R*******d
发帖数: 13640 | 1 【 以下文字转载自 NewMexico 讨论区 】
发信人: Rosefield (Rosenhof), 信区: NewMexico
标 题: 斯坦大学教授教你怎样审稿
发信站: BBS 未名空间站 (Fri Nov 8 10:13:35 2013, 美东)
https://www.youtube.com/watch?v=q7x7Nr2Scic
vhttps://www.youtube.com/v/q7x7Nr2Scic
How to do a peer view? Transcript
Welcome to week eight of the course. This is the final week of the
course.
Thanks everyone for making it along this far and for the great
participation in
this course. The paper revisions will be due at the
end of this week. That will be the last assignment.
This week, I'm going to be talking about what happens after publication.
So, after you get papers published in the literature, you may be asked
to do peer
review. And you may al-, also talk to,
end up talking to a journalist, or the media or to the lay public.
So, I'm going to talk about those things this week.
I'll also do some more demo edits to review the concepts that we talked
about
in the first four weeks of this course. So, in this first module, I'm
going to
talk about how to do a peer review. So, a couple of weeks ago we talked
about
having a peer review done, participating in peer review on the other
side as an
author. Today I'm going to give a few tips about
if you are the peer reviewer. So, after you get a paper or two
published in the literature, particularly if you're a first author.
Very soon after that, you may get asked to do peer review.
And the first time you're asked, you may feel a little bit intimidated.
You may feel, like, oh, I'm, I'm too inexperienced.
I, you know, I don't have enough knowledge of the field.
I'm just a graduate student. but if you get asked to do peer review,
you should absolutely take advantage of that opportunity.
Journal editors are actually looking for young reviewers.
So young reviewers often are more up on the latest in, in a field, on
the latest
techniques. So they tend to be more informed.
young reviewers also often tend to do more careful job than the people
who have
been reviewing for really long time. So, there was a paper, research
study
done, that was presented in the conference a few years back where they
traced that the natural history of the peer reviewers and they found
that, you
know, the longer people had been peer reviewing, the more poorly they
did the
peer reviews, they kind of there was deterioration of it.
Because, the more you do, you know, the faster you get, the less careful
you are.
So, I don't know, it's really like young reviewers And it's a great
opportunity
for you if you get a chance to do a peer review.
It's a great learning opportunity. So when you do a peer review, you
will
see, kind of the back end of the publication process.
So you're going to learn a lot just by doing that peer review.
It's also great for your confidence, because if you do couple of peer
reviews,
you realize that not everything that gets submitted to journals on the
first pass
is always that great. You'll kind of feel confident, because
you'll say, oh, well I can do as, I can do a paper as good as that.
So, you'll, it usually helps to build your confidence little bit to just
see
what is out there. You also get to the practice of kind of
going through a paper carefully and thinking about all of the elements
that
you are looking for in a paper that helps you when you go back to write
your own
paper. You'll also get the opportunity to see
the reviews that other peer reviewers turn in.
And that's also helpful for your confidence because, again, if you're
kind
of a young reviewer and you're not that confident that you really know
how to
critique a paper, when you get the other peer reviewers comments back
and you see
they have the same critiques as you, you kind of feel more confident.
Like, oh yeah, I do really understand what the limitations of the
different
study designs are. It really builds some confidence.
Also, you'll, you'll learn from the other reviewer's comments.
Because sometimes, they may have seen something in the paper that you
did not
see. So it's a way for you to kind of learn,
again, how to review a paper, and also how to write a paper.
So it's a really great learning opportunity.
And the more peer, peer reviewers, reviews you do the more you'll learn.
So, so take advantage of it. Again, usually you'll get the opportunity
pretty early on in your career. So if you're a peer reviewer, a couple
of
things to keep in mind. So the first thing I always like to talk
about with peer review is the tone of your review.
