 And hello, we're live. Welcome to the live stream. I'm Monica Wahee and we are now live on May 14th at noon Eastern time. And this is for my lecture tips and tricks for giving professional written feedback. And so welcome if you're joining me. So those of you who've been to my live streams lately know that we have this ongoing saga where I'm using this restream software and I'm trying to stream to LinkedIn, YouTube and I think I'm also streaming to Twitter, okay? If you're watching this on Twitter, I don't know if you can interact with me like if you can chat or anything. If you're watching this on YouTube, you can chat with me. In fact, I'll turn on this chat overlay and you're gonna be able to chat with me if you're watching this on YouTube. If you're watching this on LinkedIn, you will wanna chat with me. You might type in comments and you'll see them as LinkedIn comments, but I won't see them cause I'm using the software. I'm not going from LinkedIn live. And in fact, I figured out later I can go on LinkedIn and I can answer all the comments. So if you're on LinkedIn, I won't see any of your comments while I'm streaming. So how you can solve that is either you can go out and go and see me on YouTube. Those of you who are subscribed to me should be able to find my YouTube stream. Or I think I also put it on the LinkedIn. I think I put a comment on the LinkedIn one because of this problem. So that's one thing you can do if you're on LinkedIn, just go to YouTube. If you're, or you could just stay in LinkedIn and just be patient and I'll come back and answer all of the comments. What I do on YouTube is usually like the next day or day after that, I go and I update the description. I give you links and stuff to whatever we discuss because I want these live streams to not, to be interactive. It's just, I gotta kind of hold them regularly and attract an audience or you guys won't show up and ask me chats. And of course I have to start using an application that works so I can see your chats. But anyway, the reason I'm holding these live streams, I guess I could say this, those of you who know me know what I'm all about. But those of you who are new to me, I'm Monica Wahee and I'm a data scientist. I'm an epidemiologist, but I do a lot of different things. And so one of the main things I do in my business is I help people graduate. I help them get their PhDs or their master's degrees or their data science degrees or whatever degree they're trying to get. Another thing I do is I help them after they graduate, I help them do their jobs, like I provide mentoring and I also just do stuff. I do data science work. Those of you who've taken, who go on LinkedIn Learning, take my LinkedIn Learning course as you see, I've done a lot of data curation. I run data warehouses, I have a book on that. So I do a lot of different consulting. I sort of like half and half I do consulting and education. And so that leads me to, I started doing these live streams because I started realizing that there's sort of this connection between my consulting and my mentoring and my YouTube videos and my LinkedIn Learning. And that is that people tend to have the same problems with the same things. And also people are diverse. So they solve their problems different ways. So people who hire me to mentor them are people who need mentoring. But there are a lot of people who use like my YouTube videos or my LinkedIn Learning courses because they don't really need mentoring. They can figure it out themselves. They just need a little push. So I started holding these live streams to start presenting on topics that a lot of my customers come to me about and say, Monika, I need your help with this. Because that way I can give a live stream. You guys can see my advice on it in one hour, what I would tell you, you know? And interact with me and ask me questions about it. And then if you need more information, you know who to go with. So this week, so sometimes it's gonna be on data science stuff. Sometimes it's gonna be on public health stuff because I'm an epidemiologist. Sometimes it's just gonna be on anything. Just stuff, just work or school. Stuff you have to do with work and school. And that leads us to today's topic which is tips and tricks for giving professional written feedback, okay? Now I don't think of myself as like this expert giving professional written feedback or anything. Like that's not why I did this. I did this because, oh, let me highlight, my friend is here, C.J. Hutchings, okay? You'll know that I'm collaborating with him. He's a musician. If you listen to some of my videos, he's put some music on there. Recently, he's been publishing his music on YouTube music. Those of you who signed up for my mailing list, I send around a song a week. So I really want you to try it out. It's good stuff. It's very nice. So hi, C.J. Thank you for showing up. I'm glad I didn't show you some of my live streams. Makes me feel like there's a lot of people like her, right? Thank you, C.J. You're so nice. All right, so today, I'm gonna be presenting on something, on a topic that it's like, I don't think I'm an expert. I mean, I'm good at it and I'm good at teaching it. But it's because everybody keeps asking for it and it's how to give professional written feedback, okay? And I actually have slides. So I'm gonna share my screen with the slides and because this is a low budget, except when C.J. is around, it's high budget. But he has to go, he's got work to do. So now it's gonna be low budget and I don't have any moderators. So I'm just gonna have to be showing