tag:blogger.com,1999:blog-15845701524565125812024-03-08T00:48:45.580-08:00ENG 201H BlogRachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-1584570152456512581.post-4972653043378895042015-04-24T16:11:00.002-07:002015-04-24T16:11:45.469-07:00Last post!<!--[if gte mso 9]><xml>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-size: 11.0pt;">This semester
really opened my eyes to what academic writing and research really is.<span style="mso-spacerun: yes;"> </span>Back in the day, I would look at my assigned
topic that I really didn’t care much about, look up some articles regarding the
issue, then take pieces of each article and put them into a paper.<span style="mso-spacerun: yes;"> </span>.<span style="mso-spacerun: yes;"> </span>My
idea of the process of research has evolved in the past 16 weeks in the fact
that I now see that I don’t have to rely on the other research articles I find.</span>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-size: 11.0pt;">This
semester I went from basically summarizing old research to analyzing this
research and using it as a resource to aid my own thoughts on the subject.<span style="mso-spacerun: yes;"> </span>I also learned that the “so what” of a paper
is one of the most important parts when trying to get through to your audience.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>One
big idea that I took away from this semester is that it’s my job as a student
to add to the ever-growing research world.<span style="mso-spacerun: yes;">
</span>Yes, it seems like a scary place, but once you’re there, it’s not so
bad.<span style="mso-spacerun: yes;"> </span>As our class looked at what “counts”
as research, I learned that although numbers are great, interviews work just as
well in the academic world.<span style="mso-spacerun: yes;"> </span>For example,
even though I’m not going to a field like chemistry in which it seems easier to
conduct quantitative studies, the education field offers many opportunities for
qualitative research if that’s what I choose to do.<span style="mso-spacerun: yes;"> </span>As I explore what I want to study for my
Capstone project, I have realized that I don’t need to have conduct experiments
in order to do research.<span style="mso-spacerun: yes;"> </span>Also,
conducting research isn’t as hard as it sounds; I simple survey or interview
can reveal so much about a topic.<span style="mso-spacerun: yes;"> </span>This
took a big weight off my shoulders!</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>At
SCREE, I got to talk with many students both in and out of my discipline and listen
to them explain their research and what they found.<span style="mso-spacerun: yes;"> </span>From them, I learned that some research can
be conceptual, almost like common sense, but connecting ideas across different articles
is an important aspect of research.<span style="mso-spacerun: yes;"> </span>They
provided insight on how to approach the project in the fact that they took a
big topic, and narrowed it by finding an issue.<span style="mso-spacerun: yes;">
</span>Also, I talked with one student in which their research just created
more questions, and that’s okay.<span style="mso-spacerun: yes;"> </span>The
biggest lesson I learned is that usually there is no one answer, and the
question I choose to ask will most likely create more questions.</span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; mso-bidi-font-size: 11.0pt;"><span style="mso-tab-count: 1;"> </span>As
I continue my education and work towards my Capstone I have a few goals for myself:
1. Find something I’m passionate about (I think I’m on the right track because of
this class) 2. Be creative 3. Don’t get stressed.<span style="mso-spacerun: yes;"> </span>Throughout this class, one of the key ideas
that has been ingrained into my head is that academic writing is a
conversation, and through my research, I am adding to it.<span style="mso-spacerun: yes;"> </span>As a writer, I need to keep in mind my
audience and anticipate any questions they may have and address them. <span style="mso-spacerun: yes;"> </span>This class has been very beneficial to my
idea of what is expected of me in regards to academic writing and was actually
very enjoyable due to the fact that I got to write about issues that pertained
directly to my passion. </span></div>
Rachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.com2tag:blogger.com,1999:blog-1584570152456512581.post-75569830889853417172015-04-07T11:13:00.000-07:002015-04-08T11:12:57.605-07:00Multimedia<!--[if gte mso 9]><xml>
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Regarding Habits of the Mind and multimodal composing,
engagement, creativity, and persistence was the three big ideas that come to my
mind.<span style="mso-spacerun: yes;"> </span>And I’ll tell you why:</div>
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<br /></div>
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Have you ever watched a movie or a Netflix show but the
first five minutes are so boring that you just quit?<span style="mso-spacerun: yes;"> </span>Yeah, that was me with Gossip Girl (sorry
Chuck Bass fans!).<span style="mso-spacerun: yes;"> </span>When having a
multimedia component in a research project, it has to engage your audience.<span style="mso-spacerun: yes;"> </span>If it’s not interesting, no one is going
watch your hard work.<span style="mso-spacerun: yes;"> </span>On the other end
of the spectrum, you don’t want it to be so distracting that it takes away from
the rest of your project.<span style="mso-spacerun: yes;"> </span>With a video,
image, or any other media component, it should assist your audience’s leaning, allowing them to better understand what you
are trying to say.</div>
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Going hand in hand with engagement, creativity is also very
important.<span style="mso-spacerun: yes;"> </span>Using media in a unique
manner can enhance the overall view of your argument/project.<span style="mso-spacerun: yes;"> </span>Also, creating a visual model could make a
