1

TEN SIMPLE RULES

FOR
MATHEMATICAL WRITING

Dimitri Bertsekas
M.I.T.

APRIL 2002

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ON WRITING

• “Easy reading is damn hard writing”

(Hawthorne)

• “Word-smithing is a much greater percentage

of what I am supposed to be doing in life than I
would ever have thought” (Knuth)

• “I think I can tell someone how to write but I

can’t think who would want to listen” (Halmos)

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WHAT IS MATH WRITING?

• Writing where mathematics is used as a

primary means for expression, deduction, or
problem solving.
• Examples that are:
– Math papers and textbooks
– Analysis of mathematical models in engineering, physics,
economics, finance, etc
• Examples that are not:
– Novels, essays, letters, etc
– Experimental/nonmathematical papers and reports

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WHAT IS DIFFERENT ABOUT

MATH WRITING?

• Math writing blends two languages (natural

and math)
– Natural language is rich and allows for ambiguity
– Math language is concise and must be unambiguous

• Math writing requires slow reading

– Often expresses complex ideas
– Often must be read and pondered several times
– Often is used as reference
– Usually must be read selectively and in pieces

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WHY THIS TALK?

• Experience is something you get only after you need it

…
• One current model: The conversational style
– “Mathematics should be written so that it reads like a
conversation between two mathematicians on a walk in the
woods” (Halmos)
– “Talk to your readers as you write” (Strang)
– Very hard to teach to others (“Effective exposition is not a
teachable art. There is no useful recipe …” Halmos)
– Controversial (where do proofs start and end? … I am not sure
what the assumptions are … I can’t find what I need … etc)

• Instead we will advocate a structured style

– Offers specific verifiable rules that students can follow and
thesis advisors can check
– Allows room to develop and improve over time

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SOURCES
• General style books
– Strunk and White, “The Elements of Style” (www)
– Fowler and Aaron, “The Little Brown Handbook”
– Venolia, “Write Right!”

• Halmos, “How to Write Mathematics”

• Knuth, et al, “Mathematical Writing” (www)
• Kleiman, “Writing a Math Phase Two Paper,” MIT (www)
• Krantz, “A Primer of Mathematical Writing”
• Higham, “Handbook of Writing for the Mathematical
Sciences”
• Alley, “The Craft of Scientific Writing”
• Thomson, “A Guide for the Young Economist”

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RULES OF THE GAME

• Small rules:
– Apply to a single sentence (e.g., sentence structure rules,
mathspeak rules, comma rules, etc)
• Broad rules:
– Apply to the entire document
– General style and writing strategy rules
– Are non-verifiable (e.g., organize, be clear and concise,
etc)
• Composition rules (our focus in this talk):
– Relate to how parts of the document connect
– Apply to multiple sentences
– Are verifiable

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EXAMPLES OF SMALL RULES I

• Break up long sentences into simple ones

• Mathspeak should be “readable”
– BAD: Let k>0 be an integer.
– GOOD: Let k be a positive integer.
– BAD: Let x ∈ Rn be a vector.
– GOOD: Let x be a vector in Rn.

• Don’t start a sentence with mathspeak

– BAD: Proposition: f is continuous.
– GOOD: Proposition: The function f is continuous.

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EXAMPLES OF SMALL RULES II

• Use active voice (“we” is better than “one”)

• Minimize “strange” symbols within text
• Make proper use of “very,” “trivial,” “easy,”
“nice,” “fundamental,” etc
• Use abbreviations correctly (e.g., cf., i.e., etc.)
• Comma rules
• “Which” and “that” rules
• … ETC

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EXAMPLES OF BROAD RULES

• Language rules/goals: precision, clarity,
familiarity, forthrightness, conciseness,
fluidity, rhythm
• Organizational rules (how to structure your
work, how to edit, rewrite, proofread, etc)
• “Down with the irrelevant and the trivial”
(Halmos)
• “Honesty is the best policy” (Halmos)
• “Defend your style” (against copyeditors -
Halmos)
• … ETC

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TEN COMPOSITION RULES

• Structure rules (break it into digestible pieces)
– Organize in segments
– Write segments linearly
– Consider a hierarchical development

• Consistency rules (be boring creatively)

– Use consistent notation and nomenclature
– State results consistently
– Don’t underexplain - don’t overexplain
• Readability (make it easy for the reader)
– Tell them what you’ll tell them
– Use suggestive references
– Consider examples and counterexamples
– Use visualization when possible
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1. ORGANIZE IN SEGMENTS
• “Composition is the strongest way of seeing”
(Weston)
• Extended forms of composition have a
fundamental unit:
– Novel Paragraph
– Film Scene
– Slide presentation Slide
– Evening news program News report
• Key Question: What is the fundamental unit of
composition in math documents?
• Segment: An entity intended to be read
comfortably from beginning to end
• Not too long to be tiring, not too short to lack
content and unity
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SEGMENTATION PROCESS

