90 Matching Annotations
  1. Jan 2018
    1. Brett’s web site

      I'm really interested in checking out some of the other projects Brett has on his website, especially Popcorn Maker and his Update or Die talk.

    2. interactive producer

      How much computer programming knowledge is needed to add interactive elements to a documentary?

    3. Sorry Norway, this is a bit late

      To our Norwegian friends and co-learners: thank you for staying up late to participate with us! =)

    4. I really loved what Brett said about his documentarian identity: that it's a way of life steeped in observation and the joy and craft of creative nonfiction. It makes me feel like it wouldn't be too hard to awaken my own inner documentarian.

  2. Feb 2017
    1. we simply re-orient our ideas about what we are doing when we do research. We are not testing grand theories. . . . We are not informing colleagues that our straw-person null hypothesis has been rejected at the .01 level, rather we are sharing data collected and reported according to some commonly accepted protocols. We aren’t publishing “studies,” rather we are contributing to data archives.

      So, is this advocating for a grand scale kind of grounded theory research?

    2. One possibility among many is literary journalism that is rooted in artfully crafted narrative and critical research-based writing.

      I could get behind this.

    3. we found it difficult to ob-tain the various permissions needed to distribute our surveys at high schools and colleges

      This is troubling. It should be easier to do necessary research.

    4. Thus, teenagers may actually be writing more than ever but in a far greater variety of forms not normally recognized as part of the school or work experience

      I think this is very true. Maybe the solution is to help students realize that they ARE writing, and thus they ARE writers.

    5. With more experience, they have confidence that they can meet the goals of a new writing situation.

      Self-efficacy

    6. After all, if people just do not like to write, we have an entirely different battle to wage.

      Ding ding ding!

    7. able 6.

      -scathing sarcasm- I love how creative assignments aren't even listed here...

    8. ollege faculty provide little opportunity for exploratory writing or workplace-based genres.

      A huge problem!

    9. 156c c c 6 2 : 1 / s e p t eMbe r 2 0 1 0Many of the initial results of our own research in this area are largely in line with these other results. Because our study varies from the NSSE/WPA col-laboration in terms of depth, we can offer results that extend, and sometimes challenge, these results as well as common current practices. Indeed, while at first glance the NSSE results and related research validates some of our work, a closer look complicates these findings in ways that call upon faculty and administrators to do more to promote deep learning using writing across the curriculum. For example, further investigation of the data shows that of the five scales developed by NSSE there is significant adherence to, at best, only three (prewriting, clear expectations, and assigning higher-order writing) across the curriculum, and even these are subject to speculation. As mentioned earlier, in our own research our goal has been to gather di-rect and indirect evidence of how both students and faculty experience writing instruction across the curriculum. We began with a survey (see Appendix) of both faculty and students from across the curriculum. In our initial survey, 544 faculty and 1,412 students participated. Of the faculty, 22% were high school, Grant/research proposalsPeer reviewCreative writingClose readingsJournalsResearch papersAnalytical essaysOutlinesReflective papersBulleting board postingsSummariesOpinion papersMailing listsProblem setsWeb site(s)Annotations/bibliographyLab reportsYear 1Year 40% 20% 40% 60% 80% 100%Figu

      Woah, woah, woah... Hold the phone a second... More lab reports than creative writing? More web sites than creative writing? And a huuuuuge skew toward research papers and analytic essays. No wonder kids aren't interested in writing! The creative writing bar should be at AT LEAST half of the research paper bar. Oh wait, let me guess, writing stories and poems probably isn't seen as a valuable use of time by the powers that be? If you don't give students opportunities to be creative and experiment with writing, then don't be upset when their writing is poor! Creativity is important; fostering it is not a waste of time!!! -fumes and flips a desk-

    10. Patterson and Duer found a significant difference in the types of writing skills reportedly taught in classes of students identified as primarily college bound versus those who are primarily non-college bound

      This concerns me. What was being taught to each group?

