Rhetoric of Teacher Comments on Student Writing Robin Martin
Texting and Writing Michaela Cullington
Coaches Can Read, Too Sean Brannick
Thursday, November 21, 2013
Wednesday, November 20, 2013
11.19 Finishing up with the Short Analysis + setting up data collection/analysis
We started class with a discussion of where we are in terms of how you can apply what you learned from writing your short analysis as you begin to work on your research project. Some of your observations were as follows.
1. The research question drives the essay. It determines the focus and your categories of analysis. to present a research question, you do not need to write "my research question is. . ." - but you do need to make clear, in specific terms, the focus, categories of analysis, and the purpose of your study.
2. Writing into what you know and getting your best approximation of what you are thinking puts you in a position for feedback. Lots of you felt "fuzzy" about what you were expected to do - and writing this paper created an opportunity for you to receive feedback on what fit the assignment expectations, and what was not quite on the mark.
3. The essay needs to include lots of specific examples from the data to illustrate/"prove" the points you want to make regarding your research question.
The form for presenting examples is as follows.
Discourse= identity
discourse= the way a group of people use language
Discourse Community= a group of people who share an identity which includes the way they talk, their belief systems, and their literate practices.
This includes creating the right stance toward your research participants, data, and readers. Writing studies tends to relate to participants from the ethnographic perspective, where the focus is on understanding their world view from their perspective (without judging it as correct/incorrect or as right/wrong).
You did a GREAT job on this project, and I am well aware that it was challenging to write an essay were you were unsure of the discourse, the focus, and the content! Good job turning in great essays, and I am hoping the feedback will allow you to continue to gather confidence and expertise which you can then apply to your research project.
GRADES FOR SHORT ANALYSIS PROJECTS: As stated in class, if you receive a higher grade on your research project essay, you will receive that score for your short analysis. My reasoning is that if you have learned more about writing research essays and are able to apply it in the research essay, I will give you credit for that learning.
Creating transcripts/analyzing data.
We spent the rest of class looking at some of the data you have collected (posted on your blogs), noting the forms in your transcripts, and talking through processes for coming up with categories for analysis or looking for features of the data.
As pointed out in this discussion, analyzing data I a cyclical process. Researchers often begin by looking at their data in light of their research question, but then, once they have spent some time with the data and noticed patterns, they often modify their research question => which sends them back to their data with new perspectives, which may again lead to modifying the research question.
After your presentations, I directed you to the Sample transcript and the Edited transcript, and we talked through a process for analyzing your "raw" data by looking for (and analyzing) "stories". We then noted how the form of the data's representation changes in terms of the researcher's interpretations for what the data "shows." Good participation in this discussion!
For next class:
Bring your permission forms if you have not turned them in already
1. The research question drives the essay. It determines the focus and your categories of analysis. to present a research question, you do not need to write "my research question is. . ." - but you do need to make clear, in specific terms, the focus, categories of analysis, and the purpose of your study.
2. Writing into what you know and getting your best approximation of what you are thinking puts you in a position for feedback. Lots of you felt "fuzzy" about what you were expected to do - and writing this paper created an opportunity for you to receive feedback on what fit the assignment expectations, and what was not quite on the mark.
3. The essay needs to include lots of specific examples from the data to illustrate/"prove" the points you want to make regarding your research question.
The form for presenting examples is as follows.
- Set up a point relevant to your research question.
- Present a chunk of data from your transcript, observations, or other source. Use to format for block quotes (see Purdue OWL).
- Discuss the transcript/data excerpt by making specific references to language in the quote. Make statements about what the quote as a whole/and the particular language moves show with respect to your research question.
Discourse= identity
discourse= the way a group of people use language
Discourse Community= a group of people who share an identity which includes the way they talk, their belief systems, and their literate practices.
This includes creating the right stance toward your research participants, data, and readers. Writing studies tends to relate to participants from the ethnographic perspective, where the focus is on understanding their world view from their perspective (without judging it as correct/incorrect or as right/wrong).
You did a GREAT job on this project, and I am well aware that it was challenging to write an essay were you were unsure of the discourse, the focus, and the content! Good job turning in great essays, and I am hoping the feedback will allow you to continue to gather confidence and expertise which you can then apply to your research project.