• Examples of segments:
– A mathematical result and its proof
– An example
– Several related results/examples with discussion
– An appendix
– An abstract
– A conclusions section

• A segment should “stand alone” (identifiable start and

end, transition material)

• Length: 1/2 page to 2-3 pages

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SEGMENT STRUCTURE

Title (optional)

Transition Material

Definitions, Examples
Arguments, Illustrations

Transition Material

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EXAMPLE OF SEGMENTATION:
A SECTION ON PROB. MODELS
• Sample space - Events (1 page)
• Choosing a sample space (0.5 page)
• Sequential models (0.75 page)
• Probability laws - Axioms (1.25 page)
• Discrete models (2 pages)
• Continuous models (1 page)
• Properties of probability laws (2 pages)
• Models and reality (1.25 page)
• History of probability (1page)

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2. WRITE SEGMENTS LINEARLY

• Question: What is a good way to order the flow

of deduction and dependency?
• General rule: Arguments should be placed
close to where they are used (minimize
thinking strain)
• Similarly, definitions, lemmas, etc, should be
placed close to where they are used
• View ordering as an optimization problem

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EXAMPLE
Level 1
1 2
Arguments
Dependency Level 2
Graph of 3 4
Arguments
Arguments
T

1 1

2 3

3 Nonlinear Linear 2

4 4

T T

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3. CONSIDER A HIERARCHICAL
DEVELOPMENT
• Arguments/results used repeatedly may be
placed in special segments for efficiency

Lemmas 1, 2, 3 Level 1
Hierarchy

Analysis using Analysis using Analysis using Level 2

Lemmas 1 & 2 Lemmas 2 & 3 Lemmas 3 & 1 Hierarchy

• Possibly create special segments for special

material (e.g., math background, notation, etc)
• Analogy to subroutines in computer programs

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4. USE CONSISTENT NOTATION

• Choose a notational style and stick with it

• Examples:
– Use capitals for random variables, lower case for values
– Use subscripts for sequences, superscripts for components
• Use suggestive/mnemonic notation. Examples: S for
set, f for function, B for ball, etc
• Use simple notation. Example: Try to avoid
parenthesized indexes: x(m,n) vs xmn
• Avoid unnecessary notation:
– BAD: Let X be a compact subset of a space Y. If f is a continuous
real-valued function over X, it attains a minimum over X.
– GOOD: A continuous real-valued function attains a minimum over
a compact set.

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5. STATE RESULTS
CONSISTENTLY
• Keep your language/format simple and
consistent (even boring)
• Keep distractions to a minimum; make the
interesting content stand out
• Use similar format in similar situations
• Bad example:
– Proposition 1: If A and B hold, then C and D hold.
– Proposition 2: C’ and D’ hold, assuming that A’ and B’ are
true.
• Good example:
– Proposition 1: If A and B hold, then C and D hold.
– Proposition 2: If A’ and B’ hold, then C’ and D’ hold.

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6. DON’T OVEREXPLAIN -
DON’T UNDEREXPLAIN
• Choose a target audience level of
expertise/background (e.g., undergraduate, 1st
year graduate, research specialist, etc)
• Aim your math to that level; don’t go much
over or under
• Explain potentially unfamiliar material in
separate segment(s)
• Consider the use of appendixes for
background or difficult/specialized material
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7. TELL THEM WHAT YOU’LL

TELL THEM
• Keep the reader informed about where you are
and where you are going
• Start each segment with a short introduction
and perhaps a road map
• Don’t string together seemingly aimless
statements and surprise the reader with “we
have thus proved so and so”
• Announce your intentions/results, e.g., “It
turns out that so-and-so is true. To see this,
note …”
• Tell them what you told them
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8. USE SUGGESTIVE
REFERENCES
• Frequent numbered equation/proposition
references are a cardinal sin
• Page flipping wastes the reader’s time and
breaks concentration
• Refer to equations/results/assumptions by
content/name (in addition to number)
• Repeat simple math expressions
• Remind the reader of unusual notation, and
earlier analysis
• Dare to be repetitive (but don’t overdo it)

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9. CONSIDER EXAMPLES AND

COUNTEREXAMPLES

• “Even a simple example will get three-quarters

of an idea across” (Ullman)
• Examples should have some spark, i.e., aim at
something the reader may have missed
• Illustrate definitions/results with examples that
clarify the boundaries of applicability
• Use counterexamples to clarify the limitations
of the analysis, and the need for the
assumptions

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10. USE VISUALIZATION WHEN

POSSIBLE

• “A picture is worth a thousand words”

• Keep figures simple and uncluttered
• Use substantial captions
• Captions should reinforce and augment the
text, not repeat it
• Use a figure to illustrate the main idea of a
proof/argument with no constraint of math
formality
• Prefer graphs over tables

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THE END

“Bad thinking never produces good writing”

(Lamport)

Good writing promotes good thinking …

Ten Simple Rules, D. P. Bertsekas