Post here if you've chosen "student researchers" as the construct most relevant to your research question, but please read "Thursday's (7/28/11) Work" post first if you haven't already. If you've chosen a different construct. you don't need to respond to this one.
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What do you think student researchers are supposed to do?
--Where have your ideas about what it means to be a "good student researcher" come from?
--How have the readings we've done so far influenced your ideas about what good student researchers do?
--What misconceptions do you think people have about "student research"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
Showing posts with label constructs. Show all posts
Showing posts with label constructs. Show all posts
Thursday, July 28, 2011
Good Student Writing
Post here if you've chosen good student writing as the construct most relevant to your research question, but please read "Thursday's (7/28/11) Work" post first if you haven't already. If you've chosen a different construct. you don't need to respond to this one.
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of "good student writing"?
--Where have your ideas about what it means to be a "good student writer" come from?
--How have the readings we've done so far influenced your ideas about what good student writers do?
--What misconceptions do you think people have about "good student writers"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of "good student writing"?
--Where have your ideas about what it means to be a "good student writer" come from?
--How have the readings we've done so far influenced your ideas about what good student writers do?
--What misconceptions do you think people have about "good student writers"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
Good Writing
Post here if you've chosen good writing as the construct most relevant to your research question, but please read "Thursday's (7/28/11) Work" post first if you haven't already. If you've chosen a different construct. you don't need to respond to this one.
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of good writing?
--Where have your ideas about what "good writing" come from?
--How have the readings we've done so far influenced your ideas about what good writing is?
--What misconceptions do you think people have about "good writing"?
--How might we go about changing those misconceptions?)
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of good writing?
--Where have your ideas about what "good writing" come from?
--How have the readings we've done so far influenced your ideas about what good writing is?
--What misconceptions do you think people have about "good writing"?
--How might we go about changing those misconceptions?)
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
Good Writers
Post here if you've chosen good writers as the construct most relevant to your research question, but please read "Thursday's (7/28/11) Work" post first if you haven't already. If you've chosen a different construct. you don't need to respond to this one.
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of a "good writer"?
--Where have your ideas about what it means to be a "good writer" come from?
--How have the readings we've done so far influenced your ideas about what "good writers" do?
--What misconceptions do you think people have about "good writers"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of a "good writer"?
--Where have your ideas about what it means to be a "good writer" come from?
--How have the readings we've done so far influenced your ideas about what "good writers" do?
--What misconceptions do you think people have about "good writers"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
Good Reader/Good Reading
Post here if you've chosen good reader/reading as the construct most relevant to your research question, but please read "Thursday's (7/28/11) Work" post first if you haven't already. If you've chosen a different construct. you don't need to respond to this one.
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of good reading?
--Where have your ideas about what it means to be a "good reader" come from?
--How have the readings we've done so far influenced your ideas about what good readers do?
--What misconceptions do you think people have about "good readers" or "good reading"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
I want you to be as detailed as possible in your responses to these questions, so please don't think about answering this post in list or Q&A form. Try to compose paragraphs that get at all of the questions, but in a coherent, well thought through way.
--What is your idea of good reading?
--Where have your ideas about what it means to be a "good reader" come from?
--How have the readings we've done so far influenced your ideas about what good readers do?
--What misconceptions do you think people have about "good readers" or "good reading"?
--How might we go about changing those misconceptions?
Remember to read everyone's comments and make at least 1 additional reply (though what I really hope to see is a conversation develop and your collective ideas advance about the issue).
Thursday's (7/28/11) Work
I've taken a look at the calendar and have decided to do things a little differently. We have just over three weeks left and rather than asking you to do three separate projects, I'm going to ask you to do one--with several parts. It'll cut down on the need to do major revisions of 3 separate projects, and the learning outcomes will be the same. I'm assuming that'll be ok with you:).
Yesterday, I asked you to revise your research question and write about some of the major constructs connected to your research question and the misconceptions about those constructs. As I've been reading your responses, it occurs to me that some of you might be making that last part too hard, so I'm going to give you a little more guidance. I want you to choose one of the following constructs to write about. Choose just one--whichever one is most relevant to your research question and post your responses to the appropriate blog post (I'll put up one for each). And I want you to read one another's posts and respond to at least 2. Use this as an opportunity to refine your ideas, particularly as they relate to your potential research question. If you have a question about which one is more relevant to your research question, send me an email at jcharlton@utpa.edu [due: Friday morning by 10am]
-Good Readers/Reading (What is your idea of good reading? Where have your ideas about what it means to be a "good reader" come from? How have the readings we've done so far influenced your ideas about what good readers do? What misconceptions do you think people have about "good readers" or "good reading"? How might we go about changing those misconceptions? )
-Good Writers (What is your idea of a "good writer"? Where have your ideas about what it means to be a "good writer" come from? How have the readings we've done so far influenced your ideas about what good writers do? What misconceptions do you think people have about "good writers"? How might we go about changing those misconceptions? )
-Good Writing (What is your idea of good writing? Where have your ideas about what "good writing" come from? How have the readings we've done so far influenced your ideas about what good writing is? What misconceptions do you think people have about "good writing"? How might we go about changing those misconceptions?)
