Nobody. Understands. Punctuation.

Paragraph

Where writers share, grow, and get paid — one post at a time.

On Writing #3

Periodically I like to gather various observations about writing, and share my perspective.

Working Through the Fear of Being Seen

A personal essay about returning to writing, navigating visibility, and rebuilding confidence after years of second-guessing.

The Ultimate Guide to Writing

Think better. Grow your audience. Accelerate your career.

Argumentation theory | Communication and Mass Media | Research Starters | EBSCO Research

<p>Argumentation theory explores the processes and methods of reasoning and debate used by individuals in both formal and informal contexts. The theory has roots in ancient philosophical discourse, particularly from figures like Aristotle, and has evolved through the contributions of modern philosophers such as Chaïm Perelman and Stephen Toulmin. It highlights how arguments are structured, identifying key components such as claims, grounds (or data), and warrants, which collectively help participants make their case. </p> <p>Additionally, arguments can be categorized into three main types: factual claims, which are verifiable; judgment or value claims, which are subjective; and policy claims, which pertain to proposed courses of action. This framework acknowledges the influence of personal biases, often shaping the reasoning process, and emphasizes the importance of logical support, backing, qualifiers, and rebuttals in strengthening arguments. In academic contexts, the theory suggests that creating valid topics should focus on policy arguments, while also addressing counterarguments to foster a comprehensive debate. Overall, argumentation theory serves as a critical tool for understanding how reasoning and persuasive communication function in various scenarios.</p>

Beginner's Guide to Arguing Constructively

How to turn arguments from vicious battles into productive dialogues.

The revolt of the reader | The Observation Deck

Reading is important to me. While I’m not a quick reader nor an especially voracious one, I have found that long-form reading has had a profound influence on me over my life. And because reading is important to me, writing is too: writing not only allows us to convey our ideas, but the very act forces us to test and distill them — at once making our ideas more robust while providing the vehicle by which to share them.

Justice

A small, dependency-free paragraph justification engine for the web.

afterword

Writing this handbook has been a process of not over-thinking it. In deciding to do it post-by-post, day-by-day, I practiced sharing as I went, posting to a ...

We argue badly, and nothing accumulates. How could we do better? | Reason Commons — Issue Trees & Logical Thinking Process

Millions of people argue every day about the things that matter most — climate change, what to do about AI, how we might build a better world. Some of it is sharp, even insightful. And almost none of it accumulates.

Getting started - Docs

Discourse Graphs are a tool and ecosystem for collaborative knowledge synthesis, enabling researchers to map ideas and arguments in a modular, composable graph format.

Hi, I'm David Perell.

I write, host a podcast, and run a writing school called Write of Passage.

Your Brain on ChatGPT: Accumulation of Cognitive Debt when Using an AI Assistant for Essay Writing Task

This study explores the neural and behavioral consequences of LLM-assisted essay writing. Participants were divided into three groups: LLM, Search Engine, and Brain-only (no tools). Each completed three sessions under the same condition. In a fourth session, LLM users were reassigned to Brain-only group (LLM-to-Brain), and Brain-only users were reassigned to LLM condition (Brain-to-LLM). A total of 54 participants took part in Sessions 1-3, with 18 completing session 4. We used electroencephalography (EEG) to assess cognitive load during essay writing, and analyzed essays using NLP, as well as scoring essays with the help from human teachers and an AI judge. Across groups, NERs, n-gram patterns, and topic ontology showed within-group homogeneity. EEG revealed significant differences in brain connectivity: Brain-only participants exhibited the strongest, most distributed networks; Search Engine users showed moderate engagement; and LLM users displayed the weakest connectivity. Cognitive activity scaled down in relation to external tool use. In session 4, LLM-to-Brain participants showed reduced alpha and beta connectivity, indicating under-engagement. Brain-to-LLM users exhibited higher memory recall and activation of occipito-parietal and prefrontal areas, similar to Search Engine users. Self-reported ownership of essays was the lowest in the LLM group and the highest in the Brain-only group. LLM users also struggled to accurately quote their own work. While LLMs offer immediate convenience, our findings highlight potential cognitive costs. Over four months, LLM users consistently underperformed at neural, linguistic, and behavioral levels. These results raise concerns about the long-term educational implications of LLM reliance and underscore the need for deeper inquiry into AI's role in learning.