Today, I want you to read the feedback on your plan of inquiry and write up a brief plan for what you need to do before you're ready to start making some choices about what you're going to make for your 'thing" on Monday (you can write this at the bottom of your plan of inquiry, and I'll go back in and check it later today for a grade). You should have comments from me since I've looked at all the plans that were turned in as of last night, and you may have feedback from your peers as well. I've taken grades for 1) the plan of inquiry itself (counted twice as a daily grade) and 2) for the feedback you're giving one another (one daily grade), though I'm not going to put the grades directly on those docs since others can access them.
Homework for Monday: You need to work on finishing up your research. That means finding all your sources, but also reading and analyzing them. Several of you had found sources for your plan of inquiry, but I assume you hadn't had time to read them since you didn't have annotations for each. So, read, read, read this weekend and use your reading matrix to help you keep track of what you're reading (I'll check those Monday morning to see if you've made progress and give you a daily grade for that work). As you read, think about the following questions as a way to help you navigate your sources: What’s the rhetorical situation for the larger context of the debate about your question? What are the major ideas that come up as you look at your research? What are the rhetorical situations for each of your sources? What are your source writers’ values, motivations, and constraints? How do your sources of information compare on these fronts? On Monday, we'll do some brainstorming about your purpose, audience, and genre for your "thing." Remember that the "thing" will likely not be an essay, certainly not your typical "research paper" as most people never read such things:).
If you have any questions this weekend, email me at jcharlton@utpa.edu. There are no bad questions; just make sure that you've re-read the assignment itself if you have questions about that part of it before you ask me a question, ok?
Friday, August 5, 2011
Thursday, August 4, 2011
Housekeeping Issues
Hi, everyone. Though this probably doesn't apply to anyone actively reading the blog, just FYI that the last day to drop the class is tomorrow (Friday). If you intend to drop, please send me an email ASAP at jcharlton@utpa.edu since you'll need my signature on the paperwork, and I don't usually go in to school since I'm working online from home.
Also, I'm still missing plans of inquiry from Marlene, Bee, Anna, Robert, Elias, and Noemi. If that's you, please email me ASAP so we can make a plan for when you'll have your work done.
Thanks!
Also, I'm still missing plans of inquiry from Marlene, Bee, Anna, Robert, Elias, and Noemi. If that's you, please email me ASAP so we can make a plan for when you'll have your work done.
Thanks!
Thursday's Work (8.4.11)
Hopefully, everyone now has their plan of inquiry up in the "Plans of Inquiry" folder in Google Docs (remember that's in the "Collections shared with me" spot in google docs). If you haven't already, please read and make comments on at least one of your group member's plans of inquiry and read the comments your group member(s) left for you. I will be making my own comments throughout the day and evening; I hope to get to all of them today, but if not, I'll definitely get to whatever is left tomorrow morning. The instructions for the feedback work and your group assignments can be found in the blog post for yesterday. Please make sure you get your plan of inquiry in the correct place ASAP as others are waiting on you to do that so they can do their own work.
Once you've read the feedback given to you, I want you to write a note at the bottom of your plan of inquiry, letting me know what your plan is for moving forward with your project. What research do you have left to do? Which parts of your issue have you not fully explored yet? What questions do you have for me?
Then, I want you to move forward with your research. You'll need to make sure you've located all the sources you want to use by the weekend, and I'll give you some work to do to help you narrow your ideas about what to do with the research you've collected tomorrow and over the weekend. But you won't be able to do that work if you haven't found and read your sources, so that's what you should focus the next 24 hours on. If you have any questions, email me at jcharlton@utpa.edu
Once you've read the feedback given to you, I want you to write a note at the bottom of your plan of inquiry, letting me know what your plan is for moving forward with your project. What research do you have left to do? Which parts of your issue have you not fully explored yet? What questions do you have for me?
Then, I want you to move forward with your research. You'll need to make sure you've located all the sources you want to use by the weekend, and I'll give you some work to do to help you narrow your ideas about what to do with the research you've collected tomorrow and over the weekend. But you won't be able to do that work if you haven't found and read your sources, so that's what you should focus the next 24 hours on. If you have any questions, email me at jcharlton@utpa.edu
Wednesday, August 3, 2011
Wednesday's Work (8/3/11)
Today, I want you to finish your plan of inquiry and upload it to the "Plans of Inquiry" folder (titled "PlanofInquiry_YOURNAME"). I created this folder this morning and shared it with you so you'd have a single place for everyone to upload their plans of inquiry and everyone would be able to access everyone else's plans for peer feedback. You can access this folder via the link that will come through in your email or by looking under "Collections shared with me." A couple of people have had trouble locating the 1302SII folder because they were looking at "My Collections" instead of those in "Collections shared with me."
