Reading Academic Sources (20-30 min)

On a separate piece of paper or on your device, write in response to the following:

In the reading for today, which part of it felt the most like an “academic source”? Not just which section, but locate a single paragraph or passage in a given section.

Why did it feel like an “academic source”?

How about what felt least like an “academic source”? Why?

In pairs, discuss the sections you chose and talk about your answers. Then we will talk in groups.

Things we discussed:

• Can read faster in the “literature review” section. This is a place where the writer is accounting for what other researchers have said about the topic. It might not be labeled as “literature review,” but a sign of when this is happening is when there are a lot of citations at once or heavy discussion of a few sources without the author making their own argument. These happen toward beginning of academic sources. Trap for you to avoid: quoting or paraphrasing from these sections because arguments of OTHER researchers are here rather than arguments of the author themselves. You haven’t read those other arguments or getting much about their ideas from literature review sections.
• Can read faster in the “methods” section. You might want to know a little bit about what the researcher did (e.g., if they used a survey and for what population), but until you learn the methods they are using in more specialized courses, for now, you should mostly trust the methods are valid if they went through peer review at the journal.
• Really focus in on the very beginning of an article where they are discussing their own argument. Just make sure it is the part where the author is actually making their own argument.
• Really focus in on “results” sections toward middle and end where they are reporting what they learned.
• Really focus in on “discussion” and “conclusion” sections toward end where they are really driving home what their argument is based on what they found.
• Some articles don’t have named sections in the sense described in this list. But they follow these general moves: here’s my argument briefly, here’s what other people have said, here is how I researched my topic, here is what I found, here is what I think about it.

Difficulty and Academic Sources (20-30 min)

In groups, you will be assigned one of the sections of the Detweiler reading:

1. Section 2
2. Section 3
3. Section 5
4. Section 7

Individually, you will review your section and try to locate the most difficult part to read. What made it difficult? What could you do to get through it with some kind of meaning or take-away?

Then, individually, you will review your section and try to locate the part that was easiest to read. Why was it easier to read than other parts?

After reflecting individually, you’ll talk to your groups about it and after that, together, we will talk about strategies for reading academic sources.

What do you do when you find reading difficult?

• Reading out loud helps sometimes helps, maybe it helps to do it differently, process words better when hearing
• Specific terminology that I don’t understand, focus on action of sentence or the verbs. Use context to get through.
• Some stuff, you actually have to look up. If the word keeps coming. Over and over. It might be important and it might be worth looking up.
• Starting from middle of paragraph to end, get past the “throat-clearing” of academic writing with caveats and citation and review.
• Stop and take breaks. Not doing it all at once, too.
• Skip it: is this important for my understanding? If not, skip it.
• Write, take notes. Can help you make sense of what you are reading

Independent Writing Time OR Work on Podcast (30-40 min)

I wanted to allow time for choice today, to see what sounded most helpful or interesting. We could work on our research projects together and I can come around and check in with each of you. Or we can get to work on settling our podcasts and episode groups. What would you prefer?

Using ranked choice points (e.g., 7 points for first place vote, 1 point for 7th place vote), here are the point totals:

1. Subway on congestion pricing and/or effects on attending school (136 points)
2. Financial Literacy for College Students (98 points)
3. Hidden Costs of Education for things like internships, testing, emotional costs (96 points)
4. Voices of the City: Untold Stories of Everyday New Yorkers (92 points)
5. Navigating College Journey: applications, enrolling, adapting when you get there (65 points)
6. Commuter colleges and “traditional” colleges (52 points)
7. Intersection of technology and education (47 points)

If we are working on the podcast today, let’s just think practically about what we could make a multi-episode podcast about and who would want to work on what.

Once that is settled, we can use Wednesday to settle on episode groups and roles.

Aidan’s Classroom Connection Presentation (10 min)

Aidan is presenting on a Classroom Connection project for a grade boost.

Next Time (5 min)

-Need to talk to Fati and Gilayne after class.

–Download this audio editing software for next class: Audacity

-Weekly private writing of at least 10 minutes: It’s around the middle of the semester. How are you holding up? How are your other classes? What are you proud of about your efforts so far this semester (in school or outside of school). There’s something to be proud of! What is it? Why? What are you concerned about? Is it a particular class, assignment, logistical challenge, job issue, family, friends, etc.? What is one thing that you want to work on and improve? Why? And, what are some ideas that you have for how you can improve? We all have something to be proud of and we all have something to work on. What’s on you mind at the moment?

-Be ready with copies of your draft for peer review on Wednesday. Research project draft due by class time Wednesday, March 19.

-Will also have comments on your rhetorical analysis revisions by tomorrow or Wednesday.