    11. “what teachers mean by this [process-oriented instruction] and how it is implemented in their classrooms remains unclear. The consistent emphasis that emerges in teachers’ reports may mask considerable variation in actual patterns of instruction”

      Agreed. If they're rolling out formulaic process templates, like that one we looked at last semester, or telling students "There's only one way to do this! Here's the steps. Do them in this order or else it's totally wrong!" then this "process-oriented instruction" might do more harm than good.

    12. promises, and puzzles

      I just like the way the words "promises" and "puzzles" sound together. My poetry class must be leaking in!

    13. These studies trace large numbers of students over their academic careers, and sometimes beyond,

      I like the idea of following students' writing development over many years. I think it probably gives more complete data.

    14. For the former report, the National Commission on Writing sent a survey to the human re-source directors of 120 major American corporations affiliated with Business Roundtable. Combined, these corporations employ nearly eight million people. Survey results revealed that two-thirds of salaried employees in large American companies have some writing responsibility, inadequate writing skills are a barrier to promotion, certain types of writing are commonly required, and an estimated $3 billion is spent each year training employees to write.

      I'm glad they did this survey. It seems like the best way to get people to open their eyes to the fact that writing is an important life and professional skill, not just a trick to impress teachers.

    15. http://comppile.org/wpa+nsse/docs/27_Question_Supplement.pdf

      I looked at the questions, and they're good, but it seems like there's too few to get a real sense of how students are reacting to writing education. Was the brevity of the survey a conscious choice? Like, did they say to themselves, "Let's keep it short, otherwise participants will lose interest?" Or was this really all they had to ask? I'm particularly concerned about the lack of questions requiring reflection on writing or on students' writer identities. They all seem to be about "did you do this?" not "how did you feel about doing this?" I could take a survey asking me about how often I pumped gas or had blood drawn; that doesn't mean I enjoyed or took anything meaningful from the experience. It just means I did it. It's only a fraction of the picture.

    16. in-depth

      They keep saying "in-depth," but I'd like to know more about this survey instrument. What kind of things did they ask? How were results evaluated? etc. Let me/their readers decide if it's in-depth or not, because the more they say it's "in-depth," the more doubts I have.

    17. Twenty-one faculty and fourteen students from various institutions and departments participated in this ongoing research.

      Considering how many schools were involved, this is a pretty low number... =/

    18. Now more than ever, there is an urgency to demonstrate the value of writing across the curriculum at local and national levels. The current fiscal crisis facing school districts and universities across the United States is leading to increased class sizes, increased teaching loads, and even the elimination of core requirements as we all scramble to balance budgets that are not expected to improve in the near future.

      It pisses me off that the situation is such that we have to scramble to prove to people that writing is a valuable skill. It should be common sense!

    19. These stakeholders range from the U.S. Department of Education (National Assessment of Educational Progress, otherwise known as the Nation’s Report Card), testing/assessment organizations (e.g., College Board), nonprofit educational organizations (e.g., National Survey of Student Engagement), professional organizations (e.g., Writing Program Administrators and Conference on College Composition and Communication), and individual institutions (e.g., Harvard University, Stanford University, and University of

      Sad as it is to say this, I'm actually shocked that so many people care about student literacy in this country.

    1. For example, we must develop pedagogies that ask students to carefully map and examine their search behaviors as they engage in the adaptation of their skills to different kinds of research situations, and we must find ways to help students articu-late the methods and strategies they use for evaluating the efficacy of their search practices

      Maybe reflective writing can help with this?

    2. 2007), research into student research practices can also be used as a heuristic for planning classroom activities and instructional materials,

      Yes.

    3. Such an approach represents an either/or mentality where a researcher must choose between using the library or using the Internet and where a “good” researcher always chooses the forme

      Let's be semi-shitty researchers!

    4. To be participatory citizens, students will need to be able to apply the kind of work they do in online spaces to other forums. If these activities are discredited, students may be less likely to find value in or critically interrogate them and therefore may be ill-prepared to effectively participate in civic activity.