Once you've finished your plan of inquiry and uploaded it to the "Plans of Inquiry" folder, I'll ask you to read the plans of inquiry your group members have written and respond to them directly in the documents themselves (groups are assigned below). Here are the questions I'd like you to address as you read each others' work:
1. Has this writer included all the parts the plans of inquiry were supposed to have? If not, which ones are missing? (You can remind yourself what was supposed to be in there by looking at the research project assignment).
2. Where are the places you have questions? Where are the places where you were confused or wanted to know more?
3. Are there any places where you thought of something the writer hasn't yet addressed (like a perspective on the issue that the writer hasn't discussed yet or a potential audience or genre that might make good sense, etc.)? Think of this as an invitation to offer suggestions for sources the writer hasn't found yet, directions to take the research, keywords they might try, potential purposes they might pursue, etc.
4. What are you most excited about with this project?
You can answer these questions however you'd like--as a long comment at the end of the plan of inquiry (use a different colored font and sign your work so the writer and I can keep track of who's saying what) or as comments you insert along the side as you read (highlight whatever section of text you'd like to comment on and click "insert" and then "comment" to be able to write your comment about that portion of the text. I will be giving grades for your feedback that you give one another. We don't have time to read about how to give good comments, but here are a few tips:
-Know that everyone is in the same boat, and everyone wants and needs good feedback, so please don't get stressed out over trying to be too nice. You can be respectful and constructive and offer good, specific advice. Saying things like "I liked it!" or "Great idea" isn't particularly helpful. It makes us feel good, but we need to help each other further our projects, not our egos:).
-Every one of you is qualified to give each other feedback. You understand the assignment, and you have a great deal of experience reading--and that's what's required to give good feedback. Just read as a normal person and let the writer know when you're having difficulty or when you have an idea about something they've said.
-Be very specific with your comments. Refer to specific parts of the text (by highlighting the text your comment refers to or actually quoting from what the writer said in a particular place) when you're explaining something you think about what the writer has done.
Here are your groups you'll be working in for peer feedback:
-Oli (Aholivama), Laura, & Brenda
-Mariela & Zoe
-Noemi & Robert
-Alex (Alexandra), Karen, & Monica
-Anna, Merilyn, & Andrea
-Bee (Bernarda), Sandra, & Enique
-Kaylee & Raul
I tried to put you in groups according to similarities in your projects. That way, as you're reading what others are up to, you might find leads of your own and might be able to lend more issue-specific expertise to each other than others could.
TIMELINE: Your plan of inquiry is due by 2:00pm today. After that, you can go in and read your group members' plans and respond to them. If you're in a group of 3, just make sure that you've read at least one of your group member's plans and given feedback on it. You don't have to read and respond to both unless you're feeling generous and curious (and that would be cool:)). You have until 8:00am on Thursday to finish your feedback on your peers' work.
Once you've finished your plan of inquiry and uploaded it to the "Plans of Inquiry" folder, I'll ask you to read the plans of inquiry your group members have written and respond to them directly in the documents themselves (groups are assigned below). Here are the questions I'd like you to address as you read each others' work:
1. Has this writer included all the parts the plans of inquiry were supposed to have? If not, which ones are missing? (You can remind yourself what was supposed to be in there by looking at the research project assignment).
2. Where are the places you have questions? Where are the places where you were confused or wanted to know more?
3. Are there any places where you thought of something the writer hasn't yet addressed (like a perspective on the issue that the writer hasn't discussed yet or a potential audience or genre that might make good sense, etc.)? Think of this as an invitation to offer suggestions for sources the writer hasn't found yet, directions to take the research, keywords they might try, potential purposes they might pursue, etc.
4. What are you most excited about with this project?
You can answer these questions however you'd like--as a long comment at the end of the plan of inquiry (use a different colored font and sign your work so the writer and I can keep track of who's saying what) or as comments you insert along the side as you read (highlight whatever section of text you'd like to comment on and click "insert" and then "comment" to be able to write your comment about that portion of the text. I will be giving grades for your feedback that you give one another. We don't have time to read about how to give good comments, but here are a few tips:
-Know that everyone is in the same boat, and everyone wants and needs good feedback, so please don't get stressed out over trying to be too nice. You can be respectful and constructive and offer good, specific advice. Saying things like "I liked it!" or "Great idea" isn't particularly helpful. It makes us feel good, but we need to help each other further our projects, not our egos:).
