of InformationUniversity of MichiganAnn Arbor, MI 48109-1107*************/~pne/This article may be freely distributed for any non-commercial purpose provided the author and copyright information above remains attached. Commercial use of this material is expressly prohibited.Most recent version always available at /~pne/PDF/howtoread.pdf.No permission necessary to post links to this address at other websites.How can you learn the most from a book when you are reading for information, rather than for pleasure?It’s very satisfying to start at the beginning and read straight through to the end. Some books, such as novels, have to be read this way, since a basic principle of fiction is to hold the reader in suspense. Your whole purpose in reading fiction is to follow the writer’s lead, allowing him or her to spin a story bit by bit.But many of the books you’ll read during your undergraduate and graduate years, and possibly during the rest of your professional life, won’t be novels. Instead, they’ll be non-fiction: textbooks, manuals, histories, academic studies, and so on.The purpose of reading books like these is to gain information. Here, finding out what happens — as quickly and easily as possible — is your main goal. So unless you’re stuck in prison with nothing else to do, NEVER read a non-fiction book from beginning to end.Instead, when you’re reading for information, you should ALWAYS jump ahead, skip around, and use every available strategy to discover, then to understand, and finally to remember what the writer has to say. This is how you’ll get the most out of a book in the smallest amount of time.Using the methods described here, you should be able to read a 300-page book in six to eight hours. Of course, the more time you spend, the more you’ll learn and the better you’ll understand the book. But your time is limited.Here are some strategies to help you do this effectively. Most of these can be applied not only to books, but also to any other kind of non-fiction reading, from articles to websites.1) Read the whole bookIn reading to learn, your goal should always be to get all the way through the assignment. It’s much more important to have a general grasp of the arguments or hypotheses, evidence, andconclusions than to understand every detail. In fact, no matter how carefully you read, youwon’t remember most of the details anyway.What you can do is remember and record the main points. And if you remember those, you know enough to find the material again if you ever do need to recall the details.2) Decide how much time you will spendIf you know in advance that you have only six hours to read, it’ll be easier to pace yourself.Remember, you’re going to read the whole book (or the whole assignment).In fact, the more directly and realistically you confront your limits, the more effective you will be at practically everything. Setting time limits and keeping to them (while accomplishing your goals) is one of the most important life skills you can learn. So never start to read without planning when to stop.3) Have a purpose and a strategyBefore you begin, figure out why you are reading this particular book, and how you are going to read it. If you don’t have reasons and strategies of your own — not just those of your teacher — you won’t learn as much.As soon as you start to read, begin trying to find out four things:• Who is the author?• What are the book’s arguments?• What is the evidence that supports these?• What are the book’s conclusions?Once you’ve got a grip on these, start trying to determine:• What are the weaknesses of these arguments, evidence, and conclusions?• What do you think about the arguments, evidence, and conclusions?• How does (or how could) the author respond to these weaknesses, and to your own criticisms?Keep coming back to these questions as you read. By the time you finish, you should be able to answer them all.Three good ways to think about this are:a) Imagine that you’re going to review the book for a magazine.b) Imagine that you’re having a conversation, or a formal debate, with the author.c) Imagine an examination on the book. What would the questions be, and how wouldyou answer them?4) Read activelyDon’t wait for the author to hammer you over the head. Instead, from the very beginning, constantly generate hypotheses (“the main point of the book is that...”) and questions (“How does the author know that...?”) about the book.Making brief notes about these can help. As you read, try to confirm your hypotheses and answer your questions. Once you finish, review these.5) Read it three timesThis is the key technique. You’ll get the most out of the book if you read it three times — each time for a different purpose and at a different level of detail.a) Overview: discovery (one-tenth of total time)Here you read very quickly, following the principle (described below) of reading forhigh information content. Your goal is to discover the book: to get a quick-and-dirty, unsophisticated, general picture of the writer’s purpose, methods, andconclusions.Mark — without reading carefully — headings, passages, and phrases that seemimportant (you’ll read these more carefully on the second round.) Generatequestions to answer on your second reading: what does term or phrase X mean?Why doesn’t the author cover subject Y? Who is Z?b) Detail: understanding (six-tenths of total time)Within your time constraints, read the book a second time. This time, your goal isunderstanding: to get a careful, critical, thoughtful grasp of the key points, and toevaluate the author’s evidence for his/her points.Focus especially on the beginnings and ends of chapters and major sections. Payspecial attention to the passages you marked on the first round. Try to answer anyquestions you generated on the first round.c) Notes: recall and note-taking (three-tenths of total time)The purpose of your third and final reading is to commit to memory the mostimportant elements of the book. This time, make brief notes about the arguments,evidence, and conclusions. This is not at all the same thing as text markup. Includejust enough detail to let you remember the most important things. 3-5 pages ofnotes per 100 pages of text is a good goal to shoot for; more than that is often toomuch. Use a system that lets you easily find places in the book (e.g., start each notewith a page number.)Notebooks, typed pages, handwritten sheets tucked into the book can all work.However, notes will be useless unless you can easily find them again. A very goodsystem — the one I use — is to type notes directly into bilbiography entries usingsoftware such as Endnote, Refer, or Bookends (for the Mac). This way the notes andthe citation information always remain together; over time you accumulate a libraryof notes you can easily consult, even when away from your paper files.On time and timing. First, because human attention fades after about an hour, you’ll get more out of three one-hour readings than you could ever get out of one three-hour reading. But be careful: to get one full hour of effective reading, you need to set aside at least one hour and fifteen minutes, since distraction is inevitable at the beginning (settling in) and end (re-arousal for your next task) of any reading period.Second, make a realistic plan that includes how much time you will devote to each of the three stages. For a 250-page book, I usually spend 15-30 minutes on overview, 3-5 hours on detailed reading, and 1-1.5 hours taking notes, but these periods can be adjusted up or down depending on difficulty — and on how much time you have.6) Focus on the parts with the highest information content.Non-fiction books very often have an “hourglass” structure that is repeated at several levels of organization. More general (broader) information is presented at the beginnings and ends of: • the book or article as a whole (abstract, introduction, conclusion)• each chapter• each section within a chapter• each paragraphMore specific (narrow) information (supporting evidence, details, etc.) is presented in the middle:General ArrayGeneralThe “Hourglass” Information StructureTo make this structure work for you, focus on the following elements, in more or less the following order:• Cover• Table of contents• Index: scan this to