Thursday, April 21, 2011

Unit 3 Completed

I have just about finished revising my unit 3 essay. Despite frustrations going into the paper, and especially those along the way, I am very pleased and satisfied with my finished product. When I get back to my room (as I am currently at work) and have a few more resources at my finger tips, I will be able to complete my essay once and for all. I need page numbers for two quotes and other than that my only other adjustment is that I am adding two graphs from my primary research to compliment the description of my results that I have already included in my paper. 

As for my peer review group, this time around things were very rough. I missed class the day we exchanged papers which just threw off the entire group. Interestingly, all my group members ready my essay that I emailed to them, though none of them sent me theirs even though I asked them to. I finally got ahold of Tina's and sent her some feedback via email. I have yet to hear from Cody or Bobby, and Bobby's is the one I am supposed to fill out a worksheet for. It's just getting frustrating cause I don't want to get docked for not completing the peer review worksheet for my partner when I never recieved his paper.. or didn't recieve it until late the night before it's due. Though I'm sure we will get everything worked out. Overall, I'm just ready to be done with this paper and take a break from these ideas while returning to revise my unit one paper. We're so close to the end of the semester and I can't wait to be done! 

Wednesday, April 20, 2011

Peer Review w/ a Worksheet

I don't feel peer review was a effect this time around as it was for Unit 1. Unfortunately, though having a worksheet to prompt questions while reviewing someone's work is a good idea, I think it ended up lessening the feedback provided. It seems as though people felt that only answering the questions would be enough and that similarly the areas that the questions prompted us to focus on were the only things we needed to pay attention to. In the end, I think peer review with out the worksheet allows students to really focus on what stood out to them as a reader and ultimately I think a simple opinion on a piece of work is the best feed back possible.

Friday, April 15, 2011

Argumentative Essay

It is currently 12:40 AM on Saturday morning. I am at work and beginning my essay. I have finally finished reading through all my research and have constructed an outline. Though I am not looking forward to this, I think it'll be ok considering the bulk of the tedious work is over. My approach to the argument has shifted from my initial proposal though I feel this will be a more interesting paper. Now, I just have to hope the writting process goes relatively smoothly (and that I don't fall asleep).

Peer Review

Peer review can only ever be as successful as the students make it. Unfortunately, more often than not it seems as though the majority of students give little to no effort in this regard. However, I think the methods of peer review we have been using seem sufficiently effective. I personally prefer the letter response. I find it the most useful and requiring this 'feature' forces students to at least provide some thought and feedback. As for a worksheet, I think it could be beneficial, especially for those less inclined as it points them in a clear direction for responding. My only other comment regarding peer review is that I think it could be beneficial to dedicate an entire class period to work on the revision of our partner's essay. By utilizing class time for this, I feel students will be more inclined to put forth effort as it is so easy to put off and consequently give crappy or insufficient feedback. I realize this is probably a bit much to ask as we don't have that much class time, however I still feel it is good food for thought.

Tuesday, April 5, 2011

Pink's "School's Out"

Though my first thoughts when realizing I am now required to write yet another paper, this time 8-10 pages, were mostly negative, in reading Pink's essay I became slightly more enlightened to the idea. I had forgotten how personal and possibly even fun (yes, I did just use the word fun) persuasive writing can be. Pink's essay was grasping, convincing, and held my attention. 

One thing I particularly enjoyed about Pink's writing was that he included connections I never would have considered. For example, interestingly enough, Pink wrote about studies that have shown individuals of all ages "[losing] the intrinsic motivation and the pure joy derived from learning and working when somebody takes away their sense of autonomy and instead imposes some external system of reward and punishment." Just yesterday, Dr. Henderson at Boise State University was lecturing over the very same ideas. Though merely a coincidence and particularly good timing, Pink's inclusion of this idea made me that much more intrigued in what he had to say, not to mention it also increased the respect I feel towards it. I think my point here is to make note that many and diverse connections drastically improve your writing, something worthy of taking note of as I begin a new writing assignment. 

Though I felt the recognition of opposing arguments to be rather scarce in comparison to his portrayed beliefs, I felt what he had included to be sufficient. Often times in reading argumentative essays I find myself disagreeing or refuting much of what is said. However, here I found myself so intrigued that I acted as a sponge and absorbed information rather than assuming the role of my typical stubborn self. 

