Week 5 engl. 145 sep 21 st and 23rd


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Week 5 engl. 145 sep 21 st and 23rd

  1. 1. Week 5
  2. 2. <ul><li>SHARING THOUGHTS ABOUT AANOTATED BIBLIOGRAPHY ASSIGNMENTS </li></ul><ul><li>Talking about your Annotated Bibliographies </li></ul><ul><li>Moving forward: Writing Literature Reviews </li></ul><ul><li>Analyzing research articles </li></ul><ul><li>Talking about Literature Reviews </li></ul><ul><li>Assignments </li></ul>
  3. 3. <ul><li>What challenges did you face in your assignment? </li></ul><ul><li>What did you gain from your assignment? </li></ul><ul><li>Were the sources you found valuable for your research? </li></ul>
  4. 4. <ul><li>What kind of sources does the writer of this bibliography use? </li></ul><ul><li>Do you agree with the writer’s assessment of the reliability of the sources in this bibliography? Why? Why not? </li></ul><ul><li>Which one of these references seem questionable to you and why? </li></ul>
  5. 5. Get in groups of 3-4 , actively skim the article, answer the questions in the next slide. Make sure your group has a note-taker.
  6. 6. <ul><li>Skim through the research article with your group-mates. Do some active reading. (Read with a pen/highlighter in your hand). In your groups, address to the following questions; </li></ul><ul><li>What are the main components/sections of this research paper? What is this article about? </li></ul><ul><li>What is the goal of each section? </li></ul><ul><li>What are the research questions? </li></ul><ul><li>What areas of literature were added to this research paper? </li></ul><ul><li>How were the participants recruited for this study? </li></ul><ul><li>What steps are followed to answer the research question(s) and study the participants? In other words, what methodology is used in this research paper? </li></ul><ul><li>What were the findings? </li></ul><ul><li>How did the author conclude the research paper? </li></ul><ul><li>What have you gained from reading this research paper? </li></ul><ul><li>What aspects of social diversity issues were gleaned from this paper? </li></ul>
  7. 7. <ul><li>Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Include exact page numbers. </li></ul><ul><li>Paraphrasing involves putting a passage from source material into your own words. Here you can use first personal pronoun “I” A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. No need to include the page number, but include the name of the author, and the date of the publication. </li></ul><ul><li>Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material. You need to include summaries of each resource. DO NOT COPY WORD BY WORD. IF YOU DO COPY WORD BY WORD AND DO NOT GIVE CREDIT TO THE AUTHORS, IT IS CONSIDERED AS “PLAGIARISM” </li></ul><ul><li>Adapted from : http://owl.english.purdue.edu/owl/resource/563/01/ </li></ul>
  8. 8. <ul><li>Discussions on Class Readings will begin next Tuesday. More information about these discussion groups will be given on Thr. In the meantime, read the Discussion Facilitation Section of your syllabus. </li></ul><ul><li>Read “Writing Process”—Reading is available on the class blog: </li></ul><ul><li>Continue with finding valuable/relevant articles related to your topics. </li></ul><ul><li>Read Child trafficking in Cambodia by Laura Sanoshy (page.77) from Emerging Scholars. </li></ul><ul><li>Blog: What did you like about Laura’s piece? What are the strengths and what are the weaknesses? How do you think Laura could add an “action” component to her project? </li></ul>
  9. 9. <ul><li>Introduction—Revising, discussing, planning </li></ul><ul><li>Student writing sample in Emerging Scholars </li></ul><ul><li>Talking about Literature Reviews </li></ul><ul><li>Assignments </li></ul>
  10. 10. <ul><li>Provide support for claims or add credibility to your writing </li></ul><ul><li>Refer to work that leads up to the work you are now doing </li></ul><ul><li>Call attention to a position that you wish to agree or disagree with </li></ul><ul><li>Highlight a particularly striking phrase , sentence, or passage by quoting the original. There needs to be a good reason that you’re citing a particular sentence. </li></ul><ul><li>Distance yourself from the original by quoting it in order to cue readers that the words are not your own </li></ul><ul><li>Expand the breadth or depth of your writing </li></ul>
  11. 11. <ul><li>Reread the original passage until you understand its full meaning. </li></ul><ul><li>Set the original aside, and write your paraphrase on a note card. </li></ul><ul><li>Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase. </li></ul><ul><li>Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form. </li></ul><ul><li>Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source. </li></ul><ul><li>Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper. </li></ul>