see which are the most important terms• Bibliography: tells you about the book’s sources and intellectual context• Preface and/or Introduction and/or Abstract• Conclusion• Pictures, graphs, tables, figures: images contain more information than text• Section headings: help you understand the book’s structure• Special type or formatting: boldface, italics, numbered items, lists7) Use PTML (personal text markup language)Mark up your reading.Underlining and making notes in the margins is a very important part of active reading. Do this from the very beginning — even on your first, overview reading. When youcome back to the book later, your marks reduce the amount you have to look at and help you see what’s most significant.Don’t mark too much. This defeats the purpose of markup; when you consult your notes later, it will force you to re-read unimportant information. As a rule, you should average no morethan two or three short marks per page. Rather than underline whole sentences, underlinewords or short phrases that capture what you most need to remember. The whole point of this exercise is to distill, reduce, eliminate the unnecessary. Write words and phrases in the margins that tell you what paragraphs or sections are about. Use your own words.8) Page vs. screenPrinted material has far higher resolution (~600 dpi) than even the best computer screens (~72 dpi).For this reason you will read more accurately, and with less fatigue, if you stick with the paper version. Still, the advantages of portability and high-volume storage mean that we inevitably read much more screen-based material now.Using PTML on the screen: It is still quite difficult to mark up screen-based materials effectively; the extra steps involved are often distracting, as is the temptation to interruptreading to check email or web-surf. However, if you’re disciplined, the most recent versions of Adobe Acrobat, and a few shareware PDF handlers such as PDFpen, allow you to addcomments and highlighting to PDFs. If you don’t want to resort to printing everything, I suggest investing in the (expensive) Acrobat software.Note-taking on the screen: A major pitfall of screen-based reading is that because you can easily cut and paste the original text, you will be tempted to do this in lieu of making your own notes. Cut-and-paste can sometimes be helpful, especially for things you might want to quotelater. However, in general it defeats the two main purposes of note-taking: (a) learning andremembering (by rephrasing in your own terms), and (b) condensing into a very short form. The same is true of hyperlinks: though useful for keeping track of sources, linking to an item by itself will not help you remember or understand it, even though it may feel that way.9) Know the author(s) and their organizationsKnowing who wrote a book helps you judge its quality and understand its full significance.Authors are people. Like anyone else, their views are shaped by their educations, their jobs, their early lives, and the rest of their experiences. Also like anyone else, they have prejudices, blindspots, desperate moments, failings, and desires — as well as insights, brilliance, objectivity, andsuccesses. Notice all of it.Most authors belong to organizations: universities, corporations, governments, newspapers, magazines. These organizations each have cultures, hierarchies of power, and social norms.Organizations shape both how a work is written and the content of what it says. For example,university professors are expected to write books and/or journal articles in order to get tenure.These pieces of writing must meet certain standards of quality, defined chiefly by otherprofessors; for them, content usually matters more than good writing. Journalists, by contrast,are often driven by deadlines and the need to please large audiences. Because of this, theirstandards of quality are often directed more toward clear and engaging writing than towardunimpeachable content; their sources are usually oral rather than written.The more you know about the author and his/her organization, the better you will be able to evaluate what you read. Try to answer questions like these: What shaped the author’sintellectual perspective? What is his or her profession? Is the author an academic, a journalist, a professional (doctor, lawyer, industrial scientist, etc.)? Expertise? Other books and articles?Intellectual network(s)? Gender? Race? Class? Political affiliation? Why did the author decide to write this book? When? For what audience(s)? Who paid for the research work (privatefoundations, government grant agencies, industrial sponsors, etc.)? Who wrote “jacket blurbs” in support of the book?You can often (though not always) learn about much of this from the acknowledgments, the bibliography, and the author’s biographical statement.10) Know the intellectual contextKnowing the author and his/her organization also helps you understand the book’s intellectual context. This includes the academic discipline(s) from which it draws, schools of thought within that discipline, and others who agree with or oppose the author’s viewpoint.A book is almost always partly a response to other writers, so you’ll understand a book muchbetter if you can figure out what, and who, it is answering. Pay special attention to points where the author tells you directly that s/he is disagreeing with others: “Conventional wisdom holdsthat x, but I argue instead that y.” (Is x really conventional wisdom? Among what group ofpeople?) “Famous Jane Scholar says that x, but I believe that y.” (Who’s Famous Jane, and whydo other people believe her? How plausible are x and y? Is the author straining to findsomething original to say, or has s/he genuinely convinced you that Famous Jane is wrong?)Equally important are the people and writings the author cites in support of his/her arguments.11) Use your unconscious mindAn awful lot of thinking and mental processing goes on when you’re not aware of it. Just as with writing or any other creative thought process, full understanding of a book takes time todevelop.The mind, like the body, gets tired, especially when it’s doing just one thing for many hours. Your ability to comprehend and retain what you read drops off dramatically after an hour or so.Therefore, you should read a book in several short sessions of one to two hours apiece, rather than one long marathon.In between, your unconscious mind will process some of what you’ve read. When you come back for the next session, start by asking yourself what you remember from your previous reading,what you think of it so far, and what you still need to learn.12) Rehearse, and use multiple modesReading is exactly like martial arts, baseball, or cooking in the sense that learning and memory depend crucially on rehearsal. So — after you’ve read the book, rehearse what you’velearned. Quiz yourself on its contents. Argue with the author. Imagine how you would defendthe author’s position in your own writing.Reading, writing, speaking, listening, and visualizing all engage different parts of the brain. For this reason, the best forms of rehearsal use multiple modes of thinking and action. Don’t justcontemplate privately. Instead, talk about the book with others. Bring it up in classes. Writeabout it. Visualize anything that can be visualized about its contents. All of this helps fix yourmemory and integrate your new learning into the rest of your knowledge.Hang in there!When I give presentations on these ideas, students often tell me a few weeks later that they “tried ita few times and just couldn’t do it,” so they stopped. You will have to practice thesetechniques for a considerable length of time — at least a few months — before they come toseem natural, and they will never be easier than the comfortable, passive way we’ve all beenreading for many years.The rewards are great. Learning to read this way is a major key to a successful career as a student, scholar, or professional in almost any field.。
15_1Howtoreadapaper
The places to find information about a paper’s subject matter
The title The abstract, and The introduction
Note The discussion contains further ideas, but it is not worth reading the discussion in any detail until we have good idea what is being discussed.
