XENY002: Social and Political Science Academic Communication

on


Academic Writing, Reading and Communication, XENY002

 Ryhmä 1 & 2 (PSY)


Instructor: Mr. Marlen Elliot Harrison, PhD, MA

Office: Oppio 107

Contact: marlen.harrison at jyu.fi,  046 588 0325 (text and phone); “marlenelliotharrison” on Skype

Classrooms: (see Korppi for schedule)


OVERVIEW

This course is designed to develop academic reading, communication and presentation skills for academic and professional contexts relating to your own field and future profession. Effective strategies for critical reading and research reporting are also included.

ASSESSMENT

Assessment will be based on attendance, active participation, and successful completion of assignments. Assessment is on a scale 1-5 and each assignment is assessed on a pass/fail basis.

  • ATTENDANCE is required at all scheduled meetings. Should you be absent, it is YOUR responsibility to contact classmates and check the syllabus to learn what you missed. I will expect all missed work to be completed upon your return.
  • Less than 80% attendance for any reason may result in the lowering of your grade (0-5) by one full number.
  • LATE WORK IS NOT ACCEPTED FOR ANY REASON. 

OPTIONS

6 Credit Option Required Coursework: You will be assessed based on the following main projects…

  1. Primary Research Article (35%) – You will develop a research question that interests you, review at least 5 critical sources on that topic, perform original primary research that answers that question and then report the results in an “academic journal article” posted to your blog (all sources must be cited according to formal conventions; 6 page minimum, double-spaced).
  2. Individual Presentation (15%) – You will individually introduce your critical analysis topic to a small group of your classmates using a presentation aid (poster, handouts, powerpoint, etc; 10 minutes + 5 minutes q&a,). You will post your presentation aids and a brief outline of your presentation on your blog.
  3. Group Presentations (15%) – You will collaborate with no more than 3 other classmates in order to identify and discuss a pertinent issue in your discipline based on your individual presentations (10 minutes). You may assign a reading or other pre-class activity for  students so they can better benefit from your presentation.
  4. Digital Identity (15%) – You will be required to create a digital identity via a WordPress.com blog where you post the above information (note: this blog may be public or private, it will be your choice). Because our lives are increasingly digital, and it is useful to share our research and ideas, this digital identity will also introduce you to communicating to the world in English via the internet. You will also complete a number of brief activities that will scaffold your learning in this course and post them to your blog.
  5. Participation (20%) – Your instructor will assess your in-class participation and award points accordingly. Your final reflective letter, meetings with course assistants, being prepared for and arriving on time to class, and regular participation in class activities all constitute participation.

3 Credit Option Required Coursework: You will be assessed based on the following main projects…

  1. Critical Analysis (20%) – You will utilize at least 3 professional publications on a specific topic related to your discipline and discuss them in an academic essay (3 page minimum, double-sapced) posted to your blog (all sources must be cited according to formal conventions). This paper may look like a project proposal, an opinion piece, brief research summary, etc. You will decide upon a genre with your instructor before beginning.
  2. Individual Presentation (20%) – You will individually introduce your critical analysis topic to a small group of your classmates using a presentation aid (poster, handouts, powerpoint, etc; 10 minutes + 5 minutes q&a,). You will post your presentation aids and a brief outline of your presentation on your blog.
  3. Group Presentations (20%) – You will collaborate with no more than 3 other classmates in order to identify and discuss a pertinent issue in your discipline based on your individual presentations (10 minutes). You may assign a reading or other pre-class activity for  students so they can better benefit from your presentation.
  4. Digital Identity (20%) – You will be required to create a digital identity via a WordPress.com blog where you post the above information (note: this blog may be public or private, it will be your choice). Because our lives are increasingly digital, and it is useful to share our research and ideas, this digital identity will also introduce you to communicating to the world in English via the internet. You will also complete a number of brief activities that will scaffold your learning in this course and post them to your blog.
  5. Participation (20%) – Your instructor will assess your in-class participation and award points accordingly. Your final reflective letter, meetings with course assistants, being prepared for and arriving on time to class, and regular participation in class activities all constitute participation.

Rationale for Coursework: In order for you to gain experience in research reading, writing and communication, you will consider what you are passionate about in your field and begin to develop a professional identity reflecting this passion. Your primary research/critical analysis will require you to apply your academic reading skills while also helping you practice your research/analytical writing. Your oral presentation will be your first-step toward communicating/presenting to a large group. You may later collaborate with these classmates to create a panel presentation (for the rest of the class) that is geared toward a professional conference in your field, e.g.  etc. Your instructor will provide more information about required coursework during the course. Assessment of the above (#1-#5) will be based largely on your: presentation skills, interaction with classmates and instructor, professional vocabulary, language quality, fluency, and pronunciation.

OUTCOMES

By the end of the course you can:

  • select and apply strategies in different writing, reading, speaking and listening situations, distinguishing between formal and informal situations in academic and workplace contexts
  • create a research proposal
  • create an online website/blog/portfolio
  • work purposefully in groups, negotiating and building on the contributions of others to complete tasks
  • present information clearly and persuasively to others using visual aids and written text
  • locate and retrieve information in your field from a variety of resources (e.g. libraries catalogs, databases, Internet)
  • identify the purposes of texts, analysing and evaluating how writers structure and organise ideas to shape meaning for particular audiences and readers
  • compare and summarise information from different texts both orally and in writing and use it to form your own ideas, arguments and opinions
  • use dictionaries and online tools critically for developing your vocabulary and field-specific vocabulary
  • use universal formatting conventions for your writing, e.g. APA
  • identify future pathways for research and scholarship in your field
  • be more aware of different cultural norms and communication styles as a result of interacting with your instructor and/or classmates.

