Nov 14 2007
(http://org.elon.edu/catl/gallery/holmes/)
“Frustrated with the constraints of the traditional research paper, I changed the final project in my College Writing course to a multigenre research paper in which students combined text and images to relay a rhetorical message on a researched topic.”
Nov 14 2007
An on-going instructional goal is to connect activities and assignments to the course objectives throughout the semester. By explicitly linking what we do to our common objectives, we help students understand how these varied projects all work in support of the English 110 Objectives. It’s easier to make these connections explicit when we have intentionally designed our assignments to support one or more of the objectives. By sequencing assignments, we have an opportunity to extend these connections by scaffolding student development towards meeting multiple objectives. Please see the examples below for an illustration of this correspondence.
Annotated Bibliography –> Field Research Report –> Proposal
Connection to Obj. 1: This sequence prompts careful examination of the writing process by isolating planning/drafting activities associated with research. It also demonstrates the recursive nature of the writing process since students continue to return to previous steps (library and field research) to support later stages and must reexamine and repurpose their original work for a new composing context.
Connection to Obj. 2: This sequence introduces students to three purposes for writing (summarizing existing research/scholarship, reporting on field research, and synthesizing research to support a proposed plan of action) and at least two audiences (peers or other readers with a shared interest in the research topic and stakeholders who could enact change).
Connection to Obj. 3: By writing a proposal, students examine the potential impact their writing can have on the world around them. The extent that the sequence supports this objective can be modified by altering the nature and amount of interaction with the stakeholders in the proposal.
Annotated Bibliography –> Synthesis Paper –> Academic Argument –> Proposal
Connection to Obj. 1: This sequence prompts careful examination of the writing process by isolating planning/drafting activities associated with research and synthesizing sources. As in example one, it also demonstrates the recursive nature of the writing process since students continue to return to previous steps to support later stages and must reexamine and repurpose their original work for a new composing context.
Connection to Obj. 2: This sequence introduces students to four purposes for writing (creating a working bibliography, synthesizing existing research, presenting information to a disciplinary community, and proposing a course of action) and at least three audiences (self, readers with a shared interest in the research topic, an academic discourse community, and stakeholders who could enact change).
Connection to Obj. 3: By investing time to create a selective working bibliography, students positively impact their future writing tasks. By writing a proposal, students examine the potential impact their writing can have on the world around them. The extent that the sequence supports this objective can be modified by altering the nature and amount of interaction with the stakeholders in the proposal.
Profile –> Rhetorical Analysis –> Proposal
Connection to Obj. 1: Profiling the stakeholder and analyzing the stakeholder’s discourse conventions forefronts invention activities and teaches students strategies for conducting inquiry to learn about their audience.
Connection to Obj. 2: By profiling a potential stakeholder in a proposal topic, students learn about their readers for the later assignment. The rhetorical analysis of the stakeholder’s discourse helps students understand their future readers’ expectations and help them understand how conventions vary. The proposal assignment then gives them an opportunity to write for a specific audience – one who might vary for each proposal drafted by class members.
Mar 14 2007
This project has several components, including a brainstorming activity, project proposal, annotated bibliography, and a calendar plan. These different components will be explained in separate handouts.
When we make our career choices, we often do so because of parental pressure, peer pressure, childhood dreams, chance, or happenstance and thus we do not find out much about the career. When we move into our majors, we are often overwhelmed with new information and courses and thus we don’t have time to think about what we will actually do and need to know on the job. For this research project, we will be finding out more about our career choices.
This research project will be thesis driven. In other words, the project essay is not a simple report on the career. Rather, you must make some kind of argument in your essay. For example, is this a good choice? What are the main qualities a person should have in order to be successful in this field? (i.e. – strong math skills, strong verbal skills, excellent communicator, works well with others, enjoys high stress and long hours, etc.). What types of activities are completed on a daily basis in this field? As you research and collect resources and write your annotated bibliography, you will be in a better position to select the argument your essay will make.
To this end, you will write a thesis driven essay about this career choice to other college students (as well as parents and faculty members). The essay should make some kind of an argument (it should have a strong thesis) about this career choice based on the information and evidence you gathered.
You may want to research the following:
(1) What do people actually do on the job in your career choice? (For example, how does an engineer spend his/her day?)