-Every one of you is qualified to give each other feedback. You understand the assignment, and you have a great deal of experience reading--and that's what's required to give good feedback. Just read as a normal person and let the writer know when you're having difficulty or when you have an idea about something they've said.
-Be very specific with your comments. Refer to specific parts of the text (by highlighting the text your comment refers to or actually quoting from what the writer said in a particular place) when you're explaining something you think about what the writer has done.
Here are your groups you'll be working in for peer feedback:
-Oli (Aholivama), Laura, & Brenda
-Mariela & Zoe
-Noemi & Robert
-Alex (Alexandra), Karen, & Monica
-Anna, Merilyn, & Andrea
-Bee (Bernarda), Sandra, & Enique
-Kaylee & Raul
I tried to put you in groups according to similarities in your projects. That way, as you're reading what others are up to, you might find leads of your own and might be able to lend more issue-specific expertise to each other than others could.
TIMELINE: Your plan of inquiry is due by 2:00pm today. After that, you can go in and read your group members' plans and respond to them. If you're in a group of 3, just make sure that you've read at least one of your group member's plans and given feedback on it. You don't have to read and respond to both unless you're feeling generous and curious (and that would be cool:)). You have until 8:00am on Thursday to finish your feedback on your peers' work.
Tuesday, August 2, 2011
Tuesday's Work Part II--Drafting Plan of Inquiry
The second half of your work today is to start drafting your plan of inquiry (see the project assignment for full details about what should be in the plan of inquiry). Tomorrow you will complete your plan of inquiry, and we will begin group workshopping of your drafts (so, for those of you who can only work at night, you will need to think about how best you can manage this work--tomorrow we'll talk about identifying possible audiences, purposes, and genres, so if you have to write the whole thing tonight and you have questions about those parts, just send me an email at jcharlton@utpa.edu). Think of the plan of inquiry as just that--a plan or proposal--but to write it, you should have already done some research and reading on your question. And, remember, too, that when I ask you to identify possible claims/purposes, audiences, and genres, I'm just asking for what you're thinking right now. You might very well change your mind as you do more research and reading. We just have so little time in the summer to think through these choices that I want to get your mind rolling as quickly as possible.
Please save your plan of inquiry to your individual google docs folder. I will be creating workshop groups based on similar questions and will create new spaces for each group to share their work with one another to better facilitate the feedback process for the rest of the semester.
Please save your plan of inquiry to your individual google docs folder. I will be creating workshop groups based on similar questions and will create new spaces for each group to share their work with one another to better facilitate the feedback process for the rest of the semester.
Tuesday's Work Part I--Primary Research
Today, I want you to think about whether and how doing some primary research could help you get some valuable perspective on your research question. Primary research is research that you conduct yourself (as opposed to secondary research, which is when you read about research other people did). This might include conducting surveys and/or interviews or perhaps doing some first-hand document analysis. Not everyone in class will choose to do primary research for your project, and that's ok. For some, you won't have time or access to the people or documents you might need; for others, primary research might not give you anything significant enough to spend your time doing it. But, for others, it might make perfect sense; it might provide some local perspective on a larger problem, a way to ground your project for a real purpose and audience you have in mind for your final project. So, I'd like you to spend a few minutes today thinking about how primary research might add to your project. Read the handout on empirical research in writing (in the 1302 folder in Google Docs) and respond to the following questions by replying to this post:
--If you were to do primary research for your question, what type(s) do you think would be most appropriate?
--What specific questions would you like the primary research to help you answer?
For instance, if I was doing this version of Robert's question, "What effects does standardized writing assessment have on students' attitudes towards writing?", I might do several types of primary research (in addition to my secondary research which would give me a larger picture of the overall context of the discussion about how standardized writing assessment affects kids). I could survey high school kids in the 11th grade with the goal of finding out how those kids' ideas about writing have been affected by taking the TAKS test. What do they think the purpose of writing is? How does the school's emphasis on these tests make them feel? I could interview local high school English teachers, trying to find out what they think the effects are of spending so much time teaching to these tests. I could actually analyze a sample writing test from the TAKS 11th grade test, and I could do the same for the new end-of-course STAAR writing exam for 11th grade, trying to figure out what the differences might be and how that might affect students' ideas about writing.
The point here is to identify the possibilities that exist for doing primary research for your project, but I realize that, in summer, we have such a short time frame and your access to the people you need to talk to might be limited, so you'll have to make choices about what kind of primary research you can actually do (this week) and what might not be doable. If you do decide to do primary research, I'll talk with you individually because it'll be important to make sure you have a good plan for doing it (good interview questions, for instance) so you use your time optimally.