SCHEDULE

Ryhmä 2, PSY

1 Ag B111.1 (Asia) 9 Mo 27.2.2012 14:15-16:00
2 Ag B111.1 (Asia) 9 Wed 29.2.2012 14:15-16:00
No Class 10 Mo 5.3.2012 CONSULTATIONS
3 Ag B111.1 (Asia) 10 Wed 7.3.2012 14:15-16:00
4 Ag B111.1 (Asia) 11 Mo 12.3.2012 14:15-16:00
5 Ag B111.1 (Asia) 11 Wed 14.3.2012 14:15-16:00
No class 12 Mo 19.3.2012 CONSULTATIONS
No class 12 Wed 21.3.2012 CONSULTATIONS
6 Ag B111.1 (Asia) 13 Mo 26.3.2012 14:15-16:00
7 Ag B111.1 (Asia) 13 Wed 28.3.2012 14:15-16:00
8 Ag B111.1 (Asia) 15 Wed 11.4.2012 14:15-16:00
No class 16 Mo 16.4.2012 CONSULTATIONS
No class 16 Wed 18.4.2012 CONSULTATIONS
9 Ag B111.1 (Asia) 17 Mo 23.4.2012 14:15-16:00
10 Ag B111.1 (Asia) 17 Wed 25.4.2012 14:15-16:00
No class 18 Mo 30.4.2012 CONSULTATIONS
No class 18 Wed 2.5.2012 CONSULTATIONS
11 Ag B111.1 (Asia) 19 Mo 7.5.2012 14:15-16:00
12 Ag B111.1 (Asia) 19 Wed 9.5.2012 14:15-16:00

BLOGROLL

COURSE ASSISTANTS

Class 1, 27.2 – Introductions, Review of Syllabus, Goal-setting 

Today in class we will:

  • Get to know each other better
  • Review course requirements
  • Enjoy a presentation from a course assistant
  • Brainstorm project topics

Homework (due next week):

  • Set up and design your blog at http://Wordpress.com. You’ll find information about setting up your blog in WordPress Support.
    1) Go to WordPress.com and click the Get Started icon at the top left.
    2) Add your blog address and username (both should be your last name followed by first name; no dots, dashes or spaces; no finnish characters like ä or ö; e.g. angelina jolie = jolieangelina). This site has no relation to the JYU university website and email. Pick a password. Write down your username and password so that you don’t forget it.
    3) Add your email address and then submit your info.
    4) Check your email and click the activation link.
    5) Login to your blog if not already logged in. Eveything you need to know is there in your “DASHBOARD” page.
  • Add your blog info at the bottom of this page as a comment. Please include: your name, group number and blog address, e.g. Angelina Jolie, group 7, http://jolieangelina.wordpress.com. I will use this info to make a master list of blog links for the class.
  • Edit the ABOUT page on your blog and include a short bio and upload a clear photo of your face.
  • Create pages on your blog for info that you will enter later: PAPER, PRESENTATIONS, PEER REVIEW, LETTER
  • READING FOR WED 7.3 (don’t worry, they are short!): William Zinsser: The Lead and the EndingDeborah Knott’s Critical Reading for Critical Writing; Linda Flower’s Writing for an Audience; and Beverly Faryna: Who Am I? Finding Identity & Voice in Composition
  • WRITING: Goal-setting is an important tool for learning. In a new blog post, make a list of at least 3 goals you have for yourself while in this course and explain for each goal how you will go about achieving them. For example: I want to improve my confidence in speaking English. To do this I will speak out in class more often than I usually do. Part of your participation grade in this course will depend on your final reflective letter which will include an explanation of why and how you either met or did not meet these goals.
  • THINKING: Consider what you want to write about for your papers/presentations. You may want to continue spending 2-3 minutes reviewing or continuing with your Mind Maps that we started in class today.
  • WATCHING: A New Way to Explain Explanation; Men’s Movement Revealed
  • SCHEDULE A MEETING: Go to the contact page in the top menu and schedule a 30 minute meeting time with Marlen for either Monday the 5th or Wednesday the 7th. We will discuss your research ideas and make a plan of action. Please also make sure to check-in with your course assistants at some point during the first two weeks.
  • NOTE: As learners, we usually start with a great deal of enthusiasm and lose energy as a course progresses. Because of this, the beginning of this course is quite intense and the majority of the workload comes at the beginning. Jump in and do as much as you can now and you will find that the pace slows down considerably and that you have much more freedom in terms of your schedule towards the end.

Class 2, 29.2 – Discuss Research/Writing assignment 

Today we will:

  • Review blog set-up and use
  • Discuss choosing a topic for academic writing
  • Discuss critical sources for academic writing and how to find them
  • Discuss creating an annotated bibliography
  • Discuss citing sources in academic writing
  • Discuss plagiarism
  • Discuss scientific inquiry (Guest Speaker: Anatoli Stikhin, 2:45pm)

Homework (due Wednesday):

  • Please find your blog groups (see Blogroll link above week 1 schedule on this syllabus, or in BLOGROLL menu at the top of any page). Please review and offer commentary on your group members’ blogs.
  • WRITING: Annotated Bibliography – 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. Find at least two sources, one critical and one from any other source, that relates to your topic in some way. Remeber that you will need at least significantly more sources cited in your final papers, so start considering various apsects of your project. Summarize the sources in one paragraph for each source (5-7 sentences) and include an APA formatted reference. The following will help you: Purdue Owl: Annotated Bibliographies and Purdue Owl: Examples of Anno Bibs
  • READING FOR WED 7.3: Conducting Primary Research (all 9 sections); Write-Up (including key elements & formatting, & skim the sample paper)
  • PLEASE BRING: Your first printed journal article that you intend to use as critical source.
  • MEETING: Don’t forget to schedule a 30min meeting with Marlen using the CONTACT page on this website. I prefer in-person meetings but we can also do video or phone if necessary, and in that case, please schedule a meeting in the same way and make sure to skype or call me at the appropriate time.

5.3 – Consultations, no class meeting.