Reading a scientific paper
Struggle with the paper
– active not passive reading – use highlighter, underline text, scribble comments
or questions on it, make notes – if at first you don’t understand, read and re-read,
textbooks, online links to references, figure legends to clarify things you don’t understand
Blame the authors if…
Logical connections left out
– Instead of saying why something was done, the procedure is simply described.
What questions does the paper address?
Descriptive research
如何看书英语作文
如何看书英语作文Title: The Art of Reading BooksReading books is an enriching and transformative experience that can broaden our horizons, enhance our knowledge, and foster a deeper understanding of the world. It is an activity that requires patience, focus, and an open mind. In this essay, I will delve into the various aspects of reading books, highlighting its benefits, techniques, and the impact it has on our lives.Firstly, reading books is a powerful tool for acquiring knowledge. Through books, we can access a vast array of information and ideas that would otherwise be unavailable to us. Whether it's history, science, literature, or philosophy, books provide us with a window into different cultures, perspectives, and ways of thinking. This knowledge not only broadens our horizons but also helps us to make informed decisions and to navigate the complexities of the world.Moreover, reading books is beneficial for our cognitive development. It stimulates our imagination and criticalthinking skills, encouraging us to analyze, evaluate, and synthesize information. By engaging with differentnarratives and viewpoints, we develop a deeperunderstanding of human nature and the complexities ofsocial relationships. This, in turn, enhances our abilityto communicate effectively and to empathize with others.When it comes to reading, it's important to have a plan and to set aside dedicated time for this activity. Distractions can easily pull us away from our books, soit's crucial to create a reading environment that is conducive to focus and concentration. This might meanfinding a quiet corner in our home, turning offnotifications on our devices, or setting aside a specific time of day for reading.Another key aspect of reading books is choosing theright ones for our interests and needs. There are countless books available, and it can be overwhelming to decide whatto read. However, by exploring different genres and authors, we can discover new favorites and expand our reading horizons. It's also important to read books that challenge our thinking and push us to grow intellectually.Furthermore, reading books can be a source ofrelaxation and stress relief. In the midst of a busy and chaotic world, books offer us a refuge where we can escape the hustle and bustle and immerse ourselves in another world. They provide us with a sense of tranquility and peace, allowing us to recharge our batteries and refocus our minds.Finally, reading books has a profound impact on our personal growth and development. Through the stories and ideas we encounter in books, we gain insights into our own lives and the world at large. We learn about different values, beliefs, and ways of living, which can inspire us to become better versions of ourselves. Reading books can also help us to develop empathy and understanding towards others, making us more compassionate and understanding individuals.In conclusion, reading books is a rewarding and enriching experience that can transform our lives in numerous ways. It broadens our horizons, enhances our knowledge, and fosters cognitive development. By setting aside dedicated time for reading, choosing the right books,and immersing ourselves in their stories and ideas, we can reap the benefits of this transformative activity. Let us make reading a habit and embark on a journey ofintellectual exploration and personal growth.。
How To Reada Newspaper如何阅读报刊
How to Read a NewspaperBy Walter CronkiteInternational Paper asked Walter Cronkite, for years television’s foremost news anchorman, and an ardent advocate of the need for a free people to remain free by keeping fully informed, to tell you how your newspaper can help you cope better with your world each day.If you’re like most people you try to keep up with the news by watching it on television.That’s how 65% of us get 100% of our news – from the24-odd-minute TV news broadcast each evening.The problem – and I know the frustration of it firsthand – is that unless something really special happens, we in TV news have to put severe time limitations on every story, even the most complicated and important ones.Get more than headlinesSo what we bring you is primarily a front-page headline service. To get all you need to know, you have to flesh out those headlines with a complete account of the news from a well edited and thorough newspaper.Is it really necessary to getthe whole story? DorothyGreene Friendly put it this way:“What the American peopledon’t know can kill them.”Amen.News people have aresponsibility. And so do you.Ours is to report the news fairly,accurately and completely.Yours is to keep yourselfinformed everyday.I’l l never forget thequotation hanging in Edward R.Murrow’s CBS office. It wasfrom Thoreau: “It takes two tospeak the truth – one to speakand one to hear.”Take a three-minute overviewHere’s how I tackle thepaper. For starters, I take athree-minute overview of thenews. No need to go to thesports section first, or the TVlistings. With my overviewyou’ll get there quickly enough.First I scan through the front-page headlines, look at thepictures and read the captions. Ido the same thing page by pagefront to back. Only then do I goback for the whole feast.The way the front page is“made up” tells you plenty. Forone thing, headline type sizewill tell you how the paper’seditor ranks the stories onrelative importance. A majorcrop failure in Russia should getlarger type than an overturnedtruck of wheat on the Interstate,for example.Which is the main story?You’ll find the main or leadstory in the farthest upper-righthand column. Why? Tradition.Newspapers used to appear onnewsstands folded anddisplayed with their top right-hand quarter showing. Theymade up the front page with thelead story there to entice readers.You’ll find the second mostimportant story at the top far left,unless it’s related to the leadstory. Do you have to read allthe stories in the paper? Gosh,no. But you check them all.Maybe the one that appears atfirst to be the least appealingwill be the one that will mosteffect your life.News is information, periodA good newspaper providefour basic ingredients to helpyou wrap your mind around thenews: information, background,analysis and interpretation.Rule #1 of Americanjournalism is: “News columnsare reserved only for news.”What is news? It is informationonly. You can tell a goodnewspaper story. It just reportsthe news. It doesn’t try to slantit. And it gives you both sidesof the story.Look out for a lot ofadjectives and adverbs. Theydon’t belong in an objectivenews story. They tend to colorand slant it so you may come toa wrong conclusion.Do look for bylines,datelines and the news servicesources of articles. These willalso help you judge a story’simportance and its facts.As you read a story you canweigh its truthfulness by askingyourself, “Who said so?” Lookout for “facts” that come fromunnamed sources, such as “a highly placed government official.” This could top you off that the story is not quite true, or that someone – usually in Washington – is sending up a “trial balloon” to see if something that may happen or be proposed gets a good reception.Another tip: check for “Corrections” items. A good newspaper will straighten out false or wrong information as soon as it discovers its error. A less conscientious one will let it slide or bury it.An Upside Down PyramidReporters write news stories in a special way called the “invertedpyramid” style.That means theystart with the end,the climax of thestory, with themost importantfacts first, thenbuilding moredetails in order of importance. Thisis unlike thetelling or writingof most stories,where you usuallystart at the beginning and save the climax for last. Knowing about the newspaper’s “inverted pyramid” style will help you sift facts.A well-reported story will tell you “who”, “what,” “when,” “where,” and “how.” The best newspapers will go on to tell you “why.” “Why” is often missing. And that may be the key ingredient.Many important stories are flanked by “sidebars.” These are supporting stories that offer,not news, but the “why” –background and analysis– tohelp you understand andevaluate it.Background offers helpfulfacts. Analysis frequentlyincludes opinion. So it shouldbe – and usually is – carefullylabeled as such. It’s generallyby-lined by an expert on thesubject who explains the causesof the news and its possibleconsequences to you.No good newspaper will mixinterpretation with the “hard”news, either. Interpretationgoes beyond analysis and tellsyou not just what will probablyhappen, but what ought tohappen. This should be clearlylabeled, or at best, reserved forthe editorial pageor “op-ed”(opposite theeditorial) page.Form your ownopinion firstI form myown opinionbefore I turn tothe editorial pagefor the pundits’views. I don’twant them to tellme how to think until I’vewrestled the issue through to myown conclusion. Once I have,I’m open to other reasoning.Resist the temptation to let themdo your thinking for you.Here’s an idea I firmlybelieve in and act on. Whenyou read something thatmotivates you, do somethingabout it. Learn more about it.Join a cause. Write a letter.You can constantly vote onissues by writing letters,particularly to yourcongressman or state or localrepresentative.To understand the newsbetter, you can also read newsmagazines. Books help to fill inthe holes too. During theVietnam war, for example,many people felt that the dailynews wasn’t entirelysatisfactory. The truth is, youcould have gotten manyimportant new facts from thebooks coming out at the time.Pick a TV story and follow itNow that I’ve taught youthe basics of getting under theskin of a newspaper, letnewspapers get under your skin.Tonight, pick an importantstory that interests you on theTV news. Dig into the story –in your newspaper. Follow it,and continue to follow it closelyin print. See if you don’t findyourself with far moreunderstanding of the event.And see if you don’t have afar more sensible opinion as tothe “whys” and “wherefores” ofthat event, even down to how itwill effect you – and maybeeven what should be doneabout it.Keep up with the news theway my colleagues and I do –on TV and in the newspapers.Learn to sift it for yourself, toheft it, to value it, to question it,to ask for it all.You’ll be inbetter control of your life andyour fortunes.And that’s the way it is.Walter Cronkite。
读一本书的方法英语作文
读一本书的方法英语作文Here are some tips on how to read a book in an informal and conversational way:When you pick up a book, don't rush through it. Take your time and let the words sink in. Dip into it slowly, like enjoying a cup of coffee in the morning.Read in a comfortable spot where you can focus. Whether it's a cozy couch or a quiet corner of the library, make sure the surroundings are distraction-free.If you find a section that's particularly interesting, don't be afraid to stop and ponder. Let the ideas marinate in your mind for a while.Don't feel like you have to read the book in one sitting. Take breaks, go for a walk, or do something else. Coming back to it later with a fresh perspective can be really rewarding.Use a bookmark or fold a corner to mark pages you want to revisit. It's like setting up bookmarks on the web for future reference.Remember, reading is a conversation with the author. Don't hesitate to disagree or argue with the ideas presented. After all, it's all about the exchange of thoughts.If you're struggling with a certain passage, don't force it. Skip ahead and come back later when you're in a different mood or have gained more context.And finally, enjoy the journey!。
如何再读一遍书籍英语作文
如何再读一遍书籍英语作文How to Reread a BookRereading a book can offer a fresh perspective and deeper understanding. Here are some effective ways to do it.Firstly, set a purpose for your rereading. Maybe you m to explore the themes more profoundly, analyze the character development in detl, or simply enjoy the beautiful language once agn. Having a clear goal will guide your reading and make it more focused.Before you start, it's helpful to recall your initial impressions and thoughts from the first reading. This will allow you to notice any changes or new insights during the reread.When rereading, pay attention to the detls you might have missed before. Notice the small hints, the subtle emotions of the characters, or the background descriptions that contribute to the overall atmosphere.Take notes or mark the important parts. It can be a profound quote, a thought-provoking idea, or a passage that moves you. This will not only help you remember but also facilitate discussions or reflections later.Try to read at a different pace. Sometimes, slowing down can help you savor every word and sentence, while speeding up in familiar sections can keep the momentum.Compare and contrast your current feelings and understandings with your previous ones. How have your perspectives changed? What has influenced these changes?Finally, share your thoughts and experiences with others. Discussing the book with friends or in a reading group can bring out new viewpoints and enhance your enjoyment of the rereading process.In conclusion, rereading a book is not just about going through the pages agn; it's an opportunity to discover new treasures and gn a richer reading experience.。
how to read a paper
2004年复旦大学生物医学前沿文献讨论课参考资料1 HOW TO EVALUATE A PAPERA thorough understanding and evaluation of a paper involves answering severalquestions:a. What questions does the paper address?b. What are the main conclusions of the paper?c. What evidence supports those conclusions?d. Do the data actually support the conclusions?e. What is the quality of the evidence?f. Why are the conclusions important?a. What questions does the paper address?Before addressing this question, we need to be aware that research in biochemistry andmolecular biology can be of several different types:Type of research Question asked:Descriptive What is there? What do we see?Comparative How does it compare to other organisms? Areour findings general?Analytical How does it work? What is the mechanism? Descriptive research often takes place in the early stages of our understanding of a system. We can't formulate hypotheses about how a system works, or what its interconnections are, until we know what is there. Typical descriptive approaches in molecular biology are DNA sequencing and DNA microarray approaches. In biochemistry, one could regard x-ray crystallography as a descriptive endeavor.Comparative research often takes place when we are asking how general a finding is. Is it specific to my particular organism, or is it broadly applicable? A typical comparative approach would be comparing the sequence of a gene from one organism with that from the other organisms in which that gene is found. One example of this is the observation that the actin genes from humans and budding yeast are 89% identical and 96% similar. Analytical research generally takes place when we know enough to begin formulating hypotheses about how a system works, about how the parts are interconnected, and what the causal connections are. A typical analytical approach would be to devise two (or more) alternative hypotheses about how a system operates. These hypotheses would all be consistent with current knowledge about the system. Ideally, the approach would devise a set of experiments