--If you were to do primary research for your question, what type(s) do you think would be most appropriate?
--What specific questions would you like the primary research to help you answer?
For instance, if I was doing this version of Robert's question, "What effects does standardized writing assessment have on students' attitudes towards writing?", I might do several types of primary research (in addition to my secondary research which would give me a larger picture of the overall context of the discussion about how standardized writing assessment affects kids). I could survey high school kids in the 11th grade with the goal of finding out how those kids' ideas about writing have been affected by taking the TAKS test. What do they think the purpose of writing is? How does the school's emphasis on these tests make them feel? I could interview local high school English teachers, trying to find out what they think the effects are of spending so much time teaching to these tests. I could actually analyze a sample writing test from the TAKS 11th grade test, and I could do the same for the new end-of-course STAAR writing exam for 11th grade, trying to figure out what the differences might be and how that might affect students' ideas about writing.
The point here is to identify the possibilities that exist for doing primary research for your project, but I realize that, in summer, we have such a short time frame and your access to the people you need to talk to might be limited, so you'll have to make choices about what kind of primary research you can actually do (this week) and what might not be doable. If you do decide to do primary research, I'll talk with you individually because it'll be important to make sure you have a good plan for doing it (good interview questions, for instance) so you use your time optimally.
Sunday, July 31, 2011
Monday's Work (8/1/11)
Today, I want you to continue doing research and reading the sources you're finding. As you read, I want you to analyze the arguments made by each of your sources. What are the major ideas/issues in the conversation about your question? Where do your sources agree? Where do they disagree? What kinds of evidence does each source use? Do they agree on what counts as evidence? I'll be asking you to write about that this week, so I'm just giving you a heads-up about it now so you can make sure you're thinking this way as you read and taking enough notes to be able to answer these questions about your sources.
To help with some of this note-taking, I want you to start filling out a "Reading Matrix" as you read. If you click on the link to the "Reading Matrix," it will take you right to the document (it's in Google docs in our 1302SII folder). All you need to do is copy it and start a new doc in your own individual Google Docs folder. That way, you can continue to add to it as you read, and I can check in on your progress. I'll check Tuesday morning [8:00am] to see if you have this started and will give you a grade for your progress.
Essentially, the Reading Matrix is just a way to organize 1) the major ideas that you're encountering in your research and 2) where those ideas pop up. You won't fill in every box (not every idea will be represented by every source), and you should definitely feel free to alter the chart to keep track of whatever ideas you want to keep track of. I suggested on the template that you be as specific as you can be in the chart, even noting page numbers and/or quotes so you can quickly find important ideas later. If it works properly, you won't have to re-read everything as you're sitting down to work on your draft of your reflective essay for your researched project. It'll serve as a crib sheet of sorts for you.
I'll be back in court tomorrow for possible jury duty--not sure yet if they're going to choose me or not––but I'll keep you updated. I've been checking the Google Docs folders to see if anyone has written me for feedback, and I've been responding to those as I see them. If I miss you and you need feedback quickly, just send me an email at jcharlton@utpa.edu and I'll get back to you as soon as I can (at least by evening on Monday).
To help with some of this note-taking, I want you to start filling out a "Reading Matrix" as you read. If you click on the link to the "Reading Matrix," it will take you right to the document (it's in Google docs in our 1302SII folder). All you need to do is copy it and start a new doc in your own individual Google Docs folder. That way, you can continue to add to it as you read, and I can check in on your progress. I'll check Tuesday morning [8:00am] to see if you have this started and will give you a grade for your progress.
Essentially, the Reading Matrix is just a way to organize 1) the major ideas that you're encountering in your research and 2) where those ideas pop up. You won't fill in every box (not every idea will be represented by every source), and you should definitely feel free to alter the chart to keep track of whatever ideas you want to keep track of. I suggested on the template that you be as specific as you can be in the chart, even noting page numbers and/or quotes so you can quickly find important ideas later. If it works properly, you won't have to re-read everything as you're sitting down to work on your draft of your reflective essay for your researched project. It'll serve as a crib sheet of sorts for you.
I'll be back in court tomorrow for possible jury duty--not sure yet if they're going to choose me or not––but I'll keep you updated. I've been checking the Google Docs folders to see if anyone has written me for feedback, and I've been responding to those as I see them. If I miss you and you need feedback quickly, just send me an email at jcharlton@utpa.edu and I'll get back to you as soon as I can (at least by evening on Monday).
Subscribe to:
Posts (Atom)