Using the CONTACT page in the main menu of this site, schedule a 30 minute meeting with Marlen for Monday, March 3: 8-12; 2:30-5 AgC421.1 OR Wednesday, March 5: 8-14 MaD 248; 16-17 AgB201

Homework:

  • WRITING: Spend 5-7 minutes writing a blog POST titled 1st MEETING REFLECTION and review what you think was most important, interesting, etc about our consultation. You might reflect on next steps, ideas that came up during the meeting, your emotions, etc.

Class 3, 7.3 – Planning an essay

Today we will:

  • Begin planning papers
  • Review the basics of a research paper
  • Discuss and practice reading strategies such as outlining, deep reading and annotating using academic articles

Homework (due next week)

  • READING: Rhetorical Strategies; Research Outline; Anne LaMott’s SHITTY FIRST DRAFTS
  • PLEASE BRING: Your second printed journal article that you intend to use as critical source.
  • WRITING: 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) QUESTION: What is your major research question or concern? Write your working title as a question! For example, “Why is steroid use use so common in professional sports?” Now answer the following: Why are you curious about this? What led you to have an interest in this topic? How is this related to you, personally?
    2) HYPOTHESES: State or list at least 5 assumptions about this topic that answer your research question 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) CRITICAL SOURCES: 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. You should list at least THREE critical sources.
    For the 6 credit students   4) METHODS: 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 3 conferences where you can reasonably submit your manuscript as a poster or presentation. Create a link to each source’s information for authors (ECP, EPSA, SEP).

Class 4, 12.3 – Communicating about Research

Today we will:

  • Discuss our homework and identify what we’ve learned so far about a) our topics, b) research and c) ourselves
  • Practice free writing to help us address our anxieties
  • Discuss/practice close reading and annotation.

Homework:

  • Leave comments. Respond to group members’ blogs.
  • READING: Complete close reading of one of your articles including annotation and article outline; Confronting Writing Anxiety; Writing Rituals
  • PLEASE BRING: Your third printed journal article that you intend to use as critical source.


Class 5, 14.3 – Lit Reviews, APA Format, Using Sources

Today we will:

  • Discuss lit reviews (led by Maiju)
  • Discuss anxiety and organizational management (led by Maria and Elina)
  • Discuss the significance of rhetoric and different argumentation styles for literature reviews.
  • Practice using sources.
  • Create outlines for our lit reviews.

Homework:

Lit Review – 1-2 pages, posted to your blog on “PAPER” page,  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 like you did with your photo on your ABOUT page.

***Remember Shitty First Drafts!!! (LOL)

Before you begin, write a 1-2 paragraph goal statement (on the same blog page just before your lit review) 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 section – what do you hope to/will you accomplish by the end of this section? 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.

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!


WRITING DAYS & CONSULTATIONS, 19 & 21.3 – No class meetings

  • Monday March 19th: first mtg 2pm; final mtg 4:30pm Ag C 421.1 (in the math offices).
  • Tuesday March 20th: first mtg 12:30pm; final mtg 4:30pm in Ma D 206
  • Wednesday March 21st: first mtg 12:30pm; final mtg 4:30pm Ma D 205

Homework:

  • WRITING: Spend 5-7 minutes writing a blog POST titled 2nd MEETING REFLECTION and review what you think was most important, interesting, etc about our consultation. You might reflect on next steps, ideas that came up during the meeting, your emotions, etc.

Class 6,  26.3 – Lit Review Draft 1 DUE (posted to blog on its own page “PAPER”), practice Peer Review

Today we will:

  • Discuss led by Kaisu about our lit reviews and methods.
  • Practice giving written feedback: Work with a partner to create a rubric that can be used to evaluate  School Clubs. 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 effectiveness 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. Post your completed rubric and all comments on your blog’s Peer Review page. SAMPLE RUBRIC

Homework:

  • READING: The Maker’s Eye; Responding to Other Student’s Writing; IRB, MARLEN’s Informed Consent Document from his dissertation study, Presentation Skills, An Effective Poster (please review all pages on the site)
  • WRITING: Peer review your partner’s paper and post your rubric and feedback on your blog’s PEER REVIEW page
  • WATCHING: History of Informed Consent and The Need for Informed Consent
  • WRITING:
    • 6 credit students: Based on your peer reviewer and teacher’s feedback, revise/edit your lit review and write up your Methods section. If you feel like you have a stronger sense of your paper overall, you may want to start drafting your Introduction paragraphs as well.
    • 3 credit students: Based on your peer reviewer and teacher’s feedback, revise/edit your paper. If you feel like you have a stronger sense of your paper overall, you may want to start drafting your introduction/conclusion paragraphs as well.Before you begin, write a 1-2 paragraph goal statement (on the same blog page just before your lit review) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this METHODS or CONCLUSION – 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 section – what do you hope to/will you accomplish by the end of this section? 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.
  • BLOG WRITING: Go back to the professional conferences you found for last week’s homework and take a look at the the types of presentations that are possible. In 1-2 paragraphs, describe your options for sharing your work at these conferences. Provide links to these conference pages for others to see. Please cite and reference your work.
  • PREPARATION: Prepare a short presentation based on your work-in-progress for a small group of your classmates using a presentation aid (handouts, posters, powerpoint, etc; 10 minutes + 5 minutes q&a). You will practice two times next week. On Monday you will have the chance for a “dress rehearsal” of your presentation and on Wednesday you should present a more polished version. You will post your presentation aids and a brief outline of your presentation on your blog’s PRESENTATION page. The following may be useful; SAMPLE HANDOUT (click me); see your Course Assistants’ blogs for examples of their powerpoint presentations.
  • Be able to explain to a partner in no more than three minutes time the following:
    • Research question (don’t explain it, just state the question)
    • Purpose for study
    • Hypotheses
    • Three researchers whose critical work you’ve cited. Please state the name of the author, the year of publication, the title of the article, and the title of the journal
    • Data gathering Methods (if applicable)
    • Data analysis Methods (if applicable)

Class 7, 28.3 – Presentation Dress Rehearsal

Today we will:

  • Have a guest presentation from US Airman Daniel Burkhardt (14:00)
  • Discuss what we’ve added to or changed in our manuscripts
  • Present our works-in-progress to small groups of classmates
  • Review Results, Discussions and Conclusions

Homework:

  • Blog post, titled “Presentation Reflection”: How did it go today? In 1-2 paragraphs, reflect on what worked and what you will do differently for next time.