GRADES FOR SHORT ANALYSIS PROJECTS: As stated in class, if you receive a higher grade on your research project essay, you will receive that score for your short analysis. My reasoning is that if you have learned more about writing research essays and are able to apply it in the research essay, I will give you credit for that learning.
Creating transcripts/analyzing data.
We spent the rest of class looking at some of the data you have collected (posted on your blogs), noting the forms in your transcripts, and talking through processes for coming up with categories for analysis or looking for features of the data.
As pointed out in this discussion, analyzing data I a cyclical process. Researchers often begin by looking at their data in light of their research question, but then, once they have spent some time with the data and noticed patterns, they often modify their research question => which sends them back to their data with new perspectives, which may again lead to modifying the research question.
After your presentations, I directed you to the Sample transcript and the Edited transcript, and we talked through a process for analyzing your "raw" data by looking for (and analyzing) "stories". We then noted how the form of the data's representation changes in terms of the researcher's interpretations for what the data "shows." Good participation in this discussion!
For next class:
Bring your permission forms if you have not turned them in already
In-class workshop on writing the literature review and
methods sections
Blog 21: Data (if you have not already posted it already); or any section of your essay you want feedback on.Thursday, November 14, 2013
11.14 Workshop
Workshop on research projects
You are just about ready to start collecting data. A number of you turned in the consent forms, and all of you spent class working on your research instruments (for example, the interview protocol, plan for observation, reflective writing => what every you tool or material you will use to gather/create data), developing a more in-depth research question, planning for data collection (identifying what you will look for/notice/ask about).
I briefly reviewed the points for getting started on transcription:
- Mark speakers by initials NOT THEIR NAMES. Do not transcribe an names.
- Type quickly, if you get stuck on a particular passage mark it as [u] for unintelligible, note the time, and move on.
- You don't necessarily need to type long digressions (off topic talk) but note where it is (note the time) and perhaps an indication of the focus (e.g. long talk about buying a car). There may be patterns in digressions that are meaningful - or you might realize that what you thought was a digression really was on-topic talk.
- You don't have to note silences, ah, um, and other markers for the flow in your first quick transcription, but you will want to go back and re-listen to the sections that seem "important" to your focus, and that you will use in your essay so that you can ADD these features as part of a more accurate representation.
- Be sure to include frequent notes of time elapsed.
Good luck getting started, and have a good weekend.
For next class: Turn in signed consent forms.
Blog 20: Post your interview protocol
If you are not doing an interview, post whatever you worked on in class and during the week. This is one place where you accumulate credit for writing process for your project.
We will get started on data analysis. I will talk about how to create and analyze transcripts in some more detail, so bring any transcription you may have started + any other data you might have.
Tuesday, November 12, 2013
11.12 Research project essay criteria
We looked at the assignment sheet for the research project with special attention to the criteria for the essay. I talked a little about what I want to teach by assigning this project, and how it is those teaching goals that provide my basis for defining criteria and weighting different features that count toward the grade. On the assignment sheet we note the following criteria, and discussed the moves the writer would need to make in the essay to meet those criteria.
10 points: conclusions
Sums up findings, indicates limitations, applications, possible new questions raised, etc
10 points: organization & correctness
We used this rubric to assess the two sample research projects and found that in general, the rubric posed grades that were slightly lower than the "wholistic" grades (gut grades) we would give to the essays.
The most important outcomes of this discussion was to think about what common errors these (very good) writers made in their essays. Both these papers were very strong in terms of exploring important questions in terms of questions raised in writing studies research, making particular references to that research, and using their data to add to (or raise more questions) for writing studies. We noticed that the important areas to work on were:
stating the research question in enough detail;
announcing or setting up the categories for analysis somewhere BEFORE the actual analysis section; providing detailed discussions of the data examples (paper 1),
providing enough examples (paper 2)
organizational and development.
So there you have it.
For next class:
Bring signed consent forms.
Next class will be a workshop on your research instrument and your discussion of the ws research. Bring your research instruments (protocols, reflective writing, proposed categories for analysis).
