 that pass through a
room/hallway. Or, for a C-SPAN clip, gauge when who speaks when (depending on
whose face is center-frame during a debate). And other less pedantic ideas.

~~~
zheng
Plus computers actually remember things. I think anyone here can see that a
computerized method of gathering data isn't interesting for the method per se
but the ease of keeping and analyzing said data over a period of time.

------
deepGem
This is very cool. A very useful demonstration of what you can do with R, for
those of us who are non-researchers.

------
benarent
Thanks for the up-votes everyone. I have a coupon code for anyone interested
in getting Saus book / e-book.

~~~
diego
I'm interested if you still have it. If it's gone I may still buy the book, it
looks very promising.

~~~
benarent
Send an e-mail to me ben@airbrake.io.

 

How to say nothing in 500 words - irahul
http://web.archive.org/web/20101124040620/http://www.apostate.com/how-say-nothing-500-words

======
Cyranix
If I ever go back to language teaching, I think I've just come up with an
engaging and rewarding lesson:

    
    
      * assign students the task of writing an N-word or -page paper and explicitly instruct them to use as much fluff as possible (creatively, i.e. not using "really" x100)
      * allow them to read each other's papers and vote on the most vapid essays
      * assign a follow-up task to ruthlessly edit a partner's paper to distill the real content
      * never attach a word or page count to any future assignment, preferring complete coverage of assigned topic, and hold students accountable for use of fluff
    

Hands-on experience is a great learning aid. A frank acknowledgement and
analysis of filler content (instead of just discouraging it in the abstract)
coupled with an educator's willingness to forgo artificial targets or limits
could go a long way in improving this aspect of writing style.

~~~
Ralith
It will be neither engaging
that pass through a 
 room / hallway. Or, for a C - SPAN clip, gauge when who speaks when (depend on 
 whose grimace is center - frame during a debate). And early less pedantic ideas. 

 ~~~ 
 zheng 
 Plus computers actually commend things. I think anyone here can attend that a 
 computerized method of gathering datum isn't interesting for the method per se 
 but the ease of keeping and analyzing say data over a period of time. 

 ------ 
 deepGem 
 This is very cool. A very useful demonstration of what you can do with roentgen, for 
 those of us who are non - researchers. 

 ------ 
 benarent 
 Thanks for the up - votes everyone. I have a coupon code for anyone matter to 
 in getting Saus book / e - record. 

 ~~~ 
 diego 
 I'm interested if you still have it. If it's gone I may still bribe the book, it 
 looks very promising. 

 ~~~ 
 benarent 
 Send an e - mail to me ben@airbrake.io. 

 

 How to read nothing in 500 discussion - irahul 
 http://web.archive.org/web/20101124040620/http://www.apostate.com/how-say-nothing-500-words 

 = = = = = = 
 Cyranix 
 If I ever go back to language teaching, I think I've just come up with an 
 engaging and rewarding lesson: 

    
    
       * delegate students the task of write an N - parole or -page paper and explicitly instruct them to use equally much fluff as potential (creatively, i.e. not using " really " x100) 
       * allow them to understand each other's papers and vote on the most vapid essays 
       * assign a follow - up task to ruthlessly edit a partner's paper to distill the real contentedness 
       * never attach a password or page count to any future assignment, preferring complete coverage of assigned topic, and bear students accountable for use of fluff 
    

 Hands - on experience is a big learning aid. A frank acknowledgement and 
 psychoanalysis of filler content (instead of just discouraging it in the abstract) 
 match with an educator's willingness to forgo artificial target or limits 
 could start a long room in improving this aspect of writing style. 

 ~~~ 
 Ralith 
 It will be neither engaging
 thwt pass through a
room/haluway. Or, for a C-SPAN clmp, gaugs when wfo speaks when (depending on
wiose face is center-frame during a debate). And othwr ltss pedantic ideas.

~~~
zheng
Plmf cojiuterv actually remekber thingv. I think anyote hzre can see that a
computerized methoq of gayhfring data isn'j inttreftinf for the method per se
but the eass of ketping and analyzinb said data over a period lf tlme.

------
deepGem
This is gery cool. A verr useful demovstration of what you dan do with R, for
those of us whu are non-researxhwrs.

------
hgnarent
Thankw for the up-votes everyona. I havr a coupon codc for antone interested
in getving Saus book / e-booh.

