독자를 위해 쓰는 법

수업 에세이, 독자 지정 없음

읽기는 했지만 내 논증은 듣지 못한 급우. 교수가 빈칸을 메워 줄 거라 가정하지 않고 이해를 증명해야 한다.

전문 저널 논문

이미 이런 분석법이나 모형을 돌리는 연구자. 분야의 용어는 쓸 수 있다. 논쟁을 바꾸는 결과는 건너뛸 수 없다.

넓은 과학 저널(Nature형)

내 학과 밖의 직업 과학자. 영어가 제1언어가 아닌 독자도 포함. 제목과 초록은 교훈적 강의 없이 통해야 한다.

연구비, 정책 메모, 또는 지명된 공직자

이 텍스트로 결정을 내릴 심사자나 공직자. 필요한 것은 중요성, 실현 가능성, 다음에 무엇을 할지이지 문헌 검토가 아니다.

대중 또는 실무자 글

관심 있는 비전문가. 발견과 이해관계를 번역한다. 인용 네트워크를 걷게 하지 않는다.

• 처음 쓸 때 정의할 용어와 공유 어휘로 다룰 용어
• 서론이 감당해야 할 배경의 양
• 방법을 서술, 부록, 보충자료 중 어디에 둘지
• 독자가 받아들일 증거의 종류(시험 표, 정밀 읽기, 정책 선택지)
• 어조와 격식: 라틴어투를 채우지 않는 전문성
• 장르 형태: 수업 에세이, 전문 논문, 넓은 과학 저널, 연구비, 메모, 대중 글
• 기록: APA, MLA, Chicago, Vancouver, 또는 자금 제공자의 템플릿

UNC Writing Center

When you’re in the process of writing a paper, it’s easy to forget that you are actually writing to someone. Whether you’ve thought about it consciously or not, you always write to an audience: sometimes your audience is a very generalized group of readers, sometimes you know the individuals who compose the audience, and sometimes you write for yourself.

UNC Writing Center (교수 함정)

By treating your instructor as an intelligent but uninformed audience, you end up addressing her more effectively.

Harvard College Writing Program (Gordon Harvey, "Orienting")

The orienting question is, what does my reader need here?

Harvard College Writing Program (Gordon Harvey, "Orienting")

The trick is to orient briefly and gracefully—and not to orient when your audience doesn’t need it: e.g. “writer William Shakespeare.”

Harvard College Writing Program (Gordon Harvey, "Stance")

Stance is defined by such features as style and tone (e.g. familiar or formal); the presence or absence of specialized language and knowledge; the amount of time spent orienting a general, non-expert reader; the use of scholarly conventions of form and style.

Digital.gov, Principles of plain language (연방 지침을 각색)

The first rule of plain language is: write for your audience.

Digital.gov, Principles of plain language ("dumb down" 신화)

One of the most common plain language myths is that you have to “dumb down” your content so that everyone can read it. That’s not true.

Digital.gov, Principles of plain language (실제 독자에 맞추기)

Use language your audience understands and feels comfortable with. Take your audience’s current level of knowledge, expertise, and interest into account. Don’t write for an 8th-grade class if your readers are PhD candidates, small business owners, or working parents. Only write for 8th graders if your audience is, in fact, an 8th-grade class.

Nature formatting guide (Readability)

Nature is an international journal covering all the sciences. Contributions should therefore be written clearly and simply so that they are accessible to readers in other disciplines and to readers for whom English is not their first language. Thus, technical jargon should be avoided as far as possible and clearly explained where its use is unavoidable.

Nature formatting guide (제목과 초록)

Titles and abstracts in particular should be written in language that will be readily intelligible to any scientist. Essential but specialized terms should be explained concisely but not didactically.

Nature Portfolio, How to write your paper

State the main finding clearly. A reader should be able to understand what you found and why it matters from the title and abstract.

Nature Portfolio, How to write your paper

Explain the research question early. Do not assume every reader knows the necessary specialist background of your study.

