The University was closed this evening, so we missed class. We will catch up next week by going through things very quickly. You can read the sample reaction papers - and we will discuss the "flaws" in the sample to give you an even better idea of what is expected. Meanwhile, read the assignments as listed on the calendar - and we will see what we can do.
I posted a google.doc where you can sign up for reaction papers. The invitation (for you to edit/write on the document) will be sent to the email addresses you put on the signup sheet last week. Click the link, and you should be able to "edit" (write your name beside the essays you want to be responsible for). If you have problems - let me know.
Remember that the NIH training certificates are due by next class.
For February 2:
Read: Mertens-Ch 5 Causal Comarative and Correlational Research; Mertens- Appendix: Research Proposals; Millerm On the Subjects of Class &Gender (1989) p. 631; Miller, Revision Strategies (1980) 323.
Stay warm!
Wednesday, January 26, 2011
Tuesday, January 25, 2011
Sample Reaction Papers
I have posted the Reaction Paper for "From Research in Written Composition" and "Writing Insight" (see new heading). We will work on creating the third reaction paper together in class.
I am keeping an eye on the weather but will not cancel class unless the University cancels class. I understand that some of you have long drives - and will respect your individual decisions about the importance of getting to class versus the risk of driving during hazardous conditions.
I am keeping an eye on the weather but will not cancel class unless the University cancels class. I understand that some of you have long drives - and will respect your individual decisions about the importance of getting to class versus the risk of driving during hazardous conditions.
Thursday, January 20, 2011
Four paradigms for research: exploring thesis possibilities
Class was devoted to laying the groundwork for the rest of the course. We reviewed the syllabus and took a look at the calendar - to get an idea of the grand scheme for the course. As noted on the syllabus - the calendar is a work in progress - and will be revised in response to what we actually do in class.
Important notice: class will be held in CAS 305. We may move to one of the conference rooms when we aren't using the computers - but for next week we will begin in CAS 305.
Four paradigms: You began to think about topics you might want to explore for your thesis work. Hang onto the writing prompts; you might want to do some more exploratory writing. It is important to choose a topic you feel some passion for - because you will be with it for a while. This is an area where emotional connection might count more than "reasons" - since in terms of pursuing research, emotions seem to be more durable.
After you generated some ideas - you picked a "topic" and formulated a question and did some impromptu planning for a project. This is both to help you begin to reckon the kind of planning you will need to do, and to start you thinking about topics match your resources (as well as your inclinations). We talked about the Erics and Kena's proposals as way to explore the research paradigms identified in Mertens Chapter 1.
The chart we worked from (on the board) is in Chapter 1 in a more complete form - and I strongly recommend that you pay attention to the different assumptions, learn the language to talk about the paradigms, and start thinking about where you fit as a research - and what kind of research your assumptions /paradigm will set you up to do. Thinking about what kind of knowledge the different paradigms produce - and who benefits from and/or controls that knowledge - is one of the major themes of exploration in this course.
Reaction papers:
At the end of class - I briefly introduced the reaction paper assignments. The reaction papers will lay the basis for our seminar discussions. For next week, I will present 3 sample reaction papers (one for each of the assigned readings). We will discuss/critique them - and you can then use those papers (in light of the critique) as models for your papers/presentations. I will post the revised sign-up list by the beginning of next week (hint -they will be the readings on the calendar).
Great class tonight - though I did get a little tired listening to myself talk. As we move into the course - I am looking forward to watching you take off in terms of your research agendas!
For next class:
Read: Mertens, Ch 3; Literature Review; and three selections from Miller: Research in Composition (1963) p 193; Composing Proc ess of 12th graders (1971) p 228; "Writing Insight": Deafness and Autobiography (2005), p 1243.
Write: NIH training (see directions posted to the right under assignments)
Important notice: class will be held in CAS 305. We may move to one of the conference rooms when we aren't using the computers - but for next week we will begin in CAS 305.
Four paradigms: You began to think about topics you might want to explore for your thesis work. Hang onto the writing prompts; you might want to do some more exploratory writing. It is important to choose a topic you feel some passion for - because you will be with it for a while. This is an area where emotional connection might count more than "reasons" - since in terms of pursuing research, emotions seem to be more durable.
After you generated some ideas - you picked a "topic" and formulated a question and did some impromptu planning for a project. This is both to help you begin to reckon the kind of planning you will need to do, and to start you thinking about topics match your resources (as well as your inclinations). We talked about the Erics and Kena's proposals as way to explore the research paradigms identified in Mertens Chapter 1.
The chart we worked from (on the board) is in Chapter 1 in a more complete form - and I strongly recommend that you pay attention to the different assumptions, learn the language to talk about the paradigms, and start thinking about where you fit as a research - and what kind of research your assumptions /paradigm will set you up to do. Thinking about what kind of knowledge the different paradigms produce - and who benefits from and/or controls that knowledge - is one of the major themes of exploration in this course.
Reaction papers:
At the end of class - I briefly introduced the reaction paper assignments. The reaction papers will lay the basis for our seminar discussions. For next week, I will present 3 sample reaction papers (one for each of the assigned readings). We will discuss/critique them - and you can then use those papers (in light of the critique) as models for your papers/presentations. I will post the revised sign-up list by the beginning of next week (hint -they will be the readings on the calendar).
Great class tonight - though I did get a little tired listening to myself talk. As we move into the course - I am looking forward to watching you take off in terms of your research agendas!
For next class:
Read: Mertens, Ch 3; Literature Review; and three selections from Miller: Research in Composition (1963) p 193; Composing Proc ess of 12th graders (1971) p 228; "Writing Insight": Deafness and Autobiography (2005), p 1243.
Write: NIH training (see directions posted to the right under assignments)
Friday, January 7, 2011
Syllabus and Calendar and books
Welcome!
I have read through the materials for our course and I am eager to talk to you about them. Our discussions will tackle issues ranging from the nature of knowledge - to the ethics of using human beings as objects of study. Important ideas not only for writers - but for all thinking individuals in this modern age. The work load reflects the scope of the material we need to cover - but I am hoping it will be quite manageable. Upon completing this course you should be well prepared to begin thesis work, and by completing the Thesis proposal assignment - you might even have some of your thesis research started.
Syllabus & calendar.
The course syllabus and a DRAFT for the course calendar are posted at links to the right under Course Documents. The Syllabus includes a description of the course, required materials, and a detailed account of writing assignments and an indication of how they will be graded. The Calendar is still drafty (certainly some typos & contradictions in there) but it gives a solid frame for the general sequence and quantity of material we will be covering during the term.
Books & assignment for first class.
As indicated in an email sent at the end of last term, you are assigned to read the Chapter 1: An introduction to research, in Mertens, for the first class. You need to buy the required texts online and if you have have not yet ordered texts, you can complete this assignment by reading the copy of Mertens in the Writing Center. It will be available M-F Jan 10 - 15 during the Center's hours of operations. Ask at the front desk. You may copy the assigned chapter - but please do not take the text out of the Center for any other purpose as other students may stop by to use it.
If you have questions - do not hesitate to contact me.
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