It should be clear and narrow (not too big, not too small)
It interests the researcher
It raises questions, and the answer might not be simple.
It focuses on a topic about which something has been said
before.
4. Cont.
It should be intellectually challenging
It should have some contribution.
It should relate to the class theme.
You should find resources for your topic easily.
5. Narrowing your subject
TIME
PLACE
PERSON
STORY
Pg. 52
6. The main purpose of any kinds of research is to
EXPLORE
Your research should have a thesis and a research question.
Your question will be answered through your research.
ARGUE
You need to be convincing. Your purpose is to explain a central
claim and explain it through evidence
ANALYZE- IMPORTANT!
Collect data and examine it closely
7. Developing a working knowledge
Online sources
Internet
Library
Encyclopedias
8. WIKIPEDIA
Hawaiian word for fast
9. Class ideas about Wikipedia Advantages for research
Disadvantages for research Broad span of information Not always
reliable Different view points Resources are not cited properly
Hyperlinked Biased
10. Academic Search engines
Page 46 in CR
Google scholar
Fields of knowledge
Academic index
Librarians index
Any volunteers who would like to share your results?
11. Circling the lighthouse
The challenge is not to find a unique topic but to find an
angle on a familiar topic that helps readers to see what they
haven't noticed before.
12. CLASS ACTIVITY
CREATING A POSTER OF RESEARCH INVENTORY
13. Defining Racism. Can we talk? By Beverly Daniel Tatum --
dismantling racism is the best interest to everyone
What is this article about?
What contributes to our development of prejudice?
What is cultural racism?
Do you have any experiences where you were judged based on your
race, gender or nationality?
What is internalized oppression?
What does Tatum mean buy saying if we live in a smoggy place,
how can we avoid breathing the air?
How do WE challenge stereotypes, unexamined prejudices?
14. Assignments
Read curious researcher
Narrative Writing due on Wed. (Jan 28 th )
15. ENGL 202: Research Writing February, 2 nd 2009
16. Announcements
Congratulations to Steelers fans!
Undergraduate conference (extra credit will be awarded) See the
handout.
Academic Freedom after 9/11: A Symposium Cary Nelson, AAUP
President; Ward Churchill, Internationally known Native American
scholar and former Professor at the University of Colorado at
Boulder. 6 pm, Eberly Auditorium
Enjoy the movie events that IUP offers:
International film festivals. The upcoming movie is After the
Wedding , Feb. 8 th , 6:30-8:30 @ Indiana Theatre.
Curse of the Golden Flower (Hong Kong/China) Film showings at
6:00pm & 8:30pm Feb. 22 nd .
17. Agenda
Presentations on group research inventories (Zacks, Julies and
Tiaras group)
Sharing your narrative work in groups.
Choosing/narrowing down your research topics
Looking at various research samples
Library Session: Guest Librarian, Blaine E. Knupp
18. Peer-Review/narrative sharing
Take a few minutes to share your work!
Feel free to provide some constructive feedback on the possible
research topics of your classmate.
19. Group Research Inventories
Explain your groups the research topic.
Tell your classmates about the research questions that you are
exploring
What is the reason you are writing about it? Why is this an
important research topic?
Share the Research Process
20. Take the ownership of your research and writing
Choose a topic that..
You can write/speak about passionately
You can tell the audience the importance of it (why does it
matter to YOU and to your larger COMMUNITY )
You can conduct fieldwork , get involved with organizations,
interview people etc.
You can take the authority and incorporate your own voice in
it.
You can share your original ideas .
You can examine and understand the disciplinary
conversation
21. Finding the focusing question
Ex. 1.5 (p. 50)
Step 1: Write the one question that you think would be the most
interesting focus for your paper?This will be your Research
question
Step 2: Generate new set of questions under the first question.
What are additional questions that most interest you and might help
you discover the answers to your research? (See the example on page
50) You can use the Time, Place, Person and Story
22. Finding the relationship
What is the relationship between your topic and something
else?