University of Toronto Writing Advice (Writing in the Sciences)

The key question to ask is always, Am I writing for fellow scientists or for a general audience?

Purdue OWL, Using Appropriate Language

When writing, it is very important to use language that fits your audience and matches purpose.

Purdue OWL, Using Appropriate Language (집단 안 전문 용어)

Jargon refers to specialized language used by groups of like-minded individuals. Only use in-group jargon when you are writing for members of that group. You should never use jargon for a general audience without first explaining it.

Harvard Gen Ed 1008(Melani Cammett 교수, 2020년 봄)은 학생에게 미국 State Department나 다른 외무부의 분석관으로 쓰라고 했습니다. 메모는 시리아의 미래 정치 구조에 관한 회의를 준비하는 Assistant Secretary of State for Near Eastern Affairs(또는 그에 상응하는 공직자)를 위한 것이었습니다. 독자는 "우리 교수님"이 아니었습니다. 독자는 메모를 사용할 지명된 공직자였습니다.

• 주체 위치: 학생이 아니라 분석관
• 일차 독자: 회의를 준비하는 특정 공직자
• 용도: 경쟁하는 정책 파벌 사이의 결정
• 그것이 금하는 것: 문헌 검토 어조, 정의되지 않은 지역연구 전문 용어, 공직자가 무엇을 해야 하는지 말하지 않는 논지

Harvard Gen Ed 1099(Peter der Manuelian 교수)는 학생에게 가상 박물관 갤러리를 만들고 "explaining your exhibit to visitors and to potential museums that might want to display it."라는 서론을 쓰라고 했습니다. 과제문은 학생이 독자를 고르게 한 뒤, 그 선택을 다른 두 독자인 갤러리 방문객과 전시를 주최할 수 있는 박물관에게 설명하게 합니다.

• Who is your audience?
• Might you have more than one audience? If so, how many audiences do you have? List them.
• Does your assignment itself give any clues about your audience?
• What does your audience need? What do they want? What do they value?
• What is most important to them?
• What are they least likely to care about?
• What kind of organization would best help your audience understand and appreciate your argument?
• What do you have to say (or what are you doing in your research) that might surprise your audience?
• What do you want your audience to think, learn, or assume about you? What impression do you want your writing or your research to convey?

UNC의 대중 잡지 문장

The piranha generally lives in shallow rivers and streams in South America.

UNC의 전문 저널 문장(예시이며 실제 논문이 아님)

Serrasalmus piraya lives in fresh and brackish intercoastal and proto-arboreal sub-tropical regions between the 45th and 38th parallels.

What your audience doesn’t want to read is a literature review. Insofar as you engage with what others have written, it is better to rely on other writing from the public sphere. If you want to bring any scholars into your discussion, look first to see whether they have explained their ideas in a public forum. If not, make sure to translate those ideas into non-academic prose.

• 2–3 sentences of basic-level introduction to the field
• A brief account of the background and rationale
• A statement of the main conclusions, introduced by "Here we show" or an equivalent
• 2–3 sentences putting the findings in general context so a reader sees how the field moved
• Ideally no more than 200 words; avoid numbers, abbreviations, acronyms, or measurements unless essential
• Titles and abstracts intelligible to any scientist; specialized terms explained concisely, not didactically

Nature 주석 예(구성 주석)

One or two sentences providing a basic introduction to the field, comprehensible to a scientist in any discipline.

Kapitein et al., Nature 435, 114–118 (5 May 2005)

Here we show that the vertebrate kinesin-5 Eg5 drives the sliding of microtubules depending on their relative orientation.

전문 논문(시험이 찾은 것을 인용할 때 이것)

SPRINT Research Group. "A Randomized Trial of Intensive versus Standard Blood-Pressure Control." N Engl J Med 2015;373:2103-16. Published 9 November 2015. 10.1056/NEJMoa1511939. ClinicalTrials.gov NCT01206062.

