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Information representation and multimedia: Text

Information representation and multimedia: Text. Informative text Writing plan Stylistics Text structure Tips. Informative text. Make a writing plan:. What are the needs of your audience?. - to inform?. - to entertain?. - or both?. Informative text.

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Information representation and multimedia: Text

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  1. Information representation and multimedia: Text • Informative text • Writing plan • Stylistics • Text structure • Tips J.F. Hoorn / G.C.v.d. Veer, 2005

  2. Informative text Make a writing plan: What are the needs of your audience? - to inform? - to entertain? - or both? J.F. Hoorn / G.C.v.d. Veer, 2005

  3. Informative text Make a writing plan: What is your goal as a writer? - to report? - to persuade? - or both? J.F. Hoorn / G.C.v.d. Veer, 2005

  4. Informative text Make a writing plan: What style will you need? - literal (man is a human being)? - metaphoric (man is a machine)? - or both? J.F. Hoorn / G.C.v.d. Veer, 2005

  5. Informative text Make a writing plan: Do you want to arouse emotion? - positive? - negative? - or both? J.F. Hoorn / G.C.v.d. Veer, 2005

  6. Author goals Persuade Report Audience needs style emotion style emotion  positive  supportive  novel metaphor Inform indifferent which  literal  explanatory metaphor (conventional)  negative  obstructive  literal  positive  supportive  novel metaphor  explanatory metaphor indifferent which Entertain  negative  obstructive to audience needs + context violations + context violations The writing plan J.F. Hoorn / G.C.v.d. Veer, 2005

  7. Text structure - abstract In popular science, the structure is not fixed - problem - theory but depends on the goals and concerns of the audience - method - results - discussion J.F. Hoorn / G.C.v.d. Veer, 2005

  8. Text structure - abstract  NEVER USE JARGON! - problem  elaborate on real-world consequences - theory  only what is relevant to audience needs - method  if spectacular or to understand results - results  explain (!), relate to real-world conseq. - discussion  other scientists on theory/method/results  social groups on (new) problem/results J.F. Hoorn / G.C.v.d. Veer, 2005

  9. Explanatory metaphor quarks as building blocks Huang, K. (1992). Quarks, Leptons & Gauge Fields (p. 25). World Scientific, Singapore, New Jersey, London, Hong Kong. conventional metaphor J.F. Hoorn / G.C.v.d. Veer, 2005

  10. lightning flash is a jelly-fish E. Westcott, Alaska University (October, 1993) novel metaphor C. Doswell J.F. Hoorn / G.C.v.d. Veer, 2005

  11. Metaphor in popular science: Lightning flash is a jelly-fish Metaphor in serious science: Lightning flash is a channel of plasma J.F. Hoorn / G.C.v.d. Veer, 2005

  12. Find the metaphors The three-dimensional map (...) shows very clearly how the stability of atomic nuclei varies as the numbers of protons and neutrons increase. There is a “mountainous peninsula” of stability running diagonally across the map. In the lower part of the map, stable nuclei have roughly equal numbers of protons and neutrons. Further up, they have more neutrons. The mountain peaks are the so-called magic numbers - numbers of protons and neutrons producing the extra stable closed shells. Surrounding the peninsula is a sea of instability. At the far end, at atomic number 114 is the “island of stability” (...) Loveland, W., & Seaborg, G. (1991). The search for the missing elements. New Scientist, 131, 1784, 29-32. three-dimensional map mountainous peninsula mountain peaks magic numbers shells. peninsula sea of instability island of stability J.F. Hoorn / G.C.v.d. Veer, 2005

  13. Metaphoric visualization Loveland, W., & Seaborg, G. (1991). The search for the missing elements. New Scientist, 131, 1784, 30. Literal visualization Metaphor links up with already known concepts - easier to understand J.F. Hoorn / G.C.v.d. Veer, 2005

  14. Contextual violation In the context of bed, partner is expected, not cell-phone. Why is this funny? J.F. Hoorn / G.C.v.d. Veer, 2005

  15. Contextual violation A small girl with big blue eyes smiled and ran to the teacher to _____ her. spank A gangster with a nasty scar grinned and ran to the teacher to ___ her. kiss J.F. Hoorn / G.C.v.d. Veer, 2005

  16. Persuasion:Elaboration Likelihood Model (ELM) • Petty & Cacioppo (1986) • ‘elaboration likelihood’: de waarschijnlijkheid dat iemand actief gaat nadenken over de argumenten in een boodschap • 2 routes: centraal vs. perifeer J.F. Hoorn / G.C.v.d. Veer, 2005

  17. persuasieve communicatie perifere attitudeverandering 1. motivatie tot verwerking? ja nee ja nee 2. bekwaamheid tot verwerking? perifere prikkel aanwezig? ja nee 3. aard van de verwerking geen attitudeverandering positief negatief neutraal 4. verandering cogn. structuur? nee Elaboration Likelihood Model ja 5. attitudeverandering via centrale weg J.F. Hoorn / G.C.v.d. Veer, 2005

  18. Kenmerken ELM • Dual-process model • Motivatie + capaciteit bepalen keuze • Argumentkwaliteit vs. cue • Verandering (stabiel, duurzaam) vs. (instabiel, kort) • Bron is belangrijke cue (deskundige vs. bekende Nederlander vs. de buurman/vrouw) • Subjectieve verwerking, • Voorkennis, bedreiging, waarschuwing vooraf • Combinatie routes mogelijk J.F. Hoorn / G.C.v.d. Veer, 2005

  19. Make an audience profile (age, gender, education, profession, religion) Deduce audience needs from profile Set your goals (inform, persuade) Link goals to needs Choose strategy from writing plan (stylistics and emotional impact) Choose text structure, order follows high to low relevance to audience Tips J.F. Hoorn / G.C.v.d. Veer, 2005

  20. Assignment 1: Search Science Magazine for the paper Formation of Giant Planets by Fragmentation of Protoplanetary Disks by Mayer, Quinn, Wadsley, & Stadel J.F. Hoorn / G.C.v.d. Veer, 2005

  21. Assignment 2: Search Nature for the paper High brightness electron beam from a multi-walled carbon nanotube by De Jonge, Lamy, Schoots, & Oosterkamp J.F. Hoorn / G.C.v.d. Veer, 2005

  22. Assignment 3 • Lees artikelen Science en Nature • Thema is extreem groot vs. extreem klein • Schrijf naar de ‘menselijke maat’ voor lezers van Intermediair (bv. ingenieurs, zakenlieden) • Behandel artikelen in S en N tezamen in één stuk (1 voor 1 mag, maar leg wel verbanden) • Schrijf vier versies (2*A4 elk, Times 10, enkele interlinie) • puur letterlijk, verbod op metaforen • puur metaforisch, verbod op letterlijk • kies standpunt, schrijf op overtuiging, alles toegestaan (ook onredelijkheid, cirkelredeneringen, nadruk op bijzaken, smakelijke verpakking) • letterlijk, metaforisch en overtuiging evenwichtig gemengd Deadline: Friday morning 14-1-2005 J.F. Hoorn / G.C.v.d. Veer, 2005

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