Another interesting idea I have taken note of in my reading is that Pink's arguments relate to one another only through 'home schooling." He attacks his argument from such diverse directions that I almost feel too intimidated to argue against him. Home schooling has never really been a topic of discussion I have been involved in and I never though much of it. Now, after reading much of what Pink has to say about it, I almost find myself wishing that I had been home schooled. Still, I feel this is a tough decision as it is easy to fall into believing the traditional route as the best. 

On a separate note, I found some of what Pink had to say a bit unnerving. Change is a difficult thing to face and when it is as big as the end of high school or high school teens running their own online businesses, it can be overwhelming as with technological advances. I must admit that I fear many things will 'ruin' the world despite the fact that most things are portrayed in a positive manner. Regardless, my sponge of a brain in reading this essay, though uncomfortable, didn't want it to end.

Overall, I enjoyed Pink's essay more than most materials I have read recently.I found his writing to be bold and ambitious, something I greatly admire. We've talked about taking risks in our writing and if there is ever a place to do this in non-fiction writing I argue that it is here. I will even go as far as to say I am inspired and more ready and willing to pursue my upcoming assignment.

Friday, March 25, 2011

Unit 3 Ideas

As I mentioned earlier, I have been considering two routes for an argumentative essay on Memory and Forgetting: (1) An ambitious argument regarding gender and (2) exploring the differences between our ability to recognize faces better than our ability to recall names. Both are seemingly interesting and have a good deal of potential in my opinion.

As we both agreed before, attempting to argue that there is a dominance amongst one gender over the other is pretty much out of the question. Though on the contrary, I feel I could argue that there are differences between the genders when it comes to memory and forgetting. However, I'm not sure I would be able to form a strong argument as I would think finding information on the side of equality would pose a difficult obstacle.

So, more and more I guess you could say I am leaning towards an argument centered around facial recognition and name recall. I believe I will be able to find information to back up an argument and though I still think it would be difficult to find information strongly arguing that name recall is a more prominent, I believe I will be able to find cases where this is true for certain people.

I suppose once I am more aware of the assignment details for this unit 3 paper I will be able to more a more educated decision. However, for the time being, I am leaning towards an argument regarding facial recognition and name recall.

Monday, March 21, 2011

Website Revisions

I have just finished making my final website revisions. After almost two hours, I think I have finally achieved all that I wished I would be able to. 

My first feat was to fix the "small text" issue. To do this, I adjusted the type of text boxes I incorporated. When I first made my site I was unaware I could incorporate scroll bars. However, after seeing other people's sites with scroll bars and some messing around on my site editor, I figured out how to do so. By changing all the text boxes to those with a scroll bar, I was able to increase the size of the text drastically. Further still, I figured out how to publish my site without it shrinking and compressing it down. Together, these two changes comprised my greatest revision.

Additionally, I decided to split up my primary research presentation. I'm not sure why this though never occurred to me until you mentioned it Torii, though I thank you for the thought. I split up my analysis, and now my presentation has been split up to match. Though I did separate some of it out, I did so in a way other than you suggested. You mentioned dividing my results by class, though I feel it is necessary to be able to compare them side-by-side and not moved to a completely separate page. Therefore, I chose instead to match the division I had created in my analysis. I separated the survey which contained basic information regarding memory from the activities which revolved more around gender. 

Along with this split came a few more changes. I added a direct link to my survey so as to provide site viewers with an opportunity to see the survey itself, not just the results I gathered. Unfortunately, added the activities in the same way presented a much greater challenge. So I instead chose to simply incorporate a description of what each consisted of. Though it is not as desired, I feel it is the best I could do. 

Last but not least, I was able to incorporate a link to the NPR audio clip that I included previously without a link. This definitely adds to the "user-friendly" aspect I think is necessary in website design. 

Overall, I am fully satisfied with my revisions and I hope you enjoy viewing it over spring break!

Tuesday, March 15, 2011

Website and Presentation Reflection

Yesterday, March 14th, I presented my website. Though I never feel 100% confident in any presentation, as I tend to be a shy person who gets nervous easily, I feel my presentation went well. For the most part, I think my only real negatives were due to the "problems" I had with my website and not my actual presentation. I am planning on going back in to work those problems out. I agree with you, Torii, that it would probably be more clear and user friendly to add more pages and 'cram' less onto one. And obviously,  I need to adjust the text so it is easier to read. Maybe with enough messing around I'll be able to adjust the pages so they don't all consist of the same format. For the time being, these things will be my focus. All in all, I am happy with the way things went.

