The document discusses the challenges of applying psychological principles from research to real-world problems. It notes that few "double specialists" exist who are experts both in the scientific research and in the practical application area. Understanding how to apply complex psychological factors like early childhood experiences requires integrating many variables, and mastering these principles is a full-time job. Applying them in settings like daycare also requires full-time specialized knowledge, which some research psychologists may lack. The document argues that both real-world and research experts need better communication and more diverse experiences to successfully collaborate on solving practical problems.

1. “ Helping Students Use Textual Sources Persuasively” Margaret Kantz

2. Are you an Alice or a Shirley? Describe an experience you’ve had writing a research paper. Were you an Alice or a Shirley?

3. Analyzing Kantz Audience? How is she entering the “conversation”? Purpose (exigence)?

4. Facts, Opinions, Claims What is the difference? (Alice knows.)

5. Facts as claims: an example http://www.thedailyshow.com/watch/wed-march-17-2010/don-t-mess-with-textbooks (@1:12)

6. Conflicting ideas What do you do if sources disagree? What did Shirley do? 10,000-45,000 What would Alice do? Rhetorical analysis

7. Rhetorical Analysis Encoder= writer/speaker/ rhetor Decoder=reader/listener/ audience Reality= constraints, exigence

8. The Battle of Agincourt We won! And it was really hard, too. We lost. But we were outnumbered! 10,000 British soldiers 45,000 British soldiers

9. The Battle of Agincourt 10,000 British soldiers Rhetor Churchill, “A History of British Progress” Audience British readers Constraints written in 1930s, beginning of WWII Exigence Encourage readers to take pride in glorious history of British accomplishments 45,000 British soldiers Rhetor Monsieur and Madame Guizot, “A History of France” Audience French readers Constraints Negative opinion of England, British tactics Exigence Show how French were taken advantage of, how the battle was not so glorious

10. What would Alice/Shirley do? 5 teams First to buzz in and answer correctly gets a point Group with the most points gets a bonus point

11. Alice vs. Shirley If Alice/Shirley had to write a paper about Microsoft’s default font change that we discussed yesterday, what would they write? Old Font New Font

12. Alice vs. Shirley Definition of a fact Shirley: thinks sources transmit facts Alice: facts are claims

13. Alice vs. Shirley How do they read sources? Shirley: narrative/story Alice: a “ message sent by someone to somebody for a reason ”

14. Alice vs. Shirley Why do they write? Shirley: to find the truth Alice: to make an argument

15. Alice vs. Shirley View of themselves as writers; what is their goal? Shirley: to be credible Alice: to persuade, say something new

16. Alice vs. Shirley View of their task (task representation) Shirley: summary Alice: original argument

17. Alice vs. Shirley How do they organize their writing? Shirley: in the order she found it, order the source writer puts it in Alice: in the order that fits her purpose to convince her audience

18. Alice vs. Shirley Who is more likely to plagiarize? Why? Shirley

19. Alice vs. Shirley Who writes more drafts? Why? Alice; summary, rhetorical analysis, argument

20. Alice vs. Shirley View of research Shirley: Research is not creative, but a static task designed to examine students on their understanding of facts Alice: Research is creative, and students are scholars “w h o work to find answers to problem questions” and who “se t reading and writing goals for themselves that will allow them to think constructively.”

21. Alice vs. Shirley What “tool” does Alice have in her toolbox that Shirley does not? Rhetorical situation

22. More questions It seems like everything worth saying has already been said—how do you create an original argument? How can research be creative? Do you think that this would make research more enjoyable? How is it possible for sources to disagree in ways other than pro/con? Why does Kantz think that plagiarism can be understandable, or even inevitable? Why does Kantz suggest that multiple drafts are useful?

23. What did the instructor do wrong, and how could she fix it? Minimal notes on draft, and those notes had to do with formalist issues Didn’t sequence the assignment, pacing it with enough time to allow students’ thoughts to develop Didn’t teach rhetorical reading and writing strategies Gave “ weak assignment and an ineffective critique of the draft” Didn’t tell Shirley she was expected to say something original, that she should look for discrepant facts/conflicts in her sources, or that she should use her notes to comment on the sources and use the notes to plan her paper Didn’t teach Shirley to look for arguments instead of facts

24. Practice using textual sources persuasively: Charlie Sheen, wasted, or misunderstood? “ What does this say about Haim Levine [Chuck Lorre] after he tried to use his words to judge and attempt to degrade me. I gracefully ignored this folly for 177 shows ... I fire back once and this contaminated little maggot can't handle my power and can't handle the truth. I wish him nothing but pain in his silly travels especially if they wind up in my octagon. Clearly I have defeated this earthworm with my words -- imagine what I would have done with my fire breathing fists. I urge all my beautiful and loyal fans who embraced this show for almost a decade to walk with me side-by-side as we march up the steps of justice to right this unconscionable wrong.” Write for each of the following citation strategies. Quoting directly Short phrase lead-in using a comma (,) Complete sentence lead-in using a colon (:) Inserting select words into your own sentence using no additional punctuation Paraphrasing Stance 1 : You think Charlie is on drugs (and this proves it). Stance 2 : You think Charlie is being unfairly treated by Lorre.

25. An experiment: how do you read? Read an excerpt from an article out of context At frequent intervals, answer the question: how do you interpret the text now?

26. Like the modern world, modern scientific psychology is extremely technical and complex. The application of any particular set of psychological principles to any particular real problem requires a double specialist: a specialist in the scientific area, and a specialist in the real area.

27. Not many such double specialists exist. The relationship of a child’s current behavior to his early home life, for example, is not a simple problem--Sunday Supplement psychology notwithstanding.

28. Many variables must be understood and integrated: special (“critical”) periods of brain sensitivity, nutrition, genetic factors, the development of attention and perception, language, time factors (for example, the amount of time that elapses between a baby’s action and a mother’s smile), and so one. Mastery of these principles is a full time professional occupation.

29. The professional application of these principles--in, say, a day-care center--is also a full-time occupation, and one that is foreign to many laboratory psychologists. Indeed, a laboratory psychologist may not even recognize his pet principles when they are realized in a day care setting.

30. What is needed is a coming together of real-world and laboratory specialists that will require both better communication and more complete experience. The laboratory specialists must spend some time in a real setting; the real-world specialists must spend some time in a theoretical laboratory.