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Transcript

  • 1. Pre-Workshop Workshop• A walk through the schedule... • (bottom line=”not necessarily complete but deliverable” for peer review 11/23)
  • 2. Pre-Workshop Workshop• Some assumptions about peer review: • It is useful for writing at all levels • As a reader, you should be capable of giving good advice even on topics where you are not an expert • As a writer, you should be capable of receiving and acting on advice from others • The only way you get better as a writer is to have an audience • To get good advice, you have to give good advice • It takes practice-- more practice time than we have, unfortunately
  • 3. Pre-Workshop Workshop• Groups: • Jessica, Graham, Bill, Alisha • Sarah, Brenda, Heather, Sierra • Carrie, Beth, Jeff, Emily, Bernice
  • 4. Pre-Workshop Workshop• Step 1: Make sure everyone has contact info, etc.• Step 2: Everyone take a moment to: • explain briefly what your project for this class is about • where you’re at on the project so far • what one or two (or three or four!) things you are hoping to get from peer review• Step 3: Gather questions/concerns for the larger group
  • 5. Heather and Bill and Teacher/Action Research
  • 6. Blythe, Grabill, Riley• Action research is... (273-4)• The questions that framed their research (280)• The data analysis process-- note that they can’t completely agree (280-2)• (Also, this is an example of rhetorical/ content analysis too)
  • 7. Blythe, Grabill, Riley• Evidence based understanding of community (the consultant example and such on 284)• “Why genre matters” (and why this is tech comm kind of research) (287-9)• Stases matters (289-91)• And action matters (295)