English 202 Syllabus

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RESEARCH WRITING: Telling Stories 


Instructor: Marlen Elliot Harrison
Course: English 202-018 Keith 137; 036 Keith 137; 038 Keith 245
Office hours: T/Th 10-11am; 1:45 – 3:30pm; by appointment
Office: 201 G Leonard Hall
Mailbox: Faculty mailbox in Leonard 110
Cell/Text: 561 716 6690
Email: M.E.Harrison at iup.edu
 

 


 

IMPORTANT DATES

2/9 – Proposal & outline due

2/18 – Anno Bib due

2/23 – Reflective Letter #1 due 

2/25 – Book Test #1 due 

3/2 – Intro paper due 

3/16 – Lit Review paper due

3/23 – Methodology paper due; If writing a novella, first 20 pages are due; if creative project, first half of data is collected/created 

4/1 – Peer review projects #1 and #2 are completed 

 4/6 – Results/Discussion/Conclusion paper due; If writing a novella or creative project, 75% of project is completed 

4/13 – First full draft of written project is due; all data is collected/created and finalized and written component is completed 

4/20 – 1st revised draft of final paper/project is due 

4/22 -Peer review projects #3 and #4 are completed  

4/27 – 2nd revised draft using comments from peers due 

4/29 – First presentations 

5/4 or 5/6 – Final presentations; portfolio due; final reflective letter due

 

 


 

 
Course Description and Rationale: Many of us believe research to be something requiring hours of excruciating writing, trips to the library, or something to do with scientific projects. Research, however, may be defined as both a quest for understanding and the methods we use to explain these quests. For example, you’re probably curious as to what this course will be like, so you’re reading the class syllabus right now. Next, you might send a text message to a friend telling him or her where info about this class can be found. Guess what? That’s research!!!

In this course, we’ll examine various ways to share our research with others, mainly through the process of composition, but also through the uses of conversation and expression of creativity. A successful piece of research writing illustrates a firm understanding of who its audience is as well as the genre or style required of it; entertains, informs, and intrigues its readers; is innovative in its quest to reveal information about a subject from a new or critical perspective; and most importantly, through the quest for knowledge, tells a story. In addition to writing your own original research, you’ll also write about your own original research and use your research to tell a story.

 
 
 
 
This class is designed with the understanding that many of you will find it necessary to attend graduate school at some time in your life. As such, this is a graduate preparatory research course that will introduce you to the realities of writing styles typically required in masters and doctoral programs. It is my goal to make the rest of your writing career easier and give you the opportunity to have a decided advantage in future writing and research projects! It is my hope that you will end this course as a published researcher/writer!
 
 
 
 
Required Materials: You will need: Access to a computer, a printer, and the internet; an active email account; a notebook; a pen; a highlighter; a folder in which to keep handouts and other printed matter; a 3-ring binder and section dividers; and it would be wise to also have a dictionary/thesaurus and a flash/jump drive. IF YOU CAN BRING A LAPTOP/NETBOOK TO CLASS, IT WOULD BE MOST HELPFUL..
 
 
 
 
 
Goals and Objectives: 
 
  • Via the course readings and class discussions and projects, you will experience, discuss, and practice composing a variety of writing styles, genres, and structures with the intent to reveal information to a reader that answers questions about topics you are interested in.
  • You will learn about and consult online and print resources for revising, editing and documenting your writing. Through regular in-class revision workshops and through blog participation, you will develop your ability to respond to the writings of peers and your own writings in helpful ways.
  • You will consider, read, and write about the following: definitions of research; approaches to research; applications of research.
  • You will practice integrating readings by way of referencing words, phrases, and sentences that are meaningful to you as you write your own blog posts and research essays.
  • You will develop an on-line presence (blog) and create a printed portfolio that includes a variety of written work.
  • You will complete an original research project, write up your research, and present your process and findings to your classmates.
  • You will read 2 literary works to help you examine how other authors craft stories from research.
  • You will achieve success as writer-researchers and will submit a piece of writing to an academic journal for potential publication.
 

Required Texts: You’ll need a copy of a writer’s reference or research guide that clearly shows you how to format according to MLA/APA/CMS, etc. Any book of your choice is fine with me as long as it is thorough, up-to-date, and user-friendly.

 
 
 
 

Assignments: All assignments are designed to develop your ideas and writing skills as you move from pre-writing activities like mindmaps and outlines, to rough and then final drafts.  

 
  • Blog/Homework: Weekly assignments will be posted to the blogs. You will often be given time in class to start/complete these assignments. Consider the blog a place where you can explore and develop your ideas and get feedback from classmates. The process of reading and commenting on our classmates’ blogs is just as important as writing the blogs. These assignments are designed to support your understanding of research and to help break down the steps of research writing into smaller components (to make your life easier!). BLOG HOMEWORK IS DUE BY THE MIDNIGHT BEFORE THE DAY IT IS DUE – If assigned on Monday, your homework is to be completed by midnight of Tuesday. ALL BLOG WORK IS HOMEWORK AND WILL BE CHECKED AND EVALUATED BY YOUR INSTRUCTOR ON A REGULAR and UNANNOUNCED BASIS.
  • ****Tests****: You will have both book tests based on your novels (2) and unannounced tests (5) based on the foundations of research. While the foundational tests do not contribute to your final grade, you must pass at least 4 of them to pass the class. You will be allowed to make up one failed/missed test. Consider these tests a happy replacement for mid-term and final exams.
  • Instructor/Assistant Meetings: You are required to meet both your instructor and course assistants routinely throughout the semester.
  • Readings: You will choose two major literary works from a list that I provide you (see below) that reflect an author’s ability to do research and use this research to tell a story. You will have a test for each of these works.
  • Major Writing Assignments: You will spend the entire semester working on a singular work of research writing. To make our lives easier, I have broken the research process into small steps so that by the end of the semester you will have completed a major research project and it won’t even have felt that horrible, evil, or torturous! You will choose one of the following:
    1) Academic Journal-style Research Paper: This is ideal for those who wish to go on to graduate/medical/law programs; a 15 page APA/CMS/MLA formatted paper based on original, real world research complete with abstract, intro, lit review, methods, results, discussion and conclusion.
    2) Work of Historical Fiction or Creative Non-Fiction: This is ideal for historians, journalists, and creative writers who may not necessarily see themselves in a graduate program or writing in the traditional research genres; a 40 page novella that tells a story about a specific event, person, phenomenon based on original, real world research.
    3) Multi-genre/Multi-media Research Project: This is ideal for students in the creative and performing arts who may not necessarily see themselves in a graduate program or writing in the traditional research genres; a project that incorporates writing, music, film, performance, or artwork, etc that tells a story about a specific event, person, phenomenon based on original, real world research. This option would require both writing and some other form of creative/performing arts.
  • Presentations: To prepare you for your professional life, you will be required to create a 15 minute academic presentation based on your research and creative project. You will create a handout to accompany this presentation. After this, you will be completely ready to participate in any of IUP’s academic conferences or other similar conferences around the country or around the world. I’ll even show you how to get money to help you pay for travel expenses to get there!
  • Reflective Letters: Your reflective letter (your teacher is your audience) will be posted to your blogs. You will think about your progress throughout the semester and discuss your conclusions. You may make suggestions for future courses, comment on specific assignments or components in the course, reflect on your progress, etc. (Mid-term: 3-5 paragraphs; Final: 2-3 pages, double-spaced).
  • Peer Editing Projects: You will be personally responsible for editing and offering feedback on other students’ research writing. You will work with your classmates to create a peer feedback and evaluation form that assesses the written work based on criteria we discuss in class, offers suggestions for development, and offers your own emotional response to the research.
  • RESEARCH PORTFOLIO PROJECT: The portfolio will comprise the majority of your grade in this course and has many different parts. You will complete a digital portfolio on your blog and also print out and hand in select items. Start by making a new page on your blog entitled PORTFOLIO. Then copy and paste the following items, or simply provide links:

    The first section
    will include a  cover letter that discusses the content of your portfolio and your awareness of the research writing process (see portfolio instructions). You will also need to print this out.

    Writing Your Cover Letter
    Review your portfolio, then compose your Cover Letter. Please respond to the four topics below. Refer frequently to specific pages in your portfolio as you explain you research and writing process:
     
    1. First, tell a story about your research process. Refer to specific pages in your portfolio as you write your story:
     
    ØWhat helped you begin your research?
    ØHow did you expand your research?
    ØIn your story, what was the role or significance, for you, of the particular assignment you have chosen from that process? What did it help you do, know, or understand about your research topic?
     
    2. Look at the essay draft you have selected as well as any feedback you received from peers, your prof, or a tutor. As you discuss these questions, remember to point to specific pages inside your portfolio:
     
    ØWhat was most difficult for you as you developed and drafted your synthesis essay?
    ØWhat was the most helpful response you received?
    ØAfter your revision workshop, what did you know you had to do to improve the draft?
     
    3. Look over your final draft and write about these two topics:
     
    ØWhere does your final essay best show your ability as a writer?
    oYou might point to examples of your ability to present and stay focused on your thesis or purpose, or your ability to use topic sentences and transitional statements to hold your essay together, or your ability to write informed and well developed key paragraphs. Point to pages that show the ability you want to highlight.
    oFinally, where does your essay show your ability to create movement and connections between your research sources and your own ideas, observations, insights, or arguments? Remember to refer to specific pages in your portfolio.
    ØHow well do you feel your essay shows your ability to incorporate your sources: to introduce sources and to paraphrase, quote, summarize, and cite internally? Point to and write about your best examples of those abilities. What style of documentation did you use (MLA, APA, Chicago), and how would you rate your ability to create a Works Cited page or a final bibliography?


    The second section
    will include links to readings that illustrate your awareness of key concepts such as critical reading and evaluation of sources along with short one paragraph summaries of each concept (you may use your blogging homework) – consider this to be your teaching section: What would you need to include here to help a new researcher effectively understand research writing? You will have 10 parts in this section, with at least one key reading included and summarized in each part; you will NOT need to print this out:

    Part 1: What is Research Writing? What does it mean to be a research writer? How are research questions developed?
    Part 2:
    Genres of Research Writing
    Part 3: Reading Critically & Evaluating Sources
    Part 4: Understanding Formatting (MLA/APA/CMS)
    Part 5:
    Creating a proposal and outline for a research paper
    Part 6: Writing an Annotated Bibliography
    Part 7: Understanding Audience
    Part 8: Drafting and Revising
    Part 9: Peer Review and Feedback
    Part 10: Publishing Research

    The third section
    will include your a) research proposal and outline (no need to print those two) and b) your first and final drafts of your research project (you will need to print out the first and final drafts).

    The fourth section will be all peer review feedback, both given and/or received, including reflective blog entries. You do NOT need to print this

    The fifth section will include your a) mid-term and final reflective letters and b) letter to editor for publication, and instructions for authors from your chosen journal (or a link). You do NOT need to print this.

    The sixth section will be your annotated bibliography and presentation handout. You will compile a list of 10 key bibliographic references that you used in your research papers along with short one-paragraph annotations and present them along with a brief handout about your project that can be used for a conference presentation. You do NOT need to print this.

    Whatever purpose you choose to pursue in a research project, your work should demonstrate these abilities:
    ØThe ability to explain the research process: steps taken to access print and electronic resources, to evaluate and select sources, to manage and sustain a research aim, to take advantage of significant finds (objectives 3,4).
    ØThe ability to discuss the writing process: topic growth and complexity; the role of drafts, and of peer, teacher, or tutor feedback (objectives 1, 2, 5)
    ØThe ability to compose a focused and cohesive research essay: the ability to use thesis or purpose statements, topic sentences, and transitional sentences to communicate connections between sources and your own ideas, observations, insights, explanations, or arguments (objectives 1, 2, 5)
    ØThe ability to use a body of knowledge inside written work: paraphrase, quote, summarize, explain/interpret/comment on your sources, cite, and document (MLA or APA) (objectives 2, 3, 4).
     
