Send your assessment of your essay (using + rubric) in an email, with your essay attached, to the course email. If your point score and your suggestion for what to work on matcch/are close to mine, you can earn up to 25 points extra credit.
Grade for the short analysis project. Because you are learning so many new concepts and skills all at once, it is very likely that even though you did your very best on this project, you saw areas for improvement when you reflected on it in terms of the rubric and the assignment sheet. In an effort to provide a fair opportunity for you to be graded on what you have learned, how much your grade on the short analysis counts toward your final grade will be up to you. These are the choices.
- You my decide to let the grade you get on this draft stand. In this case the number of points you earn for the project will count towards the 100 points listed on the syllabus as credit for this project.
- You may re-write this project in light of feedback and earn the higher grade (what you earn on the revision)
- You may choose to receive equivalent credit for this project based on what you earn on your Research project. For example, if you earn an 85/100 for the short analysis, but then earn 135/150 on your final research essay (90%), you can elect to replace the 85 with 90 points (an equivalent percentage substituting the score for the final project for the score for the short analysis).
You do not need to decide ahead of time, with your permission I will assign whatever score give you the highest grade.
Updated Research plans.
You took a minute to write down the focus for your research project in light of what you learned/discovered from doing the short analysis project. I encouraged you take a minute to make sure you phrased your focus in terms of the scope of your study. In other words, because you are doing small studies, usually with only a few participants, you data is only capable of shedding light on your problem from a very limited perspective = the perspective of your participants/observations. Therefore, you cannot answer a "big" question about "what is the best approach to teaching summaries?" or "how do college students revise?" or "how do K-3 teachers solve problems?" While your data may shed light on these questions, it can't answer them. You are doing small studies, usually which focus on one participant.
So how do you need to phrase your focus and your research questions?
In terms of a focus, you will want to look at what your participant says about your focus, and use what s/he says as a way to identify "features" of the questions a larger study might want to look at. So while your interview might not be able to say whether performance poetry is better, it can provide some detailed information about a particular instance of how one poet practices performance poetry, what she says about how her performances are different from texts, how she sees the audience as responding differently, what she does to get the audience to respond and why, what she sees as features of her successful/not so successfulperformances, and so on. The findings of this project will be a detailed description of what performance poetry is, how it works, etc => according to one performance poet. And that's important.
How to update the research plan:
You have spent some time with points 1 -3 so the focus for this revision will be on writing into the plan itself to open up ideas, and help you identify questions that can direct you to particular parts of your data.
Blog 16: In light of your recent exploration of your research data, spend some time (re)writing
Statement of purpose (what you
hope to show/discover): devlop this in terms of your data. Make sure you develop a purpose that your data can actually accomplish. Whose perspective are you exploring? What will your participants' perspectives contribute to research on your topic? Why is that perspective important?
Detailed statement of your
research question(s): you should write questions that you can "ask" of your data. What does the data show about. . .? How does my participant describe. . .? What language patterns occur when my participant talks about. . .? What connections do I see between the way my participant talks about. . . and cultural stories/assumptions about. . .? Where does my participant directly state here ideas about. . . ? Where does s/he imply her ideas about . . .? What does it mean that she is direct sometimes and indirect other times when she talks about. . .? And so on.
List of the information you need
to gather: list any additional "data" you will need to complete your project (do you need to: do follow up interviews? an observation? look at some writing samples? etc?)
A preliminary list of sources (if you need a research essay => let me know. Send what you have found so far and give me a detailed idea of what you are looking for)
Discussion of any additional data you will need to collect + how you will collect it
1.Send your research essay as an attachment to an email with your "grade" + recommendations for revision.
Blog 16 (see above).
Blog 17: Identify sections from your transcript that you might use to develop "answers" to the questions you set up in your research plan.
Next class will be a workshop where you spend some time analzying your data/developing support for the "points" you will make in your research essay.
I will do my best to review the short analysis essays before next class so you will have some feedback on how you are doing with analysis.
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