Also, bring the research essay you will be referring to.
Blog 19: In light of today's class, what do think you need to work on for the workshop on Thursday? Make a plan!
25 points: background & relevance to WS
Presentation of relevant background + discussion of relevance of your project to writing studies
Include:1 or 2 writing studies references relevant to your research question; use those references to define your niche and the categories of analysis.
20 points: research question
Clear statement of a research question to focus your
analysis=what the analysis will show
A good research question is relevant to writing studies, is "doable" in terms of your data set
A good research question is relevant to writing studies, is "doable" in terms of your data set
10 points: methods
Clear identification & explanation of methods to conduct your research
This should include discussion of how you will collect + analyze your data, and it should set up your categories of analysis and their connection to the research (if relevant)Clear identification & explanation of methods to conduct your research
20 points: presentation & analysis of data
Presentation and analysis of data or information (see
requirements for short analysis essay)
This should include: identification of your analytic categories, examples to illustrate patterns from data; direct statements of what the analysis shows re the research question.
10 points: discussion
Discussion should point out relationships between patterns in the data and findings from WS research, direct statements of what in particular your research adds to WS10 points: conclusions
Sums up findings, indicates limitations, applications, possible new questions raised, etc
10 points: organization & correctness
We used this rubric to assess the two sample research projects and found that in general, the rubric posed grades that were slightly lower than the "wholistic" grades (gut grades) we would give to the essays.
The most important outcomes of this discussion was to think about what common errors these (very good) writers made in their essays. Both these papers were very strong in terms of exploring important questions in terms of questions raised in writing studies research, making particular references to that research, and using their data to add to (or raise more questions) for writing studies. We noticed that the important areas to work on were:
stating the research question in enough detail;
announcing or setting up the categories for analysis somewhere BEFORE the actual analysis section; providing detailed discussions of the data examples (paper 1),
providing enough examples (paper 2)
organizational and development.
So there you have it.
For next class:
Bring signed consent forms.
Next class will be a workshop on your research instrument and your discussion of the ws research. Bring your research instruments (protocols, reflective writing, proposed categories for analysis).
Also, bring the research essay you will be referring to.
Blog 19: In light of today's class, what do think you need to work on for the workshop on Thursday? Make a plan!
Sunday, November 10, 2013
11.7 Criteria for grades, what to work on for the short analysis
NOTE: Bring your signed consent forms to class! You must turn in your consent form so you can begin colleting data.
Also: turn in your short analysis projects as an attachment sent to the course email.
Grade
We spent the first part of class reviewing how you will be graded for this course
Your syllabus (posted to the right) lists the following spread of points for the course.
1. Blog + comments (response to readings; practice analysis, drafts, reflections, etc) 250 points
2. Class presentations + group work + participation + homework 150 points
As noted on they syllabus, we may re-negotiate how points are assigned for your research project, as a class.
In tonight's class we talked in some more detail about exactly how grades would be calculated.
For blogs, you receive 10 points per post. We will probably have more than 25 posts, so you have a possibility of 10 points extra credit.
For class presentations, group work, participation and homework, you earn 10 points per class (again,there may be more classes than 15 so there is a chance for extra credit).
For the short analysis project, and the research essay, the discussion on the syllabus says we will develop specific criteria in class (see below).
Criteria for writing to develop the project and for evidence of the writing process are listed on the Research project assignment sheet. Also, as we finish the term, you will have a series of blog posts where you will receive feedback on what you need to do to meet these requirements.
Grades for the course are assigned in keeping with the following scale:
91 and above = A, with 90% = A-
81 and above = B, with 80% = B-
71 and above = C, with 70% = C-
This means that to pass this course you will need to earn 701 points or above (out of the 1000 possible).
Criteria for Short Analysis project
We listed the criteria for the project on the board and had a discussion about how to "weight" the different features so they will add up to the total score, and so that the "value" or importance of each criterium corresponds to the number of points it is assigned.
I pointed out that in practice, assigning a grades is more whollistic, since the effectiveness of one component shapes and is dependent on the effectiveness of other components. At the same time, our work to assign points to each feature can give students a realistic picture of what they need to work on and the relative importance (for their grade) of the different features of their composition.