    ***What to include in your ENGL 202 PRINTED Research Writing Portfolio
    PLEASE REMOVE ALL NAMES (YOURS AND MINE) BEFORE PRINTING!
    1. Your Cover Letter  
    2. A draft of a research essay and any feedback you received
    3. The final copy of that research essay
    4. An important document from your research process
     

    Selecting Three Pieces for Your PRINTED Portfolio
    In your 202 portfolio you want to let an outsider see some of the key steps you took as you developed your research essay. You might ask yourself, “How did I get to my final product, the essay itself?” Please review your work and select:
     
    1. An important document from your research process: Faculty have different ways of walking you through the research process. What assignment worked well for your particular research topic? Choose an assignment that shows that you found, evaluated and made decisions about sources to use. Or choose an assignment that you feel helped you manage sources and get to know your topic better. Use your own judgment about what helped you most during the search process. Just be prepared to explain how it helped and why it was a significant step in your larger research process or in your discovery of your purpose. Possibilities include but are not limited to status reports, research exercises, annotated bibliographies, reviews of research literature, or assignments with other names that moved you well into materials, ideas, or evidence related to your topic.
    2. An essay draft: include an essay draft, either a mid- or late-writing process draft, whichever helped you most as you worked on pulling your sources together for your own purpose. Also include any helpful feedback you received from peers, your teacher or a tutor.
    3. The final copy of your essay: the revised and edited essay you handed in for grading.

 

 
The

Writing

Center: Please remember that IUP has an incredible

Writing

Center located in Eicher Hall. http://www.wc.iup.edu/ They have walk-in times throghout the week and can assist you in a number of ways. Please consider visiting the

Writing

Center if you’re feeling anxious or stressed about your writing for this class. They will not help you with grammar, punctuation, etc, but they will help you to organize your thoughts, plan your essays, and develop your ideas! And best of all, it’s FREE!

 
 
****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST TWICE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON.  
 
 
 
 
 
 
Plagiarism Statement:
 

Unacknowledged borrowing of ideas, facts, phrases, wordings, or whole words in a paper, as well as the copying of another Students’ work all constitute plagiarism and are unacceptable in the university community. Students turning in plagiarized work may receive a failing grade for the essay or for the entire course. For more information, see the university policy on plagiarism in your student handbook, or ask me. We will also be discussing this topic more in class. (Schragel, 2006, Plagiarism statement)

Schragel, J. (2006). English 101 syllabus. Retrieved August 20th, 2007, from

 
   
 

Attendance and Participation: You will receive points for every class you attend:   

  • IMPORTANT: When you are absent, you will email your instructor before class and inform him of your absence and the reason for this absence. In addition, you will state the name and email address of the student you will contact to ask about what you missed due to your absence. You will then email that student (and cc your instructor) to inquire about missed work. I will not contact you about missed work.
  • It is completely your responsibility to complete all assignments by their due date, whether you are present in class or not. LATE WORK FOR ANY REASON WILL NOT BE ACCEPTED. Period. Done Deal. No questions asked. No excuses. No discussion.
  • ATTENDANCE TO ALL CLASSES IS EXPECTED: More than four (4) absences FOR ANY REASON may result in a lowering of your final grade.

Participation is defined (but is not limited to) as follows:

  1. Being prepared for class (supplies, texts, etc)
  2. Actively participating during class activities
  3. Completing all assignments (including readings) by their due dates
  4. Asking and answering questions during discussions and volunteering your thoughts
  5. Showing up to class on time and being ready to work when your instructor begins class
Revision and Extra Credit:

  • Extra credit assignments will be considered on a case by case basis. Please see your instructor for more information.
  • This course is designed so that all students, if they successfully complete the required assignments, can earn the maximum points.

Evaluation:

  • Blog Assignments: 100pts (full points awarded only if ALL completed as assigned, on time, that means "no bullshit"; I check blogs regularly and without notice. Must have all 20 completed to get full points, or else 0pts.)
  • Peer Editing Projects: 100pts (each pass/fail, must pass all 4, or else 0 pts.)
  • Reflective Letters: Mid-term, 30 pts; Final, 50 pts
  • 2 Reading Tests: 70pts (pass or fail, must pass both, or else 0 pts.) 
  • Presentation: 100pts
  • PORTFOLIO – 400 pts (Must have all completed, or else 0 pts)
  • Participation (you must speak up in class): 100 pts (awarded by your instructor)
  • Attendance: 50 pts – 1 or fewer absences; 30 pts – 2-3 absences; 4 or more absences – 0 pts and possible 100 pt deduction
  • Perfect Attendance Bonus: 50 pts
  • Reflective Comments on Blogs: 3 bonus pts awarded for each comment on other’s blogs; comment must be left no later than 3 days after the post.  
 
 
 
 

A 900-1000 pts; B 800-899 pts; C 700-799 pts; D 600-699 pts; F 599 pts and below

 


 
 
 
 

Reading List
The following are books that utilize research to exciting and often surprising effects. Please choose and purchase 2 from below, if you have another idea, please run it by Marlen. Check Amazon.com, Ebay.com, BarnesandNoble.com, and Half.com, or http://campusbooks4less.com/ for inexpensive alternatives to purchasing your texts at a bookstore. 

SCIENCE

  • The Emperor of Scent by Chandler Burr
  • Next by Michael Crichton

ANIMALS

  • Watership Down by Richard Adams

NEW YORK/THRILLER

  • The Alienist by Caleb Carr

FOOD

  • Fast Food Nation by Eric Schlosser
  • Like Water for Chocolate by Laura Esquivel

WOMEN

  • Out of Africa by Isaak Denisen
  • A Thousand Splendid Suns by Khaled Hosseini
  • Snowflower and the Secret Fan by Lisa See
  • Reading Lolita in Tehran by Azar Nafisi
  • Do They Hear You When You Cry by Fauziya Kassindja
  • Memoirs of a Geisha by Arthur Golden
  • Selu: Seeking the Corn Mother’s Wisdom by Marilou Awiakta

SPORTS

  • North Dallas Forty by Peter Gent
  • Friday Night Lights by H.G. Bissinger
  • The Sun Also Rises by Ernest Hemingway
  • The Natural by Bernard Malamud

RELIGIOUS/HISTORY

  • Siddhartha by Herman Hesse
  • The Name of the Rose by Umberto Eco
  • The Tao of Pooh by Benjamin Hoff

LGBT/PHOTOGRAPHY/LEGAL

  • Covering by Kenji Yoshino
  • Love Makes a Family by Peggy Gillespie
  • In Cold Blood by Truman Capote
  • Fingersmith by Sarah Waters

WAR

  • The Things They Carried by Tim O’Brien
  • Schindler’s List by Thomas Keneally
  • The True Story of Hansel and Gretel by Louise Murphy
  • Cold Mountain by Charles Frazier
  • A Long Way Gone by Ishmael Beah
  • A Very Long Engagement by Sebastien Japrisot

GRAPHIC NOVELS

  • Persepolis by Marjane Satrapi
  • Maus by Art Spiegelman

ADVENTURE/SURVIVAL/TRAVEL

  • Into the Wild by Jon Krakauer
  • The Life of Pi by Yann Martel
  • Eat, Pray, Love by Liz Gilbert
  • Year of Wonders by Geraldine Brooks

HEALTH/MEDICAL/PSYCHOLOGY

  • Cybil by Flora Schreiber
  • Look Me in the Eye: My Life With Asperger’s by John Elder Robison
  • Still Alice by Lisa Genova
  • The Curious Incident of the Dog in the Night-Time by Mark Haddon
  • The Spirit Catches You and You Fall Down by Ann Fadiman
  • The Dancing Healers by Carl Hammerschlag

 


 

Schedule (subject to change):

 

*Note from your instructor:  Let’s face it, you’re used to taking the easy way out, doing the minimum amount of work, and sliding by. That won’t work here: We cover too much ground.  The only way I know you’re keeping up, especially if you’re a quiet student, is to check your blogs. Therefore, if I check your blogs and see that you’re falling behind, I will email you to check-in. If I have to do this more than once this semester you will lose 20 pts from your final grade each time I contact you about incomplete, unacceptable, or missing work. 

 

 

1/19 Week 1a – COURSE INTRODUCTION AND BLOG CREATION

  • Icebreakers and Lisa See
  • Homework due for 1b:

    • ****Set up and design your blog. You’ll find a guide to help you by clicking here.
    • Register for our class website (click LOGIN/MEMBER AREA at the top of any page on this site. PLEASE USE THE SAME USERNAME THAT YOU USED FOR YOUR WORDPRESS BLOG – e.g. smithjoannaxfdg
    • DON’T FORGET THE STUDENT SHEET AND CLEAR PLASTIC COVER!
    • Read about Snowflower and the Secret Fan
    • Watch: Men’s Movement Revealed

 
 
1/21 Week 1b – Setting up blogs, cont’d; Research Portfolio Project
  • Discussion: The beginnings of research: ideas, sources, critical thinking; importance of annotation; using the computer for research
  • Homework due for 2a: 
    • Finish setting up and designing your blogs.
    • BLOG ENTRY #1: What is Research Writing? What does it mean to be a research writer? How are research questions developed? First, find at least one document that addresses these questions and write a one paragraph summary of it in your blog (you may later use this for your portfolio). Next, respond to the 3 questions above in one paragraph. Finally, in one paragraph, try to come up with your research philosophy. For example, look at teaching philosophies by doing a quick web search. After skimming over one or two, try to think of your identity as a researcher. What is your purpose? Goal? Approach? Interest? Finally, upload a photo into your blog post that you think represents research writing…be honest! (total=approx 3 paragraphs)
    • Leave comments for your blog group members.
    • Respond to comments left for you on your blog.
    • Read about Historical Fiction from Caro Clarke, Autoethnography from University of Wisconsin (note that there are a few pages on this site, menu at the left), Men’s Friendships by IUP’s very own Robert Heasley, and Science Writing from Natalie Kuldell, just a few of the many types of research writing we’ll discuss and practice in this course.
    • Read Students’ Right to Their Own Language: A Retrospective

****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST TWICE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON. 

 
 
 

   
1/26 Week 2a –
CHOOSING A RESEARCH TOPIC, Part I

  • Discussion: Choosing topics and intro to "genres of research writing"; doing research on the internet and in the library
  • Homework due for 2b:
    • Finish setting up and designing your blogs.
    • CONSULTATION: See both a course asst and Marlen (my office hours are T/Th 10-11am; 1:45-3:30pm. I am also available before 10 and after 6:15pm on these days. I can meet with you on MWF next week, week 3, as well: M 12-4; W 12-4; F 10-12. We only need about 15 mins.)
    • BLOG ENTRY #2: Create a list of 5 topics you are interested in researching. Remember that you must do actual research and so these ideas should be executable (observation, data collection, etc), your research must be completely original (cannot have been done before in exactly your way), and you may need to later produce a creative work which will be based upon your research. Write a few sentences explaining 1) "What exactly do I want to know more about?" 2) "Why is this topic important?" 3) "How can I bring something new to the research/discussion of this topic?" 4) "What would my research question be?" and 5) "What kind of research paper could I write about this? Keep in mind the 3 options for the main project: 15 pg Journal style research paper; 40 pg novella of historic fiction or creative non-fiction; or multigenre/multimedia creative project (this would combine writing and some other form of creative/performing arts).
    • READING: Conducting Primary Research (all 9 sections); Writing up Research; and Anne LaMott’s SHITTY FIRST DRAFTS
    • WATCH: "How to write a research paper, 1" OR "How to write a research paper, 2"

      OR

    • Choose your first book, order it and start reading!
    • Leave comments for your blog group members.
    • Respond to comments left for you on your blog.


WRITING TIP #1: Never use the word YOU in academic writing unless the word is being spoken as dialogue in quotes…

e.g. She asked him, "Did you ever go to New York?"

…or used to address a specific audience…

e.g. Dear Marlen,  It has been a royal pain in the ass learning to like you despite the enormous amount of work you assign.

otherwise you is indefinable and meaningless...

e.g. In research writing you have to start with a good question.

In the example above,  isn’t "you" really a metaphor for the writer? Perhaps the sentence should be…

e.g. In research writing, I’ve learned that I have to start with a good question.

or

e.g. In research writing, authors have to start with good questions.

