Getting Started with Research and Writing

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  • Apex Learning, Inc. (2007). Building language. Retrieved from http://www.beyondbooks.com/law81/index.asp
  • Hung, P-Y. and Popp, A. (2009, January 27). “Learning to Do Historical Research: A Primer How to Frame a Researchable Question.” Retrieved from http://geographerchat.wordpress.com/2009/01/27/ 研究提問怎麼提 by 肉圓邑 /
  • The Writing Lab. (2010). Why and how to create a useful outline. Retrieved from http://owl.english.purdue.edu/owl/resource/544/02/
  • Adapted from: Sterling, M. (n.d.) Essay Outline Sample [Template] Retrieved from http://www.sthelens.k12.or.us/174320825162539897/lib/174320825162539897/Essay_Outline_Sample.htm
  • Learning strategies database . (n.d.) Retrieved February 3, 2009 from Muskingum College website: http://www.muskingum.edu/~cal/database/general/organization.html
  • Learning strategies database . (n.d.) Retrieved February 3, 2009 from Muskingum College website: http://www.muskingum.edu/~cal/database/general/organization.html
  • O’Neill, K. (2008, December 3). “Scribbled attempt at a research mind map.” Retrieved from http://looceefir.wordpress.com/2008/12/03/scribbled-attempt-at-a-research-mind-map/
  • Getting Started with Research and Writing