-Student Writers (What is your idea of "good student writing"? Where have your ideas about what it means to be a "good student writer" come from? How have the readings we've done so far influenced your ideas about what good student writers do? What misconceptions do you think people have about "good student writers"? How might we go about changing those misconceptions? )
-Student Researchers (What do you think student researchers are supposed to do? Where have your ideas about what it means to be a "good student researcher" come from? How have the readings we've done so far influenced your ideas about what good student researchers do? What misconceptions do you think people have about "student research"? How might we go about changing those misconceptions? )
Yesterday, I asked you to revise your research question and write about some of the major constructs connected to your research question and the misconceptions about those constructs. As I've been reading your responses, it occurs to me that some of you might be making that last part too hard, so I'm going to give you a little more guidance. I want you to choose one of the following constructs to write about. Choose just one--whichever one is most relevant to your research question and post your responses to the appropriate blog post (I'll put up one for each). And I want you to read one another's posts and respond to at least 2. Use this as an opportunity to refine your ideas, particularly as they relate to your potential research question. If you have a question about which one is more relevant to your research question, send me an email at jcharlton@utpa.edu [due: Friday morning by 10am]
-Good Readers/Reading (What is your idea of good reading? Where have your ideas about what it means to be a "good reader" come from? How have the readings we've done so far influenced your ideas about what good readers do? What misconceptions do you think people have about "good readers" or "good reading"? How might we go about changing those misconceptions? )
-Good Writers (What is your idea of a "good writer"? Where have your ideas about what it means to be a "good writer" come from? How have the readings we've done so far influenced your ideas about what good writers do? What misconceptions do you think people have about "good writers"? How might we go about changing those misconceptions? )
-Good Writing (What is your idea of good writing? Where have your ideas about what "good writing" come from? How have the readings we've done so far influenced your ideas about what good writing is? What misconceptions do you think people have about "good writing"? How might we go about changing those misconceptions?)
-Student Writers (What is your idea of "good student writing"? Where have your ideas about what it means to be a "good student writer" come from? How have the readings we've done so far influenced your ideas about what good student writers do? What misconceptions do you think people have about "good student writers"? How might we go about changing those misconceptions? )
-Student Researchers (What do you think student researchers are supposed to do? Where have your ideas about what it means to be a "good student researcher" come from? How have the readings we've done so far influenced your ideas about what good student researchers do? What misconceptions do you think people have about "student research"? How might we go about changing those misconceptions? )
Wednesday, July 27, 2011
Wednesday's Work (7/27/11)
Hi, everyone. I just finished responding to all the research questions I could find in Google Docs, so before I move on to today's work, I need to do a little housekeeping.
1) I still haven't seen research questions from a significant number of you. You really can't move on with the rest of the semester if you don't have a researched question that I've given you feedback on. So, PLEASE get this done ASAP or email me at jcharlton@utpa.edu and let me know what the problem is so I can help if at all possible. If you think you turned one in, but don't have any feedback from me, email me now because that means I haven't seen it (at least as of 10:45am).
2) When you upload something into Google Docs or create a document directly in Google Docs, you need to make sure you've clicked on your individual folder first. Then, when you upload or create a document, it will automatically be placed in the correct folder (yours). You don't need to "Share" anything as it will already be shared with me. Sharing just means it sends me a link to your document through the email, and I don't have the ability to comment or for you to revise if you do it that way. I found a few of your documents outside of your folders, and I tried to cut and paste them into a document in your folder for you so you could see what it should look like.
3) Remember to name your documents something recognizable--with your first name in there. So, for the research question, something like "ResearchQuestion_Raul" would be good for Raul. This isn't a huge deal yet, but as we accumulate more docs and eventually share them amongst the whole class, this will get messy fast:).
Okay, now to Wednesday:
1) I'd like you to read my comments on your research question and revise if necessary. You can ask questions of me by replying to my comments or by inserting new comments of your own (just click "Insert" and "Comment" to do that), and I'll get back to you sometime today. What I'm trying to do here is create a conversation between you and me about your research question. You've got really interesting ones, but I'll be pushing you in the coming days to be as precise as you can so we can start identifying the keywords you can use to locate research in the databases about your question. This won't always be an easy process, but that's just the way research goes:).
