- Try and set up site service by this week
- Articles
- Author’s names not always attached
- Sometimes we have to guess
- Normally there is an organization listed
- Google information on author
- Author’s names not always attached
- Paper
- “Say more about less” – Don’t over do it
- 2 sources
- Reflective piece – use 1st person (you can use “I”)
- Consider endgame when starting, consider how research writing works through close analysis of pieces
- Use all examples (can be positive or negative analysis of texts)
- Rhetorical analysis – a paragraph or two
- Quoting sources –
- Direct quote (parenthetical citation: author,
paragraph/page #)
- Talking about a source just name the source, no citation necessary
- MLA – Make a works cited page
- APA – Whatever APA does I did MLA in high school so idk (references page maybe?) [Yes, APA calls this References, KSO]
- Make claims evident – what you learned about research writing through these examples
- Make paper “readable”
- DUE WEDNESDAY
[We did some other stuff, too, remember–students had time to begin commenting on their prior posts to develop ideas about rhetorical situation, etc. And Karen posted information about how to make use of ideas from Harris’s Chapter 1–those are in a comment on this post]
“Texts don’t simply reveal their meaning to us; we need to make sense of them” (15).
He speaks in this phrase—getting ready to write with sources depends upon our coming to terms with those sources:
• Objective summary is probably out of reach and unachievable—we always put our own spin on another source, even if just by deciding what to leave in/leave out
• Instead, you try to explain your perspective on a text—give the text its due and explain what you are going to do with it
• He names three moves that are involved in this work:
o Define the writer’s project
o Note key words/passages
o Assess the limits/uses of a text
Defining the project
• You need to try to offer a holistic picture of the text—not just recapping the author’s argument/main idea but what the text is trying to do
• This depends upon close rhetorical reading—understanding the purpose, context, exigence, etc.
• This includes paying attention to the author’s
o Aims
o Methods
o Materials
Noting key words/passages
• Summarize the basics, and quote the controversial bits if you need to—this allows you to present the author’s ideas and then to speak to your perspective on those ideas
• Quotations should be flashpoints within your writing—places where important thought work happens—not the lazy way out of having to explain what someone says
Assessing uses and limits
• Not in binary terms (like/dislike, agree/disagree, right/wrong) but thinking in terms of tensions—how does this text inform your thinking about the issue? But also how does this text maybe come up short or not totally satisfy your needs
• You can be skeptical and generous here
What does all this have to do with your writing in Unit 1??
• You’re using these texts for a different purpose than the author intended them—you’re not simply trying to learn about public health issues (which was probably how they envisioned their writing being used); you’re using this as a sample of researched writing. So you’re thinking in terms of how this text is useful to you.
• Coming to terms with the texts—figuring out how they work (understanding them on their own terms) and considering what you can learn from them (putting them to work on your terms) matters.
• Ultimately, you’re rewriting in this assignment—adding to, commenting on, building upon the work these authors do.