Monday, March 14, 2011

Project Update

So I realize that it's been quite some time since I have posted to my blog so today's will be extra long and extensive. I have been keep busy with the creation of my website. Today is Monday, March 14th and I am the first to present in class. Though I don't feel my website is perfect, I think it is the best I can make it. I am a little disappointed that when I published the site it wasn't clearer than it is. I hope that people don't find it too much of strain on their eyes as I am presenting, though oh well, there is not much I can do about it now.

Yesterday I finished my rhetorical analysis. It is always interesting to explore why we make the decisions we make as it seems we often make them without seeming to put much thought behind them. Definitely though, writing these analysis pieces is becoming easier every time. I think I have somewhat of an advantage over other people considering I had you as a professor last semester and am used to the way in which we tend to go about things.

As for the next unit, I have done a little bit of thinking about where I can take the topic of memory and forgetting in an argumentative essay. My primary research from this unit has prompted me with two directions I am considering exploring. The first is to explore how gender affects one's ability to remember. I have already found and gathered myself some interesting information, though I am not sure what exactly I would argue. Saying that one gender is better than the other isn't really my style as I like to remain neutral and equal. My second option is to explore why people have a higher tendency to remember faces over names. I think I would be able to find information to support and argument regarding these occurances. Either way, I think I will have something interesting to work with. I suppose now is the time to continue/begin research in these two areas to obtain a better understanding of which route I wish to pursue for unit three.

Saturday, February 26, 2011

Primary Research Proposal

As we continue to work on gathering and expanding an understanding on our research topics, we will be conducting primary research. There are a number of different possibilities for performing this research, two of which I am choosing to carry out throughout the next few weeks. My primary method of collecting data will be through conducting surveys. I hope to further supplement my data collection through the use of two fairly simple memory activities.
My reasons for choosing these methods over that of an interview is that (1) the most common and likely useful means for collecting data related to memory and forgetting evolve from experimental studies which are more closely related to surveys and ‘activities’ rather than interviews, and (2) I haven’t the slightest idea who to interview. Though I’m not quite sure how I will develop any side for an argumentative paper (unit 3), I feel I will get some very interesting and useful data from my proposed primary research methods.
The current plan is two administer two surveys to the students in my English 102 class. The first of which will ask basic memory questions related to ordinary forgetting. With the data collected, I hope to be able to produce visual representations of the kinds of things we forget on a daily basis and how often we experience ordinary forgetting of various tasks. I then plan to administer a second survey roughly a week after the first. This survey will also ask similar types of questions as experienced on survey number one, however it will also ask questions relating back to the first survey. Therefore, I am able to test student’s abilities to remember while continuing to gather basic memory and forgetting relating data.
Of course, the student’s will not be forewarned that the second survey will have information pertaining to the first. Hopefully, this will serve as a true test of remembering/forgetting information seemingly irrelevant to their everyday lives and provide an interesting data collection to work with.
One of the questions on the second survey asks the student’s how similar they think their survey results would be if they were given the first survey a second time. Therefore, I am hoping to choose a select few (maybe ¼ of the class or so) to repeat the first survey while the rest of the class takes the second survey. What I am hoping to achieve in doing this is gathering evidence to compare how students feel they would do in repeating the survey to how they actually do when repeating the survey. I think this could provide yet another interesting bit of information to work with.  
As far as supplementing this data with that of memory activities, I have two planned (one with each survey). These two activities will test the attention of the participants: one pertaining to spatial awareness, the other to attention to detail and change in the surrounding environment. Interestingly enough, males are said to typically score better at one, while females are said to typically score better at the other. The reasons behind these advantages are believed to lie in hormonal levels, specifically testosterone and oestrogen. However, I scored better on the one that males are said to typically score higher on. I think it will be interesting to see how the results of the class compare to that which is said to typically happen.
Overall, I feel that through the administration of these two surveys and two memory activities I will gather plenty of interesting data to work with and analyze. Much more than I feel I could ever obtain through an interview.

Thursday, February 24, 2011

RR - Ballenger: Interviews

Why include primary research in your paper?
Although ordinary (secondary) research may seem to be going well, when it comes time to use it it may begin to feel dull. However, incorporating primary research from that of an interview (or other areas of interest) can add life to your piece.  "Ultimately, what makes almost any topic compelling is discovering why it matters to people."

