FYW 102: Writing & Research

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FYW 102: Writing and Research
Instructor:
Marlen Elliot Harrison, MA, PhD
About the Instructor: Marlen’s CV
Courses: English 102 F2; H1; P1
Office: NW 126
Office Hours:
By appointment; please text or email to arrange a time
Phone:
954 913 2261
Email: meharrison at ut dot edu

F2

TR 12:00-01:50PM 01/22/2013 – 05/10/2013 MAIN Campus, Science Wing, Plant Hall, 303

H1

TR 02:00-03:50PM 01/22/2013 – 05/10/2013 MAIN Campus, Plant Hall, 227

P1

TR 04:00-05:50PM 01/22/2013 – 05/10/2013 MAIN Campus, Plant Hall, 343

 

OVERVIEW

Writing and research will prepare you to undertake your own college-level research projects, and to write about, present and discuss these projects in professional arenas. During the course, we will learn about qualitative and quantitative research methods, critical information management, analyzing sources, appropriate conventions for formatting, methods of data collection and data analysis, genres of research writing and their audiences, and many other facets of research writing. In addition to actually performing and writing about research, we will also consider publication and presentation of our research projects. For example, we will have numerous opportunities to practice and perfect methods of presentation including but not limited to poster presentations, panel presentations and PowerPoint/Prezzi presentations. The ultimate goal of this course is to instill a sense of enthusiasm and confidence when approaching research related to your own interests and intended careers.

  1. Primary Research Article – You will develop a research question that interests you, review at least 10 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; 10 page minimum, double-spaced).
  2. Individual Presentation – 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 – 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 – 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 – Your instructor will assess your in-class participation and award points accordingly. Your final reflective letter, meetings with Marlen, 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.

The Writing Center: Please remember that UT has an incredible Writing Center located in Plant Hall. http://www.ut.edu/academic-support/saunders/. They have walk-in and appointment times, 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 projects, and develop your ideas! And best of all, it’s FREE!

****ALL STUDENTS WHO VISIT THE WRITING CENTER AT LEAST ONCE DURING THE COURSE WILL EARN A 25 POINT BONUS TOWARD 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 project 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 http://www.people.iup.edu/gxzl/ENGL101.htm

(N)etiquette and Respect: All learners should consider and abide by the following (click the links to read more):

ADA Compliance: The University of Tampa fully supports the efforts and welfare of all its students. The University faculty and staff are mindful of the diversity of the student body and act in ways to promote the academic success of each individual. One such avenue of support lies in the provision of reasonable accommodations to eligible students who may have disabilities as defined in the Americans with Disabilities Act (ADA). UT is fully committed to act in compliance with all ADA mandated requirements. The Academic Center for Excellence, under which Student Disability Services fall, is committed to the principles and practices of universal design, and provides students with disabilities their needed accommodations that equalize students’ access to the educational experience. If there is any student who has special needs because of a disability, please go to Jennifer Del Valle at the Office of Student Disability Services in North Walker Hall Room 102 to report your needs and provide documentation of your disability for certification. Please feel free to discuss this issue with me, in private, if you need more information.

Attendance and Participation: You will receive points for every class you attend, based on your communication and participation. These points will be part of your final grade and cannot be made up if lost.

Absences:

  • Let’s face it, everyone thinks that class is boring and quiet when you’re not there, so please try to plan on 100% attendance. Less than 80% attendance may result in a lowering of your final grade.
  • Welcome to college…a place where it is 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.
  • I worry about my students. So, when you are absent, you will email/text me and inform me 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 or conferences.