So. In general when you are doing a peer
review you are looking for, you tend to be looking for the negatives, so
I mean
that. You're supposed to be looking for both
the positives and the negatives, but because you have to make a
judgement on
the paper it's sort of our natural tendency to be looking for all of the
negatives. And that's fine.
You're supposed to be finding and identifying the problems in the paper.
That's a really important job of a peer reviewer, but you have to keep
in mind
that even though you're being critical of the paper you can give that
criticism in
a way that is positive. Right?
You can give constructive criticism. It doesn't have to be negative.
So you have to think very carefully about your tone.
And always like to kind of picture that on the other end of this whole
review
process, there's some poor graduate student who, you know is usually the
one
who did all the work is the first author on the paper.
And just think about that, like their confidence depends on your
critique.
If, if you give them the same critique in a very harsh way, it can
really cripple
their confidence. If you give them a, a critique in a much
more positive light with the same criticisms, but just in a much more
positive tone, it can be really helpful to their confidence.
So really keep in mind that tone really, really matters when you're
delivering a
critique. So think about that very carefully.
Always make sure that you're. Including positive.
There's always positives in every paper. Make sure you're pointing those
out.
Keep your tones as positive as possible when your delivering the
criticisms as
well. So for example you could say something
like, the author should delete table five not only is it completely
irrelevant but
it also reveals their utter lack of statistical understanding,
right? That's a very harsh way of delivering a criticism.
Compare that to table five contains unnecessary information.
For example, let me give you a specific so notice how very different,
different
tone so of course we always want to shoot for that second way of doing
things.
Notice that second wayfocuses on the table and the want to consider your
tone.
When you first write a peer review, when you first start to criticize
the paper
there's just a natural tendency to go after, saying that the author did
this,
the author did that. You have to go back and kind of revise it
a little bit to make sure that your tone is positive, and you are not
critiquing
the work and not critiquing the authors. So, really think about that.
We are not critiquing the author, we are critiquing the work.
So, you want to keep things focused on, this is the problem with the
table, not
this is the problem with the author avoid generalizations, it doesn't
really help
to be overly general with your criticisms.
You need to point out very specific errors otherwise it is not helpful
to the
authors, it is not constructive criticisms.
And again, use positive instead of negative language.
So instead of saying like the paper is poorly written, you can say the
writing
and presentation could be improved. For example let me give you a
specific
area where it can be improved. So be constructive, be as positive as you
possibly can. the other thing is, avoid lecturing to
the authors. I have a tendency to do this because I do
a lot of lecturing. So, I naturally want to say well, oh, I'm
going to teach the author something about statistics.
Or, I'm going to teach them how to write, you know.
And that's really not the purpose of peer review.
So, also avoid lecturing to the authors. It can seem also condescending
if you
lecture to them, so avoid that as well. Now just to point out there's
different
types of peer reviews that you might encounter.
The most common type of peer review is the single blind peer review.
So this is where the authors are blinded to the reviewers.
So that authors will not know who reviewed their paper.
but the reviewers will know who the authors are on the paper.
That's the most common type. You also can sometimes encounter the
double blind review. So in this case, the authors won't know
who the reviewers are and the reviewers are also blinded to the author,
so the
editors of that journal will go through and actually black out the
author's name,
they'll remove the title page, they'll black out the institution, if
that
appears anywhere in the paper. So they'll really make an effort to keep
the reviewers blinded to the authors. Now it's an imperfect system
because I do
review for a journal where it, I'm blinded to the authors.
If I really, really want to know who the authors were though, it
probably wouldn't
be that hard for me to figure it out, just because, you know it's.
publication history, right? Certain people are publishing on certain
topics. And usually, I mean, you could figure it
out if you were really trying hard enough but, but at least by removing
the
immediate information. Usually, I have no interest in going to
figure out who those authors are. It doesn't matter to me anyway.
But, you know, there's some attempt to keep it as unbiased as possible.
Now. Something that's changing in the peer
review process is, there's a move towards more and more journals are
starting to
offer open peer review. And so, this hasn't been used very
heavily in the past but I think that's going to change going forward.
