Shell Programming and Scripting

       -s
            Breaks the line after the rightmost blank within the Width limit, if an output line segment contains any blank
            characters. The default is to break lines so each output line segment is as wide as possible.

cat test.tex | fold -s -w 75

\subsection{Providing Useful Feedback}

When providing feedback, treat each other graciously and kindheartedly. That does not mean
that we do not criticize one another; we do, but we give constructive criticism.

There are three rules to follow:

\begin{itemize}

\item \textbf{Rule 1} Surround constructive criticism with encouragement. First point out at
least one strength of the interactive note, focus statement, or outline, and then present our
question or constructive criticism.

\item \textbf{Rule 2} Be more explicit and precise while framing questions - the more precise,
the less likely that the questions will be misunderstood. Rather than \char`\"{}\emph{What
did you mean by that?}\char`\"{} (which can interpreted as genuinely inquisitive or highly
dismissive), use questions such as: \char`\"{}\emph{I'm intrigued by your theory. What did
you mean by using it in that context?}\char`\"{} or \char`\"{}\emph{I don't quite understand
what you mean by {[}a specific point{]}. Could you please explain it a little more?}\char`\"{}

\item \textbf{Rule 3} Own your comments so the presenter answers you in a constructive manner.
Do not use comments such as \char`\"{}\emph{That theory doesn't make sense.}\char`\"{} Stick
to \char`\"{}\emph{I don't understand the theory you are presenting}\char`\"{} or \char`\"{}
\emph{I don't understand why you are focusing on that theory.}\char`\"{}

\end{itemize}

Critique and feedback, when appropriate, ought to come out of generosity and compassion, and
with an intention to make the other person look good.

cat test.tex | fold -s -w 75

\subsection{Providing Useful Feedback}

When providing feedback, treat each other graciously and kindheartedly. 
That does not mean
that we do not criticize one another; we do, but we give constructive 
criticism.

There are three rules to follow:

\begin{itemize}

\item \textbf{Rule 1} Surround constructive criticism with encouragement. 
First point out at
least one strength of the interactive note, focus statement, or outline, 
and then present our
question or constructive criticism.

\item \textbf{Rule 2} Be more explicit and precise while framing questions 
- the more precise,
the less likely that the questions will be misunderstood. Rather than 
\char`\"{}\emph{What
did you mean by that?}\char`\"{} (which can interpreted as genuinely 
inquisitive or highly
dismissive), use questions such as: \char`\"{}\emph{I'm intrigued by your 
theory. What did
you mean by using it in that context?}\char`\"{} or \char`\"{}\emph{I 
don't quite understand
what you mean by {[}a specific point{]}. Could you please explain it a 
little more?}\char`\"{}

\item \textbf{Rule 3} Own your comments so the presenter answers you in a 
constructive manner.
Do not use comments such as \char`\"{}\emph{That theory doesn't make 
sense.}\char`\"{} Stick
to \char`\"{}\emph{I don't understand the theory you are 
presenting}\char`\"{} or \char`\"{}
\emph{I don't understand why you are focusing on that theory.}\char`\"{}

\end{itemize}

Critique and feedback, when appropriate, ought to come out of generosity 
and compassion, and
with an intention to make the other person look good.