10.09 Evaluating analytic write-ups

Today we started class by reviewing where we are and where we are going in terms of projects and learning/practicing analysis.

Review of what we have done:  Beginning with the first day of class - you have been working on doing/using analytic process in the ways that writing studies researchers use and talk about it.  You started by identifying and using analytic process (the logic puzzle + analyzing the oral history interviews & the shaggy dog stories) - and we are moving into methods for representing your analyses to other in writing (the point of the last several blog posts = the analysis of the literacy narratives + the commenting data).  We have read two sample essays - one which presents tables of data and describes patterns in that data, and one which presents a thematic narrative description of patterns in data.

Where we are: you are practicing writing up analysis of data sets that you have not collected.  For your group blog post on the comments, you developed a written analysis that did the following:

1. State your research question

2. Identify the codes/categories /patterns in the data that are relevant to your research question

3. Give specific examples of from the data to show how your codes/patterns relate your data to the research question

4. Explain how the codes/categories/patterns you identified can work as a theory to answer the research question

5. Identify any remaining questions or data that don't fit into your coding/categories = raise ideas for further research

Where we are going next: in class we reviewed and critiqued Nava's essay.  You noticed that the conclusions needed more development, problems with the organization of the discussion of the data, and confusion in the presentation of the methods (specifically the identity of the research participants was not fully explained).  The outcome of this discussion was a  list of features that would characterize a "good" write-up for an analytic research project.

Criteria
Clear, detailed statement of the research question.
Discussion of the research literature or other background that establishes how (or whether) the research question has been answered by other researchers, and why answering the question is important
Description of the methods that includes where, when and how the data was collected + analzyed, along with a description of the research subjects.  The methods should be set up so that they clearly connect to the research question.
Presentation of the data designed to answer each point in the research question.  The organization of the data should reflect the categories + order of discussion set up in the research question.
Conclusions should sum up and generalize "answers" that the data provide

As you write up your short research essays - use these criteria as a guide.

For next class:
With your group - prepare your presentation on the commenting data set.
Read: 'Teacher Training' + 'Composing "Teacher Training"' (handed out in class)
Blog 11:  Complete the points under 4 on the "developing a research plan" worksheet (posted at the right)

In class we will begin with your presentations on the commenting data.  Be sure to hit all 5 of the points listed above under "where we are."

We will use these presentations to reflect on what you are doing well - and what you need more work on in terms of developing an analytic project.  I will hand out the assignment sheet for the "Short analysis project" and you will choose a data set for the analysis.

After the presentations - we will talk about "Teacher Training"  and "Composing 'Teacher Training'".  This conversation is mainly for the writing majors - who will be required to write a composing/reflective essay for their Senior Seminar piece.  This is a particular kind of  essay that is common in creating writing programs and courses.