Post I-Search Reflection and Annotated Bibliographies

Post-project Reflection

Now that the I-Search is behind us (well, I still need to grade them) let’s pause to reflect on where we are in the course.  At this time please write a response and post it to your blog of about 300 words addressing the following:

  • To what extent are you satisfied (or not) with your findings in the ISearch essay?
  • How do you feel you have changed as a reader and writer after completing the Isearch?
  • In regards to writing and researching, what skills do you feel you have gained from working on the ISearch?
  • How will you apply those skills moving forward in this class as well as outside of this class (other classes, work, daily life, etc)?

    Annotated Bibliography Sample

Take a look at the annotated bibliography sample which I passed out.

What do you notice about it?

How do you feel it will help with Project Four?


 

Read Wayne Writer Ch. 5 pp. 145-159 and ch. 6 pp. 188-215 for class on Tuesday.
Write Annotated Bibliographies.
Advertisements

1020 Session Fifteen: Team Charters and Research Issues

Team Charters:

Before work can truly begin on Project Four, even before you make a final decision on a research problem, it would be helpful to know how your team will plan to work.  With your group mates, develop a team charter.  Address the following points:

  1. Overall, broad team goals for the project
  2. Measurable, specific team goals
  3. Personal goals
  4. Method of collaborating on research, writing, and revision (you may wish to revisit Session Seven).  Be specific, here, about the means you will work together.  How will you divide up workload? Which tools (Google docs, Dropbox, email, adding each other as users of your WordPress sites, etc.)
  5. Other factors that might affect the project
  6. Statement of how the team will resolve impasses
  7. Statement of how the team will handle missed deadlines
  8. Statement of what constitutes unacceptable work and how the team will handle this

Post this on each team member’s blog page. Print it and have all team members sign a copy to be retained by me by Thursday, 10/30.

Choosing a Research Issue

https://i2.wp.com/www.redearedslider.net/wp-content/uploads/2010/04/ask-question.jpg

Once your team has decided how they will work, I need to know on which topic you will do research.  Please post on your blog a statement, of no more than 300 words, on the following:

  • the research issue you and your partners will be examining;
  • the specific community about or for whom you are writing;
  • your stake in that community, and thus, in this project;
  • your interest in the topic;
  • what you may already know about the topic;
  • how you will research.

Work with your team members to develop this response.  Ideally, there will be some similar responses to each bullet point.

Where to begin research?

Head to the WSU Library guides via the link to the left or by clicking here.

Use scholar.google.com, ProQuest, CQ Researcher, Opposing Viewpoints, or any of the other databases available to Wayne State students.

Your annotated bibliographies (I’ll show you the format Thursday)  are due next week, Tuesday, 11/04.  You need to have credible sources including at least two new sources not used for any other work this semester (including the ISearch) .


Homework:

Finish I-Search.  Post on blog and to SafeAssign via BlackBoard.

Read Wayne Writer Ch. 5 pp. 145-159 and ch. 6 pp. 188-215

 

1020 Session Fourteen: iStick an iFork into your iSearch. It’s Done!

Well, maybe your not quite done.  But you will be soon.

Final Draft posted to your blog and uploaded to SafeAssign via BlackBoard by 11:59 pm Tuesday, October 28.

Before we head into a rough draft review, let’s pause for a mid(ish) semester reflection and feedback on where we’ve been and where we’re heading.

I’ve taken the learning outcomes we have discussed previously and have pulled them apart.

Define or explain you still want to know about the following terms or concepts:

  • Using knowledge of genre to write effectively
  • Using knowledge of the rhetorical situation to write effectively
  • Using knowledge of the discourse community to write effectively
  • Using reflection to write effectively
  • Developing a flexible writing process
  • Writing effectively for various audiences
  • Using analytical and/or critical strategies to read complex texts
  • Identifying/analyzing genre features
  • Conducting research by finding sources
  • Using sources to generate ideas during the research process
  • Integrating sources into your writing

Finally, discuss what it means to be a reflective student. To help you write through this, think about things like:

  • When I am about to start a new writing or learning task, what do I do to make sure I know how to begin?
  • How do I use writing reflection (either assigned, or on my own) to help me think through learning tasks?
  • How do I engage in reflection when I am not in class or at my computer? Are there other times I am working through reflection?

Write or email your response.  I also want you to post your response on your blogs.


https://stablerenglish.files.wordpress.com/2014/10/a74b5-peereditpicture.gif

The Rogh dRft Revue!

Speed Dating Style!

You know the drill by now.  One printed copy for me and one for collecting comments from your peers. Here’s the twist:

  1. Sit in chairs facing each other.
  2. Exchange papers and decide whether you will read each others’ work or present your work to your partner. You may wish to just discuss general ideas about your paper, ask your partner to read a specific section, read the whole draft, or brainstorm ideas for finishing or continuing research.
  3. After 10(ish) minutes, the inner row will stand and move one spot to their right.
  4. Repeat.  Try to do a different activity in step 2 with each new “date”.

Final Words of Advice on this project.