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

  • Being prepared for class (supplies, texts, etc)
  • Actively participating during class activities
  • Completing all assignments (including readings) by their due dates
  • Asking and answering questions during discussions and volunteering your thoughts
  • Showing up to class on time and being ready to work when your instructor begins class

EVALUATION: You may earn the following points…(all evaluated as pass/fail)

  • Blog Assignments: 150 pts (10 pts each x 15; all must be completed on time in order to receive full credit)
  • Reflective Comments on Blogs: 40 pts (2 pts each x 20)
  • Peer Editing Projects: 105 pts (35 pts x 3)
  • Presentations: 100 pts (Individual 50pts; Panel 50pts)
  • Main Project Draft 1 (7-10 pgs): 50 pts
  • Main Project Draft 2 (20-25 pgs): 50 pts
  • Main Project Final Draft: 200 pts, must include all sections
  • Portfolio Cover Letter (portfolio instructions): 50 pts
  • Final Exam: 100 pts
  • Reflective Letter: Mid-term, 25 pts; Final, 70 pts
  • Participation: 60 pts (3 pts x 20 days)

A 920-1000 pts; AB 880-919 pts; B 820-879; BC 780-819; C 720-779; CD 680-719 pts; D 600-679 pts; F 599 pts and below

NOTE ABOUT REVISIONS:

When revising a project, please follow these instructions:

  • Please post the revision on the same blog page as your original project and clearly designate which is the original and which is the revision.
  • Rather than creating a new set of goals, I would like you to thoroughly explain the changes you made from the previous draft. BE SPECIFIC. I will not accept revisions without a strong explanation statement! Same goes for your peer-editing projects.

SCHEDULE OVERVIEW

SCHEDULE

First, remember the Spartan Code! As a member of The University of Tampa Spartan community, I agree and pledge that I will…

  • promote and practice academic and personal honesty.
  • commit to actions that benefit the community, as well as engage in activities that better others.
  • discourage intolerance and acknowledge that diversity in our community shapes our learning and development.
  • conduct myself in a manner that makes me worthy of the trust of others.
  • recognize the ideas and contributions of all persons, allowing for an environment of sharing and learning.
  • accept full responsibility and be held accountable for all of my decisions and actions.

T 1/22 – Introductions, Review of Syllabus, Goal-setting

Today in class we will:

Homework (due Thursday):

  • 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 orange “get started” icon at the right of the page.
    2) Add your email address.
    3) Add your blog address and username (both should be your last name followed by first name; no dots, dashes or spaces; no special characters like ä or ö; e.g. angelina jolie = jolieangelina). This site has no relation to the UT university website and email. Pick a password. Write down (or store in your computer or smartphone) your username and password so that you don’t forget them.
    4) Next, click CREATE BLOG (free) at the bottom of the page. Check your email and click the activation link.
    5) Login to your blog if not already logged in and click MY BLOGS in the top menu of WordPress.com. Find your blog and click BLOG ADMIN to get to your blog’s dashboard. We’ll do more in class on the 23rd so please have at least these steps completed.
    6) Quick note about the blogs: POSTS show up in chronological order on the front page of your blog (like your Facebook wall) and are what you’ll create for in-class and homework assignments (e.g. Blog Entries); PAGES are not immediately visible on the front page of your blog (like your Facebook notes) but are what you’ll use for larger assignments and letters.
  • 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, PRES, PR, LTR, PORTFOLIO, NOTES
  • BLOG POST #1: Begin by visiting Lisa See on Nu Shu. After reading, briefly reflect on the significance of research in Lisa See’s novel Snowflower and the Secret Fan.
  • WRITING: Goal-setting is an important tool for learning. In a new blog post titled GOALS, 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 to a group. 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: Scientific Power of Thought  (be prepared to discuss this video in class next time we meet)
  • 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.

R 1/24 – 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
  • Article: Boosting Children’s Intelligence
  • Discuss creating an annotated bibliography
  • Discuss citing sources in academic writing
  • Discuss plagiarism
  • Discuss scientific inquiry

Homework (due 2/5):

  • 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 Blog Post – 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. Remember 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 a formatted reference. The following will help you: Purdue Owl: Annotated Bibliographies and Purdue Owl: Examples of Anno Bibs
  • READING (use NOTES page on your blog): Conducting Primary Research (all 9 sections); Deborah Knott’s Critical Reading for Critical Writing; Linda Flower’s Writing for an Audience; 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.
  • WATCHING: Procrastination (be prepared to discuss this video in class next time we meet)
  • MEETING: Don’t forget to schedule a 30min meeting with another student using the CONTACT page on this website.