Class 8, 12.4 – Polished Presentations DUE (posted to blog on its own page “PRESENTATIONS”)

Today in class:

  • You will individually introduce your works-in-progress to a small group of your classmates using a presentation aid (poster, handouts, powerpoint, etc; 10 minutes + 5 minutes q&a,). You will post your presentation aids and a brief outline of your presentation on your blog.

Homework:


WRITING DAYS & CONSULTATIONS 16.4 & 18.4


Class 9, 23.4 – Peer Review #2

Today we will:

  • Do peer review #2, please make sure you have a revised copy of your paper posted to your PAPER blog page.
  • Discuss any issues or questions you have about the paper or final presentations

Homework:

  • PEER REVIEW #2: Your chocie of using a rubric or writing commentary on a printed version of your partner’s paper. Please post to your PEER REVIEW page.

Class 10, 25.4 – Planning Group Presentations, Abstract

Today we will:

  • Create group presentations
  • Write abstracts
  • Discuss reflective letters as a form of academic communication

Homework:

  • READING: Abstracts
  • Plan Group Presentations. The following may be useful: Presentation Skills
  • The following may be useful; SAMPLE HANDOUT (click me); see your Course Assistants’ blogs for examples of their powerpoint presentations.
  • 6 credit students, WRITING: Finish your research paper which should include References, an Abstract and the following 5 sections: Intro, Lit Review, Methods, Results/Discussion, Conclusion
  • 3 credit students, WRITING: Finish your research paper which should include References, an Abstract and the following 3 sections: Intro, Lit Review, Conclusion
  • WRITING: On its own page entitled “LETTER”, write a reflective letter to your instructor discussing your experience in the course. This should not be an essay, but rather an actual “letter” that addresses any or all of the following:
    * What grade (0-5) do you think you deserve and why?
    * What were your expectations of a) your own performance and b) the course overall and a) how did you meet or not meet your own expectations and b) how did the course meet or not meet your expectations?
    * What was the most useful activity or assignment in terms of advancing your knowledge of Academic Writing, Reading and Communication?  Why?
    * What would you have done differently or taking the course a second time? What recommendations can you make to your instructor to improve this course for future students?
    * What was your greatest challenge in this course and how did you successfully or unsuccessfully  meet this challenge?
    * How will this course be useful to you in the future?
    Note: You are not limited to the above questions; feel free to write about anything you want your instructor to know. This is due on May 28, 2012.

 


WRITING DAYS & CONSULTATIONS O 114, 30.4 & 2.5 – No class meetings


Class 11, 7.5 Rehearse Group Presentations

Today we will:

  • Practice group presentations; you must use a presentation aid AND provide a handout (at least 5 copies that can be shared amongst your classmates)

Class 12, 9.5 Final Group Presentations

Today we will:

  • Present group presentations
  • Review the course objectives and your personal progress.
  • Reflective letters and final papers due, posted to blogs

FINAL HOMEWORK:

  • FINAL DRAFTS OF YOUR PAPERS ARE DUE ON YOUR BLOG ON May 28, 2012.  LATE PAPERS WILL NOT BE ACCEPTED.
  • Papers must be APA formatted according to OWL Purdue formatting guielines; as such, you must write your paper in word, open office or pages, etc and post the file to your blog page in order to preserve the formatting.

 


GENERAL RESOURCES


 

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! 

 


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.

HAVE YOU USED SOCIETY YET? GO CHECK YOUR LIT REVIEW AND EDIT!


AUTOETHNOGRAPHY SOURCES

Carolyn Ellis: The Ethnographic I

A Critique of Current Practice: Ten Foundational Guidelines for Autoethnographers

Some links from Marlen’s blog:

http://discoveringvoices.com/2008/07/02/re-thinking-research-autoethnographies/


ACADEMIC RESEARCH PAPER OUTLINE

I.  Intro

a.      Question
b.      Purpose
c.       Hypotheses
d.      Forecasting
II.   Lit Review
a.      Restatement of problem
b.      Hey! Did you know…?
c.       Summary of reviewed lit
d.      Forecasting
III.   Methods
a.      Who?
b.      When?
c.      Where? Etc
IV.  Results
a.       Just the info, please!
V.   Discussion
a.      What does it all mean?
b.      How does it relate to lit review?
VI.  Conclusion
a.       Restate question and answer it.
b.       Limitations?
c.       Recommendations?

PRESENTATION SKILLS LINKS

 

 

XENY002: Social and Political Science Academic Communication

on


Academic Writing, Reading and Communication, XENY002

 Ryhmä 1 & 2 (PSY)


Instructor: Mr. Marlen Elliot Harrison, PhD, MA

Office: Oppio 107

Contact: marlen.harrison at jyu.fi,  046 588 0325 (text and phone); “marlenelliotharrison” on Skype

Classrooms: (see Korppi for schedule)


OVERVIEW

This course is designed to develop academic reading, communication and presentation skills for academic and professional contexts relating to your own field and future profession. Effective strategies for critical reading and research reporting are also included.

ASSESSMENT

Assessment will be based on attendance, active participation, and successful completion of assignments. Assessment is on a scale 1-5 and each assignment is assessed on a pass/fail basis.

  • ATTENDANCE is required at all scheduled meetings. Should you be absent, it is YOUR responsibility to contact classmates and check the syllabus to learn what you missed. I will expect all missed work to be completed upon your return.
  • Less than 80% attendance for any reason may result in the lowering of your grade (0-5) by one full number.
  • LATE WORK IS NOT ACCEPTED FOR ANY REASON. 