Don’t sweat it.  It will feel like it’s unfinished; you will be left with new questions or  questions unanswered.  That’s fine.  That’s part of the research process.

Happy Writing!

 

 

 

1020 Session Thirteen: I-Search Finishing Touches

https://i0.wp.com/racetoamillion.co.uk/blog/wp-content/uploads/2008/04/research-icon1.jpg

At this point, you should have made the research moves necessary to further your inquiries on your topics.  Be sure to take notes of every detail of every research step you made as they should all be written up in the body of the essay.  Don’t forget to write a conclusion to your I-Search.  Your conclusion may address, but is not limited to, the following:

  • your successes and/or failures in the research process;
  • the main lesson you learned about your topic;
  • what you may have learned about the research process;
  • any questions that linger;
  • any new questions that have come up.

I-Search Rough Draft Review will be on Thursday, October 23.  The final draft is due by 11:59 pm, Sunday, October 26.

In my email last week, I asked you to use the directory of student blogs on the course website, and navigate to four other students’ work.  You were to visit your two partners from the analysis project and two random classmates, read their I-Search posts, and leave a comment.

The purpose of this was two-fold.  One, it would allow everyone to receive feedback from at least two people. Secondly, it would allow you to see on which topics everyone is writing.  This is to your benefit as the next project, The Proposal argument, will be done in collaboration with 2-3 other students.  You may use one or more of your I-Search projects as a springboard for this essay.

Let’s take a look at Project Four.

https://i0.wp.com/pmtips.net/wp-content/uploads/2010/11/project-startup.jpg

Homework:

Write: Rough Draft of I-Search.  Please bring two printed copies to class on Thursday.

 

 

1020 Session Twelve: Research for your I-Search

In Class Reflection:

Spend a few minutes writing about your experiences as a researcher. What kinds of topics have you researched or written about before? How do you usually conduct research? What is important to you about the research process or what have you learned from research in the past? How do you see yourself tackling the research required for the I-Search?


 

Beginning your Search for Answers


Homework

Read Selections from Sharan Merriam’s Qualitative Research

Conducting Effective Interviews

Being a Careful Observer

How to Analyze Qualitative Data

Write on your blog, Part One of your I-Search.  This serves as an introduction to the larger project. Be sure to discuss what you already know, what you wish to learn, and why you want to learn more about your topic. Use your skills in crafting a narrative. Be creative. Throw in a picture or two (optional).

Sign up for a conference time via an email if you missed class.

1020 Session Eleven: Presentations

Your  Presentations!

Testing your questionshttps://i2.wp.com/www.ajoconnor.com/sites/default/files/images/Question_shutterstock_77267023.jpg

Look at the topic you wrote for the last blog post.  Apply teh following tests:

  • Is it stated as a question or set of questions, instead of a statement?
  • Do I need to clarify any terms to make my research question understandable to my audience?
  • Is my question about one of my secondary discourses/discourse communities, or one that I plan to/hope to join in the NEAR future?
  • Is my question related to the function of that d.c., communication in that d.c., ways of being in that d.c. or movement within that d.c.?
  • Am I personally invested in exploring this question? Why or how will exploring this question help me understand my discourse community?
  • Is my question something I can research using primary and secondary sources? What research site or scene do I plan to investigate? Can it be answered too easily, or do I need a diverse set of sources to understand the answer?
  • Is my question specific or concrete enough to explore in 1500-2000 words? Or is it too broad or too narrow?

Homework:

Read these sample I-Search essays:

erinn w isearch

kristin h isearch

david c isearch

Write a short response (@200-300 words) as a blog post answering the following:

What are the important writing moves the students make to convey his or her research process and findings to the audience? How do I see an I-Search paper as shaping up differently than a research paper? What changes should I make to my topic (last blog post) so that it conforms to these models?

 

1020 Session Ten: I-Search Topics

On Tap Today:

  • I-Search Structure
  • I-Search Topics

What does the paper “look” like?

The I-search is a narrative of sorts, describing your search for answers to your research questions.http://9poeticfingers.files.wordpress.com/2013/11/bigfoot-is-blurry-bigfoot-mitch-demotivational-poster-1221833576.jpg?w=221&h=276

Macrorie lists four parts of the paper, though, as he notes, this is flexible:

  1. What I Knew
  2. Why I’m Writing
  3. The Search
  4. What I Learned

In this way, the introduction begins with what prompted the questions you’re asking, and the paper moves on from there, in narrative fashion. The writing you have previously done may help you get started, but you also might more formally write about what you knew about the topic and why you’re writing the paper.

The body of the paper, then, is the narrative of your search for answers and your reflection on the process and use of methods. I https://i1.wp.com/mrsspeachenglish.weebly.com/uploads/4/2/9/4/4294947/3553514.jpgoften suggest that you begin with the source that is “closest” to you, the one that is easiest to access, and see where the information you find there leads you. However, you might also have a more concrete research plan in place when you begin.