    1. 1. Natasha Luepke
    2. 2. <ul><li>Discussion/Final Project Topic </li></ul><ul><li>Unit 2 Assignment </li></ul><ul><li>The Writing Process </li></ul>
    3. 3. <ul><li>[Text of Question] </li></ul>
    4. 4. <ul><li>[Text of Assignment] </li></ul>
    5. 5. <ul><li>[Text of grading rubric] </li></ul>
    6. 6. <ul><li>Cover page </li></ul><ul><li>Page numbers </li></ul><ul><li>12 point font for the entire document </li></ul><ul><li>Times New Roman font for the entire document </li></ul><ul><li>Double-spaced text (Memos are an exception) </li></ul><ul><li>A reference page if outside sources are used </li></ul>
    7. 7. <ul><li>Interesting </li></ul><ul><li>Researchable </li></ul><ul><li>Worthwhile </li></ul>
    8. 8. <ul><li>What’s a problem? </li></ul><ul><ul><li>Too many people are late/absent </li></ul></ul><ul><li>What are some causes for absenteeism? What are ways a department or company can improve attendance? What can individuals do? Are more people late or do more people miss work entirely? </li></ul><ul><li>Research: Causes of absenteeism/tardiness and ways to improve it </li></ul><ul><li>Persuade: We need a garden to improve attendance rates </li></ul>
    9. 9. <ul><li>In textbook, p 65+ </li></ul><ul><li>Calendars </li></ul><ul><li>Goals – begin small </li></ul><ul><li>Schedule </li></ul><ul><li>Prepare and assemble </li></ul>
    10. 10. <ul><li>What are the similarities? </li></ul><ul><li>What are the differences? </li></ul>
    11. 11. <ul><li>No first or second person </li></ul><ul><li>No slang </li></ul><ul><li>No contractions </li></ul>
    12. 12. <ul><li>Point of view = perspective </li></ul><ul><li>First person: I, me, my, we </li></ul><ul><ul><li>Emphasizes writer </li></ul></ul><ul><li>Second person: you, your </li></ul><ul><ul><li>Emphasizes reader </li></ul></ul><ul><li>Third person: he, she, it, one </li></ul><ul><ul><li>Emphasizes subject </li></ul></ul><ul><ul><li>Use this for academic writing; avoid first and second </li></ul></ul>
    13. 13. <ul><li>What is the writing process? </li></ul>
    14. 14. <ul><li>Prewriting </li></ul><ul><li>Drafting/Writing </li></ul><ul><li>Revising </li></ul><ul><li>Editing/Proofreading </li></ul><ul><li>Publishing </li></ul>
    15. 15. <ul><li>Why? </li></ul><ul><li>Audience </li></ul><ul><li>Context </li></ul><ul><li>Research </li></ul><ul><li>Scope </li></ul><ul><li>Organization </li></ul><ul><li>Rough Draft </li></ul><ul><li>Revising/Editing </li></ul>
    16. 18. <ul><li>Free-writing </li></ul><ul><li>Listing/Outlining </li></ul><ul><li>Bubbling/Word Mapping </li></ul><ul><li>Questions </li></ul><ul><li>Looping </li></ul><ul><li>YOUR strategies? </li></ul>
    17. 19. <ul><li>For prewriting, can be informal: </li></ul><ul><li>Cats </li></ul><ul><ul><li>1. Small </li></ul></ul><ul><ul><li>2. Fluffy </li></ul></ul><ul><ul><li>3. Cute </li></ul></ul><ul><li>My cats </li></ul><ul><ul><li>1. Alegria </li></ul></ul><ul><ul><li>a. Small, calico </li></ul></ul><ul><ul><li>2. Sarafina </li></ul></ul><ul><ul><li>b. large, tabby </li></ul></ul>
    18. 20. <ul><li>“ How do I create an outline? </li></ul><ul><li>Determine the purpose of your paper. </li></ul><ul><li>Determine the audience you are writing for. </li></ul><ul><li>Develop the thesis of your paper. </li></ul><ul><li>Then: </li></ul><ul><li>Brainstorm : List all the ideas that you want to include in your paper. </li></ul><ul><li>Organize : Group related ideas together. </li></ul><ul><li>Order : Arrange material in subsections from general to specific or from abstract to concrete. </li></ul><ul><li>Label : Create main and sub headings.” </li></ul>
    19. 21. <ul><li>I. </li></ul><ul><li>   A. </li></ul><ul><li>    B. </li></ul><ul><li>       1. </li></ul><ul><li>        2. </li></ul><ul><li>           a. </li></ul><ul><li>           b. </li></ul><ul><li>II. </li></ul><ul><li>   A. </li></ul><ul><li>    B. </li></ul>
    20. 22. <ul><li>Introduction </li></ul><ul><ul><li>Get the reader's attention by asking a leading question; relay something enticing about the subject in a manner that commands attention. Start with a related quote, alluring description, or narration. </li></ul></ul><ul><ul><li>State the thesis  </li></ul></ul>
    21. 23. <ul><li>II Body </li></ul><ul><li>A. First Point, Assertion, Explanation </li></ul><ul><ul><li>1. Supporting evidence (examples, facts, statistics, quoted authorities, details, reasons, examples) </li></ul></ul><ul><ul><li>2. Supporting evidence   </li></ul></ul><ul><li>B. Second explanation </li></ul><ul><ul><li>1. Support </li></ul></ul><ul><ul><li>2. Support  </li></ul></ul><ul><ul><li>C. Your proposal (if applicable)   </li></ul></ul><ul><li>D. Address opposing viewpoints </li></ul>
    22. 24. <ul><li>III. Conclusion </li></ul><ul><li>A. Show how explanations are logical; reiterate your assertion and proposition (if applicable). Reemphasize your thesis in a fresh way, showing how your have achieved your purpose.   </li></ul><ul><li>B. Appeal to the reader to see how you have come to a logical conclusion.   </li></ul><ul><li>C. Make a memorable final statement.  </li></ul>
    23. 28. <ul><li>Who, what, where, when, why, how </li></ul><ul><li>Causes? </li></ul><ul><li>What is it like or not like? </li></ul><ul><li>Changes? </li></ul><ul><li>Related to other things? </li></ul><ul><li>Reactions? </li></ul><ul><li>Definitions? </li></ul>
    24. 29. <ul><li>Freewrite 5 minutes, no stopping </li></ul><ul><li>Find central or most intriguing thought, and summarize in single sentence </li></ul><ul><li>Starting with that summary, freewrite for 5 minutes, no stopping </li></ul><ul><li>Keep going until you discover an angle/something about your topic you can use for the assignment </li></ul>
    25. 30. <ul><li>A thesis is a single sentence that sums up your main point or purpose.  It should be an answer to a question. </li></ul><ul><li>Three Prong </li></ul><ul><li>One Prong. </li></ul>
    26. 31. <ul><li>The KU Handbook for Writers (2008) points out, </li></ul><ul><li>The thesis should: Be a complete sentence. Identify a specific topic. </li></ul><ul><li>Make a specific assertion or point about that topic. (30) </li></ul><ul><li>The Handbook also points out, &quot;Most papers are primarily expository or persuasive.  Expository papers present research to educate readers on a particular topic or problem.  Persuasive papers present research to change readers' opinion or to offer a solution to a particular problem&quot; (31). </li></ul>
    27. 33. <ul><li>1. Analyze the problem </li></ul><ul><li>2. Establish a goal </li></ul><ul><li>3. Brainstorm possible solutions (strategies) </li></ul><ul><li>4. Create the solution </li></ul><ul><li>5. Evaluate the solution: Will it actually solve the problem…, is there evidence? </li></ul><ul><li>6. Adjust solution if necessary </li></ul>
    28. 35. <ul><li>Apex Learning, Inc. (2007). Building language. Retrieved from </li></ul><ul><ul><li>http://www.beyondbooks.com/law81/index.asp </li></ul></ul><ul><li>Hung, P-Y. and Popp, A. (2009, January 27). “Learning to Do Historical Research: A Primer How to </li></ul><ul><ul><li>Frame a Researchable Question.” Retrieved from http://geographerchat.wordpress.com/2009/01/27/研究提問怎麼提by肉圓邑/ </li></ul></ul><ul><li>Learning strategies database . (n.d.) Retrieved </li></ul><ul><ul><li>http://www.muskingum.edu/~cal/database/general/organization.html </li></ul></ul><ul><li>------ (n.d.) Retrieved http://www.muskingum.edu/~cal/database/general/organization.html </li></ul><ul><li>O’Neill, K. (2008, December 3). “Scribbled attempt at a research mind map.” Retrieved from </li></ul><ul><ul><li>http://looceefir.wordpress.com/2008/12/03/scribbled-attempt-at-a-research-mind-map/ </li></ul></ul><ul><li>Sterling, M. (n.d.) Essay Outline Sample [Template] Retrieved from </li></ul><ul><ul><li>http://www.sthelens.k12.or.us/174320825162539897/lib/174320825162539897/Essay_Outline_Sample.htm </li></ul></ul><ul><li>VanDam, K. and Tysick, N. (Eds). (2008). KU handbook for writers . 2 nd Ed. Masson, OH: Cengage </li></ul><ul><ul><li>Learning. </li></ul></ul><ul><li>The Writing Lab. (2010). Why and how to create a useful outline. Retrieved from </li></ul><ul><ul><li>http://owl.english.purdue.edu/owl/resource/544/02/ </li></ul></ul>

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