OPTIONS

6 Credit Option Required Coursework: You will be assessed based on the following main projects…

  1. Primary Research Article (35%) – You will develop a research question that interests you, review at least 5 critical sources on that topic, perform original primary research that answers that question and then report the results in an “academic journal article” posted to your blog (all sources must be cited according to formal conventions; 6 page minimum, double-spaced).
  2. Individual Presentation (15%) – You will individually introduce your critical analysis topic to a small group of your classmates using a presentation aid (poster, handouts, powerpoint, etc; 10 minutes + 5 minutes q&a,). You will post your presentation aids and a brief outline of your presentation on your blog.
  3. Group Presentations (15%) – You will collaborate with no more than 3 other classmates in order to identify and discuss a pertinent issue in your discipline based on your individual presentations (10 minutes). You may assign a reading or other pre-class activity for  students so they can better benefit from your presentation.
  4. Digital Identity (15%) – You will be required to create a digital identity via a WordPress.com blog where you post the above information (note: this blog may be public or private, it will be your choice). Because our lives are increasingly digital, and it is useful to share our research and ideas, this digital identity will also introduce you to communicating to the world in English via the internet. You will also complete a number of brief activities that will scaffold your learning in this course and post them to your blog.
  5. Participation (20%) – Your instructor will assess your in-class participation and award points accordingly. Your final reflective letter, meetings with course assistants, being prepared for and arriving on time to class, and regular participation in class activities all constitute participation.

3 Credit Option Required Coursework: You will be assessed based on the following main projects…

  1. Critical Analysis (20%) – You will utilize at least 3 professional publications on a specific topic related to your discipline and discuss them in an academic essay (3 page minimum, double-sapced) posted to your blog (all sources must be cited according to formal conventions). This paper may look like a project proposal, an opinion piece, brief research summary, etc. You will decide upon a genre with your instructor before beginning.
  2. Individual Presentation (20%) – You will individually introduce your critical analysis topic to a small group of your classmates using a presentation aid (poster, handouts, powerpoint, etc; 10 minutes + 5 minutes q&a,). You will post your presentation aids and a brief outline of your presentation on your blog.
  3. Group Presentations (20%) – You will collaborate with no more than 3 other classmates in order to identify and discuss a pertinent issue in your discipline based on your individual presentations (10 minutes). You may assign a reading or other pre-class activity for  students so they can better benefit from your presentation.
  4. Digital Identity (20%) – You will be required to create a digital identity via a WordPress.com blog where you post the above information (note: this blog may be public or private, it will be your choice). Because our lives are increasingly digital, and it is useful to share our research and ideas, this digital identity will also introduce you to communicating to the world in English via the internet. You will also complete a number of brief activities that will scaffold your learning in this course and post them to your blog.
  5. Participation (20%) – Your instructor will assess your in-class participation and award points accordingly. Your final reflective letter, meetings with course assistants, being prepared for and arriving on time to class, and regular participation in class activities all constitute participation.

Rationale for Coursework: In order for you to gain experience in research reading, writing and communication, you will consider what you are passionate about in your field and begin to develop a professional identity reflecting this passion. Your primary research/critical analysis will require you to apply your academic reading skills while also helping you practice your research/analytical writing. Your oral presentation will be your first-step toward communicating/presenting to a large group. You may later collaborate with these classmates to create a panel presentation (for the rest of the class) that is geared toward a professional conference in your field, e.g.  etc. Your instructor will provide more information about required coursework during the course. Assessment of the above (#1-#5) will be based largely on your: presentation skills, interaction with classmates and instructor, professional vocabulary, language quality, fluency, and pronunciation.

OUTCOMES

By the end of the course you can:

  • select and apply strategies in different writing, reading, speaking and listening situations, distinguishing between formal and informal situations in academic and workplace contexts
  • create a research proposal
  • create an online website/blog/portfolio
  • work purposefully in groups, negotiating and building on the contributions of others to complete tasks
  • present information clearly and persuasively to others using visual aids and written text
  • locate and retrieve information in your field from a variety of resources (e.g. libraries catalogs, databases, Internet)
  • identify the purposes of texts, analysing and evaluating how writers structure and organise ideas to shape meaning for particular audiences and readers
  • compare and summarise information from different texts both orally and in writing and use it to form your own ideas, arguments and opinions
  • use dictionaries and online tools critically for developing your vocabulary and field-specific vocabulary
  • use universal formatting conventions for your writing, e.g. APA
  • identify future pathways for research and scholarship in your field
  • be more aware of different cultural norms and communication styles as a result of interacting with your instructor and/or classmates.

SCHEDULE

Ryhmä 2, PSY

1 Ag B111.1 (Asia) 9 Mo 27.2.2012 14:15-16:00
2 Ag B111.1 (Asia) 9 Wed 29.2.2012 14:15-16:00
No Class 10 Mo 5.3.2012 CONSULTATIONS
3 Ag B111.1 (Asia) 10 Wed 7.3.2012 14:15-16:00
4 Ag B111.1 (Asia) 11 Mo 12.3.2012 14:15-16:00
5 Ag B111.1 (Asia) 11 Wed 14.3.2012 14:15-16:00
No class 12 Mo 19.3.2012 CONSULTATIONS
No class 12 Wed 21.3.2012 CONSULTATIONS
6 Ag B111.1 (Asia) 13 Mo 26.3.2012 14:15-16:00
7 Ag B111.1 (Asia) 13 Wed 28.3.2012 14:15-16:00
8 Ag B111.1 (Asia) 15 Wed 11.4.2012 14:15-16:00
No class 16 Mo 16.4.2012 CONSULTATIONS
No class 16 Wed 18.4.2012 CONSULTATIONS
9 Ag B111.1 (Asia) 17 Mo 23.4.2012 14:15-16:00
10 Ag B111.1 (Asia) 17 Wed 25.4.2012 14:15-16:00
No class 18 Mo 30.4.2012 CONSULTATIONS
No class 18 Wed 2.5.2012 CONSULTATIONS
11 Ag B111.1 (Asia) 19 Mo 7.5.2012 14:15-16:00
12 Ag B111.1 (Asia) 19 Wed 9.5.2012 14:15-16:00