these slides and every once in a while, I'll look back and I'll try to see if there are any questions, okay? And these slides will be available afterwards when I update the YouTube. I try to add a comment in both LinkedIn and YouTube when I do that. So tips and tricks for giving written feedback. So why are people always asking me about that? Well, because what I realized is, a lot of times we, in our personal lives, give feedback to each other, but we just do it like we're talking, right? Like maybe I make some banana bread for C.J. And I asked C.J., do you like the banana bread? And he says, yeah. In fact, once I made a different recipe and he said it was too sweet, so I didn't make that recipe again. So that's feedback, right? It's useful feedback, it's just constructive. But the thing is, it's a lot easier when I'm like with C.J. and I give him something and I see his look on its face and see it's too sweet for him that I know what the feedback is and I know what the solution is. Like don't make that recipe again or don't sweeten it that much again. The problem is we are faced a lot in business and in school, in the academic world and in industry and just a lot of different professional domains where we cannot give verbal feedback or just giving verbal feedback is not very efficient. And I'm thinking of like software development, you send something to a customer and the customer's got to give you a list of things to change. Well, that's not very helpful if they just have a meeting with you and talk. Somebody's got to write this down, right? So you start to realize, okay, well, maybe we need to write down the feedback. Maybe that's a better way to do it, but then how, okay? So that's what this is about, is I have found that my different customers will have different needs for having to write down feedback. Like I just gave you one example where they have to review like some software and explain what needs to be changed or a webpage or something like that. So I'm going to give you in this presentation tips and tricks for figuring out what you're going to want to communicate in that written feedback. Cause you just, you don't want to write everything and you don't want to write forever. You want to think before you write. Like a lot of times people don't really realize that, but yeah, you want to think about what am I actually going to write, you know, and deciding what to actually do. You know, like if you're in person, you can just discuss it. You can be like, oh, maybe it's not too sweet or maybe if you had as more salt or whatever, you know what I mean, but when you're doing written feedback, you've got to kind of just decide what are you really going to say? What's worth saying, right? Then the next step is once you decide what you're going to say, what's an effective way of actually giving the feedback. So it improves whatever is needing to be improved. So I gave you one context in which you would give written feedback. Like you're reviewing some software, you're reviewing a webpage and it might be like you hired a vendor and you have to make a list of what's wrong with it or whatever. You know, I'm going to go see if any of this is a good question. Nope. Okay. So I'm going to give you some scenarios that I encounter a lot where I'm teaching people how to give written feedback. When I'm working with college students, I usually work with grad students, but sometimes I work with undergrads. And sometimes they'll give this assignment, especially the undergrads where you write an essay. And then they give the essay, you give the draft to your peer, somebody else in the classroom, and they have to give you feedback. And I always get really angry because the teacher never really teaches, well, what exactly should you be doing, right? Because what is the feedback on is to try and make it improve? Like what is the improvement? Like what are we trying to do in this essay? So it's like they want you to learn this, but they're not even really teaching it, okay? Another thing that happens is, and I noticed this a lot when I taught in an undergraduate program online, because I was giving feedback. I was just, I would, you know, like review essays and then I'd just give some written feedback. And I realized I had to be very clear in my writing what I was talking about if I was saying something was good or bad about the essay. And so I'm a professor and I'm trying to write this so that my students who are learning from me can understand. Well, I also, you know, that's when I was teaching a college class, but I'm also like a consultant, you know, and people will come to me and say, you know, I'll be like a mentor, like a tutor, and they'll come to me and they'll say, Monica, my professor wrote this feedback. And I'll be like, oh my God, I have no idea what that means or what, what, you know? So it's like, when you're a professor and you write feedback to the student, you're basically teaching the student how to write feedback. You're like role modeling it. And if you don't know, then you don't know what you're doing and they don't know what you're doing and it starts this chain of confusion. So that's where you see written feedback in college a lot. Then if you just move out of the college context into the bigger academic context, peer review, right? So those of you like me who publish in the peer reviewed literature, you know, you write up your manuscript, you submit it, and then you get peer reviews back from other youths, you know, other scientists. And what I'm gonna talk about in this presentation is super applicable