todistinguish among these hypotheses. A classic example is the Meselson-Stahl experiment.Of course, many papers are a combination of these approaches. For instance, researchers might sequence a gene from their model organism; compare its sequence to homologous genes from other organisms; use this comparison to devise a hypothesis for the function of the gene product; and test this hypothesis by making a site-directed change in the gene and asking how that affects the phenotype of the organism and/or the biochemical function of the gene product.Being aware that not all papers have the same approach can orient you towards recognizing the major questions that a paper addresses.What are these questions? In a well-written paper, as described above, the Introduction generally goes from the general to the specific, eventually framing a question or set of questions. This is a good starting place. In addition, the results of experiments usually raise additional questions, which the authors may attempt to answer. These questions usually become evident only in the Results section.b. What are the main conclusions of the paper?This question can often be answered in a preliminary way by studying the abstract of the paper. Here the authors highlight what they think are the key points. This is not enough, because abstracts often have severe space constraints, but it can serve as a starting point. Still, you need to read the paper with this question in mind.c. What evidence supports those conclusions?Generally, you can get a pretty good idea about this from the Results section. The description of the findings points to the relevant tables and figures. This is easiest when there is one primary experiment to support a point. However, it is often the case that several different experiments or approaches combine to support a particular conclusion. For example, the first experiment might have several possible interpretations, and the later ones are designed to distinguish among these.In the ideal case, the Discussion begins with a section of the form "Three lines of evidence provide support for the conclusion that... First, ...Second,... etc." However, difficulties can arise when the paper is poorly written (see above). The authors often do not present a concise summary of this type, leaving you to make it yourself. A skeptic might argue that in such cases the logical structure of the argument is weak and is omitted on purpose! In any case, you need to be sure that you understand the relationship between the data and the conclusions.d. Do the data actually support the conclusions?2004年复旦大学生物医学前沿文献讨论课参考资料1One major advantage of doing this is that it helps you to evaluate whether the conclusion is sound. If we assume for the moment that the data are believable (see next section), it still might be the case that the data do not actually support the conclusion the authors wish to reach. There are at least two different ways this can happen:i. The logical connection between the data and the interpretation is not soundii. There might be other interpretations that might be consistent with the data.One important aspect to look for is whether the authors take multiple approaches to answering a question. Do they have multiple lines of evidence, from different directions, supporting their conclusions? If there is only one line of evidence, it is more likely that it could be interpreted in a different way; multiple approaches make the argument more persuasive.Another thing to look for is implicit or hidden assumptions used by the authors in interpreting their data. This can be hard to do, unless you understand the field thoroughly.e. What is the quality of that evidence?This is the hardest question to answer, for novices and experts alike. At the same time, it is one of the most important skills to learn as a young scientist. It involves a major reorientation from being a relatively passive consumer of information and ideas to an active producer and critical evaluator of them. This is not easy and takes years to master. Beginning scientists often wonder, "Who am I to question these authorities? After all the paper was published in a top journal, so the authors must have a high standing, and the work must have received a critical review by experts." Unfortunately, that's not always the case. In any case, developing your ability to evaluate evidence is one of the hardest and most important aspects of learning to be a critical scientist and reader.How can you evaluate the evidence?First, you need to understand thoroughly the methods used in the experiments. Often these are described poorly or not at all. The details are often missing, but more importantly the authors usually assume that the reader has a general knowledge of common methods in the field (such as immunoblotting, cloning, genetic methods, or DNase I footprinting). If you lack this knowledge, as discussed above you have to make the extra effort to inform yourself about the basic methodology before you can evaluate the data.Sometimes you have to go to the library, or to a lab that has a lot of back issues of common journals, to trace back the details of the methods if they are important. One new development that eventually will make this much easier is the increasing availability of journals on the Web. Second, you need to know the limitations of the methodology. Every method has limitations, and if the experiments are not done correctly they can't be interpreted.For instance, an immunoblot is not a very quantitative method.Moreover, in a certain range of protein the signal increases (that is, thesignal is at least roughly "linear"), but above a certain amount ofprotein the signal no longer increases. Therefore, to use this methodcorrectly one needs a standard curve that shows that the experimentallanes are in a linear range. Often, the authors will not show thisstandard curve, but they should state that such curves were done. Ifyou don't see such an assertion, it could of course result from badwriting, but it might also not have been done. If it wasn't done, a darkband might mean "there is this much protein or an indefinite amountmore".Third, you need to distinguish between what the data show and what the authors say they show. The latter is really an interpretation on the authors' part, though it is generally not stated to be an interpretation. Papers usually state something like "the data in Fig. x show that ...". This is the authors' interpretation of the data. Do you interpret it the same way? You need to look carefully at the data to ensure that they really do show what the authors say they do. You can only do this effectively if you understand the methods and their limitations.Fourth, it is often helpful to look at the original journal (or its electronic counterpart) instead of a photocopy. Particularly for half-tone figures such as photos of gels or autoradiograms, the contrast is distorted, usually increased, by photocopying, so that the data are misrepresented.Fifth, you should ask if the proper controls are present. Controls tell us that nature is behaving the way we expect it to under the conditions of the experiment. If the controls are missing, it is harder to be confident that the results really show what is happening in the experiment. You should try to develop the habit of asking "where are the controls?" and looking for them.f. Why are the conclusions important?Do the conclusions make a significant advance in our knowledge? Do they lead to new insights, or even new research directions?Again, answering these questions requires that you understand the field relatively well. (John W. L ittle and Roy Parker--University of Arizona)2004年复旦大学生物医学前沿文献讨论课参考资料2Dr. Plopper’s Guide To Critical Reading of Primary Literature Overall tips:1. Just because a scientific study has been published, this does not mean it is perfect. And the imperfections