Interviews
Finding Experts:
Don't hesitate. The majority of people love the attention of an interview.
How do you find them?
- Check the phone book
- Ask other people you know
- Check the faculty directory
- Check the Internet
Find Nonexperts Affected by Your Topic
Making Contact:
Consider the type of interview you wish to have before contacting your source.
  • Observing the gestures made throughout the interview can be beneficial and revealing
  • Interview people who can provide you with what you want to know
  • Know the purpose of your interview
  • Use both specific and open-ended questions
  • Realize interviews are CONVERSATIONS not surveys
  • Take notes throughout the interview - by hand, recorder, video, etc.
E-Mail Interviews
These are spontaneous in nature.
Use the Internet to hunt down experts on your topic.
Proceed cautiously and curiously.

Wednesday, February 16, 2011

Project Update #2

Today we finished our peer review discussions. I feel that my feedback was somewhat helpful as it is always useful to obtain multiple "outsider" opinions on your work. However, over the past few days, I have been working on revising my own work. Therefore, the feedback I received today was on an older draft than the one I have most recently completed. Because of this, I think it will be a little more difficult to incorporate my peers' responses though they, of course, still provide good ideas for consideration as I continue to work and complete my paper. 

Though we discussed in class our feedback, I have yet to look at the actual copies of my paper that were returned to me. I think this, along with a little more of my own revision will fulfill the completion of my paper (considering I have already spent a couple days working on improving my original draft). On top of wrapping up my paper, I must also create my works cited and write my revision statement and any other required unit one inclusions. However, overall I fell I have plenty of time before next Wednesday to successfully complete unit one.

Monday, February 14, 2011

Project Update

Our rough drafts were due today. I feel that mine is in fairly good shape, as it is a rough draft and only that. Though I have only incorporated six sources as of now, my paper is half way onto the eighth page. I'm not sure if I should cut it down or just let it grow as I incorporate my last two sources. I am interested in hearing what my peers have to say about the length. I think it might be a bit too wordy right now but it's hard to simplify such complex ideas. My other main concern revolves around subtopics, I feel I may have too many that it is making my purpose unclear. Otherwise all I have left is to make my works cited page and make sure all my citations are correct. Though for the most part I feel comfortable with where I stand on the project and the remaining time until our deadline. 

Wednesday, February 9, 2011

Sources - Second Check

1)
Title: The Processing of Memories: Forgetting and Retention
Source Type: Book
Citation:

Spear, Norman. The Processing of Memories: Forgetting and Retention. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers, 1978. 159-86, 218-50. Print.


2)
Title: Remembering and Forgetting
Source Type: Book
Citation:

Bolles, Edmund. Remembering and Forgetting. USA: Walker Publishing Company, Inc., 1988. 179-206, 231-37. Print.


3)

Title: Parameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood
Source Type: Book
Citation:
Bauer, Patricia, Jennifer Wenner, Patricia Dropik, and Sandi Wewerka. Parameters of Remembering and Forgetting in the Transition from Infancy to Early Childhood. 65 vols. Oxford, UK: Blackwell Publishers, Inc., 2000. 1-24, 205-12. Print.


4)
Title: Memory Distortions and Their Prevention
Source Type: Book
Citation:
Intons-Peterson, Margaret, and Deborah Best. Memory Distortions and Their Prevention. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 1998. 1-24. Print.


5)
Title: The Development of Forgetting and Reminiscence
Source Type: Book
Citation:
Brainerd, C., V. Reyna, M. Howe, and J. Kingma. The Development of Forgetting and Reminiscence. 55 vols. Chicago, IL: University of Chicago Press, 1984. 1-4, 94-98. Print.


----- -----

6)

Title:  Ebbinghaus's Contributions to Psychology after 1885

Author(s):  Alfred H. Fuchs

Source:  The American Journal of Psychology, Vol. 110, No. 4  (Winter, 1997), pp. 621-633

Publisher(s): University of Illinois Press

Abstract: Hermann Ebbinghaus is best remembered for his research on memory, conducted and published early in his career. Ebbinghaus subsequently contributed to psychology as teacher, journal founder and editor, champion of experimental research, author of texts, and originator of a method of assessing intelligence. The year 1985 saw the publication of tributes to Ebbinghaus's memory research; the present article summarizes his later contributions to psychology.



Source Update - Description

Source: Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference

IN THIS PSYCHOLOGY Press scholarly article, psychologists relay the results of their studies on the differences of the DF (directed forgetting) effect between elderly persons and younger persons. DF is defined as the deliberate attempt to limit the future expression of specific memory contexts. Two main processes are involved in the results of the DF effect: selective rehearsal and attentional inhibition. 