(2) What are the different job (specialties) options within your career choice? (For example, what are the different things that can be done with a computer science degree?)
(3) What specialized knowledge do you need for the career choice? (Research not only those things learned in school but actually used on the job. For example, accountants learn a lot about numbers and accounting principles but many report that they spend a good deal of their time writing.)
(4) How does the career choice help others?
(5) How satisfied are people with the career choice?
(6) How much do people make?
(7) What are common career developments? How far can people go, do they often shift to related or unrelated fields?
(8) What kinds of writing, and how much, are expected in the career?
(9) Will newer technologies be used in the career? (online writing or research, webpage design, working with audio or video, word processing or spreadsheets, etc.)
(10) What kinds of courses do you have to take as an undergraduate? What kinds of advanced study will be required? (For example, do you have to attend graduate school or a professional school?)
Research Project Sources
(1) The Library: check the many different resources beyond books
(2) The Internet: college career sites, company websites, professional association web sites . . .
(3) People: professors, parents, older siblings or friends of siblings, people on the job
(4) Electronic Databases
Research Project Resources
(1) Books (you will not have time to read whole books but you might find interesting sections and chapters)
(2) Journals, periodicals, magazines (you can find many periodicals that focus on your particular career as well as articles in more general purpose magazines).
(3) Newspapers
(4) Internet (Don’t forget to check out sites in your research area; sites dedicated to your field created by both professionals and students; college sties dedicated to your field – department sites, and much more)
(5) Interviews (The best way to get the low-down about any job is to ask people: professionals, more advanced students, parents and others. However, before doing an interview it is a good idea to write out a set of questions. If you tape an interview, be sure to tell the interviewee you are doing so).
(6) Electronic Databases can have excellent articles online and point you to ones in libraries.
Things to think about
(1) If you are unhappy with your current major or do not have one, pick any major or job that you find interesting.
(2) Remember that talking to people can be one of the best ways to do research but use the library and Internet as well.
(3) You will carefully document all of your work, including the interview. You may use any acceptable documentation style, but it may be best to use the one most often used in the field you choose to study.
(4) Final Research project will be between 6-8 pages long.
Evaluation Criteria for Project 5
Check-off for Project Requirements
____ Brainstorming about 3 possible different careers you might research
____ Proposal of what you intend to research (posted on Class Discussion Board)
____ Meets Formatting Requirements (margins, last name and page number upper right corner, first page with
information and title)
____ Uses Consistent and Appropriate in-text Citation Style (MLA or APA)
____ Effective Use of Grammar
____ Uses Signal Phrases to introduce quotes
____ 6-8 pages
Uses Invention and Planning Strategies
____ Practices at least two Invention strategies THAT HELP DETERMINE FOCUS OF PAPER
____ Calendar of what you will do when (research, reading, writing, revising)
Annotated Bibliography & Works Cited
____ 10 resources in all (3 reliable Internet sources, 4 journal articles or chapters in books, 1 interview, 2
or more of above or another kind of publication such as a career guide or career materials)
____ Works Cited (includes only the resources you CITE by referring to them, paraphrasing them, or
quoting them in your paper)
____ Uses Consistent and Appropriate Documentation Style (MLA or APA)
Develops an Effective Introduction and Thesis
____ Introduction sets context for paper and leads effectively to thesis
____ Thesis is complete (includes both “what” and “how” or “why” components)
____ Thesis is explicit and detailed
____ Thesis acts as a “guide” or “roadmap” to reader
Remember to reread the Assignment handout (online) which discussed the audience and purpose of this paper: “you will write a research paper that explains the significance of your career choice to other college students (as well as parents and faculty members). The essay should make a point (have a strong thesis) about what you have found.
Effectively Integrates Supporting Sources
____ Excellently
____ Well
____ With Competence
____ Poorly
Develops a Well Organized and Coherent Argument
____ Excellently
____ Well
____ With Competence
____ Poorly
Develops Clear and Well Supported Paragraphs
____ Excellently
____ Well
____ With Competence
____ Poorly
Final Grade Project 5 _____
Kinds of Introductions
1) Introduction Inquisitive: Asks a question (or several questions) that gain the interest of your readers and will be answered by your thesis.
2) Introduction Paradoxical: Begins by setting up a seemingly unsolvable problem, yet your thesis will solve the problem.
