One goal I have for this course is to teach you how to read deeply into the literature. There's no better way to learn this than through practice.  The more thought you put into these readings, the more useful and fun our discussions will be for you.  If anyone requires more direct motivation: more critical thought means a better course grade.

Critically reading the literature, and discussing it with your peers, is great training for organizing your research and writing your own papers. It is how a lot of ideas are born and how a lot of science gets done. What do we know about this subject, and how do we know it? What's the breakthrough here? What's missing in our understanding? How does this work impact my own? What can I contribute to filling in the gaps? I am hoping this class is a low-risk, non-scary way for you to develop and test your skill at answering questions about your own research when you present it at scientific meetings.

Bottom line: this is a really important skill you'll use throughout your career. Is this hard work? Yes! Is this rewarding? Definitely.

1. What is the larger goal of the paper?
2. Why does anyone care about it?
3. What are the essential points of the paper?

1. Emphasize the main points of the paper and the arguments leading to them.
2. Start with an outline of the main questions, or the hypothesis. You may find you present the paper in an manner differently than the author wrote it, because you're interested in a particular angle.
3. Take some time to really dissect the figures -- they are usually central to the paper's argument. Which ones are the most important to the story? If necessary, enlarge them, colorize your transparencies with sharpies to highlight important features, find additional figures or papers that add support to what the author is arguing. (Often clues are found within the references and footnotes of the paper, but may also include information or points from basic textbooks.)
4. Explain figures to the class as if you are explaining things to a non-expert. What are the axes? What is shown? What points are made in the figure? Anything else you spot of interest?

1. What are the strengths of the paper? Are there any missing links in the argument?
2. What is the contribution of this paper to the field?
3. In terms of this course, how does it fit with the others papers we've read/will read?
4. In the case of speculation or inconclusive evidence -- What's your opinion?

1. It's okay if you don't understand some aspects of a paper. That's why we're having this class! If you like, make an appointment to come talk with me about the paper before you present it. I may be able to clarify things, or I may be able to help you find the information to puzzle it out yourself.
2. Sometimes we'll only be able to pose a question. This is how a lot of original research develops. At any rate, come see me or send me email before class time and I'll try to help. (Note -- it's likely that I'll buy you lunch at Sinbad's if you find me around noontime. 

Critically reading the literature, and discussing it with your peers, is great training for organizing your research and writing your own papers. It is how a lot of ideas are born and how a lot of science gets done. What do we know about this subject, and how do we know it? What's the breakthrough here? What's missing in our understanding? How does this work impact my own? What can I contribute to filling in the gaps? I am hoping this class is a low-risk, non-scary way for you to develop and test your skill at answering these questions (and presenting your work at scientific meetings). Plus, the more thoughtyou put into these readings, the more useful and fun our discussions will be. (Last, for those requiring more direct motivation: more critical thought = better course grade.)