ONE DAILY PROCESS of humans is to 'update' our memory. This means that we are constantly forgetting things we encounter throughout the day so we don't overload our working memory. Working memory is the memory system used for holding and manipulating information while various mental tasks are carried out. 

ONE OF THE defining aspects constructing memory is retrieval. It is believed that the DF effect is due to differences in retrieval processes, more specifically the differences between automatic (familiar-based) retrieval and intentional (recollective-based) retrieval. "In comparison to young subjects, older subjects have a reduced DF effect when instructions are given after word presentation." 

-- This article goes on to further explain the DF effect and its differences between persons of different ages. Further yet, these Psychologists work to discover how factors such as short term memory capacity, processing speed, thought suppression abilities, and proactive interference play into the differences in experiences between the elderly and the youth.

  • I believe this article will be very fitting for my research paper as it adds an interesting approach to our ideas of forgetting. More often than not, we tend to think about 'forgetting' as being unintentional. However, this is not always the case. In fact, we intentionally forget things everyday so as to update, or refresh, our minds to keep up with our lives. Further still, I found it interesting that the article goes on to explain/question how (and why) aging affects these 'forgetting episodes.'



Sunday, February 6, 2011

RR - Chapter 4: Ballenger

This chapter of The Curious Researcher is all about beginning the actual process of writing. After reading through this material, I have picked out a few key things to remember.

  • Don't procrastinate. "Research writing is recursive. You often have to circle back to where you've already been, discovering holes in your research or looking at your subject from now angles."
  • Determine beforehand whether or not you feel it appropriate to include "I" in your paper. It is important to make your work personal, yet there are ways to do so without including "I."
  • Your introduction should serve as the purpose of a flashlight, not a floodlight. That is to say that you want to set a direction for your paper in the intro, rather than highlighting every aspect of what is to come.
  • The first few steps are the hardest (a common idea surfacing around runners). The same is true with writing. "One thing that will make it easier to get started is to write three leads to your paper, instead of agonizing over one that must be perfect." Try the following methods:
    • Anecdote
    • Scene
    • Profile
    • Background
    • Quotation
    • Dialogue
    • Question
    • Contrast
    • Announcement
  • "Don't assume that all research papers are supposed to sound a certain way and that you must mindlessly conform to that voice." Your writing voice should reflect who you are as an individual. 
  • "As you draft your research paper, look for ways to work the common ground between your topic and your readers."
  • A strong ending is important as readers tend to remember the beginning and ending more than the rest of the piece. 
  • Organization is key!!

RR - "The Art of Summarizing"

"As a general rule, a good summary requires balancing what the original author is saying with the writers own focus."

When summarizing, it is of great importance to do so without a bias. A good summary should not provide so much as a hint to the reader of your opinion on the summarized information. The best, and perhaps only, way to do this is to willingly push aside your own beliefs and focus only on those relayed to you in the material. By doing so, you will be more successful in gathering and using information correctly in your own summaries. 

While above I mentioned that writing a good summary requires pushing aside your own views, one must maintain a conscious understanding of their own views while incorporating their summary to fit with the purpose of their work. Your summary should be astute and focused while maintaining a sense of equality, matching what 'they say' with what 'you say.' It is important to avoid list summaries. 

Of course, as with most things, therein lies an exception to the general rule: satirical summarizing. In these cases, it is acceptable to ignore the balance and instead purposefully apply your own take on the summarized material, typically in order to take away its credibility. 

"To do justice to the authors you cite, we recommend that when summarizing - or even when introducing a quotation - you use vivid and precise signal verbs as often as possible."

RR - "Family Guy and Freud"

QUESTIONS
  • Why does Antonia Peacocke feel that we should be thinking about Freud while watching television?
  • What sparked the connection between Family Guy and Freud in Peacocke's mind?
  • Why would a television show purposefully try to offend people?
  • Peacocke says, "I must admit, I can see how parts of the show might seem offensive if taken at face value." - At what 'value' is the everyday television viewer supposed to be taking in material?
  • According to Peacocke, "those who pay more attention and think about the creators' intentions can see that Family Guy intelligently satirizes some aspects of American culture."
 
     While I find the article interesting, I feel the title to be misleading. Before reading the article I was expecting a deeper analysis of the connection between Family Guy and Freud and yet the only mention of Freud after the first paragraphs (of which only two sentences referenced Freud) came in the very last paragraph and was only one sentence. 