You will use primary sources for this paper, things like interviewing, observation and field notes, surveys, other documents from the context you’re studying. What you choose in terms of methods and sources depends, of course, on your research questions. We will work through some readings and mini-presentations in class in order to learn more about these kinds of methods.

The conclusion of the paper is likely going to be different than the https://i2.wp.com/www.ajoconnor.com/sites/default/files/images/Question_shutterstock_77267023.jpgtraditional conclusion you may be used to in academic writing. While you may be able to summarize what you’ve learned, it’s also just as likely that you will be left with more questions, or will have gone down an unsatisfying research path. This is also worth writing about, as you are nevertheless learning about the research process, and can always carry your inquiry forth in a future paper.


 

Bear in mind that you will be working with 2-3 partners on Project Four

  1. Take a few minutes to brainstorm a list of key words about your topic.  What do people debate about it? What do you find most compelling about it?
  2. Write at least one question that could be raised about your issue that starts https://i1.wp.com/www.scribewise.com/Portals/202647/images/Better%20Questions.jpgwith each of the following words: who, what, when, where, how, why, should, would. In other words, you need to come up with eight (8) questions total.
  3. Answer the following:
    • What is your ultimate goal in writing about this topic? Are you informing? Defining? Evaluating or comparing? Proposing a solution?
    • Who is your audience? What will they be interested about your topic?
  4. Eliminate the questions from step 2 that do not fit your goal or audience.
  5. Of the questions that remain identify the most compelling.  Which is the most interesting?
  • Extra nuances to create open-ended questions:
    • Use a phrase such as “To what extent…” “What are the effects…” “What would happen if…
    • Combine two of your original eight questions.

Finally, you may wish to consider other prewriting strategies such as:

  • cluster mapping

Sample Cluster Map

  • Freewritinghttps://i0.wp.com/www.library.dmu.ac.uk/Images/free_writing.gif

Testing your Question

When you’re thinking about whether or not your I-Search question will “work,” ask yourself the following questions:

  • Is it stated as a question or set of questions, instead of a statement?
  • Do I need to clarify any terms to make my research question understandable to my audience?
  • Is my question about one of my secondary discourses/ discourse communities, or one that I plan to/hope to join in the NEAR future?
  • Is my question related to the function of that d.c., communication in that d.c., ways of being in that d.c. or movement within that d.c.?
  • Am I personally invested in exploring this question? Why or how will exploring this question help me understand my discourse community?
  • Is my question something I can research using primary and secondary sources? What research site or scene do I plan to investigate? Can it be answered too easily, or do I need a diverse set of sources to understand the answer?
  • Is my question specific or concrete enough to explore in 1500-2000 words? Or is it too broad or too narrow?

Homework due by classtime Tuesday, 10/7/14

Finish presentation for Project Two

Write a blog post (@300 words) about your understanding of the I-Search assignment.  Demonstrate your understanding by referring to the Macrorie and Postman and Weingartner readings.   Also discuss what topic you will use for the I-Search.  Answer the following:

What do I know (or think I know) about this topic?

Why do I want to know the answer(s) to my question?

3050 Session Ten: Writing Instructions from Graphics

Let’s Practice Writing Instructions.

With your team, on paper, do the following for the image below:

  1. Create a title.
  2. Write a caption for each panel with no more than 6 words per panel.
  3. Determine a use for the blank panel.  Describe a picture, write a caption, and indicate where it should go in the sequence.Wash-Hands-Sign-NHE-13173_600

Let’s try with something a little more complex like Ikea Instructions.

Using this link or your own internet search, find a set of fake or real Ikea Instructions.  Complete the following on a team member’s blog:

  1. Post the image you chose (right click, “Copy Image” then paste it into your blog editing page.
  2. Translate the Swedish (or, faux Swedish) title and provide a new one using a phrase such as “How to…” or “Building a…”
  3. Write a short passage, at least two sentences or bullet point entry, for each image.  Don’t forget an introduction  for the first image, a parts and tools list.
  4. Comment on what images and instructions you may change, delete, or add for better comprehension.

Homework

Write: Final draft of Project Two, proposal memo due by 11:59 pm Thursday, October 2. Email a properly formatted word document to me and post a copy on a team member’s blog page devoted to Project Six documents.  Please email a link to  your document page.

Email a short (@ 150-300 words) memo detailing and defending your “rank-and-yank” ratings for Project Two.  Include your group’s decision made on your team charter. Remember, do not include yourself in the rankings.

Homework for Tuesday, 10/7

Read: Ch. 14 “Creating Reader-Centered Graphics” and Ch. 16 “Designing Reader-Centered Pages and Documents” in TC.

Write: Each team member should submit a short memo (@200-300 words) to me and your teammates detailing on what you would like to provide instructions.  Indicate your topic, your interest in working on it, your qualifications for taking on the topic. You may also wish to note one or more of your teammate’s qualifications as well.  If your team has not chosen a topic, this is a chance to persuade them to work on the topic you like best.


https://i0.wp.com/cf.chucklesnetwork.agj.co/items/1/2/0/0/8/4/i-had-friends-on-that-death-star.jpg