1/29 AND 1/31 – Consultations, no class meeting.

Using the CONTACT page in the main menu of this site, schedule a 30 minute meeting with another student for T (12-7), W (10-1:30), Th (12-7) of this week.

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. PLEASE BE THOROUGH. You have 24 hours after your meeting to post your reflection. Late posts will be considered late homework!

T 2/5 – Reading research; citations & referencing

Today we will:

  • Review posts/pages, notes, homework, comments, mtg reflections and menus on blogs.
  • Report on Anno Bib
  • Review Citations & Referencing
  • Discuss Critical Reading; deep reading activity
  • Examine Rhetorical Situation

Homework:

  • READING (use NOTES page, consider what this info means to you as a writer and with regard to your specific project): Intro to Research (Units 2-7)
  • PLEASE BRING: Your second printed journal article that you intend to use as critical source.
  • COMPLETE: Deep reading on today’s article.
  • ANNO BIB EXPANSION (DUE 2/12): Edit your anno bib and add at least five additional peer-reviewed sources.

R 2/7 – Planning your project; the research proposal

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 brainstorm and clear our heads

Homework:

  • Leave comments. Respond to group members’ blogs.
  • READING (use NOTES page): Complete close reading of one of your articles including annotation and article outline; Confronting Writing Anxiety; Writing RitualsRhetorical Strategies 1; Rhetorical Strategies 2; Anne LaMott’s SHITTY FIRST DRAFTS
  • WRITING (Due 2/12): 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 ALL of the following: Why are you curious about this; what led you to have an interest in this topic? What is the overall purpose/goal of this project? Who will this project benefit and why (a.k.a. WHO CARES)?
    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: Answer ALL of the following: 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 peer-reviewed sources.
    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! Make sure you address the following: methods of collection; methods of analysis; participants; time frame; budget (if any); research setting; protecting participant confidentiality/privacy; informed consent/permissions; resources needed.
    5) List at least 3 conferences where you can reasonably submit your manuscript as a poster or presentation (e.g. ECP, EPSA, SEP). List at least 3 journals where you can reasonably submit your manuscript for publication (e.g. JBV, JAAH, JPC). Create a link to each source’s information for authors.
    ***Here are some previous student proposals: CLICK ME. Check out the students’ Research Plans (002) or Proposal pages (004 & 009).

 



T 2/12 – Writing anxiety & writing rituals

Today we will:

  • Discuss writing anxiety and writing rituals
  • Discuss project proposals

Homework:

R 2/14 – The literature review; language, organization and transitions

Today we will:

  • Discuss the creation of our lit reviews
  • Review paraphrasing, quoting and summarizing
  • Discuss transitions between sentences, paragraphs and ideas
  • Develop an outline for out lit reviews
  • Review Academic Phrasebank

Homework:

  • Lit Review – 2-3 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 or while the file is open. 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!

 



2/19  & 2/21 – Consultations, no class meeting.

Using the CONTACT page in the main menu of this site, schedule a 30 minute meeting with another student for T (12-7), W (11-1:00), Th (12-7) of this week.

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. PLEASE BE THOROUGH. You have 24 hours after your meeting to post your reflection. Late posts will be considered late homework!

 



 T 2/26 – Peer Review

Today we will:

  • 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 (use NOTES page): The Maker’s Eye; Responding to Other Student’s;
  • WRITING (due by 3/5): Work with your partner to develop an appropriate rubric. Peer review your partner’s paper and post your rubric and feedback on your blog’s PEER REVIEW (PR) page. Please note that you will be evaluated based on your rubric design as well as your responses!
  • WATCHING (use NOTES page): History of Informed Consent and The Need for Informed Consent
  • PREPARE: Identify at least 5 questions/concerns/issues that you have about English writing/grammar/structure/formatting/etc that we can discuss in our English Workshop on Thursday.