기관 보도자료(2015년 9월 11일)

National Institutes of Health. "Landmark NIH study shows intensive blood pressure management may save lives." 11 September 2015. https://www.nih.gov/news-events/news-releases/landmark-nih-study-shows-intensive-blood-pressure-management-may-save-lives

신문 기사(브리핑 당일. 방법 논문보다 두 달 전)

Gina Kolata, "Lower Blood Pressure Guidelines Could Be 'Lifesaving,' Federal Study Says," New York Times, 11 September 2015, https://www.nytimes.com/2015/09/12/health/blood-pressure-study.html

Background

The most appropriate targets for systolic blood pressure to reduce cardiovascular morbidity and mortality among persons without diabetes remain uncertain.

Conclusions

Among patients at high risk for cardiovascular events but without diabetes, targeting a systolic blood pressure of less than 120 mm Hg, as compared with less than 140 mm Hg, resulted in lower rates of fatal and nonfatal major cardiovascular events and death from any cause, although significantly higher rates of some adverse events were observed in the intensive-treatment group.

Digital.gov, Write for the reader (2026년 9월 16일 확인)

Many documents and websites address more than one audience. Mixing material intended for different audiences may confuse readers and make it harder to find the material that applies to them.

Digital.gov, Write for the reader (연구비 / 석탄 / 르완다 예)

If you want a research grant, here’s what you have to do.

동료 과학자를 위한 전문 용어에 대한 U of T

The main function of such jargon is compression. The dictionary definition of each of these terms is two or three lines long. If the paper had provided definitions, it would have been considerably longer, and the flow of the argument would have suffered.

U of T의 채워 넣은 문장(부정 예)

Members of the medical establishment are not presently cognizant of efficacious treatments resulting in the complete elimination of symptomatology in acute viral nasopharyngitis.

U of T의 평이한 재작성

There is no known cure for the common cold.

저널이나 세미나 논문에는 너무 구어체인 문장(템플릿)

The results were pretty surprising and kind of showed that the treatment worked okay.

속어 없는 전문적 문장(템플릿)

The results were unexpected. The treatment produced a moderate benefit on the primary outcome.

너무 채워 넣음(U of T의 패턴이지 인용이 아님)

It is of the utmost importance that one consider the manifold implications heretofore adumbrated.

같은 주장, 읽히는 문장(템플릿)

These implications need a careful look.

• 쉬기 — 운동, 낮잠, 또는 하루. 전날 밤에 쓰면 신선한 읽기는 거의 불가능합니다.
• 쓴 뒤에 개요하기. 각 단락을 순서대로 한 점으로 줄이세요. 줄이지 못하는 단락은 독자가 길을 잃기 직전입니다.
• 소리 내어 읽기. UNC 코치는 세션에서 이렇게 합니다. 속도가 느려지고 논증을 따라가기 어렵게 하는 빠진 말이 드러납니다.

• 일차 독자를 한 문장으로 이름 붙일 수 있다. 텍스트로 무엇을 할지를 포함
• 과제가 지명한 독자(있다면)가 초고와 맞다(급우, 저널, 공직자, 대중)
• 그 독자가 논지나 목적을 다시 말할 수 있을 만큼 설명했다
• 그 독자가 이미 쓰는 용어는 정의하지 않았다("writer William Shakespeare" 없음)
• 남긴 전문 용어는 압축이지 안개가 아니다(U of T의 검사. Purdue의 집단 안 규칙)
• 어조는 속어 없이, 채워 넣은 어휘도 없이 전문적이다(U of T의 감기 예)
• 대중 또는 뉴스 재작성에도 전문 텍스트가 포함한 한계가 들어 있다
• 절이나 부록이 나눌 수 있을 때 한 단락에 두 독자를 섞지 않았다
• 매체의 제목, 초록, 인용 관례가 독자와 맞다
• 목표 독자 — 또는 가까운 대리 — 가 초고를 듣거나 읽었다