to that. Because, you know, when you're teaching in a college, like in an undergraduate program, maybe you write some feedback to students and they don't always have to update their essay or revise it and then you have to look at it again. But in peer reviewed articles, if the peer reviewers give you feedback and you revise it, then they have to look at it again. And if you're the peer reviewer and you gave somebody feedback and now they fixed it, you need to make sure you feel like it was fixed. So you've got to know what you were talking about, basically when you told them to fix something. And the same thing if you're a professor and you're giving students feedback on their assignments, you're saying, you've got to fix this. Well, you've got to be clear with them and you've got to know, be able to tell whether it's fixed or not, you know? Which seems very obvious, but not, it isn't if you realize how difficult just writing is and just if you're telling somebody, write something differently or present something differently, like do they get what you're saying and then do you know if they did it? So it becomes kind of vague. And also in academia, when you move on to doing like a master's thesis or a dissertation, if you're in a PhD program, typically you have a proposal which you have to defend and that's a big thing you have to write. And then you have a dissertation, which is the end, you know, after you do the project you add on to the proposal and it's the whole dissertation. Or some programs have you just published three peer reviewed articles. Regardless, in the process of producing those documents you have a committee usually or at least an advisor and they're giving you feedback and usually that's all done in writing. Often you'll meet with them, like you'll meet with them and they'll go over their writing, which is good, you know? That's not, in fact, I often do that. I'll write it and then go over it if I'm really trying to teach somebody something. But you still have to, it's good to have it written. People who program software and databases, they like it when you write a list of stuff for them to do because they can just check it off and make sure that they did it or give you feedback if they could. So it's really good accountability to be good at writing what the feedback is you have for the student or for the teacher, whatever, and then getting back. Finally, a lot of people will try to avoid academia, you know, maybe they'll just work in industry. And they, but still in industry, I find, like in business, I find a lot of times there's an issue with, like in business, you find that people are doing presentations a lot because they're trying to communicate stuff very quickly. And they'll ask each other, it's my presentation, any good. And I feel like that this is a place, you know, like by email or whatever, that you can really use these skills to quickly tell them what's up with their presentation. In fact, somebody just asked me about a presentation they sent me and I was thinking of this, you know, because I would give some feedback. There's also in the industry, like let's say you apply to get something approved, like a drug approved or like a new protocol approved, there's often feedback about approval applications, you know, where they'll say, okay, we agree with this, we don't agree with that, whatever. And whether you're the person writing it or you're the person reading it, it's good to understand how to do that with feedback. So these are just the context and under which the things I'm gonna tell you sort of apply. Now I'm gonna look and see if anybody has any questions. Oh, hi, Rucheli is here. Hello, everybody. You know, I think you, did you write to me? I can't remember. I think you wrote to me, right? You were talking about your conference. That's you, right? I can't remember. Somebody's having a conference. I think it's you, Rucheli. But if I'm wrong, whatever. But if you're the right one, if you're the person I'm thinking of who's having the conference, go ahead and put the link in the chat if you want. And if I'm wrong, I'm sorry. A lot of people are having conferences right now and I'm trying to remember. I know you write a lot, so. And welcome, welcome to the stream. And so maybe this is useful because you give some written feedback. All right, so now we're gonna go back. So this is my first tip to you. So let's say that you're in the situation where you have to give feedback to somebody about maybe like a written thing or about a presentation. The first thing I say is avoid micromanaging style. And what do I mean by that? Well, I will often be tutoring somebody who has written something with me or I've coached her. And then she gives it to her professor for feedback and that person will use track changes. And once you know that person will go and change our however to moreover, that person will change like silver to gray. Okay, think about what you're telling people when you do that. The message you're giving people when you do that is, first of all, that I'm smarter than you. I'm silent, I'm classier than you. You don't have the right words, I have the right words. Okay, another thing is you're sort of getting rid of their identity. You're sort of removing the thing that makes them. It's really a sign of insecurity. And it's also a sign that you can just waste time doing BS like that. So when I am coaching people who are newly becoming professors and stuff, I'll say, okay, I see all these track changes that you've done. Let's just go through and remove like half of them. Because