BLOGROLL

COURSE ASSISTANTS

Class 1, 27.2 – Introductions, Review of Syllabus, Goal-setting 

Today in class we will:

  • Get to know each other better
  • Review course requirements
  • Enjoy a presentation from a course assistant
  • Brainstorm project topics

Homework (due next week):

  • Set up and design your blog at http://Wordpress.com. You’ll find information about setting up your blog in WordPress Support.
    1) Go to WordPress.com and click the Get Started icon at the top left.
    2) Add your blog address and username (both should be your last name followed by first name; no dots, dashes or spaces; no finnish characters like ä or ö; e.g. angelina jolie = jolieangelina). This site has no relation to the JYU university website and email. Pick a password. Write down your username and password so that you don’t forget it.
    3) Add your email address and then submit your info.
    4) Check your email and click the activation link.
    5) Login to your blog if not already logged in. Eveything you need to know is there in your “DASHBOARD” page.
  • Add your blog info at the bottom of this page as a comment. Please include: your name, group number and blog address, e.g. Angelina Jolie, group 7, http://jolieangelina.wordpress.com. I will use this info to make a master list of blog links for the class.
  • Edit the ABOUT page on your blog and include a short bio and upload a clear photo of your face.
  • Create pages on your blog for info that you will enter later: PAPER, PRESENTATIONS, PEER REVIEW, LETTER
  • READING FOR WED 7.3 (don’t worry, they are short!): William Zinsser: The Lead and the EndingDeborah Knott’s Critical Reading for Critical Writing; Linda Flower’s Writing for an Audience; and Beverly Faryna: Who Am I? Finding Identity & Voice in Composition
  • WRITING: Goal-setting is an important tool for learning. In a new blog post, make a list of at least 3 goals you have for yourself while in this course and explain for each goal how you will go about achieving them. For example: I want to improve my confidence in speaking English. To do this I will speak out in class more often than I usually do. Part of your participation grade in this course will depend on your final reflective letter which will include an explanation of why and how you either met or did not meet these goals.
  • THINKING: Consider what you want to write about for your papers/presentations. You may want to continue spending 2-3 minutes reviewing or continuing with your Mind Maps that we started in class today.
  • WATCHING: A New Way to Explain Explanation; Men’s Movement Revealed
  • SCHEDULE A MEETING: Go to the contact page in the top menu and schedule a 30 minute meeting time with Marlen for either Monday the 5th or Wednesday the 7th. We will discuss your research ideas and make a plan of action. Please also make sure to check-in with your course assistants at some point during the first two weeks.
  • NOTE: As learners, we usually start with a great deal of enthusiasm and lose energy as a course progresses. Because of this, the beginning of this course is quite intense and the majority of the workload comes at the beginning. Jump in and do as much as you can now and you will find that the pace slows down considerably and that you have much more freedom in terms of your schedule towards the end.

Class 2, 29.2 – Discuss Research/Writing assignment 

Today we will:

  • Review blog set-up and use
  • Discuss choosing a topic for academic writing
  • Discuss critical sources for academic writing and how to find them
  • Discuss creating an annotated bibliography
  • Discuss citing sources in academic writing
  • Discuss plagiarism
  • Discuss scientific inquiry (Guest Speaker: Anatoli Stikhin, 2:45pm)

Homework (due Wednesday):

  • Please find your blog groups (see Blogroll link above week 1 schedule on this syllabus, or in BLOGROLL menu at the top of any page). Please review and offer commentary on your group members’ blogs.
  • WRITING: Annotated Bibliography – 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. Find at least two sources, one critical and one from any other source, that relates to your topic in some way. Remeber that you will need at least significantly more sources cited in your final papers, so start considering various apsects of your project. Summarize the sources in one paragraph for each source (5-7 sentences) and include an APA formatted reference. The following will help you: Purdue Owl: Annotated Bibliographies and Purdue Owl: Examples of Anno Bibs
  • READING FOR WED 7.3: Conducting Primary Research (all 9 sections); Write-Up (including key elements & formatting, & skim the sample paper)
  • PLEASE BRING: Your first printed journal article that you intend to use as critical source.
  • MEETING: Don’t forget to schedule a 30min meeting with Marlen using the CONTACT page on this website. I prefer in-person meetings but we can also do video or phone if necessary, and in that case, please schedule a meeting in the same way and make sure to skype or call me at the appropriate time.

5.3 – Consultations, no class meeting.

Using the CONTACT page in the main menu of this site, schedule a 30 minute meeting with Marlen for Monday, March 3: 8-12; 2:30-5 AgC421.1 OR Wednesday, March 5: 8-14 MaD 248; 16-17 AgB201

Homework:

  • WRITING: Spend 5-7 minutes writing a blog POST titled 1st MEETING REFLECTION and review what you think was most important, interesting, etc about our consultation. You might reflect on next steps, ideas that came up during the meeting, your emotions, etc.

Class 3, 7.3 – Planning an essay

Today we will:

  • Begin planning papers
  • Review the basics of a research paper
  • Discuss and practice reading strategies such as outlining, deep reading and annotating using academic articles

Homework (due next week)

  • READING: Rhetorical Strategies; Research Outline; Anne LaMott’s SHITTY FIRST DRAFTS
  • PLEASE BRING: Your second printed journal article that you intend to use as critical source.
  • WRITING: 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) QUESTION: What is your major research question or concern? Write your working title as a question! For example, “Why is steroid use use so common in professional sports?” Now answer the following: Why are you curious about this? What led you to have an interest in this topic? How is this related to you, personally?
    2) HYPOTHESES: State or list at least 5 assumptions about this topic that answer your research question 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) CRITICAL SOURCES: 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. You should list at least THREE critical sources.
    For the 6 credit students   4) METHODS: 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 3 conferences where you can reasonably submit your manuscript as a poster or presentation. Create a link to each source’s information for authors (ECP, EPSA, SEP).