We first assigned a "range" of scores for each component, and then "tweaked" our ranges so that the total score came out to 100 points (the total allocated to the project). Our scoring was as follows.
20 quality of the research question
20 developed categories of analysis relevant to the data and to the research question
20 relevant, effective examples to demonstrate what the categories show with respect to the research question
10 clear, direct statements of what the examples show with respect to the research question
10 clear, logical organization appropriate for writing studies research esays
10 conclusion sums up findings and reflects on limitations of the analysis and/or further possibilities for study
10 grammar/readability
We then tested our rubric on one of the sample essays. Our scores were in the same general "ballpark" - which suggests that we all had a similar understanding for the expectations for the essay.
In general, my score was more demanding for the research question, the use of direct statements, the organization (because organization includes not just the order, but the details of what each section accomplishes), and the conclusion than most of the groups, and I was more satisfied with the essay's development of categories, its use of examples and the grammar than most other groups. This is important for you to notice because I am the "audience" for your essays, the person who will be evaluating them, and you need to be aware of my expectations. The rubric is about providing you with a basis for thinking about what you need to work on, and for estimating how well you are doing. As noted above, grade assignments are somewhat more wholistci.
For next class:
Blog 18: Post some reflective writing on your Short Analysis essay. Use the rubric to estimate how well you did and what you need to work on.
Due: Final Short Analysis project. If you are stumped, let me know so we can set up a conference. I am not available for conferences on Friday. I am in my office most of the day Wednesday and Thursday.
Due: Signed consent forms (if possible).
Also: turn in your short analysis projects as an attachment sent to the course email.
Grade
We spent the first part of class reviewing how you will be graded for this course
Your syllabus (posted to the right) lists the following spread of points for the course.
1. Blog + comments (response to readings; practice analysis, drafts, reflections, etc) 250 points
2. Class presentations + group work + participation + homework 150 points
3. Short analysis project 100 points
4. Research project 500 points
- 200 points = Writing for project planning, creation of data collection tools, presentation and preliminary analysis of data
- 150 points=evidence of writing process including invention writing, successive drafts, and writing to critique and plan revisions to successive drafts
- 150= final research essay
As noted on they syllabus, we may re-negotiate how points are assigned for your research project, as a class.
In tonight's class we talked in some more detail about exactly how grades would be calculated.
For blogs, you receive 10 points per post. We will probably have more than 25 posts, so you have a possibility of 10 points extra credit.
For class presentations, group work, participation and homework, you earn 10 points per class (again,there may be more classes than 15 so there is a chance for extra credit).
For the short analysis project, and the research essay, the discussion on the syllabus says we will develop specific criteria in class (see below).
Criteria for writing to develop the project and for evidence of the writing process are listed on the Research project assignment sheet. Also, as we finish the term, you will have a series of blog posts where you will receive feedback on what you need to do to meet these requirements.
Grades for the course are assigned in keeping with the following scale:
91 and above = A, with 90% = A-
81 and above = B, with 80% = B-
71 and above = C, with 70% = C-
This means that to pass this course you will need to earn 701 points or above (out of the 1000 possible).
Criteria for Short Analysis project
We listed the criteria for the project on the board and had a discussion about how to "weight" the different features so they will add up to the total score, and so that the "value" or importance of each criterium corresponds to the number of points it is assigned.
I pointed out that in practice, assigning a grades is more whollistic, since the effectiveness of one component shapes and is dependent on the effectiveness of other components. At the same time, our work to assign points to each feature can give students a realistic picture of what they need to work on and the relative importance (for their grade) of the different features of their composition.
We first assigned a "range" of scores for each component, and then "tweaked" our ranges so that the total score came out to 100 points (the total allocated to the project). Our scoring was as follows.
20 quality of the research question
20 developed categories of analysis relevant to the data and to the research question
20 relevant, effective examples to demonstrate what the categories show with respect to the research question
10 clear, direct statements of what the examples show with respect to the research question
10 clear, logical organization appropriate for writing studies research esays
10 conclusion sums up findings and reflects on limitations of the analysis and/or further possibilities for study
10 grammar/readability
We then tested our rubric on one of the sample essays. Our scores were in the same general "ballpark" - which suggests that we all had a similar understanding for the expectations for the essay.