3) Introduction Corrective: This is the most common introduction used in academic writing. It sets up what people believe now about a topic only to show that people are mistaken about or have misunderstood the topic. Most people believe “X” to be true, but I will show that “Y” is true.
4) Introduction Preparatory: Begins by giving readers background information or definitions that they will need to understand the thesis.
5) Introduction Narrative: Begins with a story or anecdote to gain the reader’s interest and lead into the thesis.
Organization of Points
A) Order of importance:
1) most important to least.
2) least important to most.
B) Logical Order: follows a logical pattern.
C) Sequential Order: Follows known and specific sequence.
D) Rhetorical Order: Follows a pattern (if you have four arguments) of moving from the fourth strongest argument to the third strongest to the second strongest to the strongest.
E) Chronological order: follows sequence in time.
Pattern of Organization
Introduction/Body/Conclusion Pattern (see page 25 of SF Writer)
Introduction: Thesis Body: Argument 1 Examples/Support Body: Argument 2 Examples/Support Conclusion
English 110
Elements of the Research Paper
a. Introduction
i. Context – what do readers already know about topic
ii. Thesis – what is your point/argument
“Does the conclusion tie up loose ends, leaving the reader satisfied that I have covered the subject and provided a sense of closure?” (SF Writer 38).
“A good closing paragraph will round off your essay and give readers a sense that the piece of writing has achieved its purpose.
** Remember, this is not a five paragraph “vase” to be filled up. Rather, the above ideas are ways to facilitate your thinking/writing/revising (heuristics)-and your research paper may need to be organized differently. For example, given how you set up the issues/your thesis, the background information may be broken up and appear at several different places in the essay. Also, often modern writers don’t have refutations, but use the ideas to bolster their arguments.
** Email me, visit office hours, or set up appointment if you have questions
Signal Phrases / Introducing Quotes
This sample sheet provides examples of different types of signal phrases as well as the MLA parenthetical documentation (in-text citation) necessitated by the different signal phrases. Note that because this is based on only one quotation, this illustrates a variety of ways quotes and paraphrases can be introduced. The parenthetical documentation is different if you are using APA format.
This is a quote from author Janet Murray’s Hamlet on the Holodeck
“As these utopian and dystopian fictions remind us, we rely on works of fiction, in any medium, to help us understand the world and what it means to be human. Eventually all successful storytelling technologies become ‘transparent.’: we lose consciousness of the medium and see neither print nor film but only the power of the story itself. If digital art reaches the same level of expressiveness as these older media, we will no longer concern ourselves with how we are receiving the information. We will only think about what truth it has told us about our lives” (26).
1. According to Janet Murray, “Quote from above” (26).
2. Janet Murray claims that all different types of narratives help us understand the human condition: “Quote from above” (26).
3. Janet Murray states that “Quote from above” (26).
4. It the future, digital art is going to become “transparent” to viewers, which is what has already happened with film. For example, Murray argues that “Quote from above” (26).
5. “Quote from above,” says author Janet Murray (26).
6. In Hamlet on the Holodeck, Janet Murray argues that people forget about the medium of a story and focus on only the story itself (26).
7. When people feel that a piece of fiction has told them something important and meaningful about their lives, they forget about the particular medium and focus on the story (Murray 26).
NOTE: Each quote and type of signal phrase requires its own parenthetical notation of the page number. Also, if the author’s last name is not mentioned in the signal phrase itself, it must then be included before the page number in the parentheses.
Why do you think the author’s last name and the page number must always be included either within the signal phrase or in the parenthetical citation? HINT: how is the Works Cited or Bibliography organized?
Learning to skillfully and effectively incorporate research/resources into writing is usually a bit difficult at first. But it is an important convention of academic writing, so I encourage you to use this handout and review the signal phrases in your papers carefully.
Project 5: Annotated Bibliography
An annotated bibliography is a formatted list of sources with short 100-150 word abstracts of each source. You will create an annotated bibliography of at least ten sources that must include the following:
Websites for researching Internet Sources
An example entry of an Annotated Bibliography (print academic journal article)
Smith, Anne. “English Education Teachers in K-12 ” Journal of Advanced Composition. 16.1 (2001): 1-19.