if it's okay, just leave it. Like, especially when I'm dealing with people who English is not their first language and they're writing in English, some of these are right, some sort of goofy sentences. But I really try to preserve the sentence as much as possible. I try to just make it correct in English. I try to rearrange things. I try to preserve that person's voice. So that's why I say avoid micromanaging style. It's a waste of your time to do and you wanna preserve their voice. And instead, think in terms of trying to help the authors avoid being obviously stupid or obviously wrong or looking stupid, okay? I'll give you an example. I was working with a surgeon named Steve. He was a surgical educator. And we worked together a lot of things, but I'm not a surgeon. I'm not a surgical educator. And I wrote a book chapter with him. I wrote the first draft. And it really didn't sound right, you know? And he pointed it out to me. He said, Monica, some of this writing just doesn't sound right. It doesn't sound like a surgical educator. So I said, okay, why don't you go through it and change it? And what was interesting is he hardly made any changes but where he made changes, I understood. It was changes where I was talking about how students think and how students act. And I realized, I don't know how students think and students act in surgery, you know? But he did, he taught them. And so he just changed what I had written so I didn't look stupid anymore. What I was saying didn't look naive. And that's kind of a way that I think when I'm changing the English of people who are not that good at English is I want them to be saying what they're trying to say but just not sound goofy or weird about it. Okay? Now, sometimes I'll see people who are giving feedback and they're like, you need to add this. You forgot that, mama. Well, you do need to make sure they cover everything. That's important. But space is always limited, right? So if you're in a peer reviewed article, if you're a reviewer and you're like, you need to add these tables, whatever. You know, the journal has rules, right? You can't just add everything. So I always ask myself, I really need to tell them to add something. And if I need to tell them to add something like they're missing something, I have to kind of tell them what can be sacrificed so they can make room for it. So decide, if you really want them to add in a porn point, you think it belongs there, then you've got to also tell them where we moved up. And then just finally, as a general rule, if something is obviously wrong, be very clear about what it is and why it's wrong. And I will review papers where there is a critical study design problem that is gonna make it so that they can't analyze the data. They can't really make anything of their research. And I will just say it. Those get published anyway. I mean, I'll see them published elsewhere, but still the best you can do is just be honest and compassionate and kind, but just be honest. All right, so that's about prioritizing what needs to be changed. And what's kind of good about doing that is you don't wanna just write randomly a lot about everything. You wanna just pick out what's important and write, because you're gonna write this and they're probably gonna have to change it. So just prioritize what's important. All right, so then the next tip is once you sit down to write and you say, okay, I've decided what's wrong, communicate clearly about what you want changed. And think in terms of the outcome. Like if they actually changed it and returned it to you, what do you wanna see it look like? Do you want to see a table in it that wasn't there? Or do you want to see a discussion, a paragraph about some sort of thing? Explaining what you wanna see is a lot easier than saying how you want it changed. But sometimes you sort of have to get into that. Like I'll say, remove this section because it's not necessary. Like a lot of times people are not very clear. Like they don't know what they're doing with their statistics and they'll just make a million tables and I'll tell them only these, you only really need these tables. But in that space, I want to see a discussion of your methods, which you missed. So I think about the outcome and I'll even like literally say, okay, write a paragraph and put it here. Write a sentence that says blah, blah, blah and put it there. And you'll see that other people give feedback a lot. Sometimes they'll do that too. And you might be like, okay, this is a pain or irritating, but it actually is super helpful because you can just copy and paste it and you know that person's gonna be happy. And so in other words, if you think when you're giving the feedback in terms of what you want the revision to look like, it's easier for you to communicate the feedback and say, this is what I wanna see rather than what's wrong. Like, oh, this table is so unclear. I can't understand which is the standard deviation. I can't understand where the columns are. No, you just say, well, when you fix this table, I wanna see three columns. In this column I want this, in that column I want that. You know, that's sort of how I do it. And I'll tell you, examples really help. So you'll see on the slide, there's a link and it's a link to a paper that I wrote with my co-author who I just love, I will meet with her later today. She and I did a study and the study used the Maslach Burnout Inventory, which is an instrument. So those of you who use instruments, you know, they're sort of like special questionnaires that you can score. You can make a score