R 2/28 – English Workshop

Today we will:

  • Enjoy an English workshop to review and brush-up our skills!

Homework:


T 3/5 – Methods I – Data Collection

Today we will:

Homework:

 

H 3/7 – Methods II – Data Analysis; Results and Discussions

Today we will:

  • Create a plan for our data analysis
  • Schedule meetings

Homework:

  • REFLECTIVE LETTER #1 (25 points): In 2-3 pages, explain or discuss any aspect of your learning so far in this course. Remember that this is a letter to Marlen, so treat it as such, e.g. “Dear Marlen…”. For example, you might reflect upon the development of your writing style, something new you’ve learned about yourself as a result of the readings or class discussions, or you might identify an area or issue for further development or learning. This will be posted to your blog on its own unique page (title the page REFLECTIVE LETTER #1 and then place it under LETTERS in your custom menu in the APPEARANCE section of your dashboard).
  • Please revise your literature review and add your shitty first draft of methods. ***Remember Shitty First Drafts!!! (LOL) Before you begin, write a 1-2 paragraph goal statement 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 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 or while the file is open. 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!

 

3/12 & 3/14 – SPRING BREAK


3/19 & 3/21 – Meetings in North Walker 126

Using the CONTACT page in the main menu of this site, schedule a 30 minute meeting with another student for this week.

Homework:

  • WRITING: Spend 5-7 minutes writing a blog POST titled 3rd 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. PLEASE BE THOROUGH. You have 24 hours after your meeting to post your reflection. Late posts will be considered late homework!

3/26 – Preparing for Presentations; Peer Review 2

Today in class we will:

  • Discuss presenting our research
  • Plan for Peer review #2
  • Address questions about your research thus far

Homework:

  • PREPARATION: Prepare for your 10-15 minute presentation. You must use a presentation aid (poster, handout, Prezzi, PowerPoint, etc). You must assume your audience to have little to no prior knowledge of your topic. Please post your presentation aid to your Presentation Page.
  • Continue revising your Lit Review and Methods
  • Start working on your Discussion/Results; I’ll discuss this section in greater detail next week
  • PEER REVIEW #2: Please choose a partner and review his/her full draft thus far. You may use a rubric or you may follow Straub’s advice in Responding to Other Student’s Writing and write comments on a printed draft. If you choose this latter method, please summarize your comments in 2-3 paragraphs and post it to your blog’s PR #2 page. To make this as easy as possible for your partners, please make sure your paper is a) properly formatted, b) has the lit review and methods combined into one document, and c) has a revision statement explaining to your partner what you did to improve your drafts as you revised.

3/28 – Shitty First Presentations

Today in class we will:

  • Present our research using a presentation aid

Homework:

  • REFLECTION: In a 2-3 paragraph blog post, discuss how you perceived your presentation went today and what you will do to further develop for next week.

 


4/2 – Not-as-Shitty Second Presentations

Today in class we will:

  • Present our research using a presentation aid

Homework:

  • REFLECTION: In a 2-3 paragraph blog post, discuss how you perceived your revised presentation went today and what you might do in the future to further it.
  • Please post your revised presentation aid to your Presentation Page.

 

4/4 – Results & Discussions

Today in class we will:

  • Creating results and discussion sections.

Homework:

  • READING: Writing Results & Discussions as advised by NASA (!!!)
  • Schedule a meeting with Marlen for next week.
  • Please revise your literature review and methods and add your shitty first draft of your results and discussion. ***Remember Shitty First Drafts!!! (LOL)
    – Before you begin, write a 1-2 paragraph goal statement clearly and THOROUGHLY explaining in future tense: 1) The purpose of this results/discussion 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 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.
    DON’T FORGET to write a brief revision statement for any revised drafts! What did you change? Why?
    – 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 or while the file is open. 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!