In open peer review, nobody is blinded. So, the reviewer knows who the
authors
are and the authors know who the reviewer is.
And, in a lot of cases, the reviewer's name and potentially the whole
text of
their review may be made publicly available.
And I recently had the experience of doing one of these fully open
reviews,
where my review is going to be publicly available.
So that's a very different experience. Because if you as the reviewer
know that
your critique is going to be published online, you tend to, that tends
to make
you be more constructive and more positive.
Right? Because you don't want to come across as
being this, you, you know, reviewer who's overly negative and mean.
so so there's a lot of, up sides I think to an open review like that.
Because if you does force you to think about tone and to be as
constructive as
possible. so there's a movement towards that, that
you should be aware of. There is also something called post
publication peer review which is not what I'm talking about today but
just be aware
you know as more and more things go online that is a lot of peer review
that
happens after the papers are already been published.
So people are commenting online or on blogs and this is way of getting
papers
that go through the peer review system but might have problems in them
and then
really is a movement to make more formal system through post publication.
So that may be coming along soon. So just pay attention to that as a way
to
quality control of the literature. So how do I approach, a peer review?
When I've got a peer review to do, what's my general process?
I'm just going to walk you through some steps.
So this is my system. And you'll develop your own system.
But just to kind of show you how I would approach it.
So the first thing I do, of course, is scan the abstract just to get a
sense of
what the paper is about. I like to then jump right to the data, to
the tables and figures. So I like to see the tables and figures
first. Because to me, that's the story of the
paper. And I want to kind of make my own
judgment on the data before I read the author's take on the data.
So I will jump to the tables and figures. I'll kind of draw my own
conclusions from
the data. Remember, tables and figures are supposed
to stand on their own. So if they don't, that tells you that
that's a big flaw in the paper. if there's any obvious statistical
errors. Those might jump out if you're just
looking at the data, the tables and figures.
So I look at those first. you might notice if there's repetitive
information. Like, if the same information is in a
table. And also, in a figure, you might pick
that up at that point. So that's kind of a big picture, though.
I look at the tables and figures to get some big picture conclusions.
Then I'll read the paper through, quickly, just to kind of get a sense
of
exactly what the authors think. And I'll make some sort of high level
assessment of the paper. Not, not yet picky things, but just at
the big level, ask myself questions like, does the, did that authors
conclusions
match their data? So, this is something for me that lot of
papers fall down, and I've looked at the data in the tables, and
sometimes when I
jump in and then I kind of skim through and read the paper through once.
Quickly, I will go, well, they don't, they are kind of over reaching
from their
data. So, that's a comment, sort of big picture
comment I'll have is they really overstepped their data another.
kind of a general comment that I'll often have sort of at the high level
and
evaluating papers is, sometimes there are papers that are just so poorly
written
that I have to struggle through them and I really can't exactly
understand what's
that the authors did. So, remember, the paper should be clearly
written. If you had to struggle through it, that's
not the fault of you as the reviewer, as the reader, that's the fault of
the
author, the author needs to, Then spend some time to rewrite that paper,
or if
the paper is just completely not understandable then you're you might go
back to the editor and say, it's just so poorly written I can't
recommend it for
publication. So you really shouldn't have to struggle
through and that's a common comment I'll make to is if the paper's not,
not
clearly written. Another thing I like to think about.
In my reviews is. Whether or not the length of the paper is
justified given the amount of new information in the paper?
So, my rule of thumb is that sometimes there are small, interesting data
sets
that do deserve to be published, they do deserve to be in the literature.
But, because maybe there of a methodology is limited and the amount of
novel data
there adding to the literature is limited.
I will say, well this doesn't deserve to be a twenty page paper.
It's really interesting. It's, but it's small.