HAVE YOU USED YOU YET? GO BACK TO BLOG #1 AND EDIT YOUR YOU’S! 


 

 

1/28 Week 2b – NO CLASS  

  • BLOG ENTRY #3: Genres of Research Writing – First, find at least one document that addresses genres of research writing and write a one paragraph summary of it in your blog (you may later use this for your portfolio). Next, look back at your 5 possible topics from BLOG 2 and narrow your choice of topics to only two – explain why you chose those two. Finally, identify what genres you might write in for each topic and explain why you chose these and how you see yourself completing the research in that genre. (total=approx 3 really friggin long paragraphs)
  • PROPOSAL: On the internet or via the library, find information that clearly explains how to write a research proposal. Please summarize and post it to your blog on its own unique PAGE titled "P&O" and then email a copy of the document (or the link) to each person in your group.
  • CONSULTATION: See both a course asst and Marlen (my office hours are T/Th 10-11am; 1:45-3:30pm. I am also available before 10 and after 6:15pm on these days and by appt. I can meet with you on MWF next week, week 3, as well: M 12-4; W 12-4; F 10-12. We only need about 15 mins.)
  • READ:  William Zinsser: The Lead and the Ending and Beverly Faryna: Who Am I? Finding Identity & Voice in Composition (if you already read them, read them again…please)
  • PLEASE BRING 2 PRINTED COPIES OF A PREVIOUSLY WRITTEN PAPER FROM ANY CLASS, WE’LL USE THEM IN AN EDITING EXERCISE NEXT WEEK!



 

2/2 Week 3a – BEGINNING THE RESEARCH PROCESS

  • In-class activity: You’ll meet with classmates today and discuss the topics you wrote about for homework. This is a good chance to get feedback from others and to beginthinking about which topic specifically you will write about; free-writing and mind-maps.
  • CONSULTATION: See both a course asst and Marlen (my office hours are T/Th 10-11am; 1:45-3:30pm. I am also available before 10 and after 6:15pm on these days and by appt. I can meet with you on MWF this week, week 3, as well: M 12-4; W 12-4; F 10-12. We only need about 15 mins.)
  • BRING 2 PRINTED COPIES OF A PREVIOUSLY WRITTEN PAPER FROM ANY CLASS TODAY
  • Homework for 3b:

    • Leave comments for others. Respond to comments left for you on your blog.
    • BLOG ENTRY #4: (15 bonus points if done really really really well and I’m stoked after reading it) Choose your research topic and answer the following questions on your blog (you will likely continue with this blog entry later next week, but for now, see how much you can accomplish):
      1) What is your major research question or concern? Why are you curious about this? What led you to have an interest in this topic?
      2) State or list at least 5 assumptions about this topic and be specific. For example, "I think that steroid use is not regulated as strongly as it could be in American professional football." Next, re-write these as specific research questions that you can answer in your writing. The previous question could be written in a number of different ways – I want you to write as many possible questions as you can! For example, "Who is responsible for regulating….?"; "Why is steroid usage so prevalent in…?"; "What attempts have been made to prevent steroid use in…?" These questions will help you create the majority of your research writing.
      3) Regarding your topic, what has already been done? How is your research different? What contribution will your research make? The above questions in #2 should help you identify what types of research may have already been carried out. NOTE: YOU WILL HAVE TO DO SOME RESEARCH IN ORDER TO ANSWER THESE QUESTIONS…this is the most important step of research planning and if you F%$& this up your life will be miserable later. YOU MUST HAVE at least 5 sources of info at this point from refereed journals to help you complete this assignment. 
      4) Describe the methodology you will use to undertake this research. For example, will you carry out interviews? Will you develop a questionnaire? Be as explicit as possible and explain every step of your research and then go back and explain again in even greater detail!
      5) List at least 5 places where you can reasonably submit your manuscript for publication or work for exhibition. Create a link to each source’s information for authors (click me to view an example). Begin researching the topic you think you’ll most enjoy writing about. Your topic should be one that you have a natural curiosity about and that you feel you can successfully write about.
    • OUTLINE: On the internet or via the library, find information that clearly explains how to write a research outline.  Please summarize and post it to your blog on your previously-created "P&O" page and then email a copy of the document (or the link) to each person in your group.

 

2/4 Week 3b – BEGINNING THE RESEARCH PROCESS

  • In-class discussion: Proposals& Outlines
  • Homework due 4a:

    • PROPOSAL & OUTLINE: Based on the proposal and outline info you found, please write a 2-3 page research proposal that synthesizes the information from Blog entry #4. Next, create a brief research outline. Post these to your blog on its own unique page.
    • BLOG ENTRY #5:  Read Critical Reading for Critical Writing and then find one more document about critical or deep reading. Create a brief summary (bullet list, paragraph format, etc) of both documents. Reflect on what you think is most important or helpful. Next: Do the same thing again, but this time you’re thinking about Linda Flower’s WRITING FOR AN AUDIENCE and looking for another article on the significance of audience. This blog will be about 4-6 paragraphs in length. ***When done, please email copies or links of your two new documents (one on reading, one on audience) to your group members. 
    • Read your chosen book.
    • Respond to group members’ blogs.
    • BRING YOUR RESEARCH WRITING MANUALS/TEXTS TO THE NEXT CLASS AND MAKE SURE YOU HAVE BROWSED THROUGH THE ENTIRE BOOK, ESPECIALLY SECTIONS ON FORMATTING.

 


 

2/9 Week 4a – NO CLASS

  • Proposal and outline due today, please post to blogs on page titled "P&O", late work will not be accepted.
  • Homework due 4b:

    • BLOG ENTRY #6:  Carefully read the chapter in your text about formatting (choose APA, MLA, or CMS based on your intended career or the journals to which you plan on submitting your work) and then find, read, and annotate at least one additional document that addresses formatting. Create a brief summary (bullet list, paragraph format, etc) of both documents. Reflect on what you think is most important or helpful and be sure to explain your understanding as to why formatting is necessary. NEXT: Go back to any one of your blog assignments so far as well as your Research Proposal. Edit them to reflect your new knowledge of both in-text citations and references/works cited/notes. In other words, make them properly formatted documents. FINALLY, come back to this blog post and write a paragraph about what you changed and what you’re still confused about. ***When done, please email copies or links of your formatting document to your group members.
    • Read your chosen book.
    • Leave comments. Respond to group members’ blogs.
    • READ: Confronting Writing Anxiety; Writing Rituals
    • BRING AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.

 


 WRITING TIP #2: Be careful when using the word "society" in your writing. Society is merely a group of people with a common goal/belief/practice.

   e.g. Homosexuality is frowned on by our society. People who identify as such are often ridiculed for their behaviors. 

…first of all, who is "our" in this sentence and what exactly does the writer mean by "society?"…can we be more specific here? "Homosexuality is frowned on by many religious and political groups in North America."

  e.g. There have been many changes in American society’s views on alcohol, from one of tolerance, to regulation, and back again.

…this sentence could likely be better written if it was more specific; "society" could be replaced with "government" as they were really the driving force behind prohibition.

 

 


 

2/11 Week 4b – FORMATTING, Part 2; SOURCES

  • In-class discussion: APA, MLA, CMS; ANNO BIB, Literature Reviews; Evaluating Sources
  • Homework due 5a:

    • Keep working on BLOG #4/Research Proposal/Outline, you may want to re-visit them and make some changes.
    • Read your chosen book.
    • Respond to group members’ blogs.
    • BLOG #7, Evaluating Sources : First, read & annotate Cornell University Library’s Evaluating Sources and then find another document that addresses evaluating sources of informationCreate a brief summary (bullet list, paragraph format, etc) of both documents. Reflect on what you think is most important or helpful and be sure to explain your understanding as to why evaluating sources is necessary. NEXT: Go back to any three of your sources and evaluate them. In other words, explain their timeliness, validity, reliability, and lack of bias, etc.
    • ANNOTATED BIBLIOGRAPHY: On the internet or via the library, find information that clearly explains how to write an annotated bibliography. Please summarize and post it to your blog on its own unique PAGE titled "ANNO BIB" and then email a copy of the document (or the link) to each person in your group. Begin creating annotations for the references you’ve compiled thus far. This will help you complete Blog #7. Next, answer the following 2 questions: 1) How can an annotated bibliography help you write the intro and lit review sections in your own paper? 2) How do you know if your sources from your anno bib are reliable, valid, timely, and unbiased?
    • BRING AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.

 


 

2/16 Week 5a – THE LIT REVIEW AND THE INTRO; RHETORIC

  • In-class discussion: Writing the intro and the lit review; what is rhetoric? From About.com :

The study and practice of effective communication.
The study of the effects of texts on audiences.
The art of persuasion.

  • Homework for 5b:

    • BLOG ENTRY #8:  Read, annotate The Introductory Paragraph and then find an additional document that discusses writing introductions. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own intro paper. ***When done, please email copies or links of your intro document to your group members.
    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • Your ANNO BIB is due on Thursday – please post it to your previously created ANNO BIB page on your blog.
    • READ: Quoting, Paraphrasing and Summarizing (all 3 sections)
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.


2/18 Week 5b – QUOTING, PARAPHRASING & SUMMARIZING

  • In-class discussion: Writing the Intro – from proposal to intro, getting started; Using sources
  • Anno bib is due today
  • Homework for 6a:

    • BLOG #9, CLOSE READING OF 2 JOURNAL ARTICLES: This will likely be one of the most helpful activities you will do in this course, so please take it very seriously. Choose two of your articles and re-read them.
      1) Create an outline for each article with a brief description of every single paragraph in the article. This does not need to be thorough: This is to help you understand how the author organized his/her ideas and moved from section to section. A short sentence for each paragraph will suffice.
      2) Next, answer the following about both articles: What is the difference between the introduction and the lit review? In what ways did the authors attempt to hook the reader’s interest? What are the a) purpose/objective, b) significance/importance, c) main research question, d) methods, e) results, and f) final conclusions/recommendations for future research and where in your outlines from item 1 above can each of these be found?
    • Respond to comments left for you on your blog.
    • CHECK-OUT THE REQUIREMENTS FOR YOUR FINAL PORTFOLIO (click me)
    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • REFLECTIVE LETTER #1:  You will post it to your blog on its own unique "Letters" page. Approx 3-5 paragraphs discussing your experiences, reactions to, feelings about, or concerns with this class. This is a personal letter directly to Marlen and should be written as such with an appropriate opening and closing.
    • START WORK ON YOUR INTRO (see 6a)
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • READ: Paragraph Transitions; TransitionsForecasting

 

****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST TWICE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON.



 

2/23 Week 6a – FORECASTING & PARAGRAPH TRANSITIONS

  • Reflective Letter #1 due today (posted to blog on LETTERS page)
  • Homework for 6b:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BOOK TEST 1: You should now have your first book completed. Marlen will give you your test in class and it should be posted to your blog on its own unique page titled BOOKS. This will be a take home, open book test. Start reading Book 2.
    • CHECK-OUT THE REQUIREMENTS FOR YOUR FINAL PORTFOLIO (click me)
    • PAPER #1: INTRO – 2-3 pages, perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement clearly and THOROUGHLY explaining in future tense: 1) The purpose of this intro – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this? How will you tailor your writing for this audience? See why it’s good to have some sense of where you might publish?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished or didn’t accomplish these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, don’t forget the read aloud.

      DUE Tuesday, March 2nd by class. Please post it to your blog on its own unique page titled INTRO

    • IMPORTANT NOTE ABOUT INTRODUCTIONS: Try to avoid starting your paper by appealing to your readers’ imaginations (e.g. "have you ever xxxxx?" or "imagine you could never xxx again"). Also try to avoid addressing your readers as the infamous and meaningless "you".