 


4/9 & 4/11 – Meetings in North Walker 126

Using the CONTACT page in the main menu of this site, schedule a 30 minute meeting with another student for this week.

Homework:

  • WRITING: Spend 5-7 minutes writing a blog POST titled 4th 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. PLEASE BE THOROUGH. You have 24 hours after your meeting to post your reflection. Late posts will be considered late homework!

 


 

4/16 – Intros/Conclusions/Abstracts

Today in class we will:

  • Examine samples of intros, conclusions and abstracts from our peer-reviewed articles.
  • Create outlines, brainstorm, and/or undertake free-writing to help us plan the remaining parts of our papers.

Homework:

  • READING: How to Write an Abstract (UC Berkley)
  • WRITING: Continue revising your lit review, methods and results/discussion and add your intro, conclusion and abstract.
  • MORE WRITING: Please work on your shitty first draft of your abstract and introduction.

4/18 – Presenting in Groups

Today in class we will:

  • Put together our groups for panel presentations
  • Discuss differences when presenting research in groups vs individual
  • Discuss use of presentation aids for panels

Homework:

 


 

4/23 & 4/25 – Final Review and Workshop of Papers

Today in class we will:

  • Review our manuscripts

Homework:

  • Please complete all written assignments
  • WRITING: Get started on your Portfolio Cover Letter (portfolio instructions)
  • FINAL REFLECTIVE LETTER: Write a reflective letter to your instructor discussing your experience in the course, post it to its own page titled LETTER #2, and then place it under Letters in your custom menu. This should not be an essay, but rather an actual “letter” that addresses any or all of the following:
    * What grade (0-100) do you think you deserve and why? Look at the to help you explain.
    * 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? Why?
    * What would you have done differently if taking the course a second time? What recommendations can you make to your instructor to improve this course for future students? What could your instructor have done differently in order to receive an “A” from you for his teaching and course design?
    * 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?
    * If you have taken more than one course with me, how did the courses go together? What has your overall experience been while working with me and how have you developed as a student, person, writer, etc?
    Note: You are not limited to the above questions; feel free to write about anything you want your instructor to know.

 

 


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. Established the hole in the research and how you will fill it
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

 

 

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126 Comments Add yours

  1. Max Davidoff says:

    Max Davidoff, Group (?), http://davidoffmax.wordpress.com

    (Marlen, we never got groups!!!)

  2. Group- sydney gabby and alex

  3. Justin Marshall says:

    Justin Marshall

    http://justinbmar.wordpress.com/

    H1

  4. Lauren Candemeres says:

    Lauren Candemeres
    http://candemereslauren.wordpress.com/
    P1

  5. Domenique Dellilo says:

    Domenique Dellilo
    http://domeniquedellilo.wordpress.com

  6. Domenique Dellilo says:

    H1

  7. Alaina McDonnell says:

    Alaina McDonnell
    H1
    http://mcdonnellalaina.wordpress.com/

  8. Laura Maldonado Group (?)

  9. Cynthia Shiwbodh says:

    Cynthia Shiwbodh

    http://shiwbodhcynthia.wordpress.com

    F2

  10. Roxanne Carlucci says:

    F2

  11. Amy Scalise says:

    No- that’s not right!!!!!
    Sorry- it’s http://amyscalise.wordpress.com

  12. Sam Shore says:

    Sam Shore

    F2 (We never went over groups!)

  13. Brandon Badia

    badiabrandon.wordpress.com

    F2

  14. Hussain says:

    alkhezamhussain.wordpress.com

    F2

  15. Brandon DePietro says:

    Brandon DePietro
    http://brandondepietro.wordpress.com/
    F2

  16. Laura Remillard says:

    lauraremillard.wordpress.com

    f2

  17. Jamie McNamara says:

    jamie mcnamara, h1, mcnamarajamie.wordpress.com

  18. Leonardo Soares Salgado says:

    Leonardo Soares Salgado
    H1
    http://lsoaressalgado.wordpress.com

  19. Ali Pfleging says:

    Alexandra Pfleging

    http://pflegingalexandra.wordpress.com/

    Group P1

  20. Sean Murphy says:

    F2

  21. Hello Prof. Harrison,

    Here is my e-mail and blog web address.