It's a small thing. And it probably is, should be a two page
paper. So I often will go back, in a peer
review. And say, well, I don't think this should
be so long. I think this should be a much shorter
paper. And that's a common, critique that I
might give [INAUDIBLE] sort of at a big level, high level.
So if it's a great, really huge important data set I'll, I'll say it can
have more
space in the literature. If it's just something small, with
limited methods, it can get published but it should be a much shorter
paper.
And then you should kind of go through each section of the peer, of the
paper.
This is what I'll do is kind of go through each section, and give
specific
comments on each section. So I'll read the introduction, for
example. Remember the introduction should be
sufficiently succinct. So that's a comment.
If it's not sufficiently succinct, I'll point that out.
introduction should roughly follow what's known, what's unknown.
And then the specific research question or hypotheses.
I'm looking for that. If I don't find that, I might comment on
that. author should give a clear statement of
the hypotheses or aims of the study. So if that's not there, I might
recommend
that be added. I'll look for whether.
Others detailed information about what was done that should be put in
the
methods or but what was found that really belongs in the results.
another common criticism I might have on the introduction section is
sometimes
there's a lot of distracting information about previous studies or
mechanisms
that's not really directly relevant to the hypothesis being tested.
So I might recommend that they might get rid of it all together or at
least move
it to the discussion section. and of course the authors are supposed to
tell you what gaps in the literature they're trying to fill in, why it's
important that they did their study. So, they, that should be there.
So these are the kinds of, kind of, checklist I might go through.
And this is where I'll find a lot of problems in the introduction
section.
Then I'll look at the methods section. Things I'm looking for in the
methods
section, I'm going to sort of scan the section to find answers to
particular
questions. So usually, you know, if this is a field
you're familiar with, you'll kind of know all the different techniques.
I might just be scanning the methods to answer particular questions
about how the
data were collected. Things that I think might be the major
limitations of the paper. I'm going to ask myself, you know were
there things measured subjectively or objectively?
Could biases have creeped in? Are there major flaws in the study
design, like no control group? I'm going to read the statistic section
carefully because that's the other thing that I, I teach is statistics.
So I tend to focus a lot on the statistics, were those done correctly.
Then I'll look through the results section carefully.
I'll read this section with the tables and figures right in front of me
because
the result section should really dovetail from the tables and figures.
So each section of the results should kind of roughly correspond to one
table
or figure. If that's not the case, if it's hard to
follow the results, I might comment on that.
remember, the results section is supposed to just summarize the main
trends and
theme and, and not repeat the data that's in the tables.
So if that's the case that they are repeating a lot of the data, I might
comment on that. if there are graphs it's nice that the
authors give some precise numerical values in the text that they don't
appear
on the graphs. do the authors, are they honest in, in in
their description of what's in the tables and the figures or do they try
to just
draw your eye to what they want you to see.
Have the authors, I'll ask myself whether or not the authors have over
interpreted
statistical significance, or kind of over interpreted their results.
if the section is unnecessarily long I might comment on that.
And then I'll go through each table and figure.
I, I'm looking to see whether or not the others used the correct
statistics.
sometimes there are multiple tables or figures that tell the same story
that's
repetitive. I'll suggest that they cut one of those.
I'm looking for any evidence that they're kind of that they may be
purposefully
omitted some data that doesn't support their hypothesis.
I'm trying to slew that out a little bit. I look for any, for any of the
graphs
misleading. I make sure that the treatment group is
always compared with the control group. Sometimes people try to, you
know, tell
you something about within group changes rather than comparing the
treatment to
the proper control group. So, I'm looking for that.
I'm looking for inconsistencies. Sometimes you'll see inconsistencies in
the data they present. In one table, or the figure they present.
Like I caught a lot of inconsistencies in tables and figures.
a, a common inconsistency. Consistency that occurs in papers, I'm
not exactly sure why, but authors often make transcribing errors when
going from
the data in the tables and the results section to the abstract.
That is, the abstract will have incorrect numbers.