(e. g., What is the relationship between gender and media, what
is the relationship between education and diversity? What is the
relationship between anorexia and advertising)
23. Reading Strategically
Differences between literary text and academic text.
--academic writing is usually explicit.
--academic writing uses specialized language and
conventions.
--the rhetorical conventions are accessible.
--Non-linear reading-- Its often not necessary to read an
academic article from the beginning to the end
24. Breaking the Code: Analyzing Research Writing Samples
Skim through the research article with your group-mates. Do
come active reading. (Read with a pen/highlighter in your hand). In
your groups, address to the following questions;
What are the main sections of this research paper?
What is the research question? What is this article about?
(Introduction, abstract
What do you think the goal is in each section?
Who are the participants of this study?
What steps are followed to answer the research question(s) and
study the participants? What is the methodology used in this
research paper? (Methodology)
What are the findings? (Discussion /Findings/Results)
25. Free-writing on writing
Take a few minutes to write about your previous research
writing experiences
26. Assignments
Find two scholarly articles for your research topics (bring
them with you for next class)
See your class blog for the article titled Is Google making us
stupid?--http://www.theatlantic.com/doc/200807/google
ReadCR, Developing a Research Strategy: Pg.55-75
27. ENGL 202: Research Writing February,4 th 2009
28. Announcements
Undergraduate conference (extra credit will be awarded) See the
handout.
Tragedies of Failed African States: The Case of Zimbabwe? A
presentation by Dr. Calvin Masilela.
IUP Professor of Geography and Regional Planning
Wednesday, February 4, 2009, 7:00 p.m. in Stouffer
Auditorium.
Change in due dates: Introductions due Feb. 11 th
29. Agenda
Typical Research Process
Class Activity: Working on your research questions
Looking at two scholarly articles you brought with you.
Group sample articles
Is google making us stupid article?
30. Typical Research Process
31. Developing your research questions
One of the most effective ways to get started on your research
is to think of your topic in terms of a question.
Try to avoid yes/no questions.
Try to come up with a series of questions that start with: who,
what, where, how, when.
e.g., How do young kinds learn reading and writing?
What is the controversy around the idea of thin-slicing?
Why are organic products more expensive than non-organic
products?
See Good Reasons 248 about strategies for research.
32.
1.Find a subject that interests you.
2. Make sure that you can do a thorough job of research.
3. Develop a strategy for your research early on.
4. Attack your questions from multiple levels google,
wikipedia, and library)You are likely to succeed to explore your
topic if you search it with various tools
33. Free-writing
Write as quickly as you can about a research topic that you
would like to explore in this class. It can be about your major,
politics, community service. You can also create an idea
map/research inventory, just like we did last week.
What are you interested in researching in this class?
Why are you interested in this? What is the importance of this
topic (e.g. to you, to your community etc.)
How you are going to explore the topic (e.g., interview some
people, observations)? Specify what data you will gather.
34. Critical and Strategic Reading
Critical reading is NOT a skill. It is a learnt practice.
Mastering the critical reading skills require some time. Be
patient with yourself and take writing/reading intensive courses
like this one!
Remember that different texts require different reading. Each
text has different audience and social purpose.
Annotating text while reading helps.
http://www.bucks.edu/~specpop/annotate-ex.htm
35.
36.
http://www.theatlantic.com/doc/200807/google
37. DISCUSSION QUESTIONS
HOW DO YOU READ THESE TEXTS??
WHAT ARE THE CLAIMS AND ARGUMENTS MADE BY THESE TEXTS?
WHO ARE THESE TEXTS WRITTEN FOR?
38. Reading Academic Texts: Active reading with annotated texts
The following is a list of some techniques that you can use to
annotate text:
Underline important terms.
Circle definitions and meanings.
Write key words and definitions in the margin.
Signal where important information can be found with key words
or symbols in the margin.
Write short summaries in the margin at the end of
sub-units.
Write the questions in the margin next to the section where the
answer is found.
Indicate steps in a process by using numbers in the
margin.
39. Assignments
Post your free writing on the class blog
Read CR 122-133Plagiarism, citing, summarizing. Talking abot
Literature Reviews
