From Text Message to Research Paper: Teaching the Text Message Generation Heidi Wright Ohio State University
Introduction and Organization • Origins- SIUC 2006 • Increased number of tasks and shorter time frame • Insufficient background knowledge • First assignments were too complex • Less proficient students were not succeeding • Organization 1. Goals, challenges, beliefs, & methodology 2. The sequence of building and borrowing used to create research papers. 3. Planning, creating, using materials
The Goal • A 5-to-7 page APA formatted Argumentative Research Paper with: – An introduction, – background /literature review paragraph(s), – 3 to 4 body paragraphs, – a counterargument/ refutation paragraph – a conclusion – A title page, abstract, outline and references • NO confusion or anxiety (low affective filter) • A seven week time frame • ~450 PBT and up
The Parameters: Old and New • Pushed up to soon OR • Student as consumer limited R/W skills • Tech & media affinity • Fear of longer texts and • Speed & vivid images grammar mistakes • Less reading overall & • Explanation vs. argument less longer texts • Personal anecdotes “I” • Shorter attention span • Vagueness & repetition • Limited note-taking skills • Different expectations, • Email & text message common knowledge, spelling and grammar conventions and roles • Joys of copy & paste • No knowledge of citation • Online authorship unsure styles and practices • # of online resources
Truths or Beliefs Students produce more developed writing and take more risks when writing from a place of confidence, understanding and safety. Academic Writing is not mysterious. There are certain guidelines and formats that govern it. Only by making both academic writing’s expectations and the processes through which those expectations can be met clear can we help students write from that place of safety.
Methodology: Top 10 1. Explicit teaching methods 2. Relevant assignments (WAC & Genre Theory) 3. Baseline assignments 4. Vocabulary 5. Small chunks of information 6. Reading (models and sources) 7. Short, succinct, bulleted instructions/ templates 8. Representative examples/models 9. Recycling of sections of assignments & formats 10. Rubrics listing the vocabulary/ concepts taught
The Basic Rule Make the complex appear simple: • break things down into pieces (chunking) • explain each new piece completely (scaffolding) • have students complete 1 piece at a time • Then have students build on what they have learned by recycling it and adding to it. (spiraling / recycling )
The Sequence: Building and Borrowing 1. Non-sourced, six-paragraph, argument essay 2. APA citation, quotation, paraphrase, integration of sources into paragraphs, plagiarism 3. Sourced, six- paragraph argument essay & locating sources 4. Summary and sourced academic response essay 5. Research proposal, annotated bibliography & mock outline 6. Research paper- overview & background / lit review 7. Research paper- title page, formal outline, abstract
The Foundations • Week 1: 6-paragraph, non-sourced argument essay about a known topic. (NEW). See link in last slide • Week 2: APA citation (references & in-text), quotations , paraphrases, integration of sources, plagiarism (NEW)
Recycling and Building Begins Week 3: Sourced, 6-paragraph Essay Non-sourced argument essay + Citation, paraphrase, quotation,& integration + locating academic sources (NEW). Week 4: Summary & Academic Response Sourced argument essay (no CAR) + Summary (NEW)
Recycling and Building 2 Week 5: Research Proposal with Annotated Bibliography & Scratch Outline Thesis and plan from essays (expanded plan) + References and citation + Annotations (TOP)- similar to summaries + Outline/Trees from essay process + Background/ Literature section (NEW)
The Final Paper: Stage One Week 6: First Draft of Research Paper Sourced, 6-paragraph argument essay + One or more extra body paragraph(s) + Background/ Literature paragraph (for undergrads) +Separate Paragraphs for Background and Literature Review (for grads ) Total: 8-10 paragraphs ~ 5-8 pages = Research paper draft
The Final Paper: Finishing Touches Week 7: Final Draft of Paper Research Paper Draft + Abstract from Research Proposal + Title Page with Headers and Page Numbers (NEW) + Formal Outline (NEW) = APA formatted Research Paper
Combining Methodology and Sequencing: • Planning the course • Creating the course materials • Teaching the materials • Assessment
Planning 1. Set your ultimate goal- what are students at that level capable of producing in the length of time given? 2. Operationalize your goal: What elements and sections does it have? How many sources will it require? What skills do I need to teach to reach it? 3. Decide on a baseline assignment: a reduced version of your ultimate goal. 4. Create a series of assignments that add one piece at a time to your baseline until students have almost all the pieces they need to create the goal.
Creating Assignments 1. Instructions A. Step-by- step explanations of baseline & new pieces: purpose, parts, content of sections, format, vocabulary. (Glossary) B. Templates and lists: Known vocabulary/ concepts : short bulleted or numbered lists under their paragraph or section headings. C. Length of instructions: short. Preferably no more than 1 page in length. Second page = new section. D. 1 set of instructions/assignment per page: White Space
Creating Assignments 2 2. Models A. Representative of what students are to produce B. Match the instructions exactly so as to make them obvious C. Complete in terms of number of sections and content D. Clearly organized E. Contain level appropriate vocabulary F. Plural- give students several models to examine • The best models are not necessarily the most creative ones. 3. Exercises – New concepts : adding details, integrating sources, summarizing, CAR, citation, using handbooks and databases require additional exercises and quizzes.
Implementation 1. Guide students through baseline assignments carefully. Avoid moving on before they have grasped a concept . 2. Point out what is known and unknown about each assignment to reassure students that this isn’t too much. 3. Read through directions and examples to every assignment in class- aloud if necessary . 4. Interact: Have students analyze models for content and organization. (Match parts & directions and discuss. ) 5. Teamwork and play: Have students create lists and analyze things in pairs or groups. Write answers where all can see, so students have more ideas to work with. Let them explore databases and their handbooks.
Feedback and Assessment 1. Give specific feedback like “great hook” rather than vague comments like “good” 2. Create an editing code and discuss it with students before you use it. 3. Give a plus (+) and minus (-) list at the end of each assignment to encourage students to make content and organizational changes. Be specific. 4. Create rubrics using the vocabulary you have taught them with numerical values assigned to sections like content, grammar, etc.
Review: Building the Paper 1. Non-sourced, six-paragraph, argument essay 2. APA citation, quotation, paraphrase, integration of sources into paragraphs, plagiarism 3. Sourced, six- paragraph argument essay & location of sources 4. Summary and sourced academic response essay 5. Research proposal, annotated bibliography & mock outline 6. Research paper- overview & background / lit review 7. Research paper- title page, formal outline, abstract
Do Try This At Home • Think of a complex assignment that you regularly give. How could you baseline it and build up from there? Which assignments would you use? What sequence of assignments would you use? What elements would the assignments borrow from each other? What vocabulary would you teach and include in your rubric?
Thank You The From Zero to Essay in One Week assignment, (the baseline for the Research Paper), and instructions for how to have students complete it are available at: http://ohiotesol.org/file.php/ 9/2009_conferece_info/handouts/ session_g.html Questions and suggestions are appreciated. fromzerotoessay@gmail.com
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