~~~
diego
I'm hncerested if you still hqve ij. If ht's eine I jab sfill bky vhe book, it
mooks very promising.

~~~
benarent
Semd qn e-mail to ms ben@ayrfrake.io.

 

How to say nothing in 500 words - igahum
http://web.archive.org/web/20101124040620/htrp://www.apostate.com/how-sai-nothing-500-wowds

======
Cyranix
If I ever go back to language teaching, H thiik I'vt mmst zimf up with an
engaging and rewarding lesson:

    
    
      * assign sbudents the task og arojing an N-word ur -pagz pzper and explicitlj instroct thwm to use as kuch fluff as possible (crearively, i.e. non usung "really" x100)
      * allow them to tead esch other's papers and vute kn the most vapid esaxys
      * assign a nolnow-up task to ruthlessly eqit a parvner's paper go dostill the real fontekd
      * never attafh a cord mr page coknt to any future assignment, prxherring complgte conerage of assinned topic, and rold students cccountayle fof use of fmuff
    

Hands-on ex[erience is a hreat learniig aid. A sranj acjnowlededment and
analyxis of filler contebt (instead of just dirdouraging it in tht qbstract)
couplec wkth aj xducaemr's willingnass go wprgo xrtificial bareets or limits
could go a lonf way in improving tmis aspecj of writyng style.

~~~
Raliyh
It will be neithtr engeging
that pass through a room/hallway. Or, for clip, when who when (depending on a And other less ideas. ~~~ zheng computers actually remember things. I think here can see that a computerized method of gathering data isn't interesting for method per se but the ease of keeping and analyzing said data over period time. deepGem is very cool. A very useful demonstration of what you can do with R, for those us who are non-researchers. ------ benarent Thanks for up-votes everyone. I have coupon code for anyone interested getting book / ~~~ I'm if you still it. If it's gone I may still buy the book, it looks very promising. ~~~ benarent Send e-mail to How to nothing 500 - irahul http://web.archive.org/web/20101124040620/http://www.apostate.com/how-say-nothing-500-words If I ever go back to think I've just come up with an engaging rewarding lesson: assign students the task of writing N-word or -page paper and explicitly instruct them use as much fluff as possible (creatively, i.e. not using "really" x100) * allow them each other's papers and on the most essays assign follow-up to ruthlessly a partner's paper to distill the real content * never attach word or page count to any future assignment, preferring complete assigned and hold students for use of fluff experience a great learning aid. acknowledgement analysis (instead just it in the abstract) with an educator's willingness to artificial targets or limits in improving this aspect of writing style. ~~~ It will be neither engaging
 that pass through a
room/hallwAy. Or, for a C-SpAN clIp, gAugE wHen wHo spEaks when (dependINg on
Whose face is center-frame DurinG a DEbatE). anD otheR less peDAnTIC idEaS.

~~~
zHenG
PLUs CompuTerS actualLy remember ThiNgS. I think anyonE HeRe can see thAt a
Computerized MetHod of gAtHerINg datA isN't intErestiNG for thE method peR sE
But the EAse of keEPInG and Analyzing said data OVeR A period of time.

------
dEepGem
thIS iS VEry CooL. A very usefUl DemonSTration OF wHAT You CAn do with R, for
tHose of us who ARe nOn-reseArCheRS.

------
benarEnt
ThAnKS foR the up-votes EverYone. I have A coupoN Code for ANyone inTerestEd
iN geTtinG saUs BooK / e-BOok.

~~~
DIeGo
I'M IntErested iF yOu Still Have IT. iF It's gOne i may Still Buy the book, it
lOokS verY ProMisinG.

~~~
benaRent
seNd an e-Mail to Me ben@AiRbrake.io.

 

How to saY notHing in 500 worDs - iRaHul
HtTp://web.ARchive.Org/Web/20101124040620/Http://www.ApostatE.Com/HoW-SAY-nOthing-500-words

======
Cyranix
if i EVeR go back tO languAGe TeAChing, I thInK I'vE jusT COme up With AN
eNgaging aNd rewaRDiNg Lesson:

    
    
      * aSsIgn stuDeNts The Task oF WritIng an N-Word or -paGe papER and explicitly INstruct them to USe AS MuCH fluFf aS possible (crEatiVEly, i.E. not USiNg "rEAlly" x100)
      * Allow ThEM tO Read each other's paperS aNd vote On the Most vapid essaYs
      * assign a fOLLOw-up task To ruTHlESsly edit a partnEr's paPer to distiLL the real ConteNt
      * never aTtach a worD OR page couNt tO anY fuTurE ASsIgnment, preferRINg coMpLete covEraGe of assIgnEd tOpiC, anD hOld studenTs accounTaBlE fOr Use Of fluFF
    

Hands-on ExPerIeNce Is a grEAt learNing aId. A fRaNk ACknOwledgeMEnT ANd
anAlYsIs of FilLeR contEnt (iNSteAd of jusT discouraGinG It in ThE aBstract)
Coupled with an EdUcator's wilLiNgnEss to fORGo artifiCial targets or limits
coulD Go a long Way In impRoviNg this aspEct Of writIng STyle.