out of it and the score means something. And as you can see on the slide, there's a table there from the paper that shows you how to interpret the MBI scores. There's three domains or three sub-scores. There's emotional exhaustion, depersonalization and personal achievement or personal appreciation. They call it different things. And you'll see that in that table, it says there's a low level burnout, moderate burnout and high level burnout. And just the classifications of those scores. So if you took the Maslach Burnout Inventory and you added up your score, you could go see how burnt out you are on those different scales, right? Okay, and actually we did that. We did that with a bunch of dentists and a bunch of dental students in Saudi Arabia. You can read the paper. And then we also did a scatter plot between satisfaction, we did a satisfaction instrument on them and their emotional exhaustion. Because as you can see, you know, the more satisfied you are with your job, the less emotional exhausted you are and vice versa. I know this is like, is this a surprise? Well, of course, my colleagues are very concerned that people are exhausted and burnt out at her workplace. Like, I love her. She was smart to do the study. And so they had to do something about it, you know. If you want a vacation at work, just copy your study design, right? But why am I telling you this? Why did I even put this on the slide? Because I, even though the study is not like some landmark study, this way of presenting instrument scoring rules is super clear. And whenever I review instruments, most of the time, like papers that have instruments in them where they're using, I don't know, like anxiety measurement or a management measurement, management styles or things like that, they usually forget to put the scoring rules or any sort of scoring information. And so when I give them feedback, I always refer to those papers. Whenever I want to see a scanner plot, I refer to this paper. Even though it's a scanner plot about jobs satisfaction for Dennis and burnout in Dennis, you could be doing a scanner plot of like systolic blood pressure and diastolic blood pressure. You know, it doesn't really matter. It just is an example. And then I can say, because when you're writing, you often can't show a picture, like you can't even put an emoji. So I'll have to say when I'm getting feedback, okay, go to this article, go to figure, blah, blah, blah. See how it says emotional exhaustion and Dennis satisfaction score? Instead, make it be this and this and do this, right? Like literally I'll do that because then that kind of really tells the story of what I want to see. It really communicates my ideas of what I see. And also, if they can't do it or if it comes out a little goofy or whatever, or they do something else, they can explain to me that they got it, but they decided to do something else, you know, whatever. It just improves communication back and forth because that's what's happening. All right, let me just see if anybody's got any questions. Oh, hi there. I'm so glad you're here. Welcome to the air. Your teachers are quite educated. Thank you very much, Monica. Well, I'm very happy you say so. Excellent. Okay, well, I don't see any questions. Thank you for giving me some encouragement. All right, so moving on to just kind of a summary of do's and don'ts for giving written feedback. So for my do's, do be clear about how you want the document to be after this change, okay? And do provide examples from other written works and a references to support your points. That's another thing I'll do is if I'm saying, hey, this point you made isn't quite right, I'll often look up references in the literature and put links and stuff that will say, these people explain it. Basically, you're trying to help the authors do a better job of making their points. You're trying to be on their side and you're trying to help them. Which is sort of a weird way of thinking about things. Like when we're teachers, we're like, now, now, you aren't getting an A. But if we're really teaching in grad school and stuff, we're teaching our colleagues, right? So we should be acting more like, honey, let me help you do a better job of this. Let me help you be clear about this. I kind of see what you're doing. Let's go. We really should adopt a collegial voice. And also, I have a customer and she's a junior researcher. Like she's a professor and she's being a colleague. She's doing a study with a dean. So it's not her dean, a dean of a different college. They're collaborating on something. And she's the head of the study group. She's a PI. And she said, Monica, I feel very uncomfortable giving feedback to the dean about this research stuff she's doing. Like she wanted to do certain research questions and things. She goes, I feel uncomfortable. She's a dean. How do I do that? I don't have the right attitude. Like I'm a junior or a person. But what actually happened to me is this kind of feedback. I'm usually giving to surgeons, like my surgeon friend, right? Doctors, you know, what am I? I'm not a doctor. I'm not a nurse. I'm not anything. I'm a PhD, right? Like I don't have a PhD. So how is it that they accept my feedback? Well, if you talk about it in a, like I said that, that sort of collegial way, like, okay, here, let me help you. I kind of see what you're doing. Let me help you make your point. Or I think I know what you're trying to do. You know, that approach, along with just turning it into something that's not really emotional. So like, if somebody has a chart, like a bar chart