     Despite my frustration with the 'misleading' title, I found the article to be interesting. More importantly, as I am working on my own research paper, I found Peacocke's incorporation of sources noteworthy. I often have a hard time incorporating sources into my paper and this is a good article to reference (in my opinion) in regards to source incorporation. Peacocke uses a variety of sources to both support and disprove, only to refute, what she has to say about Family Guy. The plethora of examples made her opinion/ideas clear and fitting. I can see myself returning to this article in the later stages of my paper to refresh Peacocke's 'incorporation' skills. 

    Tuesday, February 1, 2011

    Sources - First Check

    1)
    Title: The nature and position of processing determines why forgetting occurs in working memory tasks
    Source Type: Article
    Citation:
    Christopher, Jarrold. "The nature and position of processing determines why forgetting occurs in working memory tasks." Psychonomic Bulletin & Review 17.6 (2010): 772-777. Academic Search Premier. EBSCO. Web. 1 Feb. 2011.

    2)
    Title: Wiping out memories: New support for a mental context change account of directed forgetting
    Source Type: Article
    Citation:
    Mulji, Rehman, and Glen E. Bodner. "Wiping out memories: New support for a mental context change account of directed forgetting." Memory 18.7 (2010): 763-773. Academic Search Premier. EBSCO. Web. 1 Feb. 2011.

    3)
    Title: Retrieval-induced forgetting of negative stimuli: The role of emotional intensity
    Source Type: Article
    Citation:
    Kuhbandner, Christof, Karl-Heinz Bäuml, and Fiona C. Stiedl. "Retrieval-induced forgetting of negative stimuli: The role of emotional intensity." Cognition & Emotion 23.4 (2009): 817-830. Academic Search Premier. EBSCO. Web. 1 Feb. 2011.
    Brief Description: This German article focuses on forgetting. Psychologists had a previous understanding that the repeated retrieval of certain previously-studied information could actually cause one to forget the remaining related but non-retrieved material. They then completed further experiments to determine whether the emotions tied to the studied material made a difference in the amount forgotten, more specifically, they were interested in knowing if we are more likely to forget material tied to negative emotions. Further still, they were interested in discovering if the intensity of the emotion played into effect and continued to study their ideas.

    4)
    Title: Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference
    Source Type: Article
    Citation:
    Hogge, Michaël, Stephane Adam, and Fabienne Collette. "Directed Forgetting and Aging: The Role of Retrieval Processes, Processing Speed, and Proactive Interference." Aging, Neuropsychology & Cognition15.4 (2008): 471-491. Academic Search Premier. EBSCO. Web. 1 Feb. 2011.

    5)
    Title: The Science of Psychology: An Appreciative View
    Source Type: Book
    Citation:
    King, Laura. The Science of Psychology: An Appreciative View. 1st. New York: McGraw-Hill, 2008. 283-319. Print.
    Brief Description: In reading the eighth chapter of this psychology book titled, "Memory," I learned a great deal about the different types of memory, the processes in which our brains store and retrieve memories, and about forgetting. Though much of what I would like to focus on in my paper has to do with the act of forgetting, knowledge and explanations of memory are needed. One does not exist without the other. Because this source is a textbook rather than an article, the information covered a wider variety of aspects without going into lengthy detail or elaboration on any single idea. However, this is still a very useful and important source as it provides background knowledge with which I can form a solid base to build from. 

    ** To access the articles from the links you must use either the "find it" button or "PDF full text" link on the left side of the page.

    RR - "The Bothersome Beauty of Pigeons"

    After reading this essay, had I not already chosen a topic for my research this semester, I think I would have chosen something that relates closely to a personal experience of mine. It is apparent that Ballenger has had numerous encounters with pigeons, likely inspiring his curiosity, and being an avid member of an English department, likely led to the coming of this article. I can imagine that when there is a personal investment behind the piece being written it is not only a smoother and perhaps easier process, but also a more fulfilling experience. Nevertheless, I have chosen a topic of great interest to me. Yet, I can't help wonder how this semester could be different with a topic in which I have a deeper personal connection or investment. 

    Despite the incorporation of personal stories and experiences, Ballenger never fulfilled my desire to know his true opinion of pigeons. There was a constant pull between liking them and hating them. Though this all-encompassing approach was interesting, I found myself feeling a little frustrated in how he only ever alluded to his opinion, which of course was both hating and loving the birds at different times and for different reasons. Regardless, overall I liked his approach in validating both sides while involving the audience in what ultimately felt more like a story than a research essay. 