      Hmm... Maybe we're already reaping this harvest

    5. Therefore, s]tudents often view the issues of ownership and plagiarism as a school activity rather than as a disciplinary activity, shrugging off the issues as simply rules to guess at or an individual faculty member’s idiosyncrasy

      I've seen this in WC students too

    6. Presenting academic knowledge making in these narrow ways may also make students less likely to be creative or innovative in their academic projects.

      I just experienced this myself when thinking of thesis ideas

    7. Finding value in the scholarly is certainly important, but a student’s sense of “scholarliness” and how to construct it through research is sadly narrowed, even crippled, when all he or she remembers is that certain locations, rather than certain activities, are scholarly.

      Mhm.

    8. why academics use resources in the ways they do or why certain practices might have particular value in different academic disciplines.

      This is very important and should be taught!

    9. Indeed, the separation between individual and academic ways of knowing may cause some students to actively resist the concept of scholarly research, defining those practices not as an interesting (or accessible) tool-kit for critically evaluating and using information but as a narrow range of databases that often confuse and even isolate bits of information in unpro-ductive ways.

      I've seen this in students at the Writing Center before

    10. hich are nearly always presented in ways that are very different from general-purpose search engines such as Google or Google Scholar

      Do they make them different on purpose?

    11. When applied to students who see the choice as maintaining a sense of self or embracing a new identity that erases useful, already acquired knowledge, they may cordon off school-based research practices, separating them from existing practices in order to maintain a more coherent sense of self

      Damn. That's heavy.

    12. disassociated personal and academic research identi-ties

      I think I may already have this!

    13. he alienation that students may begin to feel regarding the research activities they understand as “academic

      Mhm.

    14. In her study of the stigmati-zation that can be attached to individuals suffering from chronic pain, Jean Jackson (2005: 332–33) describes the kind of negative positioning that can occur when liminal beings are seen as transgressing categorical divisions. In her study, she argues that the chronically ill occupy such a position, which results in a negative perception of these patients on the part of health care professionals.

      What a unique and interesting connection! I'd never think to link these two groups. Good thing these authors allowed themselves to be creative in their research process!

    15. r the purposes of the social order, then, the existing identity of the initiand must be destroyed in order to make room for the new identity.

      Attack of the Identity Snatchers!

    16. this construction of introductory students as non-knowledge makers that characterizes their ambiguous position within the liminal space of introductory writing classes.

      Knowledge: some assembly required. Students apparently have nothing to offer! I had no clue this was how many instructors viewed us! I'm lucky I'm so naive and trusting!

    17. All are learners

      Yup!

    18. higher education attempts to create a boundary between itself and the “outside world.” Higher educa-tion claims that it engages in a different kind of knowledge making that is more rigorous, or at least more rooted in critical use of sources and source materials

      This makes me think of medieval elites trying to prevent peasants from reading.

    19. Topic decisions can change based upon information encountered duringthe research process

      Yup.

    20. the invention component of research writing is situated much like prewriting was in earlier models of the writing process

      This analogy is actually really helpful to me.

    21. resenting them as a linear series of tasks

      I wonder how this approach affects neurodivergent student researchers?

    22. and we no longer claim that a specific set of writing skills will necessarily translate effectively between dif-ferent kinds of writing tasks. However, the teaching of research practices in many of these same introductory classes is often situated as a straightforward process where students receive information from an instructor or a text and then practice a set of activities in which that information is used

      Why the development in one kind of understanding but not the other?

    23. proclaiming writing processes as universal is ultimately inaccurate and sti-fling. The same is true for research processe

      So the writing process and the research process are actually pretty similar

    24. The

      Fascinating how much weight that one little article holds

    25. Move from an Assignment to a Topic. Do Exploratory Research and Formulate a Research Question. Assemble a Working Bibliog-raphy. Develop a Tentative Thesis. Do Focused Research. Take Notes. Fine-tune Your Thesis. Outline Your Paper. Draft Your Paper. Revise Your Paper. Prepare Your Final Draft

      Yeah, this is totally unrealistic. Researching is a lot more recursive, and the messy writing and researching processes usually riff off of each other, at least that's been my experience writing research papers.

