Introduction
starts with an example
explains what the example in terms of the essay's focus
states what the essay will do ( what the essay is about in general)
re-states what the essay will show in terms of the specific content of the essay's discussion
States why discussion of this content is importnat
Point by point discussion of what the essay will do (how she will analyze/study the content)
detailed statement of the importance of this kind of analysis/study
Literature review
Set up the material she is reviewing + why
- Hull points out why the sources she is reviewing are relevant/important to her research question. Your reasons may include the following:
- similar topic
- similar problem
- widely cited as the authority on your topic
- identify/define specialized language
For her discussion of the particular references, Hull discussed one idea at a time. She introduced the idea, provides quotes from the literature, and then discussed what the quote show with respect to her focus.
In this part of your literature review, you can organize your discussion in terms of the points made by other researchers, by the points you will make, or by researcher. As you discuss what other researchers have written, include a discussion of what your project will add.
In our overall discussion we pointed out the the form for writing studies research essays is different from the form used in literary criticism (the kind of writing you have done for your lit courses.) Forms for writing studies essays borrow from scientific essay - but are not exactly the same. You can review the essays we read on commenting and Writing about writing - or look at a journal like Computers and Composition (which has clear headings) or Composition Studies.
Creating transcripts.
We talked through the mechanical process of creating a transcript => listening to your audio recording, typing what you hear into a document and marking where you are in the audio record on your written record so you can go back and forth between the two. We also discussed how as you transcribe, you will make decisions about what features you will record. For example, what was said, who said what, laughing, long pauses => what ever else you choose) and what you will not. I suggested making some notes on your interview protocol to help yourself out with recognizing terms that won't be immediately obvious within the flow of conversation (names for places, people, slang, unusual words, etc.
We then looked at the sample posted to the right and talked about the process of creating a transcript. Transcripts area a written record of what was said in your interview = but they are never a complete representation of what happened. What you choose to represent in your transcript and how you arrange that representation on the page will depend on the different purposes for your projects. As we talked through the different representations in the sample, we noted that we could "see" patterns in what was happening more clearly depending on the way the talk was presented on the page.
Catch up:
Turn in your Final Short Analysis paper as an attachment sent to the course email so I can grade it and we can talk about them in class on 11.27. The idea is that you will get some experience analyzing data + using the forms for writing for writing studies essays.
Get started on your interviews + transcribing if you are that far along. If you want me to take another look at your interview protocol - I can look through it Monday.
Turn in your permission form if you have not done so already.
Up-date the post for the introduction + literature review (Blog 19)
For next class:
Read: writing ethnographic fieldnotes, p. 1-13
Blog 20: Reflect on your introduction/literature review in terms of the following prompts.
1. What are the strengths your writing for the introduction? What do you need to add as you continue to write your essay?
What are the strengths of your writing for the review of the literature? What will you need to continue to work on?
2. What is the research problem identified in your introduction? How do you point out what your research project will contribute toward resolving this "problem"? In other words, what have you written about the importance of your project for writing studies?
3. What have other researchers found out about your topic that is relevant to your research project?
4. How do you connect findings from question 3 to the purpose of your project?
5. What is your plan for finishing/revising your introduction and literature review?
6. What feedback do you want from me?
In class we will talk about the short analysis projects, catch up with anything you need to know or work out in terms of interviewing + transcribing, and we will talk about & practice ethnographic methods.
Have a great Thanksgiving and see you next week.
We talked through the mechanical process of creating a transcript => listening to your audio recording, typing what you hear into a document and marking where you are in the audio record on your written record so you can go back and forth between the two. We also discussed how as you transcribe, you will make decisions about what features you will record. For example, what was said, who said what, laughing, long pauses => what ever else you choose) and what you will not. I suggested making some notes on your interview protocol to help yourself out with recognizing terms that won't be immediately obvious within the flow of conversation (names for places, people, slang, unusual words, etc.
We then looked at the sample posted to the right and talked about the process of creating a transcript. Transcripts area a written record of what was said in your interview = but they are never a complete representation of what happened. What you choose to represent in your transcript and how you arrange that representation on the page will depend on the different purposes for your projects. As we talked through the different representations in the sample, we noted that we could "see" patterns in what was happening more clearly depending on the way the talk was presented on the page.
Catch up:
Turn in your Final Short Analysis paper as an attachment sent to the course email so I can grade it and we can talk about them in class on 11.27. The idea is that you will get some experience analyzing data + using the forms for writing for writing studies essays.
Get started on your interviews + transcribing if you are that far along. If you want me to take another look at your interview protocol - I can look through it Monday.
Turn in your permission form if you have not done so already.
Up-date the post for the introduction + literature review (Blog 19)
For next class:
Read: writing ethnographic fieldnotes, p. 1-13
Blog 20: Reflect on your introduction/literature review in terms of the following prompts.
1. What are the strengths your writing for the introduction? What do you need to add as you continue to write your essay?
What are the strengths of your writing for the review of the literature? What will you need to continue to work on?
2. What is the research problem identified in your introduction? How do you point out what your research project will contribute toward resolving this "problem"? In other words, what have you written about the importance of your project for writing studies?
3. What have other researchers found out about your topic that is relevant to your research project?
4. How do you connect findings from question 3 to the purpose of your project?
5. What is your plan for finishing/revising your introduction and literature review?
6. What feedback do you want from me?
In class we will talk about the short analysis projects, catch up with anything you need to know or work out in terms of interviewing + transcribing, and we will talk about & practice ethnographic methods.
Have a great Thanksgiving and see you next week.
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