are not so minute that a non-expert cannot find them. Any student of science can, and indeed should, read science critically. This means you can read a paper by a Nobel laureate and find fault with it. It is in fact expected that, as a practicing scientist, you can criticize any science. The level of your critical analysis will differ with your experience level, but you should be able to criticize science even as a relatively inexperienced undergraduate.2. Manuscripts are not read the same way newspapers or novels are read. One does not simply read every word, from the front to the back, in a single pass. The reason for this is fairly obvious: manuscripts contain a high density of information, and not all of this information is of equal value to the reader. In fact, quite a lot of effort is made by the authors and editors to break the information into discrete units that can be read almost independently. Inexperienced readers of primary literature should pay close attention to how manuscripts are organized, and seek specific types of information from each section. You should read the manuscript many times, but each time read only a portion of it, and do so because you are looking for specific information.3. Have a good textbook handy to look up background information and definitions.4. Reading a manuscript takes a lot of time, especially if you are unused to it. To do all of the procedures outlined here will take you at least three hours.Step-by-step method:1. Read the Title.1a. Understand each word. The title provides the most important information in the manuscript. What, really, does this mean? This means the authors have combed through their data and have decided that if you remember nothing else about the paper, this is the one thing you should remember. You may be surprised to learn that most authors spend quite a lot of effort on the title, because they are forced to distil many months (or even years) of work into a single sentence. Imagine crunching an entire year of college courses into a single sentence! As a result, they shuffle and reshuffle their data until the most important point comes out. They also shuffle and reshuffle the words in the title.The result is that each word in a title usually carries a lot of weight. Because a lot of effort is put into creating a title, it should be rich in information content. To the reader, this means you should be able to get a lot of ideas out of the title. I usually spend at least five (real) minutes thinking about the title before I read anything else; most beginning students spend about five seconds on a title, figuring, “If it’s important, I’ll learn about it later in the paper.” Bad idea!1b. Create a list of experiments you expect to see in the paper. In practical terms, this means you should consider the implications of each word in a title. You should be able to derive a list of what sort of experiments you think the authors performed, what the data might have looked like, and how the authors reached their conclusions, before you even read the paper. Write this list down. It may be completely wrong, that’s OK. But try to think ahead about what will be coming. If eventually you discover that your list looks nothing like what the authors did, that is very instructional: did you miss a critical point, or (this happens) did they? Did they mislead you with their title? Many papers have titles that border on being advertisements: they paint the data in the most positive light, but may not be entirely accurate. Your job is to see through that!Example: Although not usually written as a declarative sentence, a title can be translated as such.Here is an example from a cell biology paper: “A Splice-Isoform of Vesicle-associated Membrane Protein-1 (VAMP-1) Contains a Mitochondrial Targeting Signal.” This sentence can be deconstructed easily: “X (verb) Y.” The verb “contains” is not overly scientific, but is has implications you should consider. The “X” in this case is rich in terms: “A Splice-Isoform of Vesicle-associated Membrane Protein-1…” When you read a title, make sure you understand what every single word means, or at least ask yourself how you could find out. In this case, if you don’t know what “splice isoform” means, go find out before you delve any deeper into the paper, because it must be a critical component of the whole manuscript (or it wouldn’t have made it into the title, right?). Usually a good place to find definitions or explanations for especially obscure words is the Introduction section. Likewise the words “vesicle-associated,” “membrane,” and “protein.” These are all very common terms in cell biology, and you should have no trouble understanding them. After you get the meaning of each word down, string them together and determine what they mean collectively. In this case, it means, “A structurally altered form of a protein that binds to vesicles…” and that should conjure an image in your mind: what do vesicle associated proteins do? Don’t know? Go find out. What would make them interesting, especially if they were structurally altered? Any predictions? I’ll wager that you won’t predict that they have anything to do with mitochondria. Hmmm….Do the same deconstruction to the “Y” term: what is a “mitochondrial targeting signal”? Where is it found? What does it do? Look it up if you don’t know.Now combine the two ideas with the verb. The two apparently disparate ideas are actually related, according to this paper. How would you show that? Spend some time thinking hard about that. Any idea how someone might do it? If so, write it down. If not, put down the questions you’d need answered in order to come up with some experiments: “How do you show something is a splice variant?” for example.So, before proceeding, you should have a list: It either has a series of experiments you think might be done, or it has a set of questions that you need answers to in order to generate that list of experiments. Maybe it contains a few statements of each type. A big difference between an inexperienced and an experienced researcher is how easily they can draw up this list of experiments. You should be striving to do this as quickly and thoroughly as possible. And remember: having a list that varies from the list of actual experiments done by the authors is perfectly OK.If you need to look in the paper to find the answers to your list of questions, do that next. Look at the data/figures, and check the Materials and Methods for the “how to” portion of addressing your question. Read these sections only for that information! Do not get bogged down in minute details: know what you are looking for, and find it. Skip/ignore anything that doesn’t answer your questions. Then, generate your list of experiments.Do not read any more of the paper until you get this list together. I usually just abbreviate it in the2004年复旦大学生物医学前沿文献讨论课参考资料2margin of the first page. At this point all you have read is the title (plus maybe you’ve skimmed the rest), yet you have a good handle on what the paper should be about, and even a set of expectations to bring with you as you delve into the meat of the paper. This will help considerably when trying to decide what else in the paper really matters: Sometimes the pH of a buffer is boring, sometimes it is crucial.Given the list, now you can test your ideas by reading the rest of the paper to find out what experiments they actually did. How and where do you find that? In the Results section.But before we go there, let’s get a preview by reading a summary of the results in the abstract.2. Read the Abstract.The abstract is a summary of the whole paper. It usually contains a condensed introduction (1-2 sentences) explaining the rationale for the work. Then a brief summary of the data, with slight reference to the experimental methods at best. Finally, a concluding sentence, perhaps with mention of the implications