  12. 12. <ul><li>Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers . 2nd ed. (1976): 46-47. </li></ul>
  13. 13. <ul><li>In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47). </li></ul>
  14. 14. <ul><li>Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47). </li></ul>
  15. 15. <ul><li>Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes. </li></ul><ul><li>(This is the original version) </li></ul><ul><li>Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers . 2nd ed. (1976): 46-47. </li></ul>
  16. 16. <ul><li>Synthesis: a relationship between your sources. It’s more than a summary. It can also include your own evaluation of the source. </li></ul><ul><li>You draw on the ideas of the authors. You bring together a body of information from various sources. </li></ul><ul><li>Before you can write an effective synthesis. You must know the relationships among sources and how they fit into the field </li></ul>
  17. 17. <ul><li>Literature review is an account of what has been published on a topic by accredited scholars and researchers. </li></ul><ul><li>This is a paper to demonstrate your familiarity with the research topic. It is a summary of what the scientific literature says about your specific topic or question. </li></ul><ul><li>A literature review typically contains the following sections: </li></ul>
  18. 18. <ul><li>Find at least six more sources related to your research projects. </li></ul><ul><li>Read the articles (remember to do active reading) Take notes in the margins, write summaries, important quotes etc. </li></ul><ul><li>Read the easier articles first (see the abstract to see if this article is related to your topic. </li></ul><ul><li>The articles must be from professional journals. </li></ul><ul><li>See sample literature reviews in the articles. </li></ul><ul><li>http://web.pdx.edu/~dbls/HowtoWriteLiteratureReview.htm </li></ul><ul><li>http://www.buseco.monash.edu.au/assets/images/qmanual/6-1.jpg </li></ul>
  19. 19. <ul><li>In the introduction, you should: </li></ul><ul><li>Define or identify the general topic, issue, or area of concern, thus providing an appropriate context for reviewing the literature. </li></ul><ul><li>Point out overall trends in what has been published about the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in research and scholarship; or a single problem or new perspective of immediate interest. </li></ul><ul><li>Establish the writer's reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing literature and the organization of the review (sequence); and, when necessary, state why certain literature is or is not included (scope). </li></ul>
  20. 20. <ul><li>In the body, you should: </li></ul><ul><li>Group research studies and other types of literature (reviews, theoretical articles, case studies, etc.) according to common denominators such as qualitative versus quantitative approaches, conclusions of authors, specific purpose or objective, chronology, etc. </li></ul><ul><li>Summarize individual studies or articles with as much or as little detail as each merits according to its comparative importance in the literature, remembering that space (length) denotes significance. </li></ul><ul><li>Provide the reader with strong &quot;umbrella&quot; sentences at beginnings of paragraphs, &quot;signposts&quot; throughout, and brief &quot;so what&quot; summary sentences at intermediate points in the review to aid in understanding comparisons and analyses. </li></ul>
  21. 21. <ul><li>In the conclusion, you should: </li></ul><ul><li>Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction. </li></ul><ul><li>Evaluate the current &quot;state of the art&quot; for the body of knowledge reviewed, pointing out major methodological flaws or gaps in research, inconsistencies in theory and findings, and areas or issues pertinent to future study.—WHAT DID THEY DOT ADDRESS? WHAT IS THE RESEARCH GAP? </li></ul><ul><li>Conclude by providing some insight into the relationship between the central topic of the literature review and a YOUR OWN social action project. </li></ul>
  22. 22. <ul><li>Read discussion articles set #1 (read the article titled American Dreams instead of McIntosh piece) </li></ul><ul><li>Reading Set # 1: </li></ul><ul><li>Defining racism: “Can we talk?” by Beverly Daniel Tatum pp. 79-82 </li></ul><ul><li>An American Dream </li></ul><ul><li>Moving beyond White guilt by Amy Edgington pp. 127-128 </li></ul><ul><li>American Dream </li></ul><ul><li>Continue your work on Literature Review. Remember that Lit review should include at least 10 sources. </li></ul><ul><li>Lit Review DUE date is moved to Sept. 30 and Oct. 5 (two due dates for this assignment. Feel free to submit it on next Thr. Or on Tuesday, Oct. 5 th- ) </li></ul>
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