Class 4, 12.3 – Communicating about Research

Today we will:

  • Discuss our homework and identify what we’ve learned so far about a) our topics, b) research and c) ourselves
  • Practice free writing to help us address our anxieties
  • Discuss/practice close reading and annotation.

Homework:

  • Leave comments. Respond to group members’ blogs.
  • READING: Complete close reading of one of your articles including annotation and article outline; Confronting Writing Anxiety; Writing Rituals
  • PLEASE BRING: Your third printed journal article that you intend to use as critical source.


Class 5, 14.3 – Lit Reviews, APA Format, Using Sources

Today we will:

  • Discuss lit reviews (led by Maiju)
  • Discuss anxiety and organizational management (led by Maria and Elina)
  • Discuss the significance of rhetoric and different argumentation styles for literature reviews.
  • Practice using sources.
  • Create outlines for our lit reviews.

Homework:

Lit Review – 1-2 pages, posted to your blog on “PAPER” page,  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 like you did with your photo on your ABOUT page.

***Remember Shitty First Drafts!!! (LOL)

Before you begin, write a 1-2 paragraph goal statement (on the same blog page just before your lit review) 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 section – what do you hope to/will you accomplish by the end of this section? 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.

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!


WRITING DAYS & CONSULTATIONS, 19 & 21.3 – No class meetings

  • Monday March 19th: first mtg 2pm; final mtg 4:30pm Ag C 421.1 (in the math offices).
  • Tuesday March 20th: first mtg 12:30pm; final mtg 4:30pm in Ma D 206
  • Wednesday March 21st: first mtg 12:30pm; final mtg 4:30pm Ma D 205

Homework:

  • WRITING: Spend 5-7 minutes writing a blog POST titled 2nd MEETING REFLECTION and review what you think was most important, interesting, etc about our consultation. You might reflect on next steps, ideas that came up during the meeting, your emotions, etc.

Class 6,  26.3 – Lit Review Draft 1 DUE (posted to blog on its own page “PAPER”), practice Peer Review

Today we will:

  • Discuss led by Kaisu about our lit reviews and methods.
  • Practice giving written feedback: Work with a partner to create a rubric that can be used to evaluate  School Clubs. 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 effectiveness 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. Post your completed rubric and all comments on your blog’s Peer Review page. SAMPLE RUBRIC

Homework:

  • READING: The Maker’s Eye; Responding to Other Student’s Writing; IRB, MARLEN’s Informed Consent Document from his dissertation study, Presentation Skills, An Effective Poster (please review all pages on the site)
  • WRITING: Peer review your partner’s paper and post your rubric and feedback on your blog’s PEER REVIEW page
  • WATCHING: History of Informed Consent and The Need for Informed Consent
  • WRITING:
    • 6 credit students: Based on your peer reviewer and teacher’s feedback, revise/edit your lit review and write up your Methods section. If you feel like you have a stronger sense of your paper overall, you may want to start drafting your Introduction paragraphs as well.
    • 3 credit students: Based on your peer reviewer and teacher’s feedback, revise/edit your paper. If you feel like you have a stronger sense of your paper overall, you may want to start drafting your introduction/conclusion paragraphs as well.Before you begin, write a 1-2 paragraph goal statement (on the same blog page just before your lit review) clearly and THOROUGHLY explaining in future tense: 1) The purpose of this METHODS or CONCLUSION – 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 section – what do you hope to/will you accomplish by the end of this section? 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.
  • BLOG WRITING: Go back to the professional conferences you found for last week’s homework and take a look at the the types of presentations that are possible. In 1-2 paragraphs, describe your options for sharing your work at these conferences. Provide links to these conference pages for others to see. Please cite and reference your work.
  • PREPARATION: Prepare a short presentation based on your work-in-progress for a small group of your classmates using a presentation aid (handouts, posters, powerpoint, etc; 10 minutes + 5 minutes q&a). You will practice two times next week. On Monday you will have the chance for a “dress rehearsal” of your presentation and on Wednesday you should present a more polished version. You will post your presentation aids and a brief outline of your presentation on your blog’s PRESENTATION page. The following may be useful; SAMPLE HANDOUT (click me); see your Course Assistants’ blogs for examples of their powerpoint presentations.
  • Be able to explain to a partner in no more than three minutes time the following:
    • Research question (don’t explain it, just state the question)
    • Purpose for study
    • Hypotheses
    • Three researchers whose critical work you’ve cited. Please state the name of the author, the year of publication, the title of the article, and the title of the journal
    • Data gathering Methods (if applicable)
    • Data analysis Methods (if applicable)

Class 7, 28.3 – Presentation Dress Rehearsal

Today we will:

  • Have a guest presentation from US Airman Daniel Burkhardt (14:00)
  • Discuss what we’ve added to or changed in our manuscripts
  • Present our works-in-progress to small groups of classmates
  • Review Results, Discussions and Conclusions

Homework:

  • Blog post, titled “Presentation Reflection”: How did it go today? In 1-2 paragraphs, reflect on what worked and what you will do differently for next time.

Class 8, 12.4 – Polished Presentations DUE (posted to blog on its own page “PRESENTATIONS”)

Today in class:

  • You will individually introduce your works-in-progress to a small group of your classmates using a presentation aid (poster, handouts, powerpoint, etc; 10 minutes + 5 minutes q&a,). You will post your presentation aids and a brief outline of your presentation on your blog.

