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300s School/ME 3100 - Engineering Research and Leadership Management/2. State of the Art and Limits of Current Practice.md
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#ERLM #ERLM
# State of the Art and Limits of Current Practice # State of the Art and Limits of Current Practice
_State of the Art is the frenetic and relentless pursuit of doing what its best at that time! _State of the Art is the frenetic and relentless pursuit of doing what its best at that time!
_--- Da Anunciação Marco _--- Da Anunciação Marco
@ -30,17 +29,13 @@ Offer comment using Acrobat's comment feature.  Address the questions below, wh
A note about spelling, grammar, and typos:  Writers should make a point to eliminate these errors from what they write.  Typos, for example, distract the reader and detract from your writing.  As editors, it is not your job to ferret these mistakes out.  Focus on the message and substance of the writing, and only comment on these annoyances if you just can't stand it. A note about spelling, grammar, and typos:  Writers should make a point to eliminate these errors from what they write.  Typos, for example, distract the reader and detract from your writing.  As editors, it is not your job to ferret these mistakes out.  Focus on the message and substance of the writing, and only comment on these annoyances if you just can't stand it.
_When you offer a criticism,_ _offer a remedy_ _so the writer can improve their work._ _When you offer a criticism,_ _offer a remedy_ _so the writer can improve their work._
## **Steps** ## **Steps**
Read the State of the Art section three times: Read the State of the Art section three times:
1. On the first pass answer the questions below.  You are assessing the success at communicating the state of the art for the technology area of the PI.  Answer the questions in **The Review** below. 1. On the first pass answer the questions below.  You are assessing the success at communicating the state of the art for the technology area of the PI.  Answer the questions in **The Review** below.
2. On the second pass circle the verbs of each sentence.  What are the actors doing?  Judge whether you can sense what the developing action might be as a whole, just by reading the list of verbs.  Tell the writer where verbs seemed to take the story; what action there was. 2. On the second pass circle the verbs of each sentence.  What are the actors doing?  Judge whether you can sense what the developing action might be as a whole, just by reading the list of verbs.  Tell the writer where verbs seemed to take the story; what action there was.
3. On the third pass underline the subject of each sentence.  When done look at each paragraph and see who in the paragraph is the actor.  Is there one actor or multiples?  Do you think this affects the story telling?  Tell the writer if there were confusing switches between actors. 3. On the third pass underline the subject of each sentence.  When done look at each paragraph and see who in the paragraph is the actor.  Is there one actor or multiples?  Do you think this affects the story telling?  Tell the writer if there were confusing switches between actors.
## **The Review** ## **The Review**
It can be challenging to critique the state of the art for a field for which you are not an expert.  That is not your objectives.  As the reader, you want the writer to explain clearly what is the state of the art.  Ideally, after reading this section you should be able to explain it to someone else and be able to get most of your explanation correct.  It can be challenging to critique the state of the art for a field for which you are not an expert.  That is not your objectives.  As the reader, you want the writer to explain clearly what is the state of the art.  Ideally, after reading this section you should be able to explain it to someone else and be able to get most of your explanation correct. 
- Is the writing clear and understandable?  Explain why or why not. - Is the writing clear and understandable?  Explain why or why not.
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- Does the writer clearly identify the limits of current practice?  Can you make a list of the limits?  If you think something is missing or unclear, explain how so. - Does the writer clearly identify the limits of current practice?  Can you make a list of the limits?  If you think something is missing or unclear, explain how so.
- Do the limits of current practice relate to the objectives in the previous section?  If the connection between the limits and the objectives is unclear, point that out. - Do the limits of current practice relate to the objectives in the previous section?  If the connection between the limits and the objectives is unclear, point that out.
- Does the writer convey only the necessary information?  That is, do they explain what is necessary to understand how the state of the art relates to the objectives?  Do they not tell anything extra?  If something can be deleted without affecting the story, it is probably unnecessary.  - Does the writer convey only the necessary information?  That is, do they explain what is necessary to understand how the state of the art relates to the objectives?  Do they not tell anything extra?  If something can be deleted without affecting the story, it is probably unnecessary. 
## **Meet with the PI** ## **Meet with the PI**
Meet with the person you have reviewed.  Make recommendations and comments.  Discuss ways the writing could be made more clear and the communication better. Meet with the person you have reviewed.  Make recommendations and comments.  Discuss ways the writing could be made more clear and the communication better.

