I think this chat has evolved to how to make research more meaningful. It’s a good thing.
One thing I make an effort to show is how much time and effort go into the peer reviewed article: 3-5 years. They don’t believe me.
I’ve found once students understand how much time goes into writing a peer-review essay, they take it more seriously.
I have a lesson with multiple sources on the same topic-whoever gets the peer-rev can answer the most ?’s
“Study of First Year Students’ Research Papers Finds Little Evidence that they Understand Sources”
At my school fyc is 2 sems. Second sem ends w/ research paper. I like that method better.
I’m moving away from research papers to researched arguments on local topics that matter to students
When I have them find sources, they have to explain how/why they are going to use it in their essay.
Sources only matter to students if they understand how we build credibility by entering into convo w/source authors.
I actually take the time to talk about the difference btw peer-reviewed vs newspaper/mag vs about.com. It’s pretty effective.
I call our research paper a Scholarly Personal Narrative. You tell a personal story with scholarly research layered in
This also transitions nicely to multimedia projects. RT @mday666: moving away from research papers to researched arguments
Yes, I do that (talk about peer rvwed versus popular) too. Although perhaps not as clearly as you do. Maybe a game? “CBS” “JAMA” Most right wins.
Reminding my students that they “use research” all the time is important. In a conversation, if you wanted to make a point you often bring in outside voices of experts or examples you saw in other media.
We do a documentary film Lots of times students find things doing that and revise those into their research papers
Yes, exactly. This is what I do in my Writing with Video course–integrate writing and video
Embedding writing associates in discipline courses can address melding discipline, research, & writing
I notice students in our Rhetoric and PW major, though, won’t do research unless “research” is in the name of the assignment.
I think they mostly arent ready to be discipline writers. They are ready to read in discipline and write back to us.
Maybe I’m the odd-one out, but I don’t think we necessarily need “discipline writing.” A good writer figures out how to insert +her/his self into the rhetoric of any given field by knowing their role as a writer, their audience, and the form.
FYC is time to learn to read/write about arguments. Later, students can see what’s missing in their field & research it.
My theory: student probs w/ writing are often probs w/ analytical thinking. Memorization has not prepared them.
Agreed, and integrating sources is a massive test of critical thinking skills.
If you can read like a writer, you can write in any discipline where you’ve learned the content enough
I think it’s very hard for those who don’t regularly write to be writing teachers. It’s easy to forget
They’re in college. End of story. It’s not supposed to be easy.
My teacher in grad Rhet/Comp class told us to write down quotes that confused us and then dissect them in writing.
Students are so use to rules that they forget the social dimension of writing.