and you just can't read it and it's frustrating you, you feel emotional. But if you check your emotion and you just say to that person, like, I am looking at your bar chart and I am having trouble understanding it. Like I can see myself typing this. I do not really understand what the bars represent. I do not know what their height means because there is nothing written on the Y axis. I think that you mean that you are comparing two groups because there's two colors, but I don't know which these groups are because there's three groups in your study. Like, see how I'm saying that instead of, oh my God, look at the stupid bar chart. What the hell? How much will to figure this out? Like that's what I'm thinking. But when I write, I'm writing, I see you're trying to make a comparison but I am confused as to what comes. Notice I use the word I a lot. If you say, I, I, I a lot, people don't feel attacked. If you say, you, you, you, that's attack, right? So I just kind of say I a lot. I use I statements in my feedback and I'm telling the truth. Like, often, like I'll say, I didn't understand the sentence, I look for a reference and I couldn't find what, well, maybe I'm just bad at looking for references. So it just, it preserves a lot of, and remember all of this is written down. People are going to read it. So you kind of want to write something down that if somebody finds it and reads it, you're like, okay, well, this person confesses that she's stupid but she's not really, you know, criticizing people. And I'll even talk to the students that way. Even students who don't really know what they're doing it are becoming kind of rude because sometimes it breaks barriers, you know, they start to students, people look up to you, they start copying you no matter what, like even if you don't really think about it. So if you do nice things and treat them nicely, sometimes treating you nicely by accident, which brings me, I'm going to start with the don'ts. Don't be 100% negative in your feedback. Most of the time, I try to find, well, I'll just say most of the time, naturally there's some really good things about what I'm going to be feedback about and it just bubbles to the top and it just comes right out. I say, oh my God, look at this gorgeous visualization or I really love how you organize this argument. You know, I'll say it and I'll use I too again. If I find I'm writing a lot of sort of constructive but kind of negative feedback, like I don't understand why you did these statistics. I don't understand why we have all these figures. I think you only need two figures. You know, like I'm saying some stressful stuff. I often will just go and pick out something important that is good about it. Like I'll say, you know, this is a tough topic and it's hard to visualize, but it's really good that the authors are tackling it because they're experts and they're willing to do the work and try to communicate this, you know, things like that. And I'm honest, you know, I don't BS. Everybody knows me says like, knows I just am too honest actually. Like I can't make it up if it's not good, but there's usually something good about everything that you read, like even just people calling attention to the issue can be a good thing. And the, okay. The next thing is don't criticize without offering a fix. In fact, I usually focus on the fix and not so much the criticism. Like with the bar chart thing I was giving the description, you know, that whole thing is so confusing. It's hard to focus on a fix. But if it's like something like, if you're like, okay, this table is great, but there's too much in it. Just move X, Y, and Z to a different table. There, that's it. That's the, you know, criticize. Here's the fix. Don't criticize without trying to figure out what the authors are trying to accomplish. So one of the things is people do some goofy, goofy things. Some weird things. I've seen just like the weirdest things. And the first thing I want to say is don't like stop. Oh my God, I can't handle what you're doing. Like they'll, for instance, give you all the data. They'll just give you a data sheet in like as a table and you're like, you need to analyze this or something, you know what I mean? And, but before I go, oh my God. I sit down and go, why did they give us, give me the whole data sheet? You know, why, why did they do this? What were they trying to do? Like I'm remembering particularly one where there's a long time ago. It is a paper that's been published where when I was actually a public health student, this guy came to me, it was a friend of a friend and he showed me this pie chart that looked like a color wheel because there were so many categories. There was like 20 categories. You're not supposed to do that with a pie chart. So I said, sweetie, what are you trying to do here? And it turns out he was trying to sort of make like a dendogram, like a flow chart about how decisions were made in a path lab about different slides. You can probably look it up. Maybe I'll link it to it on the description. But when I looked at that pie chart, I was laughing. He has a sense of humor. But I said, well, what were you trying to do? You know, I really tried to understand. Well, if I had been giving written feedback, what I wouldn't have been able to ask him, I would have tried to read everything and see why isn't he gave this really ineffective pie chart? What was he trying to explain? And then I would have probably proposed like I did in real life this flow chart instead. And again, my final don't, which actually was the first thing I said