    26. contamination.

      Another word with an "unclean" connotation. I never realized we students were so gross!

    27. “Students will soon find that the Web houses a more diverse range of texts, necessitating metaphors and maps different from those of a traditional library” (69). Mandating that students begin at the library may not allow them to formulate these different meta-phors and maps

      So the way that students think about and conduct research can actually affect the way their mind tackles invention and the creative process...

    28. n her discussion of ways to help stu-dents understand and evaluate new web genres, Michelle Sidler (2002) help-fully reinforces that students who know how to conduct research in libraries can better understand how to find and evaluate sources for online

      This is interesting, but not surprising.

    29. This absence is telling: Tensen’s text ignores potential ways to connect with the online spaces in which students are often more comfortable (and how such spaces can and do connect with libraries).

      Is this another, much subtler form of academic hazing?

    30. udents are already looking to more easily accessible online resources

      Yup.

    31. Web sources can indeed be of “questionable legitimacy,”

      What does it matter where a student finds a resource if it's good? Like, why are web resources scrutinized more than print ones? There's plenty ridiculous things in print.

    32. who do not (or cannot) distinguish between the credible sources available via the electronic library and the morass of unregulated information

      Well, neither can most of the country, so...

    33. WWW

      Ah yes... World War W... Those were some rough years...

    34. You may have used the Internet to help with school work or personal research but you can’t necessarily rely on the same web sites and skills to get you through higher or further education.”

      Then why does every major citation style include protocols for citing web sites and other Internet resources?

    35. an overwhelming flood of sources, many of them of questionable legitimacy

      Well, it seems like every source of information has this same problem nowadays.

    36. which, notably, was removed in the 2010 editi

      That's pretty messed up.

    37. The “solutions” these sources offer are to require students to ignore what they already know from previous experi-ences in nonacademic and online spaces and to insist that students begin research work with the library.
    38. Pollution

      I don't like the use of the word "pollution." It implies something unclean and, not just worthless, but harmful.

    39. Young Scholars in Writing

      This is the one Dr. Sutton used to talk about.

    40. this expanded notion of research instruction is the exception and is not (yet) widespread

      At least some people are getting it though

    41. connection between the research practices of students as they enter liminal educational spaces and the much more narrowly constructed practices allowed to the established researcher. Ultimately, because textbooks can strongly shape the teaching practices of composition instructors, especially those new to the field, a better understanding of how these texts work to shape identity is necessary; without it, we may be unable to assist students significantly in building the kind of robust research identities they will need in a complex, information-rich world.

      I feel like they've said this before...

    42. We think that this fact, along with the continued presence of textbook representatives on college campuses and at conferences, as well as the high volume of textbooks that college bookstores sell, supports textbooks’ significant role in first-year composition instruction.

      Textbooks are to colleges as pharmaceuticals are to doctor's offices.

    43. frequently are graduate students and adjunct instructors, both groups that exist at the crossroads of multiple identities

      Agreed.

    44. and, in fact, were not trusted—to develop their own lesson plans or grading criteria; these were outlined in the books.

      There's that lack of trust again. Institutions don't trust instructors; instructors don't trust students. Where does the cycle end?

    45. individual students may not be fully aware of their representation as liminal beings whose knowledge and practices must be transformed

      Nope. I didn't know this until reading this article. I guess the cat's out of the bag now!

    46. Far from being empty vessels, many of these students are brimming over with knowledge about how to find things (e.g., articles, people, information, prod-ucts) through the use of various online resources.

      You want to know where to buy mummified pig fetus? I tell you five places to buy mummified pig fetus. Internet is wonderful place, full of pig fetuses.

    47. We therefore contend that academic research practices need to be connected to students’ existing practices rather than set up as wholly separate from (and better than) them

      Yes, please!

