Summary:
In Michael Klein's, "What is it we do when we write articles like this one-", he presents a conflict in how students write research papers. He claims that they do not "research" but merely copy text from a book to their paper and site the text, yet learn nothing. This is disheartening to Klein who then conducts an experiment with eight colleagues to determine how they conduct research themselves. He discovers that each acedemic group has their own style and react differently, but all begin writing because of something they heard, read, questioned, or became interested in. He concludes that everyone writes "both to learn and to share their knowledge" (page 32 paragraph 29).
Synthesis:
Klein in "What is it..." presents that students do not research to learn but rather to complete quotas on assignments. He encourages educators to revise and better instruct how students should be taught to research for knowledge and retension. He suggests that by teaching a better way to research would teach students how to have a better foundation for their works.
Questions:
1.) Klein describes how all students, both highschool and college, do not know how to properly do research for research papers. Which I agree is true. Students are given a vague topic to write about, told to make a more specific topic, then find data, information, quotes, and other pieces to support their arguement*. Students, my self included, then put minimal effort into searching for supportive texts, using keywords to support and using quotes out of context to fake a supporting arguement. By not knowing how to properly hunt for and gather information students do not write to prove their point, only to complete an assignment.
3.) Klein makes many references to how much the professionals research and also how they conduct it. ex a: scientist used "procedure, methodology, and data gathering". ex b: historians used "Audience, purpose, establishing authority, and dimension" (pg 28 paragraph 19). I would say that I used methodology. I would research the way I was instructed or guided by a handout. Having an exact number of sites to need, or a certain number of direct quotes, paraphrases, and summaries.
4.) I plan to begin researching the way Klein supports. He poses a good point when stating that "research first, and only then beginning to write" and also "rely more on what I did, than what I read" (page 31 paragraph 28). How can you know what to write about or where to enter the conversation, if you do not first find your niche? By researching more, you better understand your topic and can better mold it to support itself and have weight for others to branch off of it.
Thoughts and Conclusion:
I was very much informed that not only my high school, but whole acedemic career was misinstructed for how to research. Klein explains that no matter how much you write about a topic, you will never truly understand it until you research it. "Research, leads to understanding, the purpose of writing is, to clearly communicate the results of that research" (page 28 paragraph 20).
Wednesday, August 29, 2012
Tuesday, August 28, 2012
Summaries:
In Swales' article "Create a Research Space", he aims to introduce writers to a way to make a model for researching. Swales brings an agruement of several examples of how to start the "space" by claiming, making, or reviewing ideas. He then supports the foundation with pointing out the hole of an agruement, then concludes with filling said hole. With these steps as building blocks for writers to begin their works, they learn to think for themselves and draw on previous works to support them.
In Greene's piece, he explains how to "frame a work" and also how to make your writing a conversationalist piece. He supports how to do this with several inputs on identifying issues, situations, and finally framing the question. He also supports his work with other works, by Burke, Rodriguez, Hoggarts, and a student's work.
Before you read:
Agruement: a word that has not only a positive definition but also a negative aspect. An agruement could be between people with a violent or dissatisified undertone. But it also can be seen positive and supportive, it is based on the tone of the works or idea. It is used both ways in everyday conversation. It can be misunderstood in some conversations. But in an acedemic setting, it is in the positive setting, and is used as an synonym for a students belief of a topic.
In Swales' article "Create a Research Space", he aims to introduce writers to a way to make a model for researching. Swales brings an agruement of several examples of how to start the "space" by claiming, making, or reviewing ideas. He then supports the foundation with pointing out the hole of an agruement, then concludes with filling said hole. With these steps as building blocks for writers to begin their works, they learn to think for themselves and draw on previous works to support them.
In Greene's piece, he explains how to "frame a work" and also how to make your writing a conversationalist piece. He supports how to do this with several inputs on identifying issues, situations, and finally framing the question. He also supports his work with other works, by Burke, Rodriguez, Hoggarts, and a student's work.
Before you read:
Agruement: a word that has not only a positive definition but also a negative aspect. An agruement could be between people with a violent or dissatisified undertone. But it also can be seen positive and supportive, it is based on the tone of the works or idea. It is used both ways in everyday conversation. It can be misunderstood in some conversations. But in an acedemic setting, it is in the positive setting, and is used as an synonym for a students belief of a topic.
Reading Responses/Discussion/Applying and Exploring:
(page 20)
2. I really like this addition to the article, it gave me a more detailed way to understand how the style of writing has not only begun before any of current writers times, but before previous writers as well. It makes sense for how a write is to sit and analyze what a conversation or topic to write about is about before jumping feet first into the discussion or writing for yourself, not only does it help you as a conversationalist but also as a writer, to know what the heck you're talking about! I believe that Greene included this exerpt by Burke to better clairfy that no matter how much research, listening or writing you do, you will never be ahead of the topic at hand.
3.Framing is creating basically a picture around what your topic is. In the passage Greene compares it to "Taking a picture of friends" (pg. 14). Where you would focus the camera to capture the image you want to keep. I see framing as another metaphor, like paving a one way road. You pave the road so that it is the only way to a destination, rather than a highway, with several lanes traveling in both directions with multiple routes and alternitive ways to think. Framing gives the writer control to take the reader to the acquired concept of the idea. When reading a framed work, one is given only one way to consume the information.
(page 21)
2. I would agree that Greene's work does sound like a conversational piece with a student or group of students, but I feel that he lacks the framing of part of his agruement when he branches off to give some examples. I.E : page 17 with the students exerpt. I found this piece not similiar and not at all conversationalize. It does somewhat explain how to vaugely frame a piece, but I feel that the student does not convey this task very well either.
(page 20)
2. I really like this addition to the article, it gave me a more detailed way to understand how the style of writing has not only begun before any of current writers times, but before previous writers as well. It makes sense for how a write is to sit and analyze what a conversation or topic to write about is about before jumping feet first into the discussion or writing for yourself, not only does it help you as a conversationalist but also as a writer, to know what the heck you're talking about! I believe that Greene included this exerpt by Burke to better clairfy that no matter how much research, listening or writing you do, you will never be ahead of the topic at hand.
3.Framing is creating basically a picture around what your topic is. In the passage Greene compares it to "Taking a picture of friends" (pg. 14). Where you would focus the camera to capture the image you want to keep. I see framing as another metaphor, like paving a one way road. You pave the road so that it is the only way to a destination, rather than a highway, with several lanes traveling in both directions with multiple routes and alternitive ways to think. Framing gives the writer control to take the reader to the acquired concept of the idea. When reading a framed work, one is given only one way to consume the information.
(page 21)
2. I would agree that Greene's work does sound like a conversational piece with a student or group of students, but I feel that he lacks the framing of part of his agruement when he branches off to give some examples. I.E : page 17 with the students exerpt. I found this piece not similiar and not at all conversationalize. It does somewhat explain how to vaugely frame a piece, but I feel that the student does not convey this task very well either.
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