      What you SHOULD do:
      * Make sure you are clearly stating your research question and that you do it early on.
      * Make sure you are clearly explaining the significance of your research – why are you doing this, who will it benefit, how does it fill a gap in the current research about your topic?
      * Make sure you are including (quoting, paraphrasing or summarizing) key research related to your topic that can serve as a frame for your intro. In other words, what questions raised by other researchers is your paper answering? What conflict will your paper try to resolve? Though an intro is not technically a lit review, it should still contain a good overview of your topic with mention of the most significant literature related to your topic. You can more thoroughly discuss this literature later in your own lit review.
      * Make sure you are forecasting what will come next in your paper and create a "roadmap" for your reader of what you are going to do, how you are going to do it, and why you are doing it this way.
      * USE YOUR REFEREED JOURNAL ARTICLES AS MODELS! FEEL FREE TO MIMIC OTHERS’ STYLES!

      Common errors:
      * Hypothetical situations presented – these are not based on fact, and as such, whenever possible, use personal experience as anecdotal evidence rather than "imaginary" situations, helps establish your authority with the topic.
      * Lack of proper formatting (APA/MLA) of entire paper and/or quotes or paraphrased material.
      * Lack of clearly stated research question
      * Lack of clearly explained purpose/significance of research
      * Lack of forecasting
      * Lack of sufficient cited/quoted sources from relevant literature that helps establish the significance/necessity/usefulness of topic. Using one source repeatedly tells the reader that you have been lazy and did not sufficiently review the literature.
      * Lack of Works Cited/References
      * Lack of pre and/or post writing
      * Lack of title, headers, etc.
      * No evidence of proofreading due to excessive grammatical and/or mechanical errors.

    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.


2/25  Week 6b – INTRO TO PEER REVIEW

  • Book Test #1 due today posted on BOOKS page
  • In-class activity: What is a rubric? Why/How do we evaluate writing?
  • Homework for 7a:

    • BLOG ENTRY #10: Work with a partner to create a rubric that can be used to evaluate  Why are Killing Rampages Increasing? Your rubric should be simple and allow for both specific and holistic commentary about writing mechanics and research design. We are more interested in the efectiveness of the research, its ability to create a story for the reader, and its ability to address its audience than in its use of language. Reading the comments at the end of the article will help you apply your rubric to the article. Post your completed rubric and all comments on your blog.
      SAMPLE RUBRIC
    • Respond to comments left for you on your blog.
    • LIT REVIEW: Find 2 documents that discuss the creation of the literature review. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own intro paper. ***When done, please email copies or links of your intro document to your group members.
    • CHECK-OUT THE REQUIREMENTS FOR YOUR FINAL PORTFOLIO (click me)
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • READ: The Maker’s Eye; Responding to Other Student’s Writing

 


 

 

3/2  Week 7a – PEER REVIEW, PART 2

  • In-class activity: Evaluating research writing.
  • Intro Paper due today
  • Homework:

    • PAPER #2: Lit Review – 2-3 pages, perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement (on a separate sheet of paper to be stapled at the end of your paper after your references) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this lit review – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this?How will you tailor your writing for this audience?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, especially for questions 3.

      DUE TUESDAY, March 16th. Please post it to your blog on its own unique page titled LIT REVIEW

    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.


3/4  Week 7b – WRITING METHODOLOGY

  • In-class activity: Discussion of methodologies
  • Homework:

      • BLOG ENTRY #11: Read, annotate Writing up Research: Method and Research Design and then find an additional document that discusses writing methods sections. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own methods paper. ***When done, please email copies or links of your methods document to your group members.
      • Make sure you’ve read your group members’ blogs and left comments.

      Make sure you’ve read your group members’ blogs and left comments.

    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • READ: IRB , MARLEN’s Informed Consent Document from his dissertation study.
    • WATCH: History of Informed Consent and The Need for Informed Consent 





 


MARCH 9th and 11th, WEEK 8, SPRING BREAK – HAVE FUN!



3/16 
Week 9a – INTRO TO METHODOLOGY

  • Lit Review paper due today
  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • BLOG ENTRY #12: CHOOSE ONE – Begin thinking about your research methods Participants – Who will your research subjects be? How will you find them? How many will you need? Are there any potential dangers to your participants in undertaking this research? How will you protect your participants from harm and safeguard their privacy? What questions do you have about methods and data collection at this time and how will you answer them?
      …OR
      Documents and Artifacts
      If you are not completing research with human subjects, but are examining documents, artifacts such as artwork, music, food, etc or employing autoethnographic methods, what will you need? How much will you need? How will you analyze your documents/artifacts and present them to the reader? What questions do you have about methods and data collection at this time and how will you respond to them?

3/18  Week 9b – METHODS, cont’d.

  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • PAPER #3: Methods – 2-3 pages (if option 2 or 3, 1 page will suffice), perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement (on a separate sheet of paper to be stapled at the end of your paper after your references) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this methods section – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this?How will you tailor your writing for this audience?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, especially for questions 3.

      DUE TUESDAY, MARCH 23rd. Please post it to your blog on its own unique page titled METHODS
    • If writing a novella, first 20 pages are due; if creative project, first half of data is collected/created by Tuesday.




3/23  Week 10a – PUTTING IT ALL TOGETHER

 

  • Methods paper due today; If writing a novella, first 20 pages are due; if creative project, first half of data is collected/created by today
  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • FOR Option 1, Journal Article: COMBINE the first three papers into one paper, making sure there are strong transitions, appropriate formatting, references/notes/works cited, etc. In other words, you will have your Intro, Lit Review, and Methods combined into a cohesive document. Print (yes, actually print) 2 copies and bring them to class on Thursday AND POST IT TO YOUR BLOG ON YOUR "PAPER" PAGE!!!!!
    • FOR Option 2 or 3: Continue working on your historical fiction or creative non-fiction manuscripts
    • BLOG ENTRY #13: After you combine your 3 papers or completed the first half of your novel/creative work, discuss how you created a cohesive reading experience for your audience. For example, what major changes did you need to make after combining the papers? What most needs editing at this point? Where will you go from here?
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • http://qualitativeresearch.ratcliffs.net/15methods.pdf


3/25  Week 10b – START PEER REVIEW PROJECTS, NOCLASS

  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • PEER REVIEW PROJECTS 1 & 2: Create rubrics for your partners’ papers based on our class discussion and activities, especially the Straub "Responding…" article. You are responsible for completing the rubric and meeting with your partners to discuss their research and your responses, offer suggestions, and provide emotional and audience support for further drafting. DUE 4/1, post as much as possible to your blog and have the rest prepared to give back to your partners.
    • READ: Peer Review: Benefits, perceptions and alternatives

 



3/30  Week 11a – RESULTS/DISCUSSION/CONCLUSION PAPERS 

  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BLOG ENTRY #14: Read, annotate Results; Discussions; Conclusions and then find 3 additional documents that discusses each of these sections. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own R/D/C papers. ***When done, please email copies or links of your methods document to your group members. 
    • PAPER #4: FOR OPTION 1, JOURNAL ARTICLE WRITERS ONLY
      Results/Discussion/Conclusion
      – 2-3+ pages, perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file. PLEASE NOTE THAT THOUGH I HAVE GROUPED THESE TOGETHER, THEY DO NOT NECESSARILY NEED TO BE COMBINED WITHIN THIS PAPER.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement (on a separate sheet of paper to be stapled at the end of your paper after your references) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this section – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this?How will you tailor your writing for this audience?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, especially for questions 3.

      DUE TUESDAY, April 6th. Please post it to your blog on its own unique page titled METHODS

      IF COMPLETING OPTIONS 2 OR 3, 75% OF YOUR PROJECT SHOULD BE COMPLETED! 

    • READ: Using Graphs and Visual Data


4/1Week 11b – Peer Review Projects completed and reviewed in class

  • Peer Review projects 1 and 2 due today
  • 12:30 class: We’ll leave early to see Andrew and Alana’s research presentations at the Undergraduate Scholars Forum.
  • Homework:  
    BLOG ENTRY #15:
      What did you learn from your peer review projects about 1) Writing and Editing in general, and 2) your actual research project, specifically.



4/6 
Week 12a – Deep Breathing Time

 

  • Results/Disc/Con paper due today; if options 2 or 3, all written and creative work is nearly complete (75%) by today.
  • In-class activity: Group Therapy (HA!)
  • Homework:

    • OPTION1: COMBINE all four papers into one paper, making sure there are strong transitions, appropriate formatting, references/notes/works cited, etc. In other words, you will have your Intro, Lit Review, Methods, and Results/Discussion/Conclusion combined into a cohesive document. 
    • OPTION 2 or 3: Complete all work.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.

 


4/8  Week 12b – How to share our work 

  • In-class activity: Identifying conferences and publishing/exhibition venues; posters vs presentations.
  • Homework:

    • Complete your projects!
       


4/13  Week 13a – Checking formatting, references and citations 

  • First full draft of project due today.
  • Review of formatting, references and citations
  • Homework:

    • COMBINE all four papers into one paper, making sure there are strong transitions, appropriate formatting, references/notes/works cited, etc. In other words, you will have your Intro, Lit Review, Methods, and Results/Discussion/Conclusion combined into a cohesive document. Print 2 copies and bring them to class on Wednesday.


4/15 
Week 13b – The abstract 

  • We’ll write abstracts today in class
  • Homework:

    • Revise your paper!

 



4/20 
Week 14a –Writing the Cover letter for your portfolio  

  • First revised draft due today.
  • Semester review
  • Homework:

    • BLOG # 16: Reflect on the process of creating your research paper and answer the following questions. You will later expand on these in your portfolio cover letter: 1) What assignment/document was most useful to you during this proces? Explain your answer.  2) What was the most helpful feedback you received at any stage – why was it helpful? 3) What was most difficult for you during the drafting process? Easiest? WHY? 4) Where does your final essay best show your ability as a writer?.

 
4/22  Week 14b – Preparing Presentations   

  • Peer editing projects #3 and #4 due today.
  • Homework:

    • BLOG #17: I warned you, right? This was pretty intense and unbelievably time-consuming, right? Reflect back on the beginning of this course – your fears, anxieties, worries, etc – and discuss how you turned these into strengths throughout this course this semester. What are your future goals as researchers? As writers? What was your proudest moment in this course? What do you think will most stick with you long after this course?
    • COVER LETTER: Begin work on your cover letter for your portfolio.
    • PUBLISHING/LETTER TO EDITOR: Write your letter to your publisher and send off your final draft of your paper. You’ll need to show Marlen proof/confirmation of submission.

 



4/27 
Week 15a – Semester Review   

  • 2nd revised draft due today using comments from peer edits.
  • Homework:

    • Prepare presentations for Thursday; don’t foget your handout!


4/29  Week 15b – Presentations 

  • Prepare your portfolios, letters to editors, reflective letters, etc for next week.
  • First Presentation due today.
  • Homework:

    • Prepare for final presentations next week

 


 


5/4 or 5/6 
Week 15a – FINAL PRESENTATIONS  

  • FINAL PRESENTATIONS TODAY, WITH HANDOUTS.
  • BLOG PORTFOLIO, FINAL LETTER, LETTER TO EDITOR, PRINTED PORTFOLIO (Cover letter, important document, draft, and final paper all numbered and included; no names, banner id and class is included, all due at conference).
  • Drop in for an unscheduled 20-30 minute meeting:
      M 5/3: 12-5
      T 5/4: 12:30-2:30
      W 5/5: 12-5
      Th 5/6: 2:30-5
  •  

English 202 Syllabus

on

RESEARCH WRITING: Telling Stories 


Instructor: Marlen Elliot Harrison
Course: English 202-018 Keith 137; 036 Keith 137; 038 Keith 245
Office hours: T/Th 10-11am; 1:45 – 3:30pm; by appointment
Office: 201 G Leonard Hall
Mailbox: Faculty mailbox in Leonard 110
Cell/Text: 561 716 6690
Email: M.E.Harrison at iup.edu
 

 


 

IMPORTANT DATES

2/9 – Proposal & outline due

2/18 – Anno Bib due

2/23 – Reflective Letter #1 due 

2/25 – Book Test #1 due 

3/2 – Intro paper due 

3/16 – Lit Review paper due

3/23 – Methodology paper due; If writing a novella, first 20 pages are due; if creative project, first half of data is collected/created 

4/1 – Peer review projects #1 and #2 are completed 

 4/6 – Results/Discussion/Conclusion paper due; If writing a novella or creative project, 75% of project is completed 

4/13 – First full draft of written project is due; all data is collected/created and finalized and written component is completed 

4/20 – 1st revised draft of final paper/project is due 

4/22 -Peer review projects #3 and #4 are completed  

4/27 – 2nd revised draft using comments from peers due 

4/29 – First presentations 

5/4 or 5/6 – Final presentations; portfolio due; final reflective letter due

 

 


 

 
Course Description and Rationale: Many of us believe research to be something requiring hours of excruciating writing, trips to the library, or something to do with scientific projects. Research, however, may be defined as both a quest for understanding and the methods we use to explain these quests. For example, you’re probably curious as to what this course will be like, so you’re reading the class syllabus right now. Next, you might send a text message to a friend telling him or her where info about this class can be found. Guess what? That’s research!!!