    48. his uneasiness reveals itself in expressions of alarm that students do not, or cannot, consult the “right” online research sources and thereby will use inappropriate materials,

      Is this attitude just in intro courses, or in all courses that require research? Because if it's the latter, then that's downright disrespectful. We're adults; how can they expect us to act like adults if they treat us like children?

    49. beings (i.e., students) are in the process of changing from one status to another, with all of the attendant ambiguity and complexity such change entails.

      Hmm, link to the alchemy theme of our other class

    50. ey are not quite real, at least in the context of the first-year composition classroom

      Why not? That's dumb and elitist.

    51. egard as fantastical their prior (and private) experiences with research

      There, there... There's no such thing as the Internet. It was all just a bad dream.

    52. “the threshold between the world we think of as external and real and the thoughts in our mind that we take for fantasies.”

      Magical realism blends the internal and external, and the real and the fantastic, so I guess it's a liminal fiction genre?

    53. students from leaving the liminal space

      I'd argue that if students can't leave the liminal space, then the professionals they become can't leave it either. After all, the only difference is a piece of paper.

    54. nd may damage students’ researcher identity

      It seems like a frightening amount of things in the academic world damage one type of identity or another. It's amazing scholars emerge with both degrees and souls!

    55. We contend that students’ ability to continue the process, already begun when they reach the university, of building adaptive, flexible researcher identities can be significantly damaged if our instructions, methods, and tools ignore, disregard, or even suppress the knowledge on which their existing identities are based

      Thank goodness someone realized this!

    56. Being a “good” academic researcher, according to these texts, requires students to leave behind their existing identities as online researchers. The texts we analyzed imply that for students to succeed as col-lege researchers, they need, in a sense, to abandon their current practices and admit that they do not know how to do research

      This makes me think of brainwashing, or the way military training breaks one down and then rebuilds them. Research bootcamp. No wonder so many students hate, or are scared of, research.

    57. he experiences of using nonacademic and online research spaces

      And these are valid forms of research, not just wastes of time.

    58. a linear, print-based model of research, in which a “good” student researcher is one who is efficient and follows only prescribed pathways

      Well, that's just narrow-minded... I'm glad the authors of this article are speaking out against it.

    59. construct research identities for students

      Why aren't students constructing their own research identities? Why are they crammed into a box whose only label is "newbie"? I'm sure student researchers have many more qualities than that.

    60. We are calling research identity that confluence of skills, knowledge, attitudes, and practices that combine when an individual engages in research activities.

      How is research identity related to writer identity?

    1. You can’t. You are too tired. As you slip beneath the water, at least you did all you could to scream about Trump into a well. CONGRATULATIONS, you have won Screaming About Trump Into a Well!

    2. There is no echo!

      Desire to be heard and for others to express the same disgust

    3. >press face against inside of the well The wall’s coolness feels wonderful against your face. Normally the stone’s thin coating of slime would bother you, but this is not normal. Nothing about Trump’s presidency is normal.

      How easy it would be to bury one's head in the sand and pretend that it's all going to be all right... Perhaps the well itself could also be symbolic of stored-up notions of security and prosperity.

    4. A Text Adventure

      I think the author chose to use the text adventure structure to make a statement about lack of control/helplessness. Text adventures give their reader/player choices, but these choices are limited to what the program recognizes as a valid response. So the reader has choices, but they also don't. The choice to mimic the text adventure e-lit structure in a traditional piece, where the prompts have already been responded to, emphasizes this helplessness. It tells the reader that they have no influence on the direction of the text. Perhaps all this is how the recent election made the author feel?

    1. Wander to computer. Turn on, jack in, fall out of chair an hour later with flowers exploding out the top of my curly brown head.

      This is a piece of poetry! I'm happy the webinar could inspire a statement like this!

  3. Jan 2017
    1. take a walk in The Labyrinthus.

    2. Our first visit is with Leonard Flores on Tuesday, January 31

      Our webinar with Leonardo Flores was very fun and informative. We even got to experience some of the sights and sounds of Puerto Rico, including one very vociferous rooster!