In this article, Smith argues that future teachers who want to teach English in K-12 classrooms must be much more experienced with technology. Her main point is that teachers entering classrooms now sometimes are not very experienced with newer technologies like sending email attachments, making webpages, and creating digital images. Because writing in the future will expand to include more digital writing and visual images, Smith wants to see more technology incorporated into English Education teacher training programs. This article is going to be an important part of my project and I am going to quote it several times. I am going to use Smith’s article as a major piece of evidence for my argument that students who intend to go into English Education had better select a program that provides intense training in newer technologies and how to use them in the classroom effectively.
Mar 14 2007
Ethnography
or, What is the culture of this group of people?
Field research—as distinct from library or secondary source research—has two predominant modes: quantitative and qualitative.
Quantitative research involves numbers, statistics, and fixed experimental designs. It investigates large, random samples and attempts to learn the what, where, and when of a topic. It tests theories or hypotheses in order to make statements that can be generalized across populations and situations. It is all about measurement, mathematical models, and the manipulation of variables. Classic experimental research tends to be quantitative. For example: rats in a maze; medical testing of aspirin users vs. non-aspirin users; or examining samples of atmospheric pollution in major American cities.
Qualitative research, on the other hand, involves an in-depth understanding of human behavior and the reasons that may govern that behavior. It investigates small, carefully chosen, focused populations and attempts to learn the why and how of a topic. It concentrates on what people do in face-to-face interaction and depends heavily on participation, observation, and interviewing. This methodology is grounded in the same principles behind experiential learning—that we can understand the world by participating and engaging with other people. For example: while achievement tests can tell us which students succeeded on a particular question, they cannot tell us why certain students did better than others. Qualitative research, however, can.
One of many forms of qualitative research, ethnography is a method of studying the social and cultural dimensions of human interaction. It is a staple in social sciences research (sociology, anthropology, history, etc.) and the primary method for anthropologists. Its goal is to understand communities and cultures from an insider’s perspective, and then translate that understanding to outsiders. It assumes that any human group interacting together for a period of time will evolve a culture—a collection of shared behavior patterns, beliefs, and values—and is interested in understanding groups of people with a shared sense of identity. Unlike similar forms of field research, ethnography does not focus on individuals. (After all, “Ethnos” is the Greek word for “a people” or cultural group.)
In the past, ethnographers often studied exotic cultures in far-away places. Contemporary ethnography, however, also turns its attention to cultures that are closer to home, revealing previously undiscovered aspects of local communities. Good ethnographers, whether focused on the exotic or the everyday, teach us to view cultural communities in new and unexpected ways. Such insights can be applied to assessing and helping people address problems and needs within organizations, communities, or larger social contexts.
ETHNOGRAPHY ASSIGNMENT
Design and enact an ethnographic project that will help you to answer an interesting or important question about a particular community or social group. Conduct your research, and then write a research report that presents and analyzes your findings. Your research methods should include interviews with members of the group, observations of key aspects and/or events, and relevant secondary source research in the library. You may also include questionnaires or surveys, but they should not be your dominant form of data collection.
How-To:
1) Invent (brainstorm, etc.) a list of communities or groups that you would like to investigate. You might even choose a group to which you already belong. If so, realize that you will have to concentrate on “seeing” the group as both an insider and an outsider. Be careful to limit your group to something very specific. (Ex: not Native Americans, but Elon students who are Native American. Not athletes, but senior players on the varsity football team. Not compulsive internet junkies, but the regular long-term visitors at a particular internet café in Raleigh.)
2) Conduct some preliminary secondary source research. Gather data about your group or about similar groups from various library resources, including books, journals, and other print or video media. You might need to supplement this with further secondary source research as you go.
3) Focus your initial research. What would you like to understand better about this group? What particular aspect of the group do you expect to focus on? This will drive your initial data collection—the questions you ask in interviews, the specific information you seek during observations, etc. Know that most ethnographers change their focus during the research as new, more compelling, or more significant discoveries and understandings arise.
4) Determine how you will gain access to your group. How will you select participants to interview? How many responses will you solicit? What do you hope to observe and will you be just a background figure or actually participate in the events?
5) Think Ethics! What will you tell participants about the purpose of your research? Remember to let them know that this is research for a College Writing course only and that members of the class and the professor will have access to some materials. You should use pseudonyms in place of all names and keep any identifiable descriptions or contact information private, and should assure participants of that level of confidentiality.