In this course, we’ll examine various ways to share our research with others, mainly through the process of composition, but also through the uses of conversation and expression of creativity. A successful piece of research writing illustrates a firm understanding of who its audience is as well as the genre or style required of it; entertains, informs, and intrigues its readers; is innovative in its quest to reveal information about a subject from a new or critical perspective; and most importantly, through the quest for knowledge, tells a story. In addition to writing your own original research, you’ll also write about your own original research and use your research to tell a story.

 
 
 
 
This class is designed with the understanding that many of you will find it necessary to attend graduate school at some time in your life. As such, this is a graduate preparatory research course that will introduce you to the realities of writing styles typically required in masters and doctoral programs. It is my goal to make the rest of your writing career easier and give you the opportunity to have a decided advantage in future writing and research projects! It is my hope that you will end this course as a published researcher/writer!
 
 
 
 
Required Materials: You will need: Access to a computer, a printer, and the internet; an active email account; a notebook; a pen; a highlighter; a folder in which to keep handouts and other printed matter; a 3-ring binder and section dividers; and it would be wise to also have a dictionary/thesaurus and a flash/jump drive. IF YOU CAN BRING A LAPTOP/NETBOOK TO CLASS, IT WOULD BE MOST HELPFUL..
 
 
 
 
 
Goals and Objectives: 
 
  • Via the course readings and class discussions and projects, you will experience, discuss, and practice composing a variety of writing styles, genres, and structures with the intent to reveal information to a reader that answers questions about topics you are interested in.
  • You will learn about and consult online and print resources for revising, editing and documenting your writing. Through regular in-class revision workshops and through blog participation, you will develop your ability to respond to the writings of peers and your own writings in helpful ways.
  • You will consider, read, and write about the following: definitions of research; approaches to research; applications of research.
  • You will practice integrating readings by way of referencing words, phrases, and sentences that are meaningful to you as you write your own blog posts and research essays.
  • You will develop an on-line presence (blog) and create a printed portfolio that includes a variety of written work.
  • You will complete an original research project, write up your research, and present your process and findings to your classmates.
  • You will read 2 literary works to help you examine how other authors craft stories from research.
  • You will achieve success as writer-researchers and will submit a piece of writing to an academic journal for potential publication.
 

Required Texts: You’ll need a copy of a writer’s reference or research guide that clearly shows you how to format according to MLA/APA/CMS, etc. Any book of your choice is fine with me as long as it is thorough, up-to-date, and user-friendly.

 
 
 
 

Assignments: All assignments are designed to develop your ideas and writing skills as you move from pre-writing activities like mindmaps and outlines, to rough and then final drafts.  

 
  • Blog/Homework: Weekly assignments will be posted to the blogs. You will often be given time in class to start/complete these assignments. Consider the blog a place where you can explore and develop your ideas and get feedback from classmates. The process of reading and commenting on our classmates’ blogs is just as important as writing the blogs. These assignments are designed to support your understanding of research and to help break down the steps of research writing into smaller components (to make your life easier!). BLOG HOMEWORK IS DUE BY THE MIDNIGHT BEFORE THE DAY IT IS DUE – If assigned on Monday, your homework is to be completed by midnight of Tuesday. ALL BLOG WORK IS HOMEWORK AND WILL BE CHECKED AND EVALUATED BY YOUR INSTRUCTOR ON A REGULAR and UNANNOUNCED BASIS.
  • ****Tests****: You will have both book tests based on your novels (2) and unannounced tests (5) based on the foundations of research. While the foundational tests do not contribute to your final grade, you must pass at least 4 of them to pass the class. You will be allowed to make up one failed/missed test. Consider these tests a happy replacement for mid-term and final exams.
  • Instructor/Assistant Meetings: You are required to meet both your instructor and course assistants routinely throughout the semester.
  • Readings: You will choose two major literary works from a list that I provide you (see below) that reflect an author’s ability to do research and use this research to tell a story. You will have a test for each of these works.
  • Major Writing Assignments: You will spend the entire semester working on a singular work of research writing. To make our lives easier, I have broken the research process into small steps so that by the end of the semester you will have completed a major research project and it won’t even have felt that horrible, evil, or torturous! You will choose one of the following:
    1) Academic Journal-style Research Paper: This is ideal for those who wish to go on to graduate/medical/law programs; a 15 page APA/CMS/MLA formatted paper based on original, real world research complete with abstract, intro, lit review, methods, results, discussion and conclusion.
    2) Work of Historical Fiction or Creative Non-Fiction: This is ideal for historians, journalists, and creative writers who may not necessarily see themselves in a graduate program or writing in the traditional research genres; a 40 page novella that tells a story about a specific event, person, phenomenon based on original, real world research.
    3) Multi-genre/Multi-media Research Project: This is ideal for students in the creative and performing arts who may not necessarily see themselves in a graduate program or writing in the traditional research genres; a project that incorporates writing, music, film, performance, or artwork, etc that tells a story about a specific event, person, phenomenon based on original, real world research. This option would require both writing and some other form of creative/performing arts.
  • Presentations: To prepare you for your professional life, you will be required to create a 15 minute academic presentation based on your research and creative project. You will create a handout to accompany this presentation. After this, you will be completely ready to participate in any of IUP’s academic conferences or other similar conferences around the country or around the world. I’ll even show you how to get money to help you pay for travel expenses to get there!
  • Reflective Letters: Your reflective letter (your teacher is your audience) will be posted to your blogs. You will think about your progress throughout the semester and discuss your conclusions. You may make suggestions for future courses, comment on specific assignments or components in the course, reflect on your progress, etc. (Mid-term: 3-5 paragraphs; Final: 2-3 pages, double-spaced).
  • Peer Editing Projects: You will be personally responsible for editing and offering feedback on other students’ research writing. You will work with your classmates to create a peer feedback and evaluation form that assesses the written work based on criteria we discuss in class, offers suggestions for development, and offers your own emotional response to the research.
  • RESEARCH PORTFOLIO PROJECT: The portfolio will comprise the majority of your grade in this course and has many different parts. You will complete a digital portfolio on your blog and also print out and hand in select items. Start by making a new page on your blog entitled PORTFOLIO. Then copy and paste the following items, or simply provide links:

    The first section
    will include a  cover letter that discusses the content of your portfolio and your awareness of the research writing process (see portfolio instructions). You will also need to print this out.

    Writing Your Cover Letter
    Review your portfolio, then compose your Cover Letter. Please respond to the four topics below. Refer frequently to specific pages in your portfolio as you explain you research and writing process:
     
    1. First, tell a story about your research process. Refer to specific pages in your portfolio as you write your story:
     
    ØWhat helped you begin your research?
    ØHow did you expand your research?
    ØIn your story, what was the role or significance, for you, of the particular assignment you have chosen from that process? What did it help you do, know, or understand about your research topic?
     
    2. Look at the essay draft you have selected as well as any feedback you received from peers, your prof, or a tutor. As you discuss these questions, remember to point to specific pages inside your portfolio:
     
    ØWhat was most difficult for you as you developed and drafted your synthesis essay?
    ØWhat was the most helpful response you received?
    ØAfter your revision workshop, what did you know you had to do to improve the draft?
     
    3. Look over your final draft and write about these two topics:
     
    ØWhere does your final essay best show your ability as a writer?
    oYou might point to examples of your ability to present and stay focused on your thesis or purpose, or your ability to use topic sentences and transitional statements to hold your essay together, or your ability to write informed and well developed key paragraphs. Point to pages that show the ability you want to highlight.
    oFinally, where does your essay show your ability to create movement and connections between your research sources and your own ideas, observations, insights, or arguments? Remember to refer to specific pages in your portfolio.
    ØHow well do you feel your essay shows your ability to incorporate your sources: to introduce sources and to paraphrase, quote, summarize, and cite internally? Point to and write about your best examples of those abilities. What style of documentation did you use (MLA, APA, Chicago), and how would you rate your ability to create a Works Cited page or a final bibliography?


    The second section
    will include links to readings that illustrate your awareness of key concepts such as critical reading and evaluation of sources along with short one paragraph summaries of each concept (you may use your blogging homework) – consider this to be your teaching section: What would you need to include here to help a new researcher effectively understand research writing? You will have 10 parts in this section, with at least one key reading included and summarized in each part; you will NOT need to print this out:

    Part 1: What is Research Writing? What does it mean to be a research writer? How are research questions developed?
    Part 2:
    Genres of Research Writing
    Part 3: Reading Critically & Evaluating Sources
    Part 4: Understanding Formatting (MLA/APA/CMS)
    Part 5:
    Creating a proposal and outline for a research paper
    Part 6: Writing an Annotated Bibliography
    Part 7: Understanding Audience
    Part 8: Drafting and Revising
    Part 9: Peer Review and Feedback
    Part 10: Publishing Research

    The third section
    will include your a) research proposal and outline (no need to print those two) and b) your first and final drafts of your research project (you will need to print out the first and final drafts).

    The fourth section will be all peer review feedback, both given and/or received, including reflective blog entries. You do NOT need to print this

    The fifth section will include your a) mid-term and final reflective letters and b) letter to editor for publication, and instructions for authors from your chosen journal (or a link). You do NOT need to print this.

    The sixth section will be your annotated bibliography and presentation handout. You will compile a list of 10 key bibliographic references that you used in your research papers along with short one-paragraph annotations and present them along with a brief handout about your project that can be used for a conference presentation. You do NOT need to print this.

    Whatever purpose you choose to pursue in a research project, your work should demonstrate these abilities:
    ØThe ability to explain the research process: steps taken to access print and electronic resources, to evaluate and select sources, to manage and sustain a research aim, to take advantage of significant finds (objectives 3,4).
    ØThe ability to discuss the writing process: topic growth and complexity; the role of drafts, and of peer, teacher, or tutor feedback (objectives 1, 2, 5)
    ØThe ability to compose a focused and cohesive research essay: the ability to use thesis or purpose statements, topic sentences, and transitional sentences to communicate connections between sources and your own ideas, observations, insights, explanations, or arguments (objectives 1, 2, 5)
    ØThe ability to use a body of knowledge inside written work: paraphrase, quote, summarize, explain/interpret/comment on your sources, cite, and document (MLA or APA) (objectives 2, 3, 4).
     
    ***What to include in your ENGL 202 PRINTED Research Writing Portfolio
    PLEASE REMOVE ALL NAMES (YOURS AND MINE) BEFORE PRINTING!
    1. Your Cover Letter  
    2. A draft of a research essay and any feedback you received
    3. The final copy of that research essay
    4. An important document from your research process
     

    Selecting Three Pieces for Your PRINTED Portfolio
    In your 202 portfolio you want to let an outsider see some of the key steps you took as you developed your research essay. You might ask yourself, “How did I get to my final product, the essay itself?” Please review your work and select:
     
    1. An important document from your research process: Faculty have different ways of walking you through the research process. What assignment worked well for your particular research topic? Choose an assignment that shows that you found, evaluated and made decisions about sources to use. Or choose an assignment that you feel helped you manage sources and get to know your topic better. Use your own judgment about what helped you most during the search process. Just be prepared to explain how it helped and why it was a significant step in your larger research process or in your discovery of your purpose. Possibilities include but are not limited to status reports, research exercises, annotated bibliographies, reviews of research literature, or assignments with other names that moved you well into materials, ideas, or evidence related to your topic.
    2. An essay draft: include an essay draft, either a mid- or late-writing process draft, whichever helped you most as you worked on pulling your sources together for your own purpose. Also include any helpful feedback you received from peers, your teacher or a tutor.
    3. The final copy of your essay: the revised and edited essay you handed in for grading.