of the work.Like the title, the abstract is a dense piece of writing. You can get lots of info here, but this time you are looking only for hints as to how and why the experiments were performed. You can then tell how close your list is to theirs. Don’t rewrite your list! Just get it in your head that your experiments and theirs are either similar or not. You will also get a sense for the order in which experiments are going to be presented. Ignore everything else.3. Read the Results section.3a. Read the text of the results without critiquing the data. Go slowly and carefully here. Since this is your first pass through the data, do not try to take it all in at once. Again, look for specific information and ignore the rest. This time, you are looking for a good understanding of what the experiments were: what did they do? The goal here is to get into the minds of the authors: Let them tell you why they did the experiments, and what they think happened as a result. Assume everything they tell you is the absolute truth. This is where you compare your list with theirs. Write down what differences there are, and note why you think the lists are different: are the authors leaving things out you’d like to see, or are they on a different track than you? The key here is to fully understand their train of thought. If you can’t figure it out, write that down, too, specifying exactly where you fell off the train. Then move on. From here on, focus on the material you understand from the Results, and ignore what you don’t understand.3b. Look at the figures and carefully read the figure legends. This is where you get into the nitty-gritty of the paper. Look at each figure, having already understood what the authors claim is happening. BE CRITICAL: Assume they are trying to pull a fast one on you. Make sure that when they say something, the data actually show it. You may be surprised to learn that many papers fail in this respect, sometimes rather badly. Scientists often give themselves the benefit of the doubt, and your job here is to see whether you’d give them the same breaks. It is perfectly OK to be a complete stickler for facts: what are the controls for that experiment? How do you know that this result isn’t due to something else? [Note: This is the one and only time you ever need to read the Materials and Methods section, and you only read it when you need a specific fact about a particular item. Do not dwell in the M&M section.] Challenge yourself to find alternate explanations for the results. An important thing to realize is that you can do this for every single paper ever published. All authors omit things, because they can’t publish every experiment they ever did: what do you think they chose to omit? Why did they omit it?Make sure you understand what they did before moving on. I sometimes have a list, next to my “expected experiments” list.4. Read the introduction.Now, you are looking for a clear justification for why the authors chose to do their experiments. What is the main question that they claim to be answering? Amazingly, some papers never mention this, and the authors assume that we’ll just “get it.” Bad idea! Are you convinced that their question is relevant/interesting?5. Compare the authors’ main question, their data, and their conclusions.Simply put, did they answer their question? Did they do the right experiments to address their question? If your list of experiments differs from theirs, is their line of experimentation better? Sometimes it isn’t! If you had to answer this research question, knowing all that you know now, how would you do it? Maybe borrow some of their experiments? Or do exactly what they did? Great papers are those that do it exactly right, and they are rare.6. Read the discussion.Having reached your own conclusions about the quality of the work, let them have the last say by reading their defense of their work. The discussion should tell you why their work is important, and how it advances the field. By the time you read this, you will have a clear understanding of what you think the weaknesses of the paper are: did they anticipate your questions, and actually answer them here? If so, consider their response. If not, you get the satisfaction of knowing that you been especially thorough in your reading and critical evaluation of the manuscript.7. Project into the future.Having now gotten into the minds of the authors, imagine yourself working along side them. If you joined that lab tomorrow, what would you suggest be done next to advance this study? Are there gaping holes to be filled? Or can you move on to the next issue? To be a critical scientist, you must be able to answer these questions. You may find yourself in a lab one day, or maybe in an interview, where you will be asked, “What would you do next?” and reading manuscripts is where you begin thinking along these lines. Do not neglect this responsibility.8. Wrap up.Give the whole paper a quick read from front-to-back, and see how the paper flows. Look for style, not content. What phrases do they use to introduce their ideas? How are the figures labeled? Is this a well-constructed paper? Is there anything in the paper you'd like to emulate?Send comments to: ploppg@。
How to read a paper(如何阅读一篇文章)
How to Read a PaperS.KeshavDavid R.Cheriton School of Computer Science,University of WaterlooWaterloo,ON,Canadakeshav@uwaterloo.caABSTRACTResearchers spend a great deal of time reading research pa-pers.However,this skill is rarely taught,leading to much wasted effort.This article outlines a practical and efficient three-pass method for reading research papers.I also de-scribe how to use this method to do a literature survey. Categories and Subject Descriptors:A.1[Introductory and Survey]General Terms:Documentation.Keywords:Paper,Reading,Hints.1.INTRODUCTIONResearchers must read papers for several reasons:to re-view them for a conference or a class,to keep current in theirfield,or for a literature survey of a newfield.A typi-cal researcher will likely spend hundreds of hours every year reading papers.Learning to efficiently read a paper is a critical but rarely taught skill.Beginning graduate students,therefore,must learn on their own using trial and error.Students waste much effort in the process and are frequently driven to frus-tration.For many years I have used a simple approach to efficiently read papers.This paper describes the‘three-pass’approach and its use in doing a literature survey.2.THE THREE-PASS APPROACHThe key idea is that you should read the paper in up to three passes,instead of starting at the beginning and plow-ing your way to the end.Each pass accomplishes specific goals and builds upon the previous pass:The first pass gives you a general idea about the paper.The second pass lets you grasp the paper’s content,but not its details.The third pass helps you understand the paper in depth.2.1Thefirst passThefirst pass is a quick scan to get a bird’s-eye view of the paper.You can also decide whether you need to do any more passes.This pass should take aboutfive to ten minutes and consists of the following steps:1.Carefully read the title,abstract,and introduction2.Read the section and sub-section headings,but ignoreeverything else3.Read the conclusions4.Glance over the references,mentally ticking offtheones you’ve already readAt the end of thefirst pass,you should be able to answer thefive Cs:1.Category:What type of paper is this?A measure-ment paper?An analysis of an existing system?A description of a research prototype?2.Context:Which other papers is it related to?Whichtheoretical bases were used to analyze the problem?3.Correctness:Do the assumptions appear to be valid?4.Contributions:What are the paper’s main contribu-tions?5.Clarity:Is the paper well written?Using this information,you may choose not to read fur-ther.This could be because the paper doesn’t interest you, or you