Research Questions: A Beginning List

Over the weekend, I asked you to start thinking about questions that you have related to writing, reading, research, or even learning.For this post, I'd like you to add all the questions you can think of. Don't worry about overlapping with anyone else's question or even having the same or similar question. And don't worry about whether the question is "right." There is no "right" question. They just need to be questions that you don't already know the answer to, or else there'd be no reason to ask them:). You might have a suspicion about some answers, but if you go into your research thinking you already know what you'll learn, you won't be open to discovery and learning. Once you've settled on the question you want to pursue, I'll be asking you to identify key constructs/conceptions about writing, reading, research or learning that are key to thinking about that question. Then, we'll be ready for Project 1 and your individualized research.

I've been called for potential jury duty on Monday, so I will be checking in as I can throughout the day. I might actually have more time than usual since I'll be confined to that small room for long periods waiting to see if they pick me:). But, if you try to contact me and don't hear back until later in the day, that's probably why. Please try to post your potential research questions as soon as you can, but for sure, by Monday at noon, and star or otherwise mark the one(s) you're most interested in.

To provide a spark, here are some questions past students have pursued, as well as some that I would like to pursue for my own research. Of course, you don't need to choose one of these; they're just here to help you see the kinds of questions that some people have asked before.

-What is the role of grammar in writing instruction?
-What can be done to help high school students better understand the demands of college writing?
-How could rhetorical reading help engineering students?
-How does someone get started on a new writing project?
-How much does a student's attitude towards writing affect their ability to finish a writing project?
-Why do so many students have trouble with plagiarism?
-What is a good strategy for reading a teacher's writing assignment?

These, of course, are all school-related, but your question doesn't have to be about school-related writing, reading research, etc. Let yourself think widely here. The worst that could happen is for me to say your question might not be workable in such a short summer session. Our job is to help you figure out how to do what you want to do if it's at all possible in 3-4 weeks:).

Homework for Monday, July 25

I'd like you to read Williams' article for Monday, focusing on what he has to say about many people's misconceptions about "error" and how that compares to your own experiences with this construct, both in and out of school.

Also over the weekend, I'd like you to start thinking about questions that you have related to writing, reading, research, or even learning. Go to the post "Research Questions: A Beginning List" and add all the questions you can think of. Don't worry about overlapping with anyone else's question or even having the same or similar question. And don't worry about whether the question is "right." There is no "right" question. They just need to be questions that you don't already know the answer to, or else there'd be no reason to ask them:). You might have a suspicion about some answers, but if you go into your research thinking you already know what you'll learn, you won't be open to discovery and learning. Once you've settled on the question you want to pursue, I'll be asking you to identify key constructs/conceptions about writing, reading, research or learning that are key to thinking about that question. Then, we'll be ready for Project 1 and your individualized research.

I've been called for potential jury duty on Monday, so I will be checking in as I can throughout the day. I might actually have more time than usual since I'll be confined to that small room for long periods waiting to see if they pick me:). But, if you try to contact me and don't hear back until later in the day, that's probably why. Please try to post your potential research questions as soon as you can, but for sure, by Monday at noon.

Is All Writing Autobiographical?

Murray makes the claim that all writing is autobiographical in some sense, yet I've had many, many students tell me that their past English teachers have told them they can't use "I" in their writing, particularly "formal" writing (whatever that means--I've never really understood:)). Think back to what you've been taught about how "personal" your school or work writing (that is, not your diary, journal, poetry, songwriting, or other "expressive" writing) could be. What kinds of rules or guidance did you get about your school or work writing? How does that advice you got compare to what Murray is saying? What are the implications of his arguments? If he's right, how would it change the way you think about writing? [Due: end of day Friday]

Genre Features: Murray Blurring the Lines

Murray's article was published in a peer-reviewed, scholarly journal, yet it does not share the typical features of that genre (in this case, "scholarly article" is the genre). Murray's writing is more informal, more "creative," and easier to read in some ways. Make a list of the ways that Murray's article is different from the other scholarly articles in this chapter. Now consider the opposite. Make a list of the features that mark Murray's article as belonging to the genre of "scholarly article." What are some reasons why Murray would have wanted to break out of the usual 'rules' for writing in the scholarly genre? What features of scholarly articles did he have to keep in order to still be heard by his audience (teacher-scholars who read College Composition and Communication)? [Due: end of day Friday]

Constructs-Part II (add Murray)

Yesterday, I asked you to post to the "Constructs--Looking Ahead to Project 1" blog entry. I had asked specifically that you discuss Kantz, but I also wanted you to go back through all the articles we've read so far (Greene, Kleine, H&F, Grant-Davie) and identify the constructs or conceptions about writing or reading or research from those articles, too. Now, I want to add Murray to the mix. Go back to the original blog post ("Constructs--Looking Ahead to Project 1" and post a new comment today. What construct is Murray asking you to consider? What misconceptions is he trying to address about this construct? What other constructs have you identified from our course reading so far? I ask again because I didn't see enough discussion about our other articles yesterday, and I want to give you a chance to try that again:). [Due: end of the day on Friday].

