Week 7: Monday, October 6th - Friday, October 10th
Week 8: Overview
Weekly Notes and Advice
This week may be challenging
while you are introducing the type of analysis we are asking students
to do. Be sure to allow your class enough time to grasp
analysis and, as with the previous weeks, connect the activities
you do in class tightly to students' own writing (CSOW).
Also note that the English Department's
Reading Days are scheduled for this Thursday and Friday (October
14-15). You can use these days as outside of class time
to meet with students, help them research in the library, or you
may hold class for your students and wait until next week to give
them a research day, etc. Try to avoid canceling one class
for both weeks, however.
Connection to Course
Collecting sources for the Annotated Bibliography will help students
learn about the recent conversation surrounding their issue. Students'
previous experience with research may have involved collecting and
simply regurgitating information on a topic. Here, we are asking
them to think critically about a) their role as researchers and
b) the choices they make as writers, by evaluating their sources
for a specified purpose. We hope that this approach gives them a
better "real world" sense of how and why writers research
and respond to public issues.
Goals for this Week
Read students' Working Bibliographies or first
drafts of Part 3 of Portfolio 2 (the Annotated Bibliography)
that they have posted to the Writing Studio page. Their
initial drafts should include approximately a half dozen sources
by the start of this week.
Using the Position Analysis for a Single Source template
developed last week, continue to define distinct positions by
applying the Personal Position Analysis to research sources.
Focus on the contexts that contribute to the formation of positions
and shared perspectives.
Assign the completion of the Annotated Bibliography by end
of this week or the start of next week.
Continue to collect/discuss news clips of issues in the contact
Required Readings and
Assign the following to students this week:
Continue reading sources on your issue
Complete the Personal Position Analysis
Plan for the completion of your final Annotated Bibliography
and post it to the Working Bibliography Tool in the Writing
Continue to collect news clippings from the NYT that
represent differing values, beliefs, etc. on the same issue
CSU's guide Strategies
for Teaching Internet Research effectively covers tips for
students as well as teaching ideas and suggestions for helping
students choose credible and effective sites of information, employ
search engines, and avoide the over-use of Internet sources at
the expense of what many "hard" sources have to offer.
Morgan Library also
offers a guide on How
to Do Research at CSU and, while it is not necessarily geared
toward the teaching of research, can be a very helpful place to
generate ideas for talking about research in the classroom.
Short exercises or lessons could be derived from this guide, or
it could be offered to students as a resource during their research.