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Enc1101drafting unit2

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Transcript

  • 1. Drafting your Autoethnography
  • 2. IMRD
    • Introduction
      • Use the scholars to set up your argument. Then describe your experiment (the 1-2 sentence version) and what you found.
    • Methodology
      • Describe your research methods in detail.
    • Results
      • Include the charts from your think-aloud and write a couple of paragraphs pointing out the important numbers.
    • Discussion
      • Prove your argument by analyzing quotes from your transcript, and working with the numbers in more detail.
  • 3. Introduction
  • 4. Remember Swales?
    • Establish your territory
    • Establish your niche
    • Occupy your niche
  • 5. Establish your territory
    • Topic generalization
    • Claim centrality
    • Review previous items of research
    • Example:
    • “ Understanding your writing process and what works best for you to achieve that final draft helps students to become more s k illed writers. Using the knowledge of your writing process is more beneficial than many people believe. One aspect to understanding your writing process that many are unaware of is rhetorical situation and the ability to apply it.”
  • 6. Establish your territory, cont’d
    • Review previous items of research
    • Example:
    • “ Keith Grant-Davie explains how rhetorical situation is seen as a set of ‘i n fluential factors within the broader contexts that help explain why decisions were made and why things turned out the way they did’ (127). In simpler terms, rhetorical situation is comprised of four factors that shape how and why an author uses a specific style of language. These four factors are: exigence (purpose for writing the paper); rhetors (speakers/writers); audience; and constraints.”
  • 7. Establish your niche
    • Raise a question
    • Identify a gap
    • Continue a tradition
    • Counter-claim
    • Example:
    • “ By using rhetorical situation, authors can shape their bad drafts to address the intended audience. One paper with an intended audience for a history professor should not be written the same as a paper to a family member or friend. The different diction used in each writing situation should vary. The paper for the professor would be more formal, while the paper for the family member would be more informal. With time, dedication, incubation, and knowledge of rhetorical situation, authors who understand their unique writing process can transform their shitty first draft into published masterpieces.”
  • 8. Occupy your niche
    • Outline present research
    • Announce principal findings
    • Indicate research-report structure
    • Example:
    • “ To better understand my writing process, I wrote two very different types of papers and analyzed the writing process I used for each. I discovered that different types of writing require a unique writing processes, as well as why this process differs between mediums of writing. I studied my own writing process to better understand myself as a writer, and how I can shape my shitty first drafts. I also had a goal to determine how rhetorical situation, particularly exigence and audience, helped me develop each of these papers; in addition, I was interested to discover how the personal significance of the subject influences the way I write.”
  • 9. Discussion
  • 10. Organize it
    • Create a quick outline with the main points you need to highlight to prove your argument.
    • Example:
      • Planning
      • Editing
      • Writing
      • Distractions
      • OR
      • Audience awareness
      • Spelling correction
      • Incubation
  • 11. Drafting a paragraph: discussion
    • Topic sentence/claim
    • Context for evidence
    • Evidence
    • Analysis
  • 12. Drafting a paragraph: discussion
    • Topic sentence(s)/claim
      • Summarizes what will happen in that paragraph and connects back to your overall argument.
    • Example:
    • “ The change in the audience between the two papers resulted in a change in my composing process. While I was writing the assignment for my composition class, I had no clear and distinct audience in my mind while I was writing. For the senior letter, Natalie was the clear and distinct audience that I was writing for. I believe that because I had no clear audience while writing the composition paper, I had less interest in it.”
  • 13. Drafting a paragraph: discussion
    • Context
      • Sets the evidence up for the reader; frames the evidence in terms of your argument
    • Example:
    • “ When analyzing the composition transcript, I noticed the very first line almost directly summarizes how I felt about beginning the task of writing the reflection”
  • 14. Drafting a paragraph: discussion
    • Evidence
      • Quotes from transcript
      • Pieces of composing style sheet
      • Numbers
    • Example:
    • “ When analyzing the composition transcript, I noticed the very first line almost directly summarizes how I felt about beginning the task of writing the reflection : “O k , so I just woke up and I need to write this paper. ”
  • 15. Drafting a paragraph: discussion
    • Analysis
      • Connects the evidence back to your argument
    • Example:
    • “ Before I even started the paper, it is clear I was not excited to write it. Thus, my exigence for writing affecting my writing process.”
  • 16. More evidence?
    • You can (and probably should) use more than one piece of evidence in a paragraph.
    • Repeat the pattern:
      • Context
      • Evidence
      • Analysis
    • Example:
      • “ There was also a high level of uncertainty about the meaning of the article : “ ’What was Murray’s writing process, and how do they compare to yours’ ” I have no idea. ‘What was your impression of Murray’s writing process’ ” Yeah, I am going to skip that one for now ” (Appendix B). It is quite obvious that while analyzing the transcript I realized how confused I was about the article. Due to this level of uncertainty and lack of dedication to the paper, clearly I wrote the paper solely because it was assigned to me and I was just trying to get it over with.”
  • 17. Conclusion
    • Point to the bigger picture
    • Questions you may want to consider (you don’t have to answer all):
      • What did you learn about your writing process that you didn’t know before?
      • How can this knowledge help you as a writer in the future?
      • How do your findings change the way we think about writing processes?
      • How do your findings change the way we should think about teaching writing?
  • 18. Formatting
    • Use subject headings
      • Methodology, Results, Discussion
      • Can use sub-headings to further divide the discussion section
    • Include appendixes
      • Appendix A: the code we created
      • Appendix B: your transcript
      • Appendix C: composing style sheet
      • Appendix D: actual piece of writing from the think-aloud (reading response, etc.)
    • Don’t forget a title and works cited