concept or study easier to understand.<span style="mso-spacerun: yes;">
</span>Being a future elementary school teacher, creativity is a skill that is
very useful when dealing with 8 year olds who need help understanding the
concept of density and floating vs sinking. </div>
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<br /></div>
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Lastly, persistence, which connects with engagement and
creativity, applies to multimodal composing.<span style="mso-spacerun: yes;">
</span>Using multimedia opens up a whole new door to get across your ideas and it’s
important that if you do choose to use multimedia, you make sure it complements
your other work and continues to expound on what you are trying to say.<span style="mso-spacerun: yes;"> </span>This also relates to my future career as
children have pretty short attention spans and I need to keep them interested
in learning.<span style="mso-spacerun: yes;"> </span>For example, when I volunteered
at a school over spring break, every day for a half hour before lunch, the
students worked on their Dinosaur Research Reports.<span style="mso-spacerun: yes;"> </span>This was a long term project, so each day as
we completed the next part of the project, it was like pulling teeth because
they just were not interested anymore.</div>
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<br /></div>
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Some challenges of multimodal composing are that it can be
very time consuming, it’s not uncommon to have issues with technology, and the
media itself can distract the audience.<span style="mso-spacerun: yes;">
</span>The benefits are that it can enhance your project/idea by capturing the audience’s
attention, and can also make difficult concepts easier to understand.</div>
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<br /></div>
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I actually have no idea what I want to do for my multimedia
project.<span style="mso-spacerun: yes;"> </span>The popcorn website we used in
class seemed like something I would want to look into more.<span style="mso-spacerun: yes;"> </span>With my topic, the math gender stereotype in
elementary school, I could use multimedia to show visual representations of results
from studies or even interviews form women in STEM fields.<span style="mso-spacerun: yes;"> </span>To be honest, I’m not too sure what I’m
planning on doing at the moment.</div>
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<br /></div>
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So if you watch my <a href="https://rachelstelman.makes.org/popcorn/2w9c" target="_blank">video</a>, you will see a few funny videos of
cats and hear some awesome, yet diverse, music.<span style="mso-spacerun: yes;">
</span>I hope it makes you laugh!</div>
Rachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.com0tag:blogger.com,1999:blog-1584570152456512581.post-90642891685794749072015-03-19T11:52:00.001-07:002015-03-19T12:29:59.331-07:00Understanding Academic WritingAs I start gathering research and formulating questions, I plan on constructing my argument in a manner that caters to my audience: my ENG 201H class. In regards to the research I'll use, some of the articles I've already come across are difficult to decipher due to the puzzle that is academic writing, so as I break down and process the information I can put it into my own words that are easier to understand. Also, in this paper, I plan on relying more on paraphrasing than using actual quotes. I realize that not everyone is going to math or teaching like I am so giving background on my argument rather than just jumping right in is important. By current strengths are that I am very passionate about this subject, I know a lot of information already, and I also have some personal experiences to add to the argument. Some of my weaknesses are that I am very fact driven and sometimes when I write, I get to the end of the second pages and I'm like "Oh! That's what I want to say!" so then I have to go back and make sure my thesis is clear.<br />
<br />
Looking at the "Framework for Success" tips, I think my goal for the first half of semester (becoming more creative) was achieved through our second assignment, the evaluation paper. Still, I think that with this argument I still need to work on that aspect, allowing my voice to shine through and not let it be drowned out by facts and quotes. This idea goes with the skill of engagement and making sure my readers are as excited with this topic as I am. I think that working on these habits will allow me to grow as an academic writer as this next part of the semester progresses.Rachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.com2tag:blogger.com,1999:blog-1584570152456512581.post-62840142271195441082015-02-11T16:51:00.001-08:002015-02-11T16:51:42.245-08:00How to respectively argue with paper<!--[if gte mso 9]><xml>
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The word argument has a negative connotation tied to
it.<span style="mso-spacerun: yes;"> </span>You picture red-faced, rage-filled individuals
blindly yelling at each other.<span style="mso-spacerun: yes;"> </span>This is
not the case with arguing in academic writing.</div>
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<br /></div>
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First and foremost, a good argument is a conversation (which
I described in an earlier blog post).<span style="mso-spacerun: yes;">
</span>The claim of the argument (thesis) should be something debatable (it may
be beneficial to start with a question and form an argument from there); the
whole idea of the argument is to inform and persuade your audience.<span style="mso-spacerun: yes;"> </span>If you’re swimming in information, your topic
is too broad; if you’re struggling to find enough evidence your topic could be
too narrow. <span style="mso-spacerun: yes;"> </span>Next, you need to have logical
reasons for your claim and support those reasons with relevant evidence