    Monday, January 31, 2011

    RR - "The Art of Quoting"

    Evidence is necessary for credibility in any and all circumstances. In the instance of writing, quotes act as this needed evidence. But as with all evidence, more is needed. Quotes do not speak for themselves; author's commentary on the topic is needed. The two work together to form a tight bond of credibility. The words you are incorporating represent what someone else has to say about the same or similar topics, yet it's purpose is solely to back up what you have to say. When incorporating the words of others, it is important to provide enough background to their words so as what they are saying becomes clear and fitting to your audience. "Quotation sandwiches" are key to a successful incorporation of other's thoughts and ideas. Yet always keep in mind that you want the incorporation of quotes to strengthen and support your ideas, without disrupting the flow of your paper.

    RR - Getting Squirrelly

    Overall I feel this to be a very strong essay. The author has brought to my attention that though I may encounter squirrels on a daily basis, I really do not know much about their behaviors. The follow are two things that particularly stood out in my mind about the piece.

    I found the introduction to be very enticing. The details and early childhood reference really drew me in. I could easily find connections to my life as I too have been surrounded by squirrels from an early age. Though I agree with Tina in that it is unclear as to what the purpose of the paper is. Not until the end of the third paragraph was I really certain as to the topic of the paper. However, I wouldn't consider this a weakness. In fact, I think it's refreshing to be pulled into a research paper as the author has done here. The only weakness I find in the first three paragraphs is in the last sentence when she deliberately tells us what she is focused her research on. It is a pet peeve of mine, and maybe only because I was always taught it was bad, to blatantly tell us before hand what you are going to tell us later (or that which we should be able to infer).

    I find her use of "I" in her paper to stand out from the way in which other authors seem to be using the pronoun. She uses it to explain why she was intrigued, what questions she was asking to lead to the research she conducted, rather than incorporating her opinion.

    Saturday, January 29, 2011

    RR - Chapter 3: Ballenger

    Advice for your research and writing:
    • Take notes! Don't just copy passages out of books, check out books from the library that are seemingly relevant to your topic, or print of entire articles without reading through and making note of what is important. This lack of effort in the research stage makes for a far more challenging writing stage.
      • ie: "I was always a slow writer, but I now realize that one major reason I got bogged down writing my research paper drafts was my inattention to notetaking [...] I now believe that the writing that takes place in the middle of the research process - the notetaking stage - may be as important, if not more so, than the writing that takes place at the end - composing the draft."
    • Making sense of the information you are acquiring during research is the most important foundation of your paper. Without taking the time to make it your own, you are far more likely not only to misinterpret the information, but also to plagiarize. 
    • "The relationship between a source and a research writer is often complex." What exactly does this mean? 
    - "Paraphrase is the academic equivalent of this therapeutic method for getting people to listen to each other. Try to say in your own words - and in about the same length as the author said it - what you understand that author to mean."
    - Summary: "a reduction of longer material into some brief statement that captures a basic idea, argument, or theme from the original."
    - "As a general rule, the college research paper should contain no more than 10 or 20 percent quoted material [...] The fact that a quote sounds good isn't reason enough to use it. LIke anything else, quotes should be used deliberately, with purpose."

    RR - Polygamy in America

    What made this article most readable, despite the curiosity of one at such an 'unknown' topic, was the author's ability to write the piece without presenting his bias. I know from personal experience how difficult this can be, and I can only imagine the added difficulty brought about by the controversy of such a topic. I feel it is safe to assume that everyone has a strong opinion on religion, let along polygamy. Yet, in refraining from showing any bias, Scott Anderson was able to present the information in a captivating way. It was almost as though he was narrating the story of many peoples' lives. I find his use of language and incorporation of personal stories and opinions from FLDS members to be more than fitting for what I believe to be his purpose in writing this article. I also feel this article to be an appropriate example of when not to use "I" in a research paper. I'm glad to be free of Anderson's opinion as I feel it is almost irrelevant to the piece and would therefore become a distraction or annoyance. Overall, I feel the piece was extremely well written and very captivating as it was indeed still a research paper (which many people dread).

    RR - Bartholomae


    Bartholomae challenges the way in which we view reading. He believes that “one of the difficult things about reading is that the pages before you will begin to speak only when the authors are silent and you begin to speak in their place.” What does this mean? What message is Bartholomae sending?
    • Does this relate at all to what is further implied as reading being a conversation: the author talking ‘with’ you rather than ‘at’ you?

