**Setting and Scene**

Lecture theatre, talk during conference of specialism

**Participants**

Speakers, academics, students

**Ends**

Presentation of new work for critique, publication, information of other participants and discussion

**Act Sequence**

Talk with scattered questions, followed by formal Q&A at the end

**Key**

Formal

**Instrumentalities**

Technical language, though at the beginning the presenter emphasises that “this talk will be highly non-technical”

Frequent diagrams, often very roughly drawn in a very childlike way, which still appears to be sufficient for precise understanding in the context. This includes reference to a “* two-legged fish*“, shown by a rather strange diagram, saying that

n^2 is not allowed because of the

two-legged fish

Two measures of a property were given as

Bendingenergy orWillmoreenergy is a measure of howbentit is

first a verb, then a name

Some reference was made to applications in biophysics, Bensimon & Matz, 1992, shapes of vasicules

Some metaphorical language used, including

two-legged fish

taking a

walk alongthis curveHere you

arrive atthe same point, here youarrive atdifferent points

Pushthe blue curveintothis red curve here

this guy herehas area0this

evil guyhere…

and a diagram characterising a manifold as a globe giving it a North and South pole.

Often presented ideas as part of a narrative, either imagined as above, or in the form of an anecdote about the process of doing the research presented, as below:

We had to understand which case was which because understanding that would give us a good idea of whether we could compute this

He speaks of

[Looking]atmysurface from distance T

The phrasing of ‘look at’ a mathematical object is interesting, as most of its significant properties cannot be made physical and are depicted symbolically.

“The behaviour of a charged loop of strings is a traditional subject for tea-time speculation” – Freedman – Ho-Wang 1994

This appears to be some kind of a mathematical joke involving T-time, obscure to non-mathematicians.

**Norms**

No interruptions except short questions for clarification until Q&A, when participants raise hands to ask longer questions

**Genre**

Educational

Few people understand the proof; there have been efforts to find another.