Enc1102 synthesizingdata

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Enc1102 synthesizingdata

  1. 1. Field ResearchAnalyzing, synthesizing, and interpreting data
  2. 2. Journal PromptTake a look at your data. Then, write: What have you learned by conducting your fieldwork? Is this different from what you thought you would learn? How so?
  3. 3. ResultsIntroduction (from your lit review)Lit ReviewMethodsResults: Give an overview of what you foundthrough your data (this is where you might addcharts or graphs)Argument headingArgument heading (you can have as many or fewof these as you need)Conclusion: What’s the point? What could you dodifferently?
  4. 4. Data analysis Find a focus You can’t pay attention to everything Out of 25 questions, 5 may have something relevant to add
  5. 5. Synthesis of information Choose what questions and responses are useful Choose what part of your observation will be useful Use only what is relevant to your argument. This doesn’t mean to not use data that counters what you thought you would find.
  6. 6. Interpreting Data Use your observations/ surveys/ interviews to make an argument You asked the questions for a reason: identify what your answers means
  7. 7. In your research groups1) Using the sample data, come up with 3-4 “headings”for your results and discussion section, just like you did inyour lit review. Decide what you will argue, and makethese arguments your headings. EX: Music Helps Students in the Writing Classroom Music Allows Students to Generate Ideas whenWriting Different Genres of Music that Help StudentsWrite Music does not Help all Students
  8. 8. Now, read through your own data Make a list of arguments (which could be your headings) Underneath each heading or argument, list the evidence that you will use to support that argumentExample: Music Helps student in the writing classroom --answers to survey question 3 (34/40 said yes)
  9. 9. Start drafting One of your sections or arguments. If you are not writing an academic paper, start working on how you will present your argument. “Consider Yourself Part of the Family!” Out of all of the theatre students that I surveyed, the one thing they all agree on was that their involvement in drama gives them a family within their high school. The students all expressed how being a part of a theatre group helped them meet friends who love them unconditionally and understand them. They all agree that they are more comfortable with who they are because they can identify with others who are both different from them and alike, and they all expressed a heightened sense of outgoingness within themselves. In the student response that I find most interesting he says, “ through theatre I have been exposed to many different kinds of people and I feel I can approach most anyone because of it. You also have to learn to deal with people.” This response is significant because it points out that drama teaches an important social skill which most people forget about: Tolerance. He says, “You have to learn to deal with people.” He makes a good point because theatre participation puts you in a situation where you have to cooperate with people. You don’t get to choose who you work with; you just need to work with them. Tolerance is a constructive trait that students are usually able to attain through being part of a theatre family.
  10. 10. Schedulehttp://issuu.com/lauramartinez6/docs/enc1102- finalweeksschedule Email to make an appointment if you’d like me to look over what you have and give you suggestions. I will be on campus every day.

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