6) Conduct your field research. Keep your eyes open for significant and unexpected details. Take careful notes on what you see and hear. Take thorough notes during interviews (even if you choose to tape and transcribe the interviews). After you collect your data, you should have a large amount of information from which to develop a final focus. Narrow this down to a single point of significance about the culture of your group.
7) Select your audience carefully (one which would not be already very familiar with your group), but also be aware that members of the group you are studying may read this report. One possible audience could be a professor in an introductory sociology or psychology class.
8) Write a short, tightly focused ethnography. Because you only have 5-7 pages, you cannot paint a broad portrait of this group. Instead, you will need to make a specific claim, promote a new understanding about a particular aspect of the group. You will need to synthesize secondary sources along with offering specific descriptions and analysis of your group.
9) Your report should include these four parts (and maybe use these subheadings):
a) Introduction: This should clearly offer the rationale for selecting your group, including a discussion of what you hoped to learn through field research, why such study is important, and at least a hint of your key finding(s).
b) Methodology: A brief description of how you designed and conducted your research. This should also include a discussion of your role within the group or setting.
c) Data: Description and analysis of your data (library sources, interviews, observations, etc.). If you researched in a particular setting, be sure to include a description of the place as well as the key people.
d) Discussion: Explains the significance of your findings and draws conclusions about your group.
10) Save all of your research notes and include them in your folder when you submit this paper. Your final paper should be 5-7 pages. Be sure to cite any secondary sources, using either APA or MLA method of documentation. (APA is preferred for this kind of research, but I’ll take either as long as you are consistent.)
Ethnography PREP ACTIVITY
Due: Thursday, October 12
1. Identify the community you plan to explore. What aspect(s) of this community do you expect focus your research on?
2. Briefly note the following:
3. Identify your purpose and audience. (Note: Your audience should be generally unfamiliar with your group. But know that members of the community may also read this particular work.)
4. Identify by name (with contact information such as phone number and/or email) the person/people you plan to interview. For each person, include at least five open-ended interview questions. If the nature of your community prohibits knowing in advance who you will talk to, explain this and explain how you will identify people to speak with when the time comes. What interview questions do you plan to use with them? (Please read the material on interview methodology before writing questions!)
5. Identify what you plan to observe (a community member working in their trade, a particular event or set of activities, interaction between members of the group in a certain location, etc.) Scheduling more than one limited observation is best for most cases.
6. Identify the secondary sources you plan to consult in order to complete your paper (specific sources found in library, online, and so on).
7. Briefly discuss any significant issues that might arise concerning a) gaining access to your chosen community and b) confidentiality for participants. How do you plan to deal with these. [If any of these seem serious or if any arise later in your research, contact me immediately to discuss options.]
ETHNOGRAPHY Rubric
____________ Do you address a community or group rather than simply profile an individual? (10 pts)
____________ Have you integrated observation, interviews, and secondary source research to address a clear and specific focus? Or do the parts of your research seem disjointed, arbitrary, and unconnected? (20 pts)
____________ Does your writing effectively and appropriately address your intended audience? Have you chosen an appropriate tone and style? Have you structured the piece with your audience in mind? (i.e. Have you thought what your audience is going to want to know first? What they will be drawn by?) Have you also thoughtfully allowed for readers from the community you studied? (10 pts)
____________ Is it clear that your observations and interviews have helped you move beyond a general and superficial understanding of the group and into something that you and your audience may not have realized? May even be surprised by? (15 pts)
____________ Are your observations vivid? Are they detailed in significant ways? Do you use strong verbs and adjectives to describe your community/group? (10 pts)
____________ Do you utilize your interview data well, including carefully selected quotes from members of the community that portray them clearly, fairly, and vividly? (10 pts)
____________ Is your purpose clear? Are you effective in eliciting the proper
response from your audience? Are you convincing? (10 pts)
____________ Have you avoided grammar, punctuation, and spelling errors? (10 pts)
____________ Have you correctly cited your sources (written and human) in MLA or APA style? (5 pts)
____________ TOTAL (100 points)
Sources: Chiseri-Strater’s Field Working, Axelrod & Cooper Reading Critically, Writing Well, Dr. Prudence Layne, Dr. Jessie Kapper, and other English 110 members.