Tuesday, September 8, 2009
Broader Research Assignments in the Writing Classroom
In her video spotlight interview, Bonnie stresses the importance of an embedded research element throughout a writing course (in any level - from ALP to Comp), instead of saving it exclusively for the obligatory research paper. I find this an interesting idea because I often wonder how effective it is to teach research only in one isolated assignment. As most of us know, our students' view of research, avenues of searching, and the authority of sources has changed dramatically with the world of internet dominance where in many cases source hierarchy has been destroyed. Certainly a few weeks of limited instruction on Academic research - much of it spent teaching (ever-changing) MLA formalities - can't be enough. What are some ways we can engender research elements in our writing assignments throughout the semester - outside of the traditional research paper?
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The last five things I've googled--Jeff Beck, plantar fasciitis, Kenny MacAskill, the miracle blanket, and moissanite--were all things I had to know about right away, all things connected to some intense if temporary interest, and all connected to actions I would take, conclusions I was drawing, or embarrassing gaps I was filling. They were various forms of research connected to larger ideas or curiosities.
ReplyDeleteWith Adam's comments in mind about how the very nature of research has changed since our graduate school days, I think we should build assignments that don't all culminate in a 3-5 p double-spaced paper with a clear thesis and supporting evidence. Some of our assignments might just be notes or jottings or a simple sentence of a curiosity satisfied. I'm for some loose ends! I think we should go for the association of research and curiosity more than research and research paper.
Jeff Beck: head in books throughout the 70s, I know NOTHING about the great musicians of my youth. It's embarrassing!
plantar fasciitis: husband in terrific foot pain night after night, so I thought, maybe it's plantar fasciitis in which case, I should order that elf shoe he could wear at night. It works!
Kenny MacAskill: a terrific pride in Scottish roots descends in me--just look at my name for heaven's sake--but what has happened in Scotland has rocked my very roots, and I've been despairing.
the miracle blanket: I'll have a grand daughter in November, and I'd never heard of a miracle blanket. We might need it!
moissanite: unapologetic about my love of jewelry, I've flirted with a moissanite set in sterling ring. Who knows what moissanite is?
I'm working a research component throughout both my Comp I courses this semester that is implemented in just about every major assignment. I've broken the course down into thematic studies, where we read essays both at home and in class, news articles, and view documentaries as a way to research and explore specific topics. Through these different sources, students are engaging in research, but aren't really aware of it until I bring it to their attention.
ReplyDeleteThroughout these thematic explorations, I have them write their views about the topic based on the specific reading or film. As we go from one to another, I show them how their outlook changes in response to the information they're taking in through in-class and homework activities. Then, I have them draw up a list of conclusions about the subject we're studying and base an argument essay on one of those conclusions.
I'm finding this to be an effective way to help students think critically throughout the research process, approach research as something that is done over time and as an evaluative process, and get their feet wet in information gathering and taking a position on a topic before we get to the actual research paper.
That said, when we do start the research paper assignment, I break up the actually research portion into a series of journals (essentially like an I-Search paper would be).
They start with one journal that establishes the topic, what they already know, and what they want to learn. Two-page evaluative journals for each source they examine, which includes a summary of the information in the source, thoughts/understandings of that information, and how they feel the source contributes to their understanding of the topic.
The final journal talks about where the student was at the beginning of the research process, what they learned as a result of the research, and what conclusions or new ideas have they formed. They then choose one of those ideas as the thesis of their paper and use the research they've already conducted to frame an argument and write it out.
I've found that this gets students more involved in the entire writing process and gives them a clearer understanding of the role research plays in writing these papers. Plus by breaking everything down, it makes accomplishing what often seems to be a large and nebulous task into something more manageable.
Robin,
ReplyDeleteI'd love to hear more. What are the thematic studies of the course?
"As we go from one to another, I show them how their outlook changes in response to the information they're taking in through in-class and homework activities." What are the activities that show them how their outlook changes?
"The final journal talks about where the student was at the beginning of the research process, what they learned as a result of the research, and what conclusions or new ideas have they formed. They then choose one of those ideas as the thesis of their paper and use the research they've already conducted to frame an argument and write it out." I think this approach reflects the real relationship between research and writing.
I'm impressed and intrigued by how you've conceived your course and would like to hear more. Thanks for sharing this.
Hey Bonnie,
ReplyDeleteI based our themes this semester on different essays available in the text (Prentice Hall Reader). I've chosen: Homelessness in America; AIDS; Voting, Democracy, and Justice; Terrorism; Anorexia; and Perceptions of Africa.
We started the semester with Homelessness in America and read the essay "My Daily Dives in the Dumpster" from the text in class. Then I assigned the students to re-read it and take notes to practice close reading for homework, in addition to reading a student article about the the current state of homelessness and having to write a 500-word response journal.
When they came back to class, I broke them up into groups to answer three questions about their perceptions of homelessness and people who are homeless. They shared their responses in class discussion and then we started watching a documentary about a small community of homeless men who live underground in NYC (which we will finish up tomorrow). For tomorrow's class, they are reading an MSNBC article about how the economy has forced thousands of people out of their homes and how tent cities have popped up around the country. They also have to write a 500-word response journal for this.
Next week, we'll look at a PPT presentation from a Maryland Homeless Shelter about what they do, a document that outlines possible solutions for the homeless problem in America, and briefly look at how our domestic homeless issues compare to others around the world. Throughout all of this examination, students will be writing through questions and discussing ideas and perceptions.
When we're done exploring the topic, I will have the students write a journal about what they learned and conclusions they've drawn based on our discussions. I'll then give them the option to turn one of those conclusions into an argument essay or write an essay based on a perspective I pose to them.
I'll be repeating this process for each theme throughout the semester so that they get a lot of practice as they go along and attempting the research paper will already be familiar to them.
I did a version of this last semester, though not as in-depth, and it seemed to work much better. Plus, by walking them through the research process and showing them how they're learning through research ensures that they're doing the work and making the connections between reasearch and idea development.
Happy to share anything else!
BTW, Kavanagh is my maiden name. I teach under Matthews, my married name.
Hi Robin:
ReplyDeleteI think your approach sounds great because as you indicate by the time they start thinking about writing a paper, lo and behold, they have already done the research for it, or at least a lot of the research for it.
A thought crossed my mind about expanding this unit even further (down the line). Local churches offer their facilities during winter months as 'spillover sites' when the homeless shelters become overcrowded during cold months.They need volunteers to cover the early shift, which consists of welcoming guests,serving dinner and eating with them and helping them find what they need to get settled. This might be an opportunity for service learning.
My husband and I were volunteers all the years we lived in New Jersey. As we shared dinner with our guests, it was so amazing and striking to meet people who had 'everything' months before and by contrast, people who had always struggled with mental disorders, some very successfully, but others, not.
Adding service learning to the reseach mix might not be that difficult to do in this area of the country if folks are interested.
Let's keep this dialogue going. I'm benefitting from your great strategies.
Thanks, Bonnie