diff --git a/cold-emails.md b/cold-emails.md index 3eadf81..3704a10 100644 --- a/cold-emails.md +++ b/cold-emails.md @@ -56,7 +56,9 @@ https://user-images.githubusercontent.com/987204/127598163-446fa368-375b-4c97-a5 This pitfall is quite common in inquiry emails from prospective students. Ex: -"I am fascinated by your work and ." where paper titles are of inconsistent font type/sizes. This almost surely indicates that you are sending massive emails. +> I am fascinated by your work `` and ``. + +where paper titles are of inconsistent font type/sizes. This almost surely indicates that you are sending massive emails. https://user-images.githubusercontent.com/987204/127598224-54e9863b-442d-4de7-8efe-3db8b05b922e.mp4 diff --git a/paper-writing.md b/paper-writing.md index 1a22a1a..fb22524 100644 --- a/paper-writing.md +++ b/paper-writing.md @@ -18,7 +18,7 @@ Don't ask people to match (a), (b), (c) ... with the descriptions in the figure ## Figure caption -Use "self-contained" caption. It's annoying to dig into the texts and match them to the figures. Ain't nobody got time for that! ⌚️ +Use "self-contained" captions. It's annoying to dig into the texts and match them to the figures. Ain't nobody got time for that! ⌚️ Also, add a figure "caption title" (in bold fonts). It allows readers to navigate through figures quickly. @@ -40,7 +40,7 @@ I found that many of my students love to use "which" in their sentences. I hate ## Respectively -It's hard to parse which corresponds to which in the sentence that ends with "respectively" (have to solve a long-range correspondence problem). Break them them so that one sentence talks about one thing. +It's hard to parse which corresponds to which in the sentence that ends with "respectively" (have to solve a long-range correspondence problem). Break them so that one sentence talks about one thing. ![Figures](https://pbs.twimg.com/media/EcNvqUwXkAAfDu3?format=jpg&name=medium) @@ -58,7 +58,7 @@ When using notations in the sentences, mention their "names" as well. The reader ## Connect figures with equations, notations, and sections -I view the overview figure in a paper a centralized hub that connects all the important equations, notations, and sections in one place. This makes it easy for people to understand how everything fits together. +I view the overview figure in a paper as a centralized hub that connects all the important equations, notations, and sections in one place. This makes it easy for people to understand how everything fits together. ![Figures](https://pbs.twimg.com/media/EcQh1LxXYAYCixH?format=jpg&name=medium) @@ -80,9 +80,11 @@ Don't ask readers to figure out the grouping (b-c) and (d-e) in the caption when How to create underbracket? Ex: +``` $\underbracket[1pt][2.0mm]{\hspace{\FIGWIDTH}}_% {\substack{\vspace{-2.0mm}\\ \colorbox{white}{(a) Input}}}$ +``` ![Figures](https://pbs.twimg.com/media/Epk2z1nW8AErvCC?format=jpg&name=medium) diff --git a/related-work.md b/related-work.md index 78caa86..06c9f8f 100644 --- a/related-work.md +++ b/related-work.md @@ -8,7 +8,7 @@ But HOW? Check the thread! ## Divide and conquer -No one likes to read 1-2 pages full of texts. Identify a couple of important “topics” relevant to your research. Add paragraph titles (\paragraph{}) so that it’s easy to navigate. +No one likes to read 1-2 pages full of texts. Identify a couple of important “topics” relevant to your research. Add paragraph titles (`\paragraph{}`) so that it’s easy to navigate. ## Topic @@ -22,25 +22,25 @@ Describe what the problem is, why is it challenging, and what people have done i ## Avoid laundry list -Organizing and writing a topic as a clear trajectory is not easy. So instead of learning what to write, it’s often helpful learning what NOT to write. +Organizing and writing a topic as a clear trajectory is not easy. So instead of learning what to write, it’s often helpful to learn what NOT to write. No “authors A did blah blah. Author B did blah blah. Author C”. Focus on the work, not the people. ## Don’t use citations as nouns -Your sentences should still be complete and correct even if you remove all the parenthetical citations. +Your sentences should still be complete and correct even if you remove all the parenthetical citations. ## Don’t just describe, RELATE it In each topic, articulate the relationship between prior work and yours. Ex: -Our work is similar as we also … -Our work differs in … -Unlike/in contrast to …, we … +> Our work is similar as we also … +> Our work differs in … +> Unlike/in contrast to …, we … ## Identifying the key differences -Try finding ONE key contrastive concept to separate your work from others. Highlight them with \emph. Ex: +Try finding ONE key contrastive concept to separate your work from others. Highlight them with `\emph`. Ex: - Multiple -> Single - Content-agnostic -> Content-aware diff --git a/steady-progress.md b/steady-progress.md index 9a5216f..2fad6b2 100644 --- a/steady-progress.md +++ b/steady-progress.md @@ -33,7 +33,7 @@ Because you get to 1) see final outcome early 2) measure the performance upper bound 3) focus on each task with perfect inputs without distraction -4) figure what are needed to achieve the desire results. +4) figure what is needed to achieve the desired results. https://user-images.githubusercontent.com/987204/127598869-d509e7cb-fd3d-4b00-8c98-f52ea6a0d9a8.mp4 @@ -51,7 +51,7 @@ Don't know where to start? Start with trying out baseline methods on your proble It helps identify limitations of the state-of-the-art. If they work perfectly well, why do you need to work on this problem? -Finding specific gap helps motivate your work. +Finding specific gaps helps motivate your work. https://user-images.githubusercontent.com/987204/127598954-9b4d339c-8680-45ed-8eb6-2121420cf9e3.mp4 diff --git a/working-with-mentor.md b/working-with-mentor.md index d7b228f..9e08a1e 100644 --- a/working-with-mentor.md +++ b/working-with-mentor.md @@ -11,7 +11,7 @@ How? Check out the thread 🧵 ## Frequent update -Setting up weekly meeting with your mentors is great. But, do NOT stay silent during the week. Nothing is more frustrating to learn that the student got stuck 20 mins after the meeting last week in a meeting. +Setting up weekly meetings with your mentors is great. But, do NOT stay silent during the week. Nothing is more frustrating to learn that the student got stuck 20 mins after the meeting last week in a meeting. Your mentors want you to succeed! Help them do so! @@ -21,7 +21,7 @@ https://user-images.githubusercontent.com/987204/127599835-97e0f52b-2703-4100-b7 Before: send results/agenda whenever they are available. Give your mentors time to digest them. -In the meeting: progress update. Reserve the last 10 mins to discuss next steps. +In the meeting: progress update. Reserve the last 10 mins to discuss the next steps. After: Send a summary and an actionable plan to keep everyone on the same page.