2) I'd like you to go back to your research question document and add a section to it about "Relevant Constructs/(Mis)Conceptions." For your first project, I'm going to ask you to write about a construct or a conception of writing, reading, researching, learning, etc. The first step is to start thinking about what the important constructs or (mis) conceptions are related to your research question. So, for instance, Robert has this question: Do standardized state (writing) tests, like the TAKS, ultimately help or hurt students? At the root of this question are assumptions about what "good writing" is and how writers work. After all, for tests to be good measures of student writing, they should tell us whether writers are able to produce "good writing" and they should account for how writers write, right? What I'd like you to do today is go back into your research question google doc and start a new section with the heading "Relevant Constructs/(Mis)Conceptions) and brainstorm about what some of the important constructs are in your question or what (mis)conceptions might be relevant to your question. [Due: end of day Wednesday]
1) I still haven't seen research questions from a significant number of you. You really can't move on with the rest of the semester if you don't have a researched question that I've given you feedback on. So, PLEASE get this done ASAP or email me at jcharlton@utpa.edu and let me know what the problem is so I can help if at all possible. If you think you turned one in, but don't have any feedback from me, email me now because that means I haven't seen it (at least as of 10:45am).
2) When you upload something into Google Docs or create a document directly in Google Docs, you need to make sure you've clicked on your individual folder first. Then, when you upload or create a document, it will automatically be placed in the correct folder (yours). You don't need to "Share" anything as it will already be shared with me. Sharing just means it sends me a link to your document through the email, and I don't have the ability to comment or for you to revise if you do it that way. I found a few of your documents outside of your folders, and I tried to cut and paste them into a document in your folder for you so you could see what it should look like.
3) Remember to name your documents something recognizable--with your first name in there. So, for the research question, something like "ResearchQuestion_Raul" would be good for Raul. This isn't a huge deal yet, but as we accumulate more docs and eventually share them amongst the whole class, this will get messy fast:).
Okay, now to Wednesday:
1) I'd like you to read my comments on your research question and revise if necessary. You can ask questions of me by replying to my comments or by inserting new comments of your own (just click "Insert" and "Comment" to do that), and I'll get back to you sometime today. What I'm trying to do here is create a conversation between you and me about your research question. You've got really interesting ones, but I'll be pushing you in the coming days to be as precise as you can so we can start identifying the keywords you can use to locate research in the databases about your question. This won't always be an easy process, but that's just the way research goes:).
2) I'd like you to go back to your research question document and add a section to it about "Relevant Constructs/(Mis)Conceptions." For your first project, I'm going to ask you to write about a construct or a conception of writing, reading, researching, learning, etc. The first step is to start thinking about what the important constructs or (mis) conceptions are related to your research question. So, for instance, Robert has this question: Do standardized state (writing) tests, like the TAKS, ultimately help or hurt students? At the root of this question are assumptions about what "good writing" is and how writers work. After all, for tests to be good measures of student writing, they should tell us whether writers are able to produce "good writing" and they should account for how writers write, right? What I'd like you to do today is go back into your research question google doc and start a new section with the heading "Relevant Constructs/(Mis)Conceptions) and brainstorm about what some of the important constructs are in your question or what (mis)conceptions might be relevant to your question. [Due: end of day Wednesday]
Sunday, July 24, 2011
Williams Discussion--Error as Construct (Monday's work)
In the lead-in to Williams' article, Downs and Wardle define "construct" for us, a term I've been throwing around for several days, but haven't yet defined. And since you'll be writing your first project about constructs, it's important that you have a clear idea of what they are:). So, D&W write that a construct is "a set of ideas woven together over time until they seem inevitable, the only way of thinking about a problem, when in fact they are not at all inevitable but simply choices in thinking that are constructed to look unavoidable. The concept of error in writing that most people hold," they add, "is one that people have become accustomed to, but it is not one that is necessarily universally true" (37-8). Here are the two sets of questions I'd like to use to begin our discussion of Williams' article. [Due: end of the day Monday]
1. What is this common conception of error that Williams is responding to? What have been some of your own experiences with this idea of error? Why do they stand out for you? How would you react to those experiences now after reading Williams' piece? What, if anything, did you disagree with in this article? What arguments did he make that conflict with your own experience or with your sense of how things should be done?
2. Two of Williams' claims are that (a) if we read expecting to find errors, we tend to find them, whereas if we aren't looking for them we are less likely to notice them, and (b) if we were to read student papers as we read "ordinary" texts, we would find far fewer errors in them. If you take these two ideas together, what does Williams seem to be saying? What do you think about that?
1. What is this common conception of error that Williams is responding to? What have been some of your own experiences with this idea of error? Why do they stand out for you? How would you react to those experiences now after reading Williams' piece? What, if anything, did you disagree with in this article? What arguments did he make that conflict with your own experience or with your sense of how things should be done?
2. Two of Williams' claims are that (a) if we read expecting to find errors, we tend to find them, whereas if we aren't looking for them we are less likely to notice them, and (b) if we were to read student papers as we read "ordinary" texts, we would find far fewer errors in them. If you take these two ideas together, what does Williams seem to be saying? What do you think about that?
Friday, July 22, 2011
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].
Thursday, July 21, 2011
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]
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