And I'm not sure if that's a cutting and pasting error, or if sometimes
maybe
authors are working off an old abstract, maybe that they presented at a
conference
and they forget to update some information.
But pay attention for that, because that's a common error that I see, is
that
the wrong numbers are appearing in the abstract and you want to make
sure that
the authors correct that. And then I'll look through the discussion
section carefully. the kinds of things I might point out is,
you know, the first paragraph is supposed to succinctly and clearly tell
you what
was found and what was new in the study. And if they don't tell me that
I'll,
suggest they rework their discussion a little bit.
Again, I'm looking to see whether or not the author's conclusions are
justified or
if they're overreaching. And that might be a common comment I give
is that they're overreaching from their data.
I'm looking that they distinguish between the things that they were you
know, set
out to test in their study and anything that's exploratory.
I'm again looking for that clear writing, clear and to the point writing
, the
active voice some sense of order, so if there's poor writing in the
discussion
section, if it's organized poorly, if I can't follow it, I might comment
on that.
often times I'll suggest that the discussion be shortened actually and I
'm.
Always looking carefully at the limitations section.
I wanted to see that they address the limitations that I care about.
This is the mark of a good paper for me. If, if an author kind of
anticipates what
I think the limitations are and tries to address them rather than just
kind of
throwing in those boilerpate, plate limitations.
So I'm looking for a good limitations section.
You want to see. Make sure the references that they cite
are current. and, you know, of course if there's any
key references that you've noticed that they've omitted, you, you might
comment
on that. So those are kinds of the specific things
in each section that I'm looking for and that I might comment on for the
authors.
So then I'm going to write up my peer review.
I'm kind of taking notes as I go along, starting to type out these
comments.
What you're providing in your peer review, the content is you're going
to
provide a set of comments to the authors. So you want to start that set
of comments
with a one paragraph sort of general overview and then you're going to
go into
the specifics, the specific comments. So start with a one paragraph
general
overview. So the first thing you want to do is you
want to state what you think is the major finding and importance of the
work.
So restate what is probably something obvious, hopefully it's obvious,
but
state what you think is the major funding and significance of that work.
So, kind of a one-sentence statement. And then jump into those positive
encouraging statements about the work. So whenever your criticizing
somebody you
always want to start with a positive. There's always positive things.
So even if there's problems in the methods maybe they did a really nice
job
in the writing. I'll often point out when something is
well written because I really appreciate good writing.
. Sometimes the research question itself is
really interesting or novel. So point that out.
This an interesting manuscript with several strengths.
The author should be commended for. The finding of X is important.
Give them some positive, encouraging words because you don't want to
forget
that, again, we get so bogged down in pointing out the negative
sometimes we
forget that there are, there's a lot of good qualities in these papers
too.
We don't just want to be focused on the negative.
So give those positive statements up front.
Then state what you think are the one or two major limitations, if there
are any.
Usually, there are. but especially, if you're suggesting that
the paper go through major revision or even that it be rejected.
You certainly want to give a kind of big picture statement of what the
major
limitations are in one or two sentences. So, you know?
These are big, the big things. Like, the study is limited, because
there's no control but that's a major methodological flaw or the overall
writing or presentation needs improvement, if there's a lot of problems
in the writing. The authors may have overstated their
findings. That, that paper provides only weak
evidence for its conclusions. The study is exploratory and things like
that. See these are kind of major problems.
You're going to break those down in your specific comments in a minute.
But this is just to open up your review. you're not supposed to tell the
authors
in your comments to them what your recommendation is.
So don't say you're recommending it for rejection or acceptance.
That, that's not supposed to be disclosed to the authors in these
comments.
So then you're going to give. You're going to start with that first
paragraph, and then you're going to give a numbered list of specific
criticisms.
And they're going to kind of illustrate, so you've given an overview of
the
criticisms, now you're going to go into the specifics.
I usually give somewhere between five to fifteen specific criticisms.
