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PACT for Researchers

+PACT and Reading Like a Researcher

Effective research-based writing begins with strategic reading practices—such as PACT

The reasons why we read a document change the way we read (think Purposes and Conventions). For instance: Professors/committee members often read to gauge learning,

to guide progress, and/or to evaluate. Many other readers are looking to future contexts—the

viability of the project (including funding); the way it recognizes and extends existing work; potential applications and collaborations; etc.

Developing critical reading skills (e.g. applying PACT) will improve your ability to join the conversation.

+Applying PACT to Organize Ideas Purpose

Clearly state your research question/hypothesis. Explain your contribution to the field, in other words how/why your research is

important. Make sure every idea, sentence, and word in your paper speaks to your

purpose.

Audience Respond to your readers’ expectations (e.g. format, style). Think about potential differences between your purpose and your readers.’ Anticipate your readers’ level of knowledge and understanding of your

subject.

Conventions Follow directions. A journal will likely tell you how they want their articles

formatted and cited (see Audience above). Consider where/how to notice & use contentions.

Polish your drafts. Even a few errors can elicit a negative response from readers.

Trouble Spots Have you shown your readers that you are credible? (e.g. IRB approval, grant

funding, thorough but concise literature review) Have you provided cues in your writing to keep your reader on track? Have you anticipated obstacles? What could get in the way of your message?

+ Conventions for Coherence:Known/New

Patterns

+Using PACT to Consider Internal Coherence (Known/New)

Purpose Make sure every idea/sentence/word speaks to your purpose.

Audience Respond to your readers’ expectations.

Conventions Polish your draft. Errors (e.g. lack of clarity) can detract from

your purpose.

Trouble Shoot for Coherence Don’t let your readers wander too far away from your

purpose. Provide cues in your writing to keep your reader on track.

+Known/New (a.k.a. Old/New) If you want to make information clear to your readers, the

following structure is useful: The known (or old) information is placed at the beginning of a

sentence. The new information is placed at the end of a sentence.

Example:

Promising brain markers for schizophrenia have been identified (old information), but how brain abnormalities lead to core psychotic symptoms of the disorder, such as hallucinations and delusions, is still unknown (new information) (Nature Editorial, 2010). Most patients with schizophrenia experience auditory hallucinations in the form of speech – auditory verbal hallucinations (AVHs). Hallucinations, in contrast with delusions, are typically intermittent events lasting a few seconds (Sommer et al., 2008). These temporal features have afforded the design of imaging studies that capture AVH events during external silence. These studies. . .

+Known/New This is what happens when the order (known/new) is

swapped. How is your comprehension affected?

How brain abnormalities lead to core psychotic symptoms of the disorder, such as hallucinations and delusions, is still unknown (new information) (Nature Editorial, 2010), but promising brain markers for schizophrenia have been identified (old information). Hallucinations, in contrast with delusions, are typically intermittent events lasting a few seconds (Sommer et al., 2008). Most patients with schizophrenia experience auditory hallucinations in the form of speech – auditory verbal hallucinations (AVHs). These temporal features have afforded the design of imaging studies that capture AVH events during external silence. These studies. . .

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Ten Minutes:

You will be handed an envelope with 13 sentences, all from an NIH abstract. Your job is to arrange the sentences into a coherent paragraph. As you construct the abstract, look for Known/New cues.

Once you’ve constructed the abstract, consult the key. How does your abstract resemble the key? How does it differ? How did you decide where to place the sentences? Be prepared to share your responses with the class.

+Key 1 Bacterial vaginosis (BV) is an exceedingly common disorder of the vaginal microflora

affecting >30% of all women, with higher rates in pregnancy and among African- American

populations. 6 Women with BV are at substantially increased risk of preterm birth, which is a major cause of neonatal morbidity and mortality, as well as acquisition of sexually

transmitted diseases including human immunodeficiency virus. 3 Despite its public health

importance, the pathogenesis of BV is not well understood. 8 We have recently characterized vaginolysin (VLY), a cholesterol-dependent cytolysin from Gardnerella vaginalis (a bacterial species present on the vaginal mucosa in the setting of BV and thought to contribute to the pathogenesis of disease) that exhibits exquisite human

specificity. 10We hypothesize that this species-specific toxin may be an important virulence

factor of G. vaginalis with relevance to the pathogenesis of BV. 12 In our preliminary data, we have characterized the receptor for VLY (human CD59) on genital tract epithelial cells.

13 Introduction of this receptor into non-susceptible cells renders them sensitive to VLY. 5 We have engineered a transgenic mouse expressing the hCD59 receptor and also

constructed a VLY chimera that is hCD59-independent. 11 These represent candidate in

vivo models for BV. 9 In addition, we have developed techniques for genetic manipulation of

G. vaginalis, including transposon mutagenesis. 7 In Aim 1, we will define genetic determinants of G. vaginalis virulence using new techniques for mutagenesis and assays of

toxin production. 2 In Aim 2, we will determine the role of VLY at the host-pathogen interface both in vitro and in vivo with a focus on unique aspects of the VLY-hCD59

interaction. 4 At the conclusion of these studies, we will have expanded our knowledge of G. vaginalis pathogenesis, evaluated new in vivo models of BV, identified candidate strategies to inhibit toxin-host interaction, and developed new tools for continued investigation into the pathogenesis of an important disorder.

+Known/New on a Macro-ScaleThe Known/New structure doesn’t just apply at the sentence level, it also works a the paragraph and section level.

After reading the following topic sentences, what do you expect from each paragraph? A growing body of work suggests that disruptions in predictive

signals that support learning, underlie psychotic symptoms. Our findings support the hypothesis that deficient predictive

coding underlies psychotic symptoms in schizophrenia.

After reading the following sub-headings, what do you expect to see in the paragraphs that follows? Participants Predictive coding explains activations in the auditory cortex

+Homework for next time

Bring a 2-5 page draft (unpolished) of something that you are currently working on.

+Minute Paper

1. What is the most significant thing you learned today?

2. What question is in your mind as we finish today’s workshop?