don’t know enough about the area to understand the paper,or that the authors make invalid assumptions.The first pass is adequate for papers that aren’t in your research area,but may someday prove relevant.Incidentally,when you write a paper,you can expect most reviewers(and readers)to make only one pass over it.Take care to choose coherent section and sub-section titles and to write concise and comprehensive abstracts.If a reviewer cannot understand the gist after one pass,the paper will likely be rejected;if a reader cannot understand the high-lights of the paper afterfive minutes,the paper will likely never be read.2.2The second passIn the second pass,read the paper with greater care,but ignore details such as proofs.It helps to jot down the key points,or to make comments in the margins,as you read.1.Look carefully at thefigures,diagrams and other illus-trations in the paper.Pay special attention to graphs.Are the axes properly labeled?Are results shown with error bars,so that conclusions are statistically sig-nificant?Common mistakes like these will separate rushed,shoddy work from the truly excellent.2.Remember to mark relevant unread references for fur-ther reading(this is a good way to learn more about the background of the paper).The second pass should take up to an hour.After this pass,you should be able to grasp the content of the paper. You should be able to summarize the main thrust of the pa-per,with supporting evidence,to someone else.This level of detail is appropriate for a paper in which you are interested, but does not lie in your research speciality.Sometimes you won’t understand a paper even at the end of the second pass.This may be because the subject matter is new to you,with unfamiliar terminology and acronyms. Or the authors may use a proof or experimental technique that you don’t understand,so that the bulk of the pa-per is incomprehensible.The paper may be poorly written with unsubstantiated assertions and numerous forward ref-erences.Or it could just be that it’s late at night and you’re tired.You can now choose to:(a)set the paper aside,hoping you don’t need to understand the material to be successful in your career,(b)return to the paper later,perhaps after reading background material or(c)persevere and go on to the third pass.2.3The third passTo fully understand a paper,particularly if you are re-viewer,requires a third pass.The key to the third pass is to attempt to virtually re-implement the paper:that is, making the same assumptions as the authors,re-create the work.By comparing this re-creation with the actual paper, you can easily identify not only a paper’s innovations,but also its hidden failings and assumptions.This pass requires great attention to detail.You should identify and challenge every assumption in every statement. Moreover,you should think about how you yourself would present a particular idea.This comparison of the actual with the virtual lends a sharp insight into the proof and presentation techniques in the paper and you can very likely add this to your repertoire of tools.During this pass,you should also jot down ideas for future work.This pass can take about four orfive hours for beginners, and about an hour for an experienced reader.At the end of this pass,you should be able to reconstruct the entire structure of the paper from memory,as well as be able to identify its strong and weak points.In particular,you should be able to pinpoint implicit assumptions,missing citations to relevant work,and potential issues with experimental or analytical techniques.3.DOING A LITERATURE SURVEYPaper reading skills are put to the test in doing a literature survey.This will require you to read tens of papers,perhaps in an unfamiliarfield.What papers should you read?Here is how you can use the three-pass approach to help.First,use an academic search engine such as Google Scholar or CiteSeer and some well-chosen keywords tofind three to five recent papers in the area.Do one pass on each pa-per to get a sense of the work,then read their related work sections.You willfind a thumbnail summary of the recent work,and perhaps,if you are lucky,a pointer to a recent survey paper.If you canfind such a survey,you are done. Read the survey,congratulating yourself on your good luck. Otherwise,in the second step,find shared citations and repeated author names in the bibliography.These are the key papers and researchers in that area.Download the key papers and set them aside.Then go to the websites of the key researchers and see where they’ve published recently.That will help you identify the top conferences in thatfield because the best researchers usually publish in the top con-ferences.The third step is to go to the website for these top con-ferences and look through their recent proceedings.A quick scan will usually identify recent high-quality related work. These papers,along with the ones you set aside earlier,con-stitute thefirst version of your survey.Make two passes through these papers.If they all cite a key paper that you did notfind earlier,obtain and read it,iterating as neces-sary.4.EXPERIENCEI’ve used this approach for the last15years to read con-ference proceedings,write reviews,do background research, and to quickly review papers before a discussion.This dis-ciplined approach prevents me from drowning in the details before getting a bird’s-eye-view.It allows me to estimate the amount of time required to review a set of papers.More-over,I can adjust the depth of paper evaluation depending on my needs and how much time I have.5.RELATED WORKIf you are reading a paper to do a review,you should also read Timothy Roscoe’s paper on“Writing reviews for sys-tems conferences”[1].If you’re planning to write a technical paper,you should refer both to Henning Schulzrinne’s com-prehensive web site[2]and George Whitesides’s excellent overview of the process[3].6.A REQUESTI would like to make this a living document,updating it as I receive comments.Please take a moment to email me any comments or suggestions for improvement.You can also add comments at CCRo,the online edition of CCR[4]. 7.ACKNOWLEDGMENTSThefirst version of this document was drafted by my stu-dents:Hossein Falaki,Earl Oliver,and Sumair Ur Rahman. My thanks to them.I also benefited from Christophe Diot’s perceptive comments and Nicole Keshav’s eagle-eyed copy-editing.This work was supported by grants from the National Science and Engineering Council of Canada,the Canada Research Chair Program,Nortel Networks,Microsoft,Intel Corporation,and Sprint Corporation.8.REFERENCES[1]T.Roscoe,“Writing Reviews for SystemsConferences,”http://people.inf.ethz.ch/troscoe/pubs/review-writing.pdf.[2]H.Schulzrinne,“Writing Technical Articles,”/hgs/etc/writing-style.html.[3]G.M.Whitesides,“Whitesides’Group:Writing aPaper,”http://www.che.iitm.ac.in/misc/dd/writepaper.pdf. [4]ACM SIGCOMM Computer Communication ReviewOnline,/ccr/drupal/.。
如何阅读论文 How to read a paper
如何阅读论文∗作者：S.KeShav†，译者：计军平‡摘要学者们需花费大量时间阅读论文。
然而，很少有人传授这项技能，导致初学者浪费了大量时间精力。
本文提出了一种高效实用的论文阅读方法——“三轮阅读法”。
同时，本文也描述了如何采用该方法进行文献综述。
1概述学者们出于各种原因阅读论文，比如为了准备一场学术会议或者一堂课，为了紧跟自己所在领域的研究进展，或者为了了解新领域而进行的文献综述。
一般而言，一名学者每年会花数百小时来阅读论文。
高效阅读论文是一项极其重要但却很少被人传授的技能。
因此，初学者不得不在自己的摸索中学习这项技能。
结果是他们在此过程中浪费了很多精力，并且常常陷入深深的挫败感之中。
多年以来，我一直使用一种简单有效的方法来阅读论文。
本文对这种“三轮阅读法”进行了说明，并介绍了该方法在文献综述中的应用。
2三轮阅读法该方法的关键点在于分三轮阅读一篇论文，而非仔细地从头看到尾。
每一轮阅读都在上一轮的基础上达成特定的目的：第一轮了解论文的大意，第二轮了解论文的主要内容（而非细节），第三轮深入理解论文。
∗S.Keshav,2007.How to Read a Paper.ACM SIGCOMM Computer Communication Review, 37(3):83-84.†David R.Cherition School of Computer Science,University of Waterloo‡北京大学深圳研究生院环境与能源学院12三轮阅读法2 2.1第一轮阅读第一轮属于鸟瞰式阅读，快速浏览论文。
由此决定是否需要进入后两轮阅读。
这一轮使用5至10分钟，包括以下四个步骤：1.仔细阅读题目、摘要及导言；2.阅读章节标题，略过其他内容；3.阅读结论；4.粗略地看一下参考文献，识别出你已经读过的文献。
在第一轮的最后，你应该能回答以下五个问题：1.类别：这篇论文属于什么类别？是实证量化分析？还是对现有方法进行改进？亦或是提出了一个新的理论？2.背景：这篇论文与哪些论文有关联？分析的理论基础有哪些？3.正确性：凭经验判断，这篇论文的前提假设是否成立？4.贡献：这篇论文的主要贡献是什么？5.清晰度：这篇论文的文字表述是否清晰？基于上述信息，你可能决定不再阅读这篇文章。