Unit 3 So Far

Here, from the syllabus, is the course and subgoals for Unit 3:

 

Unit 3 – Research: Knowledge and Writing
The focus for this unit is on research. Now, all writing requires research; research is an investigation into various kinds of information. We can’t really write without doing that. However, generally speaking, and in academic contexts particularly, research usually has a very systematic connotation. In other words, it means close analysis of primary and secondary materials to make some kind of argument about something in a specific disciplinary domain. In this unit, we will consider how research and writing intersect in terms of how writing makes knowledge, how developing information literacy can assist us in making that knowledge, and how there are both general and context-dependent conventions for research writing that help us communicate our research in impactful ways. This unit primarily addresses the fourth Learning Goal (i.e., Identify and engage with credible sources and multiple perspectives in your writing) but it also touches on the fifth (i.e., Use conventions appropriate to audience, genre, and purpose). Below are some sub-goals:

 

·      Write to learn (e.g., writing out processes and aspects of a topic to see what you know, moving from analysis to synthesis, moving from summary to analysis, coordinating multiple voices to reveal something new)

·      Develop information literacy (e.g., finding information via search engines/library databases/stacks, evaluating source credibility and relevance, analyzing primary vs. secondary sources, using citation tools)

·      Learn differences in research genres and disciplinary knowledge (e.g., using documentation style, IMRaD vs. thesis-driven paper)

·      Write with other voices (e.g., paraphrasing, direct quotes, summary, footnotes, endnotes, managing claims and evidence with other voices, qualifying claims, counterarguments)

·      Organize and making an argument (e.g., stasis theory, Toulmin’s model, organizing sources and mapping their use, making an annotated bibliography, supplementing research process onto writing process)

 

So far, we have talked about the following in relation to Unit 3:

  • how the process of writing itself can help us slow down and confront what we know or do not know (e.g., Mermin piece, QSR4).
  • how to formulate a research question (e.g., 10/22 lesson)
  • how to initiate searches for information and evaluation information you find (e.g., 10/22 lesson, textbook reading)

We have mainly addressed writing to learn and information literacy so far. Today, we will continue examining both of these subgoals in more depth by using the reading on stasis theory to think about further developing your research question and the short reading on questions to ask when choosing sources to think about information literacy.

Hopefully, you have done some of the following since our class on 10/22 and your meeting with me when we talked about your research projects:

  • thought more about your topic
  • thought more about potential research questions
  • started to search around for information related to your research question
  • started to evaluate information you found
  • started to think about your own data you might collect and how
  • scheduled a meeting with a librarian
  • scheduled a meeting with another expert knowledgeable about the subject you are researching
  • taken notes on some sources you have found
  • did some brainstorming and writing to think through your research topic and question
  • come up with a schedule for how you’ll work toward your research project

On our Slack channel on writing practice and process, post a quick note on one thing that has changed since we talked last week about your research project. Could be related to your research topic, question, or sources you have looked for or found so far. Could be a question you have, something surprising you discovered, a new angle you are thinking about taking on your project, etc.

After posting in Slack also comment below “I have posted to Slack”, and then click below to continue the module.

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