English 202 Fall 2004 - Research Writing |
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Archive Deadline (extended): Full Rough Draft (typed, with sources cited, and full bibliography) due Noon, Tuesday Nov 16th, Sherwood's English department mailbox in Leo 110 . Notes - Week of Nov 15th
Monday: Inclass drafting. Peer review (use this
draft checklist). Draft due Tuesday, noon. For Monday, Nov 22 - Please bring a copy of your draft on disk to submit to Turnitin.com. We'll review your drafts/ my comments in class. Gender researchers: This online archive from Sex Roles: A Journal of Research may be useful. Consumerism: The web materials from the St. James Encylopedia of Popular Culture has entries on Credit Cards, Muzak, Muscle cars, malls, and department stores.
Notes- Week of Nov. 8th Bring your notes, bibliography, disks and other documents: in-class drafting & mini-conferences with me on your proposals. Fieldwork should ideally be completed in the next week, so that you can incorporate it into your rough draft. (Note also that when completing your fieldwork, you should blog what you can easily but also prepare materials to be included in your portfolio - notes, transcription of interview, completed surveys and tabulation, etc.) No Class Meeting Friday, Nov. 12th. (I have a training workshop all day). Extended office hours: Wednesday 1-2; Monday 12-2 in Sutton 340. Please come by to pickup your proposal with comments if you haven't already received it. Next Deadline (extended): Full Rough Draft (typed, with sources cited, and full bibliography) due Noon, Tuesday Nov 16th, Sherwood's English department mailbox in Leo 110 .
Notes- Week of November 1st Monday: Work on research proposal (format, sample) for Wednesday. Wednesday: Work on fieldwork plan (sample) for Friday. Full Rough Draft (typed, with sources cited, and full bibliography) due Nov 15.
Notes- Week of October 25th Monday : Working with sources and reading critically.
Group Exercises.
Wednesday: Brief Goffman discussion. Further
group exercises on critical reading, notetaking. Friday: Discuss blog postings and how Goffman's everyday orientation might be used to shape research, or lead to compelling fieldwork. Discuss format for Fieldwork Plan (sample) and Research Proposal (format, sample). RP and FP next Wednesday.
Notes- Week of October 20th Wednesday: Compiling bibliographic information;
MLA Style
WorksCited. Extended Deadline - Working Bibliography, Monday, 10/25 Notes- Week of October 11th Monday: basics of library-based searching (catalogue, electronic indexes and full-text databases). Wednesday: compiling bibliographic information; MLA Style WorksCited. Friday: meet in library for access to books, paper journals, microform; compiling bibliography. Extended Deadline - Working Bibliography 10/20
Week of October 4th Monday: Review of Topic Paragraphs; need for incorporation of toolbox terms and concepts. Basic searching of the open web (google etc.) and targeted searches; development of list/map of relevant "conversations". (Revisit disciplinary conversations) Wednesday: Schlosser's Fast Food Nation as research model: introduction and initial chapters--relevant conversations and implied research questions. Advanced web searching and evaluating of open-web sources. Friday: Variety of sources incorporated by Schlosser; basics of library-based searching (catalogue, electronic indexes and full-text databases). NOTE: Revised research question due, in writing, Monday, October 11th. MLA Style WorksCited next week.
Week of September 27: working on Themes, Terms, and Topics Monday: In-class discussion of homework; further brainstorming on research avenues within a given theme and prospects for fieldwork. HW: blog theme/terms/broad concept, following the model. (Themes, Terms, and Topics) Wednesday: In-class brainstorming / blogging of paragraph on topic; discussion of Ehrenreich's conclusion as a model of research questioning. HW: Word process Topic Paragraph (submit for a grade, Friday) and research question (s). Friday: View Ehrenreich video: introduce disciplinary conversations. Brainstorm, preliminary internet searching to identify conversations of potential relevance for your research question. HW: Fast Food Nation, Wednesday.
Classwork - September 24: Notetaking Workshop Homework-September 27: Browse E-reserves on different kinds of fieldwork, then choose one of the three themes and envision an Ehrenreich-like fieldwork adventure: what would you do? where would you go? what would you hope to learn? Post your "Imagined Fieldwork" to your blog. Class/Homework for Friday, Sept. 17th Post three different descriptions to your blog, each of which tries to "step out" and give a defamiliarizing account of a scene having to do with work, gender, or consumerism. Using the directory, read some classmates' posts and comment on 2 or 3, giving some feedback on what it allows you to see differently. Homework for Monday, Sept. 20th Read the first two sections of Nickel and Dimed. Then choose one of the three themes that most interests you (gender, work, consumerism) and post some observations about how that theme is relevant to Ehrenreich's book. Please post these to one of three WEBCT groups, NOT your blog. Remember, "work" will be the obvious theme for this book but I'm asking you to choose the theme that's generally most interesting for you. (You'll begin developing your individual research topics within this theme.) Creating a Blog and First Blog Exercise Stepping Out - Some of the most powerful, everyday routines informing college students' lives could be grouped into categories such as: Gender, Work (class), and Consumerism. Think about the everyday and terms such as ideology and subjectivity. Over the next few days, you will be asked to think about, observe and describe some everyday routines. You will look for routines (related to the themes above) that you can defamiliarize by Stepping Outside of them, and describing them in an analytical paragraph or two as an outsider might see them. Post three tries at "stepping out" to your blog. Homework for Friday, Sept 10th Access the second half of the critical terms reading from A Theory Toolbox through the library E-reserve. Post responses to the following questions to our WebCT discussion space. (You may download Acrobat reader free, if it is not installed on your computer; or you may print reserves from the library or computer center on campus.) 1. What is ideology (according to Nealon and Giroux, but in your own words)? How is it different from what we mean when we talk about a political attitude, common sense, or just accepted viewpoint? 2. What does it mean to do an "ideology critique" ? Why is this necessary? What's all this about mystification and the concrete or "rational kernel" ? 3. Can you think of any relevant examples of ideology at work, instances you have encountered? Was it easy to see, to demystify? Are others usually ready to see their beliefs as ideological? 4. Are there especially difficult or dangerous blind spots (having to do with issues like class, or gender, or race)? Can one become aware of one's own ideology? Would you want to do so if you could?
Wednesday, Sept. 8 Access the first critical terms reading from A Theory Toolbox (C4 - subjectivity) through the liberary E-reserve. Pay attention to applicable terms and concepts. Post responses to the following questions to our WebCT discussion space. The following questions will be different ways of asking:" How does the term/concept subjectivity change common-sense ideas about what our "self" is or where it comes from?"
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