(warrant).<span style="mso-spacerun: yes;"> </span>Keep in mind the questions
readers might have regarding what you’re saying; anticipation is key to a good
argument.<span style="mso-spacerun: yes;"> </span>The next stage in the writing process
deals with addressing the counterarguments and responding to them.<span style="mso-spacerun: yes;"> </span>You have to give readers both sides in order
for your argument to seem clear, fair, and credible.<span style="mso-spacerun: yes;"> </span>To end the paper/argument, sum up what you’re
trying to say, and, hopefully you’ve given your audience enough information and
proved/solved your claim.</div>
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<br /></div>
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As we learn more about academic writing, I see that we are
trying to move away from the “standard”, the five-paragraph, the “no
personality” paper.<span style="mso-spacerun: yes;"> </span>Some approaches have
more or less stayed the same, for example, the idea of appeals to logos, ethos,
and pathos to strengthen arguments.<span style="mso-spacerun: yes;">
</span>Although its defiantly been enhanced, the fundamental ideas of these
appeals and their importance in your argument has aligned with what I learned
in high school.</div>
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<br /></div>
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Although I’ve heard this word before, the word “claim” has
come to take a new meaning in regards to academic writing.<span style="mso-spacerun: yes;"> </span>Usually, we say that other people “claim”
ideas, it provides a sense of doubt, like although the say this, it can be
disputed.<span style="mso-spacerun: yes;"> </span>Now, I am the one with the
claim and I have to prove it.<span style="mso-spacerun: yes;"> </span>The one
word that confuses me a bit is warrant.<span style="mso-spacerun: yes;"> </span>It’s
a new one, but I think I’m getting the hang of it.<span style="mso-spacerun: yes;"> </span>From what I understand, warrant is the relevancy
of your reasons and evidence.</div>
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<br /></div>
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Until next time…its Rachel signing off.</div>
Rachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.com1tag:blogger.com,1999:blog-1584570152456512581.post-18964785346677388772015-01-28T14:13:00.000-08:002015-01-28T14:13:02.657-08:00What is Academic Writing?"I'll take 'Go Back to College' for 800, Alex."<br />
<br />
I'M ON JEOPARDY!<br />
<div>
<br /></div>
<div>
To enter the conversation as an academic writer means that you are adding your two cents in on a topic or issue that has already been discussed. You enter the conversation, say what you have found, and then leave (in this case in the form of the paper). The conversation keeps going after you have finished, but now it includes your research and your contribution.<br />
<br />
In order to enter the conversation, writers must effectively synthesize the "They Say" on the subject and then convey the "I Say". You gather evidence from credible sources, presenting both sides of the argument, and then respond using your personal experience and references to the research you've done. The art of summary and then response requires practice, and using some of the templates in "They Say I Say" are a great start.<br />
<br />
In academic writing, it is important to keep your audience in mind. First, you need to decide who your audience is going to to be. Are they experts in the field? Or do they only have basic knowledge on the subject and need more guidance? Once you've decided that, you can determine what they need from you. Writing is a conversation, thus, you have to engage readers and them how this said issue/topic affects them. You need the "So what?" of your argument. What are you trying to convey to readers, what is the point of your paper?<br />
<br />
Picking a topic to write about can be the most difficult part of writing. Most of the time, the issue is that the topic is just too broad, like you are "trying to change the world with one paper". Finding a research question is a project in itself. You can start by choosing a topic and then asking yourself what you want to find out within that topic, and then following that up with what you want your readers to take away or understand from your paper.</div>
Rachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.com2tag:blogger.com,1999:blog-1584570152456512581.post-22729574431916975542015-01-17T09:14:00.001-08:002015-01-17T09:14:08.849-08:001st blog post! As I writer, I am very organized, fact-driven, and to the point. In English 201, I hope to learn how to write directly, yet more creatively. Whenever I write research papers, my paragraphs are definitely fact-heavy, thus I hope to learn to write more conversationally and in turn put more of myself into my writing. My writing may seem "cold" but I am a very logical thinker and that's how my writing comes across. I'm a very curious person and I'm excited to pursue topics related to my field (education) that I feel passionate about. I think that this class will open up my mind to different ways of writing and in turn make me a better writer. Like I said before, I'm going into Education, elementary specifically<i>. </i>Its very interesting to me to look at the home lives of students. Some students' home lives are not supportive, and thus, changes their mindset towards school. I also am very interested in sociology and maybe combining that with education will produce a very interesting research question. Some other topics I'm interested within that umbrella are the differences (pros/cons) of public schooling compared to private schooling, and also how the "common core" initiative is changing schooling. And although I'm not going into law enforcement, crime and the psychology behind it has always been a topic I have been curious about.Rachel Stelmanhttp://www.blogger.com/profile/15276816749521949834noreply@blogger.com2