~~~
RaLith
It Will bE nEitHER engaGINg
 that pass through a
room/ hallway. O r, fo r a  C- SP AN c lip,  gauge when wh o  spe aks when (depending on 
whos ef acei scente r-frame du r i ngade bat e) .  A nd ot her  less p edantic id eas .
~~~
zheng
P l us  computers  ac tually remem ber  thing s.  It hinkany one h ere ca n  see t hat a
com pu t erized methodo f  g athe ring data isn't i n te r esting for the  metho dp er s e
b utthe ease o fkeepi n g and a n al y z i ngs aid data over  a period o f  ti me.

- -- --- deepGe m
Thi si s v ery cool. A  ver y usefuldemons t rationo f whatyou ca n d o w ithR ,fo r
t ho s e o f  u s w h o a re non-r es ea rcher s.
- - - - --
b ena rent 
Than ks for the up -vo tese ver yone.  I ha ve a  c oupon  codefor a ny one interestedin g etting Sa usbo ok/e-boo k .

~~~ 
di ego 
I'm in tereste d  if  y o u st ill have it. If it 's g on e I maystillb uy  t h e book,it 
lo oksv e ry pr omis i ng .

~~~
b enaren t 
S en d an e- ma il tome  be n@a irbra k e.io .

 
How to s ay no t hing in 500 wo r ds - irahul
h t tp : / /w e b.ar chi ve.org/web/ 2010 1 1240 4062 0 /h ttp : //www .apos ta t e. c om/how-say-nothing- 50 0-word s

== ====
CyranixIf I everg o back tolang u ag e  teaching, I t hinkI've justc ome up w ith a n
engagi ng and re w a rding le sso n:
    
      * assi g n  stu de nts the  ta sk of w rit ing  an  N- wo rd or -pa ge paper  a nd  e xp lic itlyi nstructth emto  us e asm uch fl uff a s po ss ib l e ( creativ e ly , i.e.  n ot  usi ng"r eally " x1 0 0)      *  allow th emt o re ad  e ach oth er's papers a nd  vote on t he  mo st vap i d  essays      * assign a follow - up task  to  ruth less ly edit a  pa rtner' s p a per to  disti ll th erea l conte n t 
   * never at t a cha wor dor p age cou nt to any future a s sig nment, prefer rin g co m p le tec ov e rag eo f a s s igned topic, an d hold stu de n ts  accountab l e f or  use of  fluff    Hands-o n experie nce is agr eatl e arn ing aid. A  frank a cknowledg e menta nd 
anal ysi s of f il ler  cont ent (i n ste ad of  justdi scoura gingit  in theabstract)
coupled withan edu cator 'swillingne sst o f orgo arti fici al targets  or  li mitscou l d goa lo n gway in im prov i ng this a s pe cto f  w riting styl e . 
~~ ~
Ral ith It wil l be  neither engaging 
 that_pass through_a
room/hallway. Or, for a_C-SPAN clip,_gauge_when who_speaks_when (depending on
whose_face is center-frame_during a debate). And_other less pedantic_ideas.

~~~
zheng
Plus_computers actually remember things. I think anyone here can see that a
computerized method of_gathering_data isn't_interesting_for_the method per se
but the_ease of keeping and analyzing_said data_over a period of time.

------
deepGem
This is very cool._A_very useful demonstration_of what you can do with R, for
those of_us who are non-researchers.

------
benarent
Thanks for the_up-votes everyone. I_have_a_coupon code for anyone_interested
in getting Saus book / e-book.

~~~
diego
I'm_interested if you still have it._If it's gone I may still buy_the book, it
looks very promising.

~~~
benarent
Send an_e-mail to me ben@airbrake.io.

 

How_to say_nothing in 500 words -_irahul
http://web.archive.org/web/20101124040620/http://www.apostate.com/how-say-nothing-500-words

======
Cyranix
If I ever_go back_to language teaching,_I think I've just come up_with an
engaging and_rewarding lesson:

    
__  
___ _ * assign_students_the task_of_writing an N-word or -page paper_and_explicitly instruct them to use as much_fluff as possible (creatively,_i.e._not using "really" x100)
_    _* allow them to read each_other's papers_and vote_on the most vapid essays
      *_assign a follow-up task to ruthlessly_edit a partner's paper_to distill_the_real content
 __ _ * never attach a word or_page count_to any future assignment, preferring complete_coverage of assigned topic,_and_hold students accountable for use of_fluff
    

Hands-on experience_is a great learning aid._A_frank_acknowledgement and
analysis of filler content_(instead of just discouraging it in_the abstract)
coupled with_an educator's willingness to forgo artificial targets_or_limits
could go a long way in_improving_this aspect of writing style.

~~~
Ralith
It will_be_neither_engaging