For the first annotated bibliography due Thursday, 10.29 work through three writing tasks for one of the four new sources on your list:
1) Write a works cited entry for the source.
2) Write a concise summary of the key points and argument (as applicable) of the source. In this summary, remember some key points about composing summaries:
- Introduce the text and author and use attributive phrases where applicable (“Jankens argues,” “notes Jankens,” etc.)
- Remain objective in the summary, reporting the ideas and argument of the text without including your opinions.
3) Write an application paragraph, exploring why this source (and its ideas, arguments, etc.) is relevant to your topic, how it adds to the larger conversation, how you will use it in your evaluation essay, etc.
Each annotated bibliography entry should be about 150-300 words long.
Examples: 7065_annotated bibliography
We will use part of the time in class on Thursday to read each other’s annotated bibs and revise as needed.
Spend a few minutes writing about your experiences as a researcher, including past experiences, experiences from other courses, experiences with the I-Search, and experiences researching for non-academic purposes. What kinds of topics have you researched or written about before? How do you usually conduct research? What is important to you about the research process or what have you learned from research in the past? How do you envision yourself continuing (or beginning) the research required for Project 3? (This last question could be a good planning opportunity for you.) Write 200-300 words. Due by class time Tuesday, October 27.
In my comments on your P1 reflections, I directed each of you to a set of questions I’d have you write about in class today.
Take a few minutes to read my comments and respond to them, then build into your reflection clear responses to the questions referenced below (as assigned).
Reflective writing, as a genre, requires explicit examples and explanations of writing and parts of the writing process, for your readers to understand what you’re conveying, and for the writing itself to help you develop a metacognitive awareness of writing knowledge.
|Person (emotional phrase in initial reflection draft; operates as stem)
||ex) …in my first attempts at writing a genre analysis or a rhetorically structured argument I was confused and disheveled…
||Describe the rhetorical situation of the project you are working on. What is the purpose? Who is the audience? What genre are you expected to write in? What other assignment parameters do you have to meet?
||Describe the different ways you have thought about approaching this assignment.
||Describe the writing problem you need to address, analyze what it requires you to do, and select a strategy for addressing the writing problem.
||Describe what you think about while you work through the writing task and what writing moves you make as you compose your draft.
||Describe the different choices you make as you compose. Why do you decide to use one example and not another? How do you choose to organize your ideas? Why do you delete or move an idea? etc.
||Assess the quality of your finished product. Did you meet the assignment requirements? Did you successfully develop your argument or accomplish your purpose? Did you accomplish your personal goals for writing?
||Develop a claim that states the writing knowledge you have gained through this task. What have you learned about writing?
To prepare for Post 7, read Elbow’s “Revising By Reading Aloud,” linked on the schedule.
Then, read your draft out loud to yourself.
As you read, take note of things that stand out to you. Once you’re done reading, write about the following (you may use bullet points or paragraphs):
- What sounded brilliant as you read your text? What did you really like?
- What sounded strange? Why? Were there places where you got tripped up as you read?
- How do you feel when you read your draft out loud?
- What would you like to add or change in the sections you’ve written so far?
- How does your experience reading your text out loud match up with what Elbow said about the process in his article?
The post is due Thursday 10/15 by 11:59 p.m.
In class today, we’ll do a quick search activity using the WSU Library Databases.
I’ll ask one of you to offer up your research question as we look at the ProQuest database.
From there, your groups will be assigned to try to find a relevant source in the following resources in the ENG 1020 Library Guide:
- Academic OneFile
- The Detroit Free Press
- CQ Researcher
- Gale Opposing Viewpoints
As a comment or reply to this post, one member in your group should write a note explaining the following, and listing all group members names in the comment:
- What database did you use?
- How did you search for a text?
- What source did you decide to look at?
- What’s a one-sentence summary of the content of that source?
- How did you decide whether it is credible or relevant?
If there’s time, you’ll demonstrate to the rest of the class how you found that source and why you think it might be a good one.
Over the weekend, you’ll work on finding your first source, and narrating your search and reporting relevant content in your next draft of the I-Search. You’ll bring your new draft in on Tuesday (see other post from today).
On Tuesday 10/13, we’ll follow this activity up with practice analyzing and evaluating sources.
For Tuesday, 10/13, you’ll prepare a next draft of your I-Search paper.
In this draft, revise your introduction (based on comments from class Thursday), and narrate your search for your first source. How did you decide where you would begin searching? What database did you select to use? What keywords did you search? How did you decide which source to look at? Then, write a summary of the relevant information you find in that source, and cite your quoting and paraphrasing appropriately.
The whole draft you bring with you should be at least two pages long, typed, double-spaced.