Month: March 2016

Class Notes 3/28/16

Rewriting

  • Coming to terms– acknowledging where the author is coming from
  • Forwarding– taking the authors ideas and putting them into a new environment 
  • Countering– Naysayers, opposition research, how will people question argument, strengthen claim, acknowledge limitations
  • Taking an approach– what a text is trying to do and how they do it, look at sources for help taking your approach, developing your own stance, being influenced by a particular source giving you insight into how you want to go about your work (their language and assembly) 

Sources

  • What has been influential in sources you’ve looked at and how will you use it for your work?
  • Make sure you find a variety of sources

How to find sources

  • Library database
  • Complicating your research link in Blackboard (variety of perspectives is important for a well rounded argument)
  • Backlink searching on google
  • Seminal articles- who are the most cited people

 

Handouts Tab- note taking sheet for sources, rounding out the conversation WS(Should be handed in)

Homework

  • Annotated Bibliography due Friday
  • Come to class Wednesday to take notes on documentary

Notes 3.23.16

  • Looked at Wall Street Journal pieces
    • Took note on:
      • Author’s background
      • Authors perspective (From article)
        • Nonprofit x 2
        • Nutritionist
        • Food writer/journalist
        • Academic/policymaker
      • Contribution to the conversation
      • How the author counters ideas
    • Concentrate on argument
      • “Who are we naming and are we doing so respectfully”
        • Not offending those we are opposing in the argument (Keeping it respectful/correct)
      • When conversing on an issue, focus on “Effective engagement,” No ridiculous “you’re just stupid” answers/comments
    • Research
    • Use variety of search engines (library database, library itself, etc.)
      • Tools:
        • Different search engines
        • Check bibliographies
        • “lmk searching”
          • link:url
        • Annotated bib should be 6-8 sources

Class Notes 3/21

Class Notes:

Unit 3 –> putting to use everything that we have learned all semester

Major Projects:

  1. Annotated bibliographies: for every source write 2 paragraphs on it.

First paragraph: what it is, background info, etc

Second paragraph: what use it has for you

  1. Conversation dialogue

Joe Harris Notes:

  • Before we can do close work with our writing, we need to really understand sources completely
  • Countering –>
  • J.Harris 3 step process: come to terms with the point of view, identified the limits or problems with the perspective, construct your own position and response
  • Sources: you’re looking for sources that will help develop thinking and not so much articles that agree with your stance
  • Pg 57: 3 ways to think about countering work
  1. Pick up on something someone has said, complicate it or dispute it
  2. Uncover the significance about what they have overlooked
  3. Disagreement: find the limitations of what others have said

 

Importance of engaging with different perspectives:

  • Enhances the significance of what you have to say
  • It’s a better approach to acknowledge what others have to say and avoids emotional attacks

For Wednesday 3/23:

  1. Complete TIRQ in journal on blackboard
  2. Finish TIRQ diagram we worked on in class
  3. Find 3 sources that may serve a purpose in your paper

Class Notes 3/2

Why do people write research briefs?
– Summary
– Usually pretty dense
– To make scholarly material accessible to a larger audience (b/c not everyone has the resources to read these scholarly articles)

How does “Engaging Health:
Health Research and Policymaking in the Social Media Sphere” do this?
– The author followed ‘the public health model’
– A lot of definitions
– There are important things in bold
– They highlight the key findings of the report
– Delve deeply in explaining what each concept meant
– Written for a person who did not do any of the research, so they build it from the ground up
– The ‘key findings’ are presented in such a way that each paragraph following it describes the points
– The introduction is very explicit and clear on what the text is about ‘the purpose of this paper is…’
– Introduction includes rhetorical questions

Class Notes:
– An abstract is the piece of text that tells the reader if the text is worth their time to read
– An executive summary is common in fields other than academia… where ppl need info quickly but they don’t have time to go do all the research… so they use research briefs
– Research briefs are commonly written for decision makers who are going to do something based on the info in that brief
– Research briefs are sometimes called policy briefs.
– Readers usually don’t read scholarly articles in their entirety, so you need to make sure your research brief is good and concise.
– Having a brief that is aesthetically pleasing is helpful in having your reader actually read the whole thing
– There’s an expectation for what should be in your brief and even the order it’s in

Structure:
What’s the issue?
What’s the background?
What are the key findings?
What are the implications?

FOR TONIGHT (3/2):
– Quotation sandwich
– Article notes

FOR MONDAY (3/7):
– Printed Research Brief draft
– Printed scholarly article