  22. Kayla Egger says:

    wordpress blog address

    Kaylaegger92blog.wordpress.com

  23. Marlen says:

    vargasarmando21

  24. Ryanne says:

    How to cite a personal interview- MLA format

    http://owl.english.purdue.edu/owl/resource/747/09/

  25. Brandon DePietro says:

    IDENTIFYING/WHAT ARE RUN ON SENTENCES:

    http://writingcenter.unc.edu/handouts/fragments-and-run-ons/

  26. Sean Murphy says:

    How to cite in text interviews- APA format

    http://owl.english.purdue.edu/owl/resource/560/10/

  27. Shane Bradley says:

    Using charts and graphs in a research paper

    http://homeworktips.about.com/od/paperassignments/ss/charts.htm

  28. Laura Remillard says:

    http://www.gmc.edu/students/arc/documents/APAFrequentlyAskedQuestions.pdf

    Do I need multiple citations if I am using the same source throughout the paragraph?
    Yes. Every sentence that contains information that is not ENTIRELY your own words or thoughts needs to contain the citation for the source from which it came. Even if this means citing almost every sentence of a paragraph, it must be done. You can, however, build citations into your sentence throughout the paragraph to avoid an excess of parenthetical documentation at the end of each sentence. Please see a writing tutor to discuss the best ways to vary your sentences to incorporate the citation.

  29. Sam Shore says:

    Multiple sources in one sentence:
    order them the same way they appear in the reference list, but separate them via semi-colon.
    ex: (Jacobs, 2000; Wilson, 2008)
    http://owl.english.purdue.edu/owl/resource/560/03/ (halfway down the page under “Two or More Works in the Same Parentheses”)

  30. Cynthia Shiwbodh says:

    in-text citation without page numbers using MLA style

    http://owl.english.purdue.edu/owl/resource/747/2/

  31. Domenique Dellilo says:

    How to do AMA in-text citations.
    http://library.stkate.edu/pdf/citeAMA.pdf

  32. Kelly Alfano and Lauren Head says:

    http://owl.english.purdue.edu/media/pdf/20100217020347_922.pdf

    Running head, and other APA formatting information

  33. Max Davidoff says:

    Please refer to the below link for run on sentences:

    http://grammar.ccc.commnet.edu/grammar/runons.htm

  34. Justin Marshall says:

    http://www.ehow.com/how_7886887_cite-sentences-together-mla-form.html

    tips on how to cite more than one sentence together using MLA

  35. Max Davidoff says:

    Feel free to try the practice quizzes for run on sentences, fragments, and more.

  36. Elliot says:

    how to make a strong thesis statement:

    http://owl.english.purdue.edu/owl/resource/545/01/

  37. Casey Budd says:

    run on sentences

  38. Ali Pfleging says:

    I was here on March 7th!

  39. Lauren Candemeres says:

    I attended class on March 7th. Thanks Marlen!

  40. I was here for March 7th ( extra credit)

  41. Here on march 7th

  42. christopher.bernhard says:

    I was here in class on Thursday March 7th

  43. Sierra Piggott says:

    I was here on March 7th!

  44. Nick Saulnier says:

    Here on march 7th

  45. Dan Zaloom says:

    I was here March 27th, 2013

  46. Nick Saulnier says:

    here march 7th

  47. Cary Anderson says:

    here March 7th

  48. Casey Budd says:

    I was here on march 7, 2013

  49. Gabriela Ortiz says:

    here on March 7th

  50. I was here on March 7th, 2013.

  51. christopher.bernhard says:

    I was here in class on Thursday March 7

  52. P1
    Don’t think I ever posted this at the beginning of the semester.

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