Constructs--Looking Ahead to Project 1

One of Downs' and Wardle's goals for Ch 1 is "considering constructs or conceptions about writing that don't survive close scrutiny" (85). In Project 1, I'm going to ask you to choose one of these constructs or conceptions about writing to explore further, so I'd like you to get used to looking at our readings through that lens. What constructs or conceptions is Kantz trying to analyze? Why would it be useful for you to understand her findings and claims? What are other important concepts and constructions that have come up in our reading so far this semester? [Due: end of day Thursday]

Using Sources--Kantz

We've read several articles now that have implications for how and why we do research (remember the readings from last week on research as inquiry as well as today's article by Kantz). How has reading these articles affected your thinking about how to do research? Thinking of Kantz, especially, do you think her ideas will change your approach to doing research and, especially, writing with sources? If so, how?

How Texts Work--Kantz

"Make a list of the things Kantz says students don't know, misunderstand, or don't comprehend about how texts work. Judging from your own experience, do you think she's correct? How many of the things she lists do you feel you understand now?" (D&W 85). [Due: End of Day, Thursday]

Facts, Opinions, Claims, and Arguments--Kantz

In the "Getting Ready to Read" section before Kantz's article, Downs and Wardle asked us to write down our own brief definitions for fact, opinion, claim, and argument. They did that because they assumed (I think) that Kantz might challenge, or at least complicate, our ideas about what these terms mean. In one of their questions after the article, they write that Kantz says that Shirley "believes that facts are what you learn from textbooks, opinions are what you have about clothes, and arguments are what you have with your mother when you want to stay out late at night" (76). They then ask you to explain what Kantz says these terms mean; I'd like you write about that here. What does Kantz say that facts, opinions, and arguments are? What are claims? How do her ideas compare to your own ideas about these words? [Due: end of day Thursday]

Homework for Thursday

For Thursday, I want you to read Kantz's article and respond to the blog posts I put up about it. Don't forget about Wednesday's work, though:). One day at a time; I'm just giving you a heads up in case you're working during the day and not at night.

Rhetorical Situation--Wednesday's Class Discussion

Grant-Davie offers us a complex nuanced discussion of rhetorical situations, building off of other scholars' definitions in an attempt "to offer a more thoroughly developed scheme for analyzing rhetorical situations" (104). And while I don't expect you to be able to understand and use every word of his article (no one could anyway), I do want you to be able to take something useful from his ideas. So, I'd like us to try to develop a good working definition of "rhetorical situation" that's written in our own language that we can continue to use as a class as the semester progresses. The trick is not to oversimplify the ideas, but to try to capture the complexity in a way that means we get this idea and we can apply it to our own daily lives. It might help to begin by thinking about what the key elements of a rhetorical situation are. Then, see if you can provide a beginning definition of "rhetorical situations" by explaining how those elements interact. [Note: There is no correct response to this task, and I'm hoping that reading your peers' responses will help you refine your ideas. Don't be afraid to start with one of your peers' ideas and revise/refine it. It would be really cool if we could see a class definition develop as the discussion progresses:).] [Due: end of day on Wednesday]

Google Docs

I asked you (for Wednesday's homework) to answer two questions related to the Grant-Davie article for Wednesday and post those responses on Google Docs in your individual folder. I want to make sure you can navigate and use Google Docs, and writing it up will help you with our blog discussion of the article as well. So, if you have any difficulties posting to Google Docs, respond here and ask for help. One of us will hopefully be able to solve any problems. (And remember not to email me through google as I rarely check that email:)).

Monday's H&F Discussion: How & Why We Read

In a few questions at the end of the H&F article, Downs and Wardle ask you to consider how H&F's ideas about reading might be different than how we're used to thinking about it. Respond here to D&W's "Questions for Discussion and Journaling" #2, 4, and 5. When possible, try to reference specific passages from H&F's article and document appropriately. That way, we can begin to see how your ideas are developing in response to what you're reading. Once you see your peers' responses, respond to at least one (ask questions, make connections between what they say and your own experiences, make a connection back to the reading based on what your peers have said, etc.). I'll monitor the discussion throughout the day to see how it's progressing. Please have your posts done by the end of the day:).

Monday's H&F Discussion: Rhetorical Situation & Exigence

In a couple of questions that Downs and Wardle write after the Haas & Flowers article, they ask you to think about why H&F did this research and what their "rhetorical situation" was. So, I'd like you to respond to that here. Why did H&F do this research? What did they hope to learn? And why did they write the article after they did the research? Who was meant to read it, and how can you tell? What are they trying to do by writing it?

H&F Before You Read Discussion

I'm really excited to see your responses to one of the "Before You Read" options for the Haas & Flower article (see the calendar description for today's homework if you don't remember what I asked you to do). So, post what you came up with here as a comment and then read through your peers' responses as they roll in throughout the day. DUE by 5:00pm, though earlier would be helpful:).