 

 
The

Writing

Center: Please remember that IUP has an incredible

Writing

Center located in Eicher Hall. http://www.wc.iup.edu/ They have walk-in times throghout the week and can assist you in a number of ways. Please consider visiting the

Writing

Center if you’re feeling anxious or stressed about your writing for this class. They will not help you with grammar, punctuation, etc, but they will help you to organize your thoughts, plan your essays, and develop your ideas! And best of all, it’s FREE!

 
 
****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST TWICE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON.  
 
 
 
 
 
 
Plagiarism Statement:
 

Unacknowledged borrowing of ideas, facts, phrases, wordings, or whole words in a paper, as well as the copying of another Students’ work all constitute plagiarism and are unacceptable in the university community. Students turning in plagiarized work may receive a failing grade for the essay or for the entire course. For more information, see the university policy on plagiarism in your student handbook, or ask me. We will also be discussing this topic more in class. (Schragel, 2006, Plagiarism statement)

Schragel, J. (2006). English 101 syllabus. Retrieved August 20th, 2007, from

 
   
 

Attendance and Participation: You will receive points for every class you attend:   

  • IMPORTANT: When you are absent, you will email your instructor before class and inform him of your absence and the reason for this absence. In addition, you will state the name and email address of the student you will contact to ask about what you missed due to your absence. You will then email that student (and cc your instructor) to inquire about missed work. I will not contact you about missed work.
  • It is completely your responsibility to complete all assignments by their due date, whether you are present in class or not. LATE WORK FOR ANY REASON WILL NOT BE ACCEPTED. Period. Done Deal. No questions asked. No excuses. No discussion.
  • ATTENDANCE TO ALL CLASSES IS EXPECTED: More than four (4) absences FOR ANY REASON may result in a lowering of your final grade.

Participation is defined (but is not limited to) as follows:

  1. Being prepared for class (supplies, texts, etc)
  2. Actively participating during class activities
  3. Completing all assignments (including readings) by their due dates
  4. Asking and answering questions during discussions and volunteering your thoughts
  5. Showing up to class on time and being ready to work when your instructor begins class
Revision and Extra Credit:

  • Extra credit assignments will be considered on a case by case basis. Please see your instructor for more information.
  • This course is designed so that all students, if they successfully complete the required assignments, can earn the maximum points.

Evaluation:

  • Blog Assignments: 100pts (full points awarded only if ALL completed as assigned, on time, that means "no bullshit"; I check blogs regularly and without notice. Must have all 20 completed to get full points, or else 0pts.)
  • Peer Editing Projects: 100pts (each pass/fail, must pass all 4, or else 0 pts.)
  • Reflective Letters: Mid-term, 30 pts; Final, 50 pts
  • 2 Reading Tests: 70pts (pass or fail, must pass both, or else 0 pts.) 
  • Presentation: 100pts
  • PORTFOLIO – 400 pts (Must have all completed, or else 0 pts)
  • Participation (you must speak up in class): 100 pts (awarded by your instructor)
  • Attendance: 50 pts – 1 or fewer absences; 30 pts – 2-3 absences; 4 or more absences – 0 pts and possible 100 pt deduction
  • Perfect Attendance Bonus: 50 pts
  • Reflective Comments on Blogs: 3 bonus pts awarded for each comment on other’s blogs; comment must be left no later than 3 days after the post.  
 
 
 
 

A 900-1000 pts; B 800-899 pts; C 700-799 pts; D 600-699 pts; F 599 pts and below

 


 
 
 
 

Reading List
The following are books that utilize research to exciting and often surprising effects. Please choose and purchase 2 from below, if you have another idea, please run it by Marlen. Check Amazon.com, Ebay.com, BarnesandNoble.com, and Half.com, or http://campusbooks4less.com/ for inexpensive alternatives to purchasing your texts at a bookstore. 

SCIENCE

  • The Emperor of Scent by Chandler Burr
  • Next by Michael Crichton

ANIMALS

  • Watership Down by Richard Adams

NEW YORK/THRILLER

  • The Alienist by Caleb Carr

FOOD

  • Fast Food Nation by Eric Schlosser
  • Like Water for Chocolate by Laura Esquivel

WOMEN

  • Out of Africa by Isaak Denisen
  • A Thousand Splendid Suns by Khaled Hosseini
  • Snowflower and the Secret Fan by Lisa See
  • Reading Lolita in Tehran by Azar Nafisi
  • Do They Hear You When You Cry by Fauziya Kassindja
  • Memoirs of a Geisha by Arthur Golden
  • Selu: Seeking the Corn Mother’s Wisdom by Marilou Awiakta

SPORTS

  • North Dallas Forty by Peter Gent
  • Friday Night Lights by H.G. Bissinger
  • The Sun Also Rises by Ernest Hemingway
  • The Natural by Bernard Malamud

RELIGIOUS/HISTORY

  • Siddhartha by Herman Hesse
  • The Name of the Rose by Umberto Eco
  • The Tao of Pooh by Benjamin Hoff

LGBT/PHOTOGRAPHY/LEGAL

  • Covering by Kenji Yoshino
  • Love Makes a Family by Peggy Gillespie
  • In Cold Blood by Truman Capote
  • Fingersmith by Sarah Waters

WAR

  • The Things They Carried by Tim O’Brien
  • Schindler’s List by Thomas Keneally
  • The True Story of Hansel and Gretel by Louise Murphy
  • Cold Mountain by Charles Frazier
  • A Long Way Gone by Ishmael Beah
  • A Very Long Engagement by Sebastien Japrisot

GRAPHIC NOVELS

  • Persepolis by Marjane Satrapi
  • Maus by Art Spiegelman

ADVENTURE/SURVIVAL/TRAVEL

  • Into the Wild by Jon Krakauer
  • The Life of Pi by Yann Martel
  • Eat, Pray, Love by Liz Gilbert
  • Year of Wonders by Geraldine Brooks

HEALTH/MEDICAL/PSYCHOLOGY

  • Cybil by Flora Schreiber
  • Look Me in the Eye: My Life With Asperger’s by John Elder Robison
  • Still Alice by Lisa Genova
  • The Curious Incident of the Dog in the Night-Time by Mark Haddon
  • The Spirit Catches You and You Fall Down by Ann Fadiman
  • The Dancing Healers by Carl Hammerschlag

 


 

Schedule (subject to change):

 

*Note from your instructor:  Let’s face it, you’re used to taking the easy way out, doing the minimum amount of work, and sliding by. That won’t work here: We cover too much ground.  The only way I know you’re keeping up, especially if you’re a quiet student, is to check your blogs. Therefore, if I check your blogs and see that you’re falling behind, I will email you to check-in. If I have to do this more than once this semester you will lose 20 pts from your final grade each time I contact you about incomplete, unacceptable, or missing work. 

 

 

1/19 Week 1a – COURSE INTRODUCTION AND BLOG CREATION

  • Icebreakers and Lisa See
  • Homework due for 1b:

    • ****Set up and design your blog. You’ll find a guide to help you by clicking here.
    • Register for our class website (click LOGIN/MEMBER AREA at the top of any page on this site. PLEASE USE THE SAME USERNAME THAT YOU USED FOR YOUR WORDPRESS BLOG – e.g. smithjoannaxfdg
    • DON’T FORGET THE STUDENT SHEET AND CLEAR PLASTIC COVER!
    • Read about Snowflower and the Secret Fan
    • Watch: Men’s Movement Revealed

 
 
1/21 Week 1b – Setting up blogs, cont’d; Research Portfolio Project
  • Discussion: The beginnings of research: ideas, sources, critical thinking; importance of annotation; using the computer for research
  • Homework due for 2a: 
    • Finish setting up and designing your blogs.
    • BLOG ENTRY #1: What is Research Writing? What does it mean to be a research writer? How are research questions developed? First, find at least one document that addresses these questions and write a one paragraph summary of it in your blog (you may later use this for your portfolio). Next, respond to the 3 questions above in one paragraph. Finally, in one paragraph, try to come up with your research philosophy. For example, look at teaching philosophies by doing a quick web search. After skimming over one or two, try to think of your identity as a researcher. What is your purpose? Goal? Approach? Interest? Finally, upload a photo into your blog post that you think represents research writing…be honest! (total=approx 3 paragraphs)
    • Leave comments for your blog group members.
    • Respond to comments left for you on your blog.
    • Read about Historical Fiction from Caro Clarke, Autoethnography from University of Wisconsin (note that there are a few pages on this site, menu at the left), Men’s Friendships by IUP’s very own Robert Heasley, and Science Writing from Natalie Kuldell, just a few of the many types of research writing we’ll discuss and practice in this course.
    • Read Students’ Right to Their Own Language: A Retrospective

****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST TWICE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON. 

 
 
 

   
1/26 Week 2a –
CHOOSING A RESEARCH TOPIC, Part I

  • Discussion: Choosing topics and intro to "genres of research writing"; doing research on the internet and in the library
  • Homework due for 2b:
    • Finish setting up and designing your blogs.
    • CONSULTATION: See both a course asst and Marlen (my office hours are T/Th 10-11am; 1:45-3:30pm. I am also available before 10 and after 6:15pm on these days. I can meet with you on MWF next week, week 3, as well: M 12-4; W 12-4; F 10-12. We only need about 15 mins.)
    • BLOG ENTRY #2: Create a list of 5 topics you are interested in researching. Remember that you must do actual research and so these ideas should be executable (observation, data collection, etc), your research must be completely original (cannot have been done before in exactly your way), and you may need to later produce a creative work which will be based upon your research. Write a few sentences explaining 1) "What exactly do I want to know more about?" 2) "Why is this topic important?" 3) "How can I bring something new to the research/discussion of this topic?" 4) "What would my research question be?" and 5) "What kind of research paper could I write about this? Keep in mind the 3 options for the main project: 15 pg Journal style research paper; 40 pg novella of historic fiction or creative non-fiction; or multigenre/multimedia creative project (this would combine writing and some other form of creative/performing arts).
    • READING: Conducting Primary Research (all 9 sections); Writing up Research; and Anne LaMott’s SHITTY FIRST DRAFTS
    • WATCH: "How to write a research paper, 1" OR "How to write a research paper, 2"

      OR

    • Choose your first book, order it and start reading!
    • Leave comments for your blog group members.
    • Respond to comments left for you on your blog.


WRITING TIP #1: Never use the word YOU in academic writing unless the word is being spoken as dialogue in quotes…

e.g. She asked him, "Did you ever go to New York?"

…or used to address a specific audience…

e.g. Dear Marlen,  It has been a royal pain in the ass learning to like you despite the enormous amount of work you assign.

otherwise you is indefinable and meaningless...

e.g. In research writing you have to start with a good question.

In the example above,  isn’t "you" really a metaphor for the writer? Perhaps the sentence should be…

e.g. In research writing, I’ve learned that I have to start with a good question.

or

e.g. In research writing, authors have to start with good questions.

HAVE YOU USED YOU YET? GO BACK TO BLOG #1 AND EDIT YOUR YOU’S! 


 

 

1/28 Week 2b – NO CLASS  

  • BLOG ENTRY #3: Genres of Research Writing – First, find at least one document that addresses genres of research writing and write a one paragraph summary of it in your blog (you may later use this for your portfolio). Next, look back at your 5 possible topics from BLOG 2 and narrow your choice of topics to only two – explain why you chose those two. Finally, identify what genres you might write in for each topic and explain why you chose these and how you see yourself completing the research in that genre. (total=approx 3 really friggin long paragraphs)
  • PROPOSAL: On the internet or via the library, find information that clearly explains how to write a research proposal. Please summarize and post it to your blog on its own unique PAGE titled "P&O" and then email a copy of the document (or the link) to each person in your group.
  • CONSULTATION: See both a course asst and Marlen (my office hours are T/Th 10-11am; 1:45-3:30pm. I am also available before 10 and after 6:15pm on these days and by appt. I can meet with you on MWF next week, week 3, as well: M 12-4; W 12-4; F 10-12. We only need about 15 mins.)
  • READ:  William Zinsser: The Lead and the Ending and Beverly Faryna: Who Am I? Finding Identity & Voice in Composition (if you already read them, read them again…please)
  • PLEASE BRING 2 PRINTED COPIES OF A PREVIOUSLY WRITTEN PAPER FROM ANY CLASS, WE’LL USE THEM IN AN EDITING EXERCISE NEXT WEEK!



