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Scientific Writing for Connectomics

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Contents · 26 slides
  1. 1. Scientific Writing for Connectomics
  2. 2. Learning Objectives
  3. 3. Capability Target
  4. 4. Concept Focus
  5. 5. Concept Focus (continued)
  6. 6. Core Workflow
  7. 7. Core Workflow (continued)
  8. 8. Core Workflow (continued)
  9. 9. Core Workflow (continued)
  10. 10. Core Workflow (continued)
  11. 11. Core Workflow (continued)
  12. 12. Run of Show (60 min)
  13. 13. Run of Show (60 min) (continued)
  14. 14. Misconceptions to Watch
  15. 15. Misconceptions to Watch (continued)
  16. 16. Misconceptions to Watch (continued)
  17. 17. Misconceptions to Watch (continued)
  18. 18. Studio Activity
  19. 19. Activity Output Checklist
  20. 20. Assessment Rubric
  21. 21. Assessment Rubric
  22. 22. Assessment Rubric
  23. 23. Exit Ticket
  24. 24. References (Instructor)
  25. 25. Teaching Materials
  26. 26. Read, review, or teach

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H01 electron microscopy with object segmentation and original 2 µm scale bar Nanoscale · Module 17

Scientific Writing for Connectomics

Teaching Deck

Human cortex · H01
Object segmentation over electron microscopy

H01 release · Lichtman Lab / Harvard & Connectomics at Google · CC BY 4.0
Shapson-Coe et al. (2024) · doi:10.1126/science.adk4858

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Learning Objectives

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Capability Target

Produce a manuscript-ready results section (figures, legends, and claims) where each conclusion is traceable to explicit connectomics evidence and stated limitations. Students will also be able to write methods sections with the level of detail required for connectomics reproducibility and respond to peer review with technically precise, non-defensive language.

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Concept Focus

1) Structure of a connectomics paper: methods are unusually important

Figure description and teaching notes

Further teaching detail from the module:
**Technical:** in most neuroscience papers, the methods section is a reference appendix. In connectomics, it is primary evidence. Readers need to assess: What volume was imaged? At what resolution? What species, age, and preparation? Which segmentation algorithm was used, and what was the merge/split error rate? What proofreading version was the analysis based on? Was CAVE materialization pinned to a specific timestamp? Without these details, no biological claim is evaluable.

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Concept Focus (continued)

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Core Workflow

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Core Workflow (continued)

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Core Workflow (continued)

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Core Workflow (continued)

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Core Workflow (continued)

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Core Workflow (continued)

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Run of Show (60 min)

Figure description and teaching notes

Materials needed
One mock connectomics figure set (3 panels) with underlying data tables.
Claim-evidence matrix template (printed or digital).
Methods reproducibility checklist (one per student).
Two mock reviewer comments (one valid methodological concern, one partially mistaken interpretation critique).
Timer visible to all students.
Timing and instructor script

00:00-08:00 | Good writing vs bad writing in connectomics
Instructor displays two versions of the same results paragraph: one with vague claims and missing provenance ("We found strong connectivity between these cell types"), one with precise language and full evidence pointers ("Layer 4 excitatory neurons formed 3.2x more synapses onto PV+ interneurons than expected by the degree-preserving null model (95% CI: 2.8-3.6x, n=847 connections, MICrONS v795)"). Students identify what makes the second version stronger. Key script line: "Every sentence in a results section should be falsifiable. If a skeptic cannot check your claim against your data, it is not a scientific sentence."

08:00-18:00 | Claim-evidence matrix construction
Students receive the mock figure set and build a claim-evidence matrix. Instructor models the first row, then students complete three more rows independently. Instructor circulates, pushing students to be specific: "Which panel? What is the effect size? What is the caveat?"

18:00-28:00 | Results paragraph drafting
Students draft a 200-word results paragraph from their matrix. Instructor emphasizes: lead with the finding, follow with the evidence pointer, close with the caveat. Students read their paragraphs aloud to a partner, who checks each claim against the matrix.

28:00-38:00 | Methods and provenance exercise
Instructor presents a deliberately incomplete methods section (missing dataset version, no proofreading state, no code commit hash). Students use the reproducibility checklist to identify gaps and rewrite the section. Key script line: "If I handed you this methods section and asked you to reproduce the analysis, what would you be unable to do?"

38:00-50:00 | Reviewer response practice
Students receive two mock reviewer comments. Comment 1: "The authors do not report the false merge rate for their segmentation. How can we trust the synapse counts?" (valid). Comment 2: "The sample size of 847 connections is too small for any statistical conclusion" (partially mistaken --- depends on effect size and test). Students draft structured responses: quote, response, manuscript reference. Instructor reviews two examples live.

50:00-58:00 | Peer exchange and feedback
Students swap their results paragraph and methods section with a neighbor. Each student writes one specific improvement suggestion for each document. Students revise based on feedback.

58:00-60:00 | Competency check
Students submit their claim-evidence matrix and one revised paragraph. Instructor collects and reviews after session.
Success criteria for this session
Every claim in the results paragraph maps to a specific figure panel and metric.
Methods section passes the reproducibility checklist with no critical gaps.
Reviewer responses are structured, specific, and non-defensive.

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Run of Show (60 min) (continued)

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Misconceptions to Watch

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Misconceptions to Watch (continued)

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Misconceptions to Watch (continued)

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Misconceptions to Watch (continued)

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Studio Activity

Scenario: You are preparing a short paper section on motif enrichment from a connectome analysis. Your team has identified that reciprocal connections between excitatory and inhibitory neurons in cortical layer 2/3 occur 2.1x more frequently than expected under a degree-preserving null model. The analysis used MICrONS minnie65 data, CAVE materialization v795, with synapse detection via the CAVE synapse table (cleft score threshold > 50). A total of 1,247 reciprocal pairs were observed across 12,891 possible excitatory-inhibitory pairs.

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Activity Output Checklist

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Assessment Rubric

Minimum pass

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Assessment Rubric

Strong performance

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Assessment Rubric

Common failure modes

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Exit Ticket

Write one results paragraph from a connectomics figure and include:

  1. one quantitative claim with effect size and confidence interval,
  2. one explicit caveat tied to a known data limitation,
  3. one sentence on reproducibility assumptions (dataset version, materialization, code),
  4. one figure legend sentence that specifies sample size and uncertainty indicator.

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References (Instructor)

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Teaching Materials

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