because I feel so strongly about it is don't micromanage style. And I sometimes have to tell myself that too. I remind myself, if it's not incorrect, leave it alone. Like if it's not wrong, just leave it, okay? Because that person gets to say their thing. They get to use their voice. Okay, let me go ask, see if anybody's asking questions. Oh, it's spaghetti dude. I think you will not, I always remember you. Who can forget spaghetti dude? Thanks for coming by. Yeah, like I don't even know who you really are spaghetti dude. I just like imagine this, like the superhero made out of spaghetti. I don't know, do you throw yourself against the wall, so to speak? Too much fun, too much fun. I'm just happy you showed up. All right, well then let me get back to the special here. You know, I try to offer, do a special offer if you actually show up to my recorded live stream or you show up to my recorded live stream. Show up to my live stream or watch the recording of my live stream. That's what happens when I don't have a moderator. I have to think and talk at the same time. So this is what I'm gonna do is I'm gonna give you a special offer of a file review. I said file because I was gonna say document, like you could give me a peer reviewed article you're trying to write or a grant or something. But I realized somebody might give me a website they're making or a dashboard they're making because we're in data science, some of us, and or something else like a presentation. Whatever, you wanna give me something that you want feedback on? I'll give you feedback. I'll give you written feedback like I've been describing I do. And I got dry mouth just like, I think that's water. So pick out anything you want me to give you feedback on. I guess if it's pretty long, I won't give you, I probably won't give you feedback on the whole thing, but in the short, I'll give you feedback. Sorry, it's just been so dry around here. So the process would be is that you have to send me my email or LinkedIn, your current word version of the document, or if it's PowerPoint, or if it's a link or whatever, just send it to me and explain what you're doing. You know, is this your personal statement that you're trying to go into a dental program or like don't go into my friends, everybody's burnt out, I'm just kidding. No, I think she reformed it. I'm gonna ask her when I talk to her today. So, you know, whatever it is you're trying to do, what is this document, what is this file? Then I'll send you a PayPal so you can pay the fee. And then I'll write you a professional peer review in Word. I'll send it back to you. And then that will give you both an example of me giving feedback, hopefully you can learn from. And it also I'll give you feedback. I'll give you some good tips to improve whenever you're writing. I'm sorry, I don't know why I have this. I'm having this problem with coughing. Good thing we're at the end of the live stream, right? Let me stop sharing this. All right, so, sorry, I'm coughing now. All right, so to summarize, there's a lot of different situations throughout school, work, your professional life, where you're stuck giving feedback through a written medium about other things. And you may be stuck in a situation where that feedback follows you around for a while, like you're a professor on a dissertation committee or you're the student getting their dissertation or you're a developer and you're making an application and this is your customer giving you feedback about the applications so you don't have to fix everything and they're gonna look to see if they're fixed. So these were the tips and tricks that I use to try and make that process go as good as possible and also to keep relationships positive because especially if you have like a customer and you're always going back to them and getting feedback or they're giving you feedback, you don't wanna piss them off and have bad blood between you two. So it's really good to use these compassionate, clear sort of bureaucratic, removed, accurate ways of communicating and also just deciding, prioritizing only the most important things, only what's really necessary needs to be changed and then we'll go from there. All right, well, unless I see any more questions and again, I apologize. Those of you, I guess I probably should repeat this. Those of you who are listening to this from LinkedIn, although I see Ruchely's chat came through, a lot of chats don't come through from LinkedIn. So if you asked, if you said anything and you don't see it on that chat overlay, I didn't see it either. So you'll just have to wait, I'll go back and I'll answer it. I figured out how to look up the comments on LinkedIn and answer them. All right, and then also if you're hearing this and later, like this is recorded or whatever, in the next day or two, I'll go through the description to this video and I'll update it with some timestamps and some links and stuff and you can get these slides that I showed and then that way. So those of you who are listening on LinkedIn and you're thinking, okay, I wanna come back, you probably wanna come back onto YouTube because the description will be there, it'll be easier to navigate. So I'm trying to hold these every Saturday. If you connect with me on LinkedIn or subscribe to my YouTube channel, it should be easy for you to find these live streams and then you can show up and ask me questions and get some tips and tricks. All right, well, it's a beautiful Saturday day. It's a lovely weekend and I hope you have fun and enjoy it and I'll talk to you next week. Bye-bye, everybody.