If I'm saying that something should be rejected, it might just be that I
have
some very major criticisms of the, of the method, or just the writing is
so poor.
So I may have fewer comments. For a paper that I am suggesting being
rejected, similarly if I think it's really great and I want it to be
accepted
I might just have, I might have fewer critiques for them as well.
But, if I am suggesting that something, comeback for a later revision, I
am
probably going to put more specific criticisms or suggestions telling
the
author how I think it should be revised. So, you are probably going to
give more
of your recommending that opportunity for revision, that major revision
category.
So, make sure you number them and you are very specific in your comments.
So you want to point out specific mistakes.
You're going to list all those issues that we just went through in, that
you
found in your review. and give us very specific recommendations
for revision. Other than in that opening paragraph, you
don't want to be too general. Because general things aren't helpful to
the authors. It's very hard for them to address if
you're too general. So be extremely specific in what it is
you're hoping that they will, change in their revision.
the one thing I want to mention is, is reviewer is not the same as copy
editor.
So it just a paper where there is a lot of like grammatical, its
spelling errors,
its not your job as a peer reviewer to be a copy editor for that paper.
So don't waste your time you know picking out every single spelling and
grammar
issue and pointing all of those out at the to the author.
You sometimes peer reviewers, who will spend, you know, just an
inordinate
amount of time and all of these little mistakes.
And, and that's really not the job of the peer reviewer.
The, the journals have copy editors who will go through and fix those
kinds of
things later. So, don't spend your time on those little
things. Focus on the big picture issues of the
paper. Whether or not it should be published.
If, unless the grammar is, if the grammar is so terrible that you can't
read it,
you can point that out in a general way. So, you know, give one or two
examples.
So the manuscript contains a lot of typos, let me give you two examples.
You, you can say it general way. You don't have to pi- point out every
every specific typo. So, so that's one I'd caution is don't
spend a lot of time doing copy editing things.
now you're also going to be providing in addition to comments to the
author,
you're going to provide some comments to the editors and the authors won
't see
these. So sometimes the editors will ask you to
fill out some kind of grading sheet. Not all journals have this, but a
lot of
them do. I'll show you an example of that in a
minute. So if that's there, you're going to fill
that out. You're going to choose your
recommendations. So you get to, advise the editors whether
you think the paper should be rejected outright.
Rejected with the opportunity to revise. That's that major revision
category.
Accepted with minor revisions or just accepted outright.
And, you're going to pick that based on how, you know, strong you think
the paper
is. And whether or not you think it can be
publishable after a major revision. If you give a recommendation to the
editor, they will factor that in, in their final decision.
And then you also have a space, to give comments to the editor that your
, that
the authors won't see. Now, you, you can feel free to leave that
space empty. But sometimes it's nice to give just a, a
succinct overall statement to the editors that justifies your ranking.
Like I, I don't think this paper is going to be publishable, even after
a major
review. You can be a little bit frank here, where
you're trying to keep the tone nice with the authors.
you can be a little bit more frank here as to what you think of.
The paper are there very specific concerns you have
there are, you know ethical concerns you have with the paper.
You might address those. There are sort of more touchy issues or
just being frank. You can address those, in that space.
And those will only go to the editors. Here's an example of a grading
sheet that
you might see for a journal. So they have, sometimes will have things
like, well, the impact of the researcher. Rate the, the paper.
Is it in the top ten%? Is it in the bottom 50%?
They have these kind of grading schemes. Now.
Sometimes it feels like when you're filling these out they're a little
bit
arbitrary. So my general recommendation is just be
internally consistent. That is, you know from your, from one
review to the next that you do you want your ratings to generally be
consistent.
So a paper, so the, you know if you were to rank all the papers that,
you know the
ones that you think are really good are going to get a high ranking on
this
grading system and the ones that you don't like as much are going to get
a
lower rating. It's, you know from, it may vary from
reviewer to reviewer exactly how you fill in this grading sheet.