Homework:


WRITING DAYS & CONSULTATIONS 16.4 & 18.4


Class 9, 23.4 – Peer Review #2

Today we will:

  • Do peer review #2, please make sure you have a revised copy of your paper posted to your PAPER blog page.
  • Discuss any issues or questions you have about the paper or final presentations

Homework:

  • PEER REVIEW #2: Your chocie of using a rubric or writing commentary on a printed version of your partner’s paper. Please post to your PEER REVIEW page.

Class 10, 25.4 – Planning Group Presentations, Abstract

Today we will:

  • Create group presentations
  • Write abstracts
  • Discuss reflective letters as a form of academic communication

Homework:

  • READING: Abstracts
  • Plan Group Presentations. The following may be useful: Presentation Skills
  • The following may be useful; SAMPLE HANDOUT (click me); see your Course Assistants’ blogs for examples of their powerpoint presentations.
  • 6 credit students, WRITING: Finish your research paper which should include References, an Abstract and the following 5 sections: Intro, Lit Review, Methods, Results/Discussion, Conclusion
  • 3 credit students, WRITING: Finish your research paper which should include References, an Abstract and the following 3 sections: Intro, Lit Review, Conclusion
  • WRITING: On its own page entitled “LETTER”, write a reflective letter to your instructor discussing your experience in the course. This should not be an essay, but rather an actual “letter” that addresses any or all of the following:
    * What grade (0-5) do you think you deserve and why?
    * What were your expectations of a) your own performance and b) the course overall and a) how did you meet or not meet your own expectations and b) how did the course meet or not meet your expectations?
    * What was the most useful activity or assignment in terms of advancing your knowledge of Academic Writing, Reading and Communication?  Why?
    * What would you have done differently or taking the course a second time? What recommendations can you make to your instructor to improve this course for future students?
    * What was your greatest challenge in this course and how did you successfully or unsuccessfully  meet this challenge?
    * How will this course be useful to you in the future?
    Note: You are not limited to the above questions; feel free to write about anything you want your instructor to know. This is due on May 28, 2012.

 


WRITING DAYS & CONSULTATIONS O 114, 30.4 & 2.5 – No class meetings


Class 11, 7.5 Rehearse Group Presentations

Today we will:

  • Practice group presentations; you must use a presentation aid AND provide a handout (at least 5 copies that can be shared amongst your classmates)

Class 12, 9.5 Final Group Presentations

Today we will:

  • Present group presentations
  • Review the course objectives and your personal progress.
  • Reflective letters and final papers due, posted to blogs

FINAL HOMEWORK:

  • FINAL DRAFTS OF YOUR PAPERS ARE DUE ON YOUR BLOG ON May 28, 2012.  LATE PAPERS WILL NOT BE ACCEPTED.
  • Papers must be APA formatted according to OWL Purdue formatting guielines; as such, you must write your paper in word, open office or pages, etc and post the file to your blog page in order to preserve the formatting.

 


GENERAL RESOURCES


 

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! 

 


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.

HAVE YOU USED SOCIETY YET? GO CHECK YOUR LIT REVIEW AND EDIT!


AUTOETHNOGRAPHY SOURCES

Carolyn Ellis: The Ethnographic I

A Critique of Current Practice: Ten Foundational Guidelines for Autoethnographers

Some links from Marlen’s blog:

http://discoveringvoices.com/2008/07/02/re-thinking-research-autoethnographies/


ACADEMIC RESEARCH PAPER OUTLINE

I.  Intro

a.      Question
b.      Purpose
c.       Hypotheses
d.      Forecasting
II.   Lit Review
a.      Restatement of problem
b.      Hey! Did you know…?
c.       Summary of reviewed lit
d.      Forecasting
III.   Methods
a.      Who?
b.      When?
c.      Where? Etc
IV.  Results
a.       Just the info, please!
V.   Discussion
a.      What does it all mean?
b.      How does it relate to lit review?
VI.  Conclusion
a.       Restate question and answer it.
b.       Limitations?
c.       Recommendations?

PRESENTATION SKILLS LINKS

 

 

22 Comments Add yours

  1. Crystal Green
    group: doctoral student
    crystalbgreen.wordpress.com

  2. Miika Petteri Väisänen says:

    Miika Petteri Väisänen
    group: psychology
    http://vaisanenmiika.wordpress.com

  3. Kalle Metsovuori says:

    Kalle Hermanni Metsovuori
    Psychology
    http://metsovuorikalle.wordpress.com/

  4. Katariina Elisabet Ala-Karjanmaa says:

    Group: Psychology

  5. Katariina Elisabet Ala-Karjanmaa says:

    Group: Psychology
    http://alakarjanmaakatariina.wordpress.com/

  6. Tiia Buckman says:

    Tiia Buckman
    Group: psychology
    http://buckmantiia.wordpress.com/

  7. Maarit Granberg says:

    Maarit Granberg
    Group 2, PSY
    http://granbergmaarit.wordpress.com

  8. Tino Kemiläinen says:

    Tino Marcus Kemiläinen
    Psychology
    http://kemilainentino.wordpress.com

  9. Mari Kuosmanen says:

    Mari Kuosmanen
    Psychology
    http://kuosmanenmari.wordpress.com

  10. Jaana Mäki says:

    Jaana Mäki
    Psychology

  11. Weldon Green says:

    Weldon Green
    Group 2, Psychology
    http://weldontgreen.wordpress.com/
    (Note: My wordpress login name is welldone101 rather than greenweldon as I had a prior active wordpress.com account)

  12. Anni Rantanen says:

    Anni Pauliina Rantanen
    Group: PSY
    http://rantanenanni.wordpress.com

  13. Juuli Kolari says:

    Juuli Kolari, Psychology, group 2
    http://kolarijuuli.wordpress.com

  14. Jaana Malinen says:

    PSY

  15. Milla Maaria Ojala says:

    Milla Maaria Ojala, group 2/PSY, http://ojalamillamaaria.wordpress.com/

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