 

2/2 Week 3a – BEGINNING THE RESEARCH PROCESS

  • In-class activity: You’ll meet with classmates today and discuss the topics you wrote about for homework. This is a good chance to get feedback from others and to beginthinking about which topic specifically you will write about; free-writing and mind-maps.
  • CONSULTATION: See both a course asst and Marlen (my office hours are T/Th 10-11am; 1:45-3:30pm. I am also available before 10 and after 6:15pm on these days and by appt. I can meet with you on MWF this week, week 3, as well: M 12-4; W 12-4; F 10-12. We only need about 15 mins.)
  • BRING 2 PRINTED COPIES OF A PREVIOUSLY WRITTEN PAPER FROM ANY CLASS TODAY
  • Homework for 3b:

    • Leave comments for others. Respond to comments left for you on your blog.
    • BLOG ENTRY #4: (15 bonus points if done really really really well and I’m stoked after reading it) Choose your research topic and answer the following questions on your blog (you will likely continue with this blog entry later next week, but for now, see how much you can accomplish):
      1) What is your major research question or concern? Why are you curious about this? What led you to have an interest in this topic?
      2) State or list at least 5 assumptions about this topic and be specific. For example, "I think that steroid use is not regulated as strongly as it could be in American professional football." Next, re-write these as specific research questions that you can answer in your writing. The previous question could be written in a number of different ways – I want you to write as many possible questions as you can! For example, "Who is responsible for regulating….?"; "Why is steroid usage so prevalent in…?"; "What attempts have been made to prevent steroid use in…?" These questions will help you create the majority of your research writing.
      3) Regarding your topic, what has already been done? How is your research different? What contribution will your research make? The above questions in #2 should help you identify what types of research may have already been carried out. NOTE: YOU WILL HAVE TO DO SOME RESEARCH IN ORDER TO ANSWER THESE QUESTIONS…this is the most important step of research planning and if you F%$& this up your life will be miserable later. YOU MUST HAVE at least 5 sources of info at this point from refereed journals to help you complete this assignment. 
      4) Describe the methodology you will use to undertake this research. For example, will you carry out interviews? Will you develop a questionnaire? Be as explicit as possible and explain every step of your research and then go back and explain again in even greater detail!
      5) List at least 5 places where you can reasonably submit your manuscript for publication or work for exhibition. Create a link to each source’s information for authors (click me to view an example). Begin researching the topic you think you’ll most enjoy writing about. Your topic should be one that you have a natural curiosity about and that you feel you can successfully write about.
    • OUTLINE: On the internet or via the library, find information that clearly explains how to write a research outline.  Please summarize and post it to your blog on your previously-created "P&O" page and then email a copy of the document (or the link) to each person in your group.

 

2/4 Week 3b – BEGINNING THE RESEARCH PROCESS

  • In-class discussion: Proposals& Outlines
  • Homework due 4a:

    • PROPOSAL & OUTLINE: Based on the proposal and outline info you found, please write a 2-3 page research proposal that synthesizes the information from Blog entry #4. Next, create a brief research outline. Post these to your blog on its own unique page.
    • BLOG ENTRY #5:  Read Critical Reading for Critical Writing and then find one more document about critical or deep reading. Create a brief summary (bullet list, paragraph format, etc) of both documents. Reflect on what you think is most important or helpful. Next: Do the same thing again, but this time you’re thinking about Linda Flower’s WRITING FOR AN AUDIENCE and looking for another article on the significance of audience. This blog will be about 4-6 paragraphs in length. ***When done, please email copies or links of your two new documents (one on reading, one on audience) to your group members. 
    • Read your chosen book.
    • Respond to group members’ blogs.
    • BRING YOUR RESEARCH WRITING MANUALS/TEXTS TO THE NEXT CLASS AND MAKE SURE YOU HAVE BROWSED THROUGH THE ENTIRE BOOK, ESPECIALLY SECTIONS ON FORMATTING.

 


 

2/9 Week 4a – NO CLASS

  • Proposal and outline due today, please post to blogs on page titled "P&O", late work will not be accepted.
  • Homework due 4b:

    • BLOG ENTRY #6:  Carefully read the chapter in your text about formatting (choose APA, MLA, or CMS based on your intended career or the journals to which you plan on submitting your work) and then find, read, and annotate at least one additional document that addresses formatting. Create a brief summary (bullet list, paragraph format, etc) of both documents. Reflect on what you think is most important or helpful and be sure to explain your understanding as to why formatting is necessary. NEXT: Go back to any one of your blog assignments so far as well as your Research Proposal. Edit them to reflect your new knowledge of both in-text citations and references/works cited/notes. In other words, make them properly formatted documents. FINALLY, come back to this blog post and write a paragraph about what you changed and what you’re still confused about. ***When done, please email copies or links of your formatting document to your group members.
    • Read your chosen book.
    • Leave comments. Respond to group members’ blogs.
    • READ: Confronting Writing Anxiety; Writing Rituals
    • BRING AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.

 


 WRITING TIP #2: Be careful when using the word "society" in your writing. Society is merely a group of people with a common goal/belief/practice.

   e.g. Homosexuality is frowned on by our society. People who identify as such are often ridiculed for their behaviors. 

…first of all, who is "our" in this sentence and what exactly does the writer mean by "society?"…can we be more specific here? "Homosexuality is frowned on by many religious and political groups in North America."

  e.g. There have been many changes in American society’s views on alcohol, from one of tolerance, to regulation, and back again.

…this sentence could likely be better written if it was more specific; "society" could be replaced with "government" as they were really the driving force behind prohibition.

 

 


 

2/11 Week 4b – FORMATTING, Part 2; SOURCES

  • In-class discussion: APA, MLA, CMS; ANNO BIB, Literature Reviews; Evaluating Sources
  • Homework due 5a:

    • Keep working on BLOG #4/Research Proposal/Outline, you may want to re-visit them and make some changes.
    • Read your chosen book.
    • Respond to group members’ blogs.
    • BLOG #7, Evaluating Sources : First, read & annotate Cornell University Library’s Evaluating Sources and then find another document that addresses evaluating sources of informationCreate a brief summary (bullet list, paragraph format, etc) of both documents. Reflect on what you think is most important or helpful and be sure to explain your understanding as to why evaluating sources is necessary. NEXT: Go back to any three of your sources and evaluate them. In other words, explain their timeliness, validity, reliability, and lack of bias, etc.
    • ANNOTATED BIBLIOGRAPHY: On the internet or via the library, find information that clearly explains how to write an annotated bibliography. Please summarize and post it to your blog on its own unique PAGE titled "ANNO BIB" and then email a copy of the document (or the link) to each person in your group. Begin creating annotations for the references you’ve compiled thus far. This will help you complete Blog #7. Next, answer the following 2 questions: 1) How can an annotated bibliography help you write the intro and lit review sections in your own paper? 2) How do you know if your sources from your anno bib are reliable, valid, timely, and unbiased?
    • BRING AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.

 


 

2/16 Week 5a – THE LIT REVIEW AND THE INTRO; RHETORIC

  • In-class discussion: Writing the intro and the lit review; what is rhetoric? From About.com :

The study and practice of effective communication.
The study of the effects of texts on audiences.
The art of persuasion.

  • Homework for 5b:

    • BLOG ENTRY #8:  Read, annotate The Introductory Paragraph and then find an additional document that discusses writing introductions. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own intro paper. ***When done, please email copies or links of your intro document to your group members.
    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • Your ANNO BIB is due on Thursday – please post it to your previously created ANNO BIB page on your blog.
    • READ: Quoting, Paraphrasing and Summarizing (all 3 sections)
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.


2/18 Week 5b – QUOTING, PARAPHRASING & SUMMARIZING

  • In-class discussion: Writing the Intro – from proposal to intro, getting started; Using sources
  • Anno bib is due today
  • Homework for 6a:

    • BLOG #9, CLOSE READING OF 2 JOURNAL ARTICLES: This will likely be one of the most helpful activities you will do in this course, so please take it very seriously. Choose two of your articles and re-read them.
      1) Create an outline for each article with a brief description of every single paragraph in the article. This does not need to be thorough: This is to help you understand how the author organized his/her ideas and moved from section to section. A short sentence for each paragraph will suffice.
      2) Next, answer the following about both articles: What is the difference between the introduction and the lit review? In what ways did the authors attempt to hook the reader’s interest? What are the a) purpose/objective, b) significance/importance, c) main research question, d) methods, e) results, and f) final conclusions/recommendations for future research and where in your outlines from item 1 above can each of these be found?
    • Respond to comments left for you on your blog.
    • CHECK-OUT THE REQUIREMENTS FOR YOUR FINAL PORTFOLIO (click me)
    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • REFLECTIVE LETTER #1:  You will post it to your blog on its own unique "Letters" page. Approx 3-5 paragraphs discussing your experiences, reactions to, feelings about, or concerns with this class. This is a personal letter directly to Marlen and should be written as such with an appropriate opening and closing.
    • START WORK ON YOUR INTRO (see 6a)
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • READ: Paragraph Transitions; TransitionsForecasting

 

****ALL STUDENTS WILL NEED TO VISIT THE WRITING CENTER AT LEAST TWICE OR RISK A 100 POINT DEDUCTION FROM THEIR FINAL GRADES. THE WRITING CENTER WILL GIVE ME INFORMATION PROVING YOU VISITED AND REVIEWING WHAT YOU WORKED ON.



 

2/23 Week 6a – FORECASTING & PARAGRAPH TRANSITIONS

  • Reflective Letter #1 due today (posted to blog on LETTERS page)
  • Homework for 6b:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BOOK TEST 1: You should now have your first book completed. Marlen will give you your test in class and it should be posted to your blog on its own unique page titled BOOKS. This will be a take home, open book test. Start reading Book 2.
    • CHECK-OUT THE REQUIREMENTS FOR YOUR FINAL PORTFOLIO (click me)
    • PAPER #1: INTRO – 2-3 pages, perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement clearly and THOROUGHLY explaining in future tense: 1) The purpose of this intro – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this? How will you tailor your writing for this audience? See why it’s good to have some sense of where you might publish?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished or didn’t accomplish these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, don’t forget the read aloud.

      DUE Tuesday, March 2nd by class. Please post it to your blog on its own unique page titled INTRO

    • IMPORTANT NOTE ABOUT INTRODUCTIONS: Try to avoid starting your paper by appealing to your readers’ imaginations (e.g. "have you ever xxxxx?" or "imagine you could never xxx again"). Also try to avoid addressing your readers as the infamous and meaningless "you".

      What you SHOULD do:
      * Make sure you are clearly stating your research question and that you do it early on.
      * Make sure you are clearly explaining the significance of your research – why are you doing this, who will it benefit, how does it fill a gap in the current research about your topic?
      * Make sure you are including (quoting, paraphrasing or summarizing) key research related to your topic that can serve as a frame for your intro. In other words, what questions raised by other researchers is your paper answering? What conflict will your paper try to resolve? Though an intro is not technically a lit review, it should still contain a good overview of your topic with mention of the most significant literature related to your topic. You can more thoroughly discuss this literature later in your own lit review.
      * Make sure you are forecasting what will come next in your paper and create a "roadmap" for your reader of what you are going to do, how you are going to do it, and why you are doing it this way.
      * USE YOUR REFEREED JOURNAL ARTICLES AS MODELS! FEEL FREE TO MIMIC OTHERS’ STYLES!