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300s School/ME 3100 - Engineering Research and Leadership Management/3. Research Approach.md
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Typically, this is the longest section of a proposal because you have to spend the most time developing everything you will use for the research and describe the strategy for using it. Typically, this is the longest section of a proposal because you have to spend the most time developing everything you will use for the research and describe the strategy for using it.
## The Review ## The Review
Just like the State of the Art, it can be challenging to critique the Research Approach for a field for which you are not an expert.  That is not your objectives.  As the reader, you want the writer to explain clearly what is new in their approach and why they think it would be successful.  Ideally, after reading this section you should be able to explain this to someone else and be able to get most of your explanation correct.  Just like the State of the Art, it can be challenging to critique the Research Approach for a field for which you are not an expert.  That is not your objectives.  As the reader, you want the writer to explain clearly what is new in their approach and why they think it would be successful.  Ideally, after reading this section you should be able to explain this to someone else and be able to get most of your explanation correct. 
Read the Research Approach.  When you do, you are assessing the success at communicating the approach and methods of the research.  Answer the questions below. Read the Research Approach.  When you do, you are assessing the success at communicating the approach and methods of the research.  Answer the questions below.
@ -16,13 +15,9 @@ Read the Research Approach.  When you do, you are assessing the success at comm
- Does the writer tell a coherent story?  Can you follow thread of the story?  If it is confusing, explain how so. - Does the writer tell a coherent story?  Can you follow thread of the story?  If it is confusing, explain how so.
A comment on overly detailed content:  Some writers often compensate for weak writing by providing a lot of detail about their approach rather than clearly identifying the most important points of their approach.   Those who know a field well often fill in gaps left by a weaker writer, and implicitly answer the necessary questions for the writer.  While it can be challenging to read a research approach for a field which you are unfamiliar, a good writer will make clear what is new and will clearly explain why they think the research will be successful.  As a non-expert with engineering knowledge, you are actually in a good position to assess the writing since you will know when the key piece of information is missing. A comment on overly detailed content:  Some writers often compensate for weak writing by providing a lot of detail about their approach rather than clearly identifying the most important points of their approach.   Those who know a field well often fill in gaps left by a weaker writer, and implicitly answer the necessary questions for the writer.  While it can be challenging to read a research approach for a field which you are unfamiliar, a good writer will make clear what is new and will clearly explain why they think the research will be successful.  As a non-expert with engineering knowledge, you are actually in a good position to assess the writing since you will know when the key piece of information is missing.
## Writing Critique ## Writing Critique
In this exercise, you will be critiquing and rewriting part of it with an eye to topic/stress.  You will also be doing the same for some of your own writing. In this exercise, you will be critiquing and rewriting part of it with an eye to topic/stress.  You will also be doing the same for some of your own writing.
### The Paper Being Reviewed ### The Paper Being Reviewed
Read the Research Approach and choose for analysis a paragraph that is four to five sentences long.  A longer one is okay, but try not to choose one shorter.  Longer paragraphs offer a large number of rhetorical choices, possibilities for problems, and more to work with.  For best results, avoid opening and closing paragraphs, which function somewhat differently from the others.    Read the Research Approach and choose for analysis a paragraph that is four to five sentences long.  A longer one is okay, but try not to choose one shorter.  Longer paragraphs offer a large number of rhetorical choices, possibilities for problems, and more to work with.  For best results, avoid opening and closing paragraphs, which function somewhat differently from the others.   
Read this passage twice: Read this passage twice:

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300s School/ME 3100 - Engineering Research and Leadership Management/6. Risks and Contingencies.md
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#ERLM
# Peer Review: Risk and Contingencies # Peer Review: Risk and Contingencies
Offer comment using Acrobat's comment feature.  Address the questions below, which focus on whether the content meets the intention of the section, but you can say more about whatever else you think will help.   Since it can be hard to know what the writer intended, it is best to highlight parts you find confusing or that you may have had to read several times before understanding.  Some questions will ask you to summarize your understanding of what was written.  This will help the writer see how well their message has been communicated. Offer comment using Acrobat's comment feature.  Address the questions below, which focus on whether the content meets the intention of the section, but you can say more about whatever else you think will help.   Since it can be hard to know what the writer intended, it is best to highlight parts you find confusing or that you may have had to read several times before understanding.  Some questions will ask you to summarize your understanding of what was written.  This will help the writer see how well their message has been communicated.