But the grading sheet just helps you to kind of.
Make a decision, about whether or not you think paper should be accepted
, because
if you are rating all of these categories, that'll go through like the
impact of the research, the writing quality, that's usually a category
or
methodology, the data quality, the originality of the results give you
all
of these things. And, if you find your self checking of
the paper did poorly on lot of things that might, lead you to say well,
oh
maybe this isn't a paper that I think should be published or if you're
checking
off a lot of high scores for a paper you might then decide that it
should be
accepted. So it can help kind of guide your
recommendation. It also serves as a checklist and I think
this is one of the reasons that. That a lot of drills have it.
It serves as a checklist for the peer reviewer.
So it is kind of a, a checklist you can go through, especially when you
are doing
your first peer reviews, and make sure, did I consider data quality?
Did I? Did I think about each of these aspects
of the paper. So in a way it, it is probably primary
importance is to serve as a checklist for the peer reviewers, to make
sure they
have thought about each of these elements about the paper.
And usually you are asked to give some overall manuscript rank and that
is
likely to correspond, you know? If you give it a high rate...
You're probably saying it should be accepted.
If you're given a low rank, you're probably saying it should be rejected
or
at least rejected with the opportunity to revise.
So so that's the basic process of doing up your review.
my final comments on it are. The first one you do will take you a
really long time. I think I spent like a day on the first
peer review that I ever did. So this is again why journal editors love
young peer reviewers because you're going to feel this enormous
responsibility on
your first review and you're going to be extremely thorough and
extremely careful.
And so that's great. you will get faster.
Because if you had, if you had to take day on every pier review you had
to do
you would never get any work done. So you will get progressive faster as
you
do more and more of these. and not it takes me much shorter time.
I think the last one I did you know, I spent just over an hour on.
So I can, I've now streamlined my process and you can do these really
quickly.
The one thing to caution of course as you do more and more of these and
you get
faster and faster is you have to make sure you're still being
sufficiently
careful So you will get faster as you go along.
Again, you will learn a lot from these. and my final parting thought on
this is
just, review unto others as you would want to be reviewed.
So, you know, be kind, be positive. Make sure you pay attention to the
tone.
And sometimes as you get faster in doing these, I've
noticed for myself when I am doing these quickly.
that the tone often more comes out a lot more negative, just because I'm
writing
things very quickly, and I have to go back and just make sure that I
look over
and edit it, make sure it sounds positive in the end.
So, make sure you take that final step and do that, because it's very
important
for the author on the other end. The proceeding program is copyrighted
by
the board of trustees of the Leland Stanford Junior University.
Please visit us at med.stanford.edu.
Download video
Download timed transcript | o*********3
发帖数: 256 | 2 Good to share. Personal hallmark is equally important.
【在 R*******d 的大作中提到】
: 【 以下文字转载自 NewMexico 讨论区 】
: 发信人: Rosefield (Rosenhof), 信区: NewMexico
: 标 题: 斯坦大学教授教你怎样审稿
: 发信站: BBS 未名空间站 (Fri Nov 8 10:13:35 2013, 美东)
: https://www.youtube.com/watch?v=q7x7Nr2Scic
: vhttps://www.youtube.com/v/q7x7Nr2Scic
: How to do a peer view? Transcript
: Welcome to week eight of the course. This is the final week of the
: course.
: Thanks everyone for making it along this far and for the great
| y****z
发帖数: 445 | | s****x
发帖数: 326 | | D*******r
发帖数: 162 | | a*****y
发帖数: 33185 | | a*****y
发帖数: 33185 | 7 这个要帐号登录才行？
【在 s****x 的大作中提到】
: Get the whole course. Check out this link.
: https://class.stanford.edu/accounts/login?next=/dashboard
| r******f
发帖数: 987 | | R*******d
发帖数: 13640 | 9 It's free but the course is almost over.
【在 a*****y 的大作中提到】
: 这个要帐号登录才行？
|
|