      Common errors:
      * Hypothetical situations presented – these are not based on fact, and as such, whenever possible, use personal experience as anecdotal evidence rather than "imaginary" situations, helps establish your authority with the topic.
      * Lack of proper formatting (APA/MLA) of entire paper and/or quotes or paraphrased material.
      * Lack of clearly stated research question
      * Lack of clearly explained purpose/significance of research
      * Lack of forecasting
      * Lack of sufficient cited/quoted sources from relevant literature that helps establish the significance/necessity/usefulness of topic. Using one source repeatedly tells the reader that you have been lazy and did not sufficiently review the literature.
      * Lack of Works Cited/References
      * Lack of pre and/or post writing
      * Lack of title, headers, etc.
      * No evidence of proofreading due to excessive grammatical and/or mechanical errors.

    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.


2/25  Week 6b – INTRO TO PEER REVIEW

  • Book Test #1 due today posted on BOOKS page
  • In-class activity: What is a rubric? Why/How do we evaluate writing?
  • Homework for 7a:

    • BLOG ENTRY #10: Work with a partner to create a rubric that can be used to evaluate  Why are Killing Rampages Increasing? Your rubric should be simple and allow for both specific and holistic commentary about writing mechanics and research design. We are more interested in the efectiveness of the research, its ability to create a story for the reader, and its ability to address its audience than in its use of language. Reading the comments at the end of the article will help you apply your rubric to the article. Post your completed rubric and all comments on your blog.
      SAMPLE RUBRIC
    • Respond to comments left for you on your blog.
    • LIT REVIEW: Find 2 documents that discuss the creation of the literature review. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own intro paper. ***When done, please email copies or links of your intro document to your group members.
    • CHECK-OUT THE REQUIREMENTS FOR YOUR FINAL PORTFOLIO (click me)
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • READ: The Maker’s Eye; Responding to Other Student’s Writing

 


 

 

3/2  Week 7a – PEER REVIEW, PART 2

  • In-class activity: Evaluating research writing.
  • Intro Paper due today
  • Homework:

    • PAPER #2: Lit Review – 2-3 pages, perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement (on a separate sheet of paper to be stapled at the end of your paper after your references) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this lit review – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this?How will you tailor your writing for this audience?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, especially for questions 3.

      DUE TUESDAY, March 16th. Please post it to your blog on its own unique page titled LIT REVIEW

    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.


3/4  Week 7b – WRITING METHODOLOGY

  • In-class activity: Discussion of methodologies
  • Homework:

      • BLOG ENTRY #11: Read, annotate Writing up Research: Method and Research Design and then find an additional document that discusses writing methods sections. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own methods paper. ***When done, please email copies or links of your methods document to your group members.
      • Make sure you’ve read your group members’ blogs and left comments.

      Make sure you’ve read your group members’ blogs and left comments.

    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • READ: IRB , MARLEN’s Informed Consent Document from his dissertation study.
    • WATCH: History of Informed Consent and The Need for Informed Consent 





 


MARCH 9th and 11th, WEEK 8, SPRING BREAK – HAVE FUN!



3/16 
Week 9a – INTRO TO METHODOLOGY

  • Lit Review paper due today
  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • BLOG ENTRY #12: CHOOSE ONE – Begin thinking about your research methods Participants – Who will your research subjects be? How will you find them? How many will you need? Are there any potential dangers to your participants in undertaking this research? How will you protect your participants from harm and safeguard their privacy? What questions do you have about methods and data collection at this time and how will you answer them?
      …OR
      Documents and Artifacts
      If you are not completing research with human subjects, but are examining documents, artifacts such as artwork, music, food, etc or employing autoethnographic methods, what will you need? How much will you need? How will you analyze your documents/artifacts and present them to the reader? What questions do you have about methods and data collection at this time and how will you respond to them?

3/18  Week 9b – METHODS, cont’d.

  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • PAPER #3: Methods – 2-3 pages (if option 2 or 3, 1 page will suffice), perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement (on a separate sheet of paper to be stapled at the end of your paper after your references) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this methods section – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this?How will you tailor your writing for this audience?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, especially for questions 3.

      DUE TUESDAY, MARCH 23rd. Please post it to your blog on its own unique page titled METHODS
    • If writing a novella, first 20 pages are due; if creative project, first half of data is collected/created by Tuesday.




3/23  Week 10a – PUTTING IT ALL TOGETHER

 

  • Methods paper due today; If writing a novella, first 20 pages are due; if creative project, first half of data is collected/created by today
  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • FOR Option 1, Journal Article: COMBINE the first three papers into one paper, making sure there are strong transitions, appropriate formatting, references/notes/works cited, etc. In other words, you will have your Intro, Lit Review, and Methods combined into a cohesive document. Print (yes, actually print) 2 copies and bring them to class on Thursday AND POST IT TO YOUR BLOG ON YOUR "PAPER" PAGE!!!!!
    • FOR Option 2 or 3: Continue working on your historical fiction or creative non-fiction manuscripts
    • BLOG ENTRY #13: After you combine your 3 papers or completed the first half of your novel/creative work, discuss how you created a cohesive reading experience for your audience. For example, what major changes did you need to make after combining the papers? What most needs editing at this point? Where will you go from here?
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.
    • http://qualitativeresearch.ratcliffs.net/15methods.pdf


3/25  Week 10b – START PEER REVIEW PROJECTS, NOCLASS

  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • PEER REVIEW PROJECTS 1 & 2: Create rubrics for your partners’ papers based on our class discussion and activities, especially the Straub "Responding…" article. You are responsible for completing the rubric and meeting with your partners to discuss their research and your responses, offer suggestions, and provide emotional and audience support for further drafting. DUE 4/1, post as much as possible to your blog and have the rest prepared to give back to your partners.
    • READ: Peer Review: Benefits, perceptions and alternatives

 



3/30  Week 11a – RESULTS/DISCUSSION/CONCLUSION PAPERS 

  • Homework:

    • Make sure you’ve read your group members’ blogs and left comments.
    • Respond to comments left for you on your blog.
    • BLOG ENTRY #14: Read, annotate Results; Discussions; Conclusions and then find 3 additional documents that discusses each of these sections. Create a brief summary (bullet list, paragraph format, etc) of these documents. Reflect on what you think is most important or helpful and be sure to start exploring ideas for your own R/D/C papers. ***When done, please email copies or links of your methods document to your group members. 
    • PAPER #4: FOR OPTION 1, JOURNAL ARTICLE WRITERS ONLY
      Results/Discussion/Conclusion
      – 2-3+ pages, perfectly formatted with references/notes/works cited at end. If your formatting does not successfully transfer to wordpress, just upload the document into your page as a file. PLEASE NOTE THAT THOUGH I HAVE GROUPED THESE TOGETHER, THEY DO NOT NECESSARILY NEED TO BE COMBINED WITHIN THIS PAPER.

      ***Remember Shitty First Drafts!!! MOST IMPORTANTLY: You MUST have your work read out loud to you by another person while you follow along on your own copy with a highlighter/pen. Reading out loud to yourself won’t be enough. You’ll be shocked how many mistakes you find this way and wonder why no one ever made you do this before. Trust me!

      Before you begin, write a 1-2 paragraph goal statement (on a separate sheet of paper to be stapled at the end of your paper after your references) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this section – how will it help you? how will it help the reader? how will it differ from other sections of your overall project; 2) Your goals for this paper – what do you hope to/will you accomplish by the end of this paper? 3) Your target audience – who is this prepared for? Who do you hope will read this?How will you tailor your writing for this audience?

      At the end, on the same page as above, write 1-2 paragraphs clearly and THOROUGHLY responding to the same questions but in past tense this time, explaining how you accomplished these goals/challenges. You will need to have your paper proofread by at least one other person in order to complete this assignment and get feedback, especially for questions 3.

      DUE TUESDAY, April 6th. Please post it to your blog on its own unique page titled METHODS

      IF COMPLETING OPTIONS 2 OR 3, 75% OF YOUR PROJECT SHOULD BE COMPLETED! 

    • READ: Using Graphs and Visual Data


4/1Week 11b – Peer Review Projects completed and reviewed in class

  • Peer Review projects 1 and 2 due today
  • 12:30 class: We’ll leave early to see Andrew and Alana’s research presentations at the Undergraduate Scholars Forum.
  • Homework:  
    BLOG ENTRY #15:
      What did you learn from your peer review projects about 1) Writing and Editing in general, and 2) your actual research project, specifically.



4/6 
Week 12a – Deep Breathing Time

 

  • Results/Disc/Con paper due today; if options 2 or 3, all written and creative work is nearly complete (75%) by today.
  • In-class activity: Group Therapy (HA!)
  • Homework:

    • OPTION1: COMBINE all four papers into one paper, making sure there are strong transitions, appropriate formatting, references/notes/works cited, etc. In other words, you will have your Intro, Lit Review, Methods, and Results/Discussion/Conclusion combined into a cohesive document. 
    • OPTION 2 or 3: Complete all work.
    • BRING TO CLASS AT LEAST 3 REFEREED JOURNAL ARTICLES THAT YOU HAVE FOUND FOR YOUR RESEARCH, EITHER IN PRINT OR ON YOUR LAPTOP. WE WILL EXAMINE THESE IN CLASS THROUGHOUT THE COMING WEEKS.

 


4/8  Week 12b – How to share our work 

  • In-class activity: Identifying conferences and publishing/exhibition venues; posters vs presentations.
  • Homework:

    • Complete your projects!
       


4/13  Week 13a – Checking formatting, references and citations 

  • First full draft of project due today.
  • Review of formatting, references and citations
  • Homework:

    • COMBINE all four papers into one paper, making sure there are strong transitions, appropriate formatting, references/notes/works cited, etc. In other words, you will have your Intro, Lit Review, Methods, and Results/Discussion/Conclusion combined into a cohesive document. Print 2 copies and bring them to class on Wednesday.


4/15 
Week 13b – The abstract 

  • We’ll write abstracts today in class
  • Homework:

    • Revise your paper!

 



4/20 
Week 14a –Writing the Cover letter for your portfolio  

  • First revised draft due today.
  • Semester review
  • Homework:

    • BLOG # 16: Reflect on the process of creating your research paper and answer the following questions. You will later expand on these in your portfolio cover letter: 1) What assignment/document was most useful to you during this proces? Explain your answer.  2) What was the most helpful feedback you received at any stage – why was it helpful? 3) What was most difficult for you during the drafting process? Easiest? WHY? 4) Where does your final essay best show your ability as a writer?.

 
4/22  Week 14b – Preparing Presentations   

  • Peer editing projects #3 and #4 due today.
  • Homework:

    • BLOG #17: I warned you, right? This was pretty intense and unbelievably time-consuming, right? Reflect back on the beginning of this course – your fears, anxieties, worries, etc – and discuss how you turned these into strengths throughout this course this semester. What are your future goals as researchers? As writers? What was your proudest moment in this course? What do you think will most stick with you long after this course?
    • COVER LETTER: Begin work on your cover letter for your portfolio.
    • PUBLISHING/LETTER TO EDITOR: Write your letter to your publisher and send off your final draft of your paper. You’ll need to show Marlen proof/confirmation of submission.

 



4/27 
Week 15a – Semester Review   

  • 2nd revised draft due today using comments from peer edits.
  • Homework:

    • Prepare presentations for Thursday; don’t foget your handout!


4/29  Week 15b – Presentations 

  • Prepare your portfolios, letters to editors, reflective letters, etc for next week.
  • First Presentation due today.
  • Homework:

    • Prepare for final presentations next week

 


 


5/4 or 5/6 
Week 15a – FINAL PRESENTATIONS  

  • FINAL PRESENTATIONS TODAY, WITH HANDOUTS.
  • BLOG PORTFOLIO, FINAL LETTER, LETTER TO EDITOR, PRINTED PORTFOLIO (Cover letter, important document, draft, and final paper all numbered and included; no names, banner id and class is included, all due at conference).
  • Drop in for an unscheduled 20-30 minute meeting:
      M 5/3: 12-5
      T 5/4: 12:30-2:30
      W 5/5: 12-5
      Th 5/6: 2:30-5
  •  

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