A note about spelling, grammar, and typos:  Writers should make a point to eliminate these errors from what they write.  Typos, for example, distract the reader and detract from your writing.  As editors, it is not your job to ferret these mistakes out.  Focus on the message and substance of the writing, and only comment on these annoyances if you just can't stand it. A note about spelling, grammar, and typos:  Writers should make a point to eliminate these errors from what they write.  Typos, for example, distract the reader and detract from your writing.  As editors, it is not your job to ferret these mistakes out.  Focus on the message and substance of the writing, and only comment on these annoyances if you just can't stand it.
_When you offer a criticism, offer a remedy so the writer can improve their work._ _When you offer a criticism, offer a remedy so the writer can improve their work._
## The Review ## The Review
Read the entire document.  When you read the paper, identify sections or paragraphs that you find challenging or confusing to read --- if you have to reread a paragraph to grasp its message, circle it.  These passages will need additional attention by the writer. Read the entire document.  When you read the paper, identify sections or paragraphs that you find challenging or confusing to read --- if you have to reread a paragraph to grasp its message, circle it.  These passages will need additional attention by the writer.
### Risks ### Risks
- Are the risks relevant to the research?  - Are the risks relevant to the research? 
- Do they represent uncertainties about the research approach itself? - Do they represent uncertainties about the research approach itself?
- Are there obvious risks or assumptions that you think are not being addressed? - Are there obvious risks or assumptions that you think are not being addressed?
### Contingencies ### Contingencies
- Are contingency plans for each risk provided?  - Are contingency plans for each risk provided? 
- Do they represent a reasonable alternate path to the project's outcomes?  - Do they represent a reasonable alternate path to the project's outcomes? 
- If the outcomes cannot be achieved, do the contingencies suggest alternate outcomes that are appropriate to the revised plan? - If the outcomes cannot be achieved, do the contingencies suggest alternate outcomes that are appropriate to the revised plan?
## Reading Structurally ## Reading Structurally
Choose for analysis three paragraphs from the document; you might choose passages you circled above.  For best results, avoid opening and closing paragraphs, which function somewhat differently from the others.  It is best to choose paragraphs that are at least several sentences long, since they should offer a large number of rhetorical choices and possibilities for problems. Choose for analysis three paragraphs from the document; you might choose passages you circled above.  For best results, avoid opening and closing paragraphs, which function somewhat differently from the others.  It is best to choose paragraphs that are at least several sentences long, since they should offer a large number of rhetorical choices and possibilities for problems.
For one of those paragraphs, analyze the prose structurally several times, one time for each of the expectational principles.  This requires turning off the substance-reading machine you usually use when reading and turning on this new structural awareness in its place.  In other words, do not read a sentence to see if it makes sense or sounds good or seems to help develop your thought.    For one of those paragraphs, analyze the prose structurally several times, one time for each of the expectational principles.  This requires turning off the substance-reading machine you usually use when reading and turning on this new structural awareness in its place.  In other words, do not read a sentence to see if it makes sense or sounds good or seems to help develop your thought.   
Follow the [Reading Structurally](https://canvas.pitt.edu/courses/172922/pages/reading-structurally "Reading Structurally") outline.  Take notes on your observations. Follow the [Reading Structurally](https://canvas.pitt.edu/courses/172922/pages/reading-structurally "Reading Structurally") outline.  Take notes on your observations.
### The Discussion ### The Discussion
Meet with the author of the document you reviewed.  This meeting should be between thirty minutes (0:30) to one hour (1:00).  Discuss the passage you read.  Share with the author your perceptions about action and agency, topic/stress, and issue/point.  If there is a mismatch in the message transmitted from writer to reader, work together to rewrite the sentence, paragraph, or passage to make the message more clear. Meet with the author of the document you reviewed.  This meeting should be between thirty minutes (0:30) to one hour (1:00).  Discuss the passage you read.  Share with the author your perceptions about action and agency, topic/stress, and issue/point.  If there is a mismatch in the message transmitted from writer to reader, work together to rewrite the sentence, paragraph, or passage to make the message more clear.