In general, my score was more demanding for the research question, the use of direct statements, the organization (because organization includes not just the order, but the details of what each section accomplishes), and the conclusion than most of the groups, and I was more satisfied with the essay's development of categories, its use of examples and the grammar than most other groups. This is important for you to notice because I am the "audience" for your essays, the person who will be evaluating them, and you need to be aware of my expectations. The rubric is about providing you with a basis for thinking about what you need to work on, and for estimating how well you are doing. As noted above, grade assignments are somewhat more wholistci.
For next class:
Blog 18: Post some reflective writing on your Short Analysis essay. Use the rubric to estimate how well you did and what you need to work on.
Due: Final Short Analysis project. If you are stumped, let me know so we can set up a conference. I am not available for conferences on Friday. I am in my office most of the day Wednesday and Thursday.
Due: Signed consent forms (if possible).
Tuesday, November 5, 2013
11.5 Writing introductions for research papers
Note: I will be providing feedback for blog 15 over the weekend, coupled with feedback for today's blog, blog 17. My thinking is that in writing the introduction you may put yourself to revise, add to, deepen the research plan posted for 15.
You read through John Swales' "Creating a Research Space" and noted the three moves he identifies within the introduction to writing studies essays. We restated them as follows:
1. Establishing a Territory (or writing what your essay is about/identifying the focus/connecting to the writing studies' topic you will discuss)
2. Establishing a Niche (pointing out what your essay adds)
3. Occupying a Niche (writing what your essay will do/providing an overview of the essay's contents).
Swales listed sets of moves which researchers use in alone or in combination to make the above "moves." We checked back to his essay to define Discourse communities, and noted that he did indeed make versions of all three of the "moves" he sets up here.
You spent the rest of class looking at the research essay you have identified for your project, and using a connection to/discussion of that essay to set up your research project.
For next class:
Blog 17: Post a draft for your introduction to your research question. This introduction does not need to be perfect language - but it does need to make all three moves set forward by Swales. To do this you will necessarily need to refer to the research essay for your project.
Spend some time analyzing the transcript you have chosen for your Short Analysis. Look for repetitions, changes in the ways language is used between the first & second sections, and think about the Discourses (identities), Conversations, and language patterns we have been talking about in class.
On Thursday we will begin by reviewing how grades are assigned for this course, and then spend the rest of class working out a rubric for assessing the Short Analysis project, and applying it to the two sample essays posted to the upper right. These are not perfect essays. The point of our assessment will be to decide what these students need to do to write stronger essays.
See you Thursday!
You read through John Swales' "Creating a Research Space" and noted the three moves he identifies within the introduction to writing studies essays. We restated them as follows:
1. Establishing a Territory (or writing what your essay is about/identifying the focus/connecting to the writing studies' topic you will discuss)
2. Establishing a Niche (pointing out what your essay adds)
3. Occupying a Niche (writing what your essay will do/providing an overview of the essay's contents).
Swales listed sets of moves which researchers use in alone or in combination to make the above "moves." We checked back to his essay to define Discourse communities, and noted that he did indeed make versions of all three of the "moves" he sets up here.
You spent the rest of class looking at the research essay you have identified for your project, and using a connection to/discussion of that essay to set up your research project.
For next class:
Blog 17: Post a draft for your introduction to your research question. This introduction does not need to be perfect language - but it does need to make all three moves set forward by Swales. To do this you will necessarily need to refer to the research essay for your project.
Spend some time analyzing the transcript you have chosen for your Short Analysis. Look for repetitions, changes in the ways language is used between the first & second sections, and think about the Discourses (identities), Conversations, and language patterns we have been talking about in class.
On Thursday we will begin by reviewing how grades are assigned for this course, and then spend the rest of class working out a rubric for assessing the Short Analysis project, and applying it to the two sample essays posted to the upper right. These are not perfect essays. The point of our assessment will be to decide what these students need to do to write stronger essays.
See you Thursday!
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