Last spring, I took PHI 203: Introduction to Metaphysics and Epistemology. I had never taken a philosophy class before in my life, and in the beginning it was difficult to wrap my head around the theories brought up in the readings and precept, let alone execute a coherent argument in a paper. Throughout the course, I learned a lot not just about the theories and arguments in philosophy, but about the distinct style of philosophical writing itself. In drafting the papers, I realized just how different writing a philosophy paper is compared to writing papers in other humanities and social science disciplines. This post contains some tips on how to approach a philosophy paper for those unfamiliar with the field:Continue reading Tips on Writing a Philosophy Paper for Non-Philosophy Majors
In a recent post, I wrote about submitting an extended version of my R3 to the Gender, Work, and Organization Conference in the United Kingdom. Although I’m very excited to attend the conference, a new challenge has recently presented itself to me: securing funding.
In this post, I’ll detail some of my experiences finding funding for my conference. Considering that many of you have recently applied for Princeton Research Day and may be considering submitting your manuscripts for publication in a journal or for a conference, I hope this post is helpful!Continue reading Securing Funding to Attend a Conference
As a prospective English major, I’ve written a handful of English papers and have tried to learn what makes some stronger than the others. While the best way to write an English paper may differ based on whether you are writing about a poem, novel, play, or essay, and whether you plan to take a purely textual, historical, theoretical, or comparative approach, some fundamentals are applicable to many English assignments. Here are just some tips you can keep in mind while crafting your next paper:Continue reading 5 Tips on Writing an English Paper
Last semester, I fell in love with a cemetery. I had been interested in the processes of death and dying during the height of the AIDS epidemic in New York City and hoped to write one (or more) of my final papers about the topic. A quick series of Google searches led me to Hart Island, a public cemetery where nearly a million unclaimed or indigent people are buried, including many victims of AIDS. I was fascinated. I read everything I could find about Hart Island, watched over a dozen YouTube videos, and even scheduled a visit to the cemetery with a friend.
By the time reading period came along, I had over forty pages of notes about this cemetery. But I had no idea how to write a paper about it. When I met with one of my professors to ask for help, I started to share all of the data I had collected about this site—its history, its design, its present-day controversies. After a few minutes of this, she intervened: “Great, but what’s your question?” I looked at her blankly. “Do you have a question about this site?”
Developing a research question is hardly a new idea. It’s emphasized in the Writing Seminar curriculum, and professors often require us to articulate questions at the early stages of our projects. But once we get buried in the work itself—collecting data, writing, meeting deadlines and assignment requirements—it can be easy to forget why we’re writing at all.Continue reading No Argument? Return to Your Research Question
As regular readers of this blog will know, several other PCURs and I are in the throes of writing our theses. Personally, I’ve been thinking a lot about writing: what makes it effective, what strategies are successful, and what I can do to improve my own. I am by no means an expert writer, but in this post I will share a few tactics that have proven useful as I progress towards a submission-ready senior thesis. While this reflection stems from my own thesis experiences, I hope that writers of all class years and departments might find in it some principles of general applicability.
My most recent post focused on gearing up towards your senior year and finding a thesis adviser. I decided to continue this mini “preparing for your senior thesis” series by providing some tips on funding your research! The infamous senior thesis is such a daunting thing to think about as a junior because it is not always clear how early you should begin to plan for it and what steps you should take. At the beginning of the year, I attended an information session through the Woodrow Wilson School regarding thesis research funding. During that meeting, the speakers told students that they should start working on applications for funding as soon as possible if they wanted to receive money for their endeavors.
Working on my thesis over intercession, I found myself thinking about language. As anyone who has studied a foreign language likely knows, there are few substitutes for immersion. If we really want to learn a new tongue, be it French or German or Turkish or Spanish, we should spend as much time and mental energy as possible thinking about it. In this post, I suggest that there’s a transferrable lesson for thesis writers here.Continue reading Thesis Immersion and the Benefits of Freewriting
As I began choosing my courses for next semester, I knew I had to take CBE core lab, as this is a requirement for the concentration during the spring semester of junior year. In addition, I was really excited about conducting independent work in a new bioengineering lab, which I am hoping will be the lab that I stay in for my senior thesis. With both 7 hours of core lab per week and an expectation of 20 hours of independent work per week, I know I will be spending a lot of time in the lab next semester, so I have started to prepare for that. If you are also taking core lab while doing independent work, or if you are enrolled in multiple lab-courses, such as chemistry, molecular biology and physics at the same time, you will likely need to plan ahead. In this post, I will offer tips on how to prepare for a lab-heavy semester:
During finals season, it’s even harder than usual to make time for independent work. So this reading period, I decided to ask a senior, computer science major Sam Arnesen, about the state of his thesis and his plans for spring semester. For his senior thesis, Sam is developing artificial intelligence software that can solve text-based computer games.
What is your thesis about?
My thesis is on text-based games–games like Zork where at every step of the game, you’re given a text description of the scene you’re in and you have to enter some text about what the next move is, like “pick up sword” or “open door.” You can imagine that we often teach computers to play games, but there are a few unique challenges associated with text-based games. Part of it is that it is partially observed: you can see what’s around you, but you can’t see the entire state of the game. The other thing is that it’s very difficult to parse the text and translate it into something meaningful, especially when it comes to actions. There’s stuff out there on various methods to do text-based games and be able to play simple versions of them, but they have a couple issues. First, most of the games are quite simple, and more importantly, the kinds of strategies that it would learn translate very poorly between games unless the games are extremely similar, which is bad because you would expect that certain skills (like having a key and a locked door, or remembering orientations) would be understood. The whole reason why we care about text-based games isn’t because it means anything to play the game, but because we want to be able to learn something about language through these games. So it’s bad if the agents are specific to one particular game, because it suggests that they’re learning idiosyncrasies of the game instead of actual language skills.
I’m specifically working on ways to have more transfer of learning between different kinds of text-based games. I am working on building an agent that’s able to parse walk-throughs of games. A walk-through happens in any kind of game, it’s a set of instructions that tell you what you should do at every step. That’s a non-trivial task: you have to parse that text, translate a paragraph into an action, figure out whether the action you took was the correct action, and be able to use the strategies you learn through parsing the walk-through to learn some general strategy.
So you’ve finally finished grinding out those long Dean’s Date papers (yay!). While you may not want to look at them ever again, it’s nice to make good use of these essays even after the semester is over, especially considering all the time and effort you probably put into researching, drafting, and revising them.
One way to do this is to try to get your papers published in an academic research journal, including those affiliated with Princeton or independent journals. As a Co-Editor-in-Chief for Unfound, Princeton’s Journal of Asian American Studies, I review and edit submissions for our yearly issues. Through this experience, I’ve learned a lot about the selection process in academic publications. While the process may differ according to each journal, there are some general rules of thumb that are important to keep in mind while preparing an academic paper for submission.
Here are some things to consider when submitting your research for publication:Continue reading Tips on Submitting Your Research for Publication: Part I