    “Each of us will come to his or her own sense of what is significant, of what the point is, and the odds are good that what each of us makes of the [writing] will vary from one to another.” It may seem obvious that when discussing a piece of literature in an English class not everyone interprets the piece quite the same, though I never thought to think about how the same piece impacts each person so differently. This seems like an important thing to keep in mind when reading a piece to be used in a research paper.
    • Despite the different ideas each individual chooses to focus on, the original piece provides a ‘frame’ in which everything fits. That is to say that we are given a basis for discussion amongst one another. 

    Strong Reading: the combination of reading, thinking, and writing

    “Text provides the opportunity for you to see through someone else’s powerful language, to imagine your own familiar settings through the images, metaphors, and ideas of others.” Though there may be some truth to this statement, is it fair to assume all written text provides us with this opportunity? Haven’t you ever read something and found yourself struggling to make any personal connections with the piece?

    “A danger arises in assuming that reading is only a search for information or main ideas.”  What ‘danger’ is spoken of here? Is Bartholomae hinting at ideas of critical thinking? Is there ever a time when one reads something strictly for purposes other than searching for information or main ideas?

    “Read as though it made sense and perhaps it will.” – I.A. Richards

    Thursday, January 27, 2011

    RR - Chapter 2: Ballenger (thru p.95)

    According to the text, our learning goals for the week include learning when and where to search for information, what language produces the best search results, advanced searching techniques, determining the quality and worth of the information we find, and useful and effective notetaking methods.

    Things to keep in mind during research:
    (A few pointers)
    • It is undoubtedly "Google's accessibility that makes it so irresistible" and despite Google's ability to 'keep up' with library search engines, the articles were lacking quality.
    • The library is an indespensibe research tool as the quality matters greatly in academic papers.
    • More is better! Too much is not enough. It is important to "find sufficient information to fully explore a narrowly focused topic," "find varied sources," and "find quality information."
    • The researcher's most important skill is HOW he/she phrases her search.
    • Don't lean too heavily on a single source. Use a sufficient number of different kinds of sources.
    • "A good researcher always takes a skeptical view of claims made in print; she should be even more wary of claims made in Internet documents."
    • The goal is to develop your working knowledge into a focused knowledge.

    Wednesday, January 26, 2011

    RR - Chapter 1: Ballenger

    Overall, I feel I have heard the bones and structure of this material a number of times throughout the years since my first research essay. However, as with everything, a slightly different use of words, angle of approach, or personal opinion might make it stick just that much more. Throughout reading this chapter, I was able to make a number of insights and ask a number of questions. The following include these connections.

    Things To Remember (Insights):

    • "Your curiosity must be the driving force behind your research paper."
    • Picking a good topic is about finding the right question(s) to ask.
    • Though using wikipedia as a source in one's paper is frowned upon, it is a great beginning point in the research process and even in searching for one's topic.
    • The main purpose of a research paper is not to report, but rather to explore, argue, or analyze.
    • Developing your reading skills are a key component of writing good research papers. 


    Questions:

    • The book makes the point that the general research strategy is to "work from more generalized information to more specialized information." However, the book later goes on to say that "the challenge is not to find a unique topic but to find an angle on a familiar topic that helps readers to see what they probably haven't noticed before." In developing this new angle, wouldn't one have to venture into the specifics of the topic, ultimately going against the idea of working from generalized to specialized?
    • William Badke defines 'working knowledge' as one's "ability to talk about it for one minute without repeating yourself." How soon upon beginning your research paper should one have developed a 'working knowledge'? Or should the topic one picks be one which he/she already has a 'working knowledge' of? What if you have a clear idea of what you want to focus on without having developed a 'working knowledge' of that topic?

    Sunday, January 23, 2011

    RR - "Porn"

    Most notable about this article, in my mind, is that it has presented researched information in such a grasping way. Sure, part of it has to do with the subject matter as being more 'interesting' than most other topics one has likely come across in a research paper, however, I also feel that he/she who wrote this piece has successfully proven that using 'voice' in a research paper can actually strengthen it. The author was able to use voice to add personality and self-interest (and without the use of the pronoun "I"). And, in doing so, he/she was able to alter the feel of the piece, making it seemingly more like an interesting conversation rather than a boring written/verbal regurgitation of pure facts and information.

    Not all too often am I able to say that I actually felt drawn in when reading a research paper. Most people associate dread with research papers, whether it be reading or writing one. The ample amount of detail also added to the overall effect and success of this piece. Making connections between the researched information and other seemingly irrelevant information added interest, something most research papers lack. 

    Overall, what I have taken most from reading this article, is the knowledge that research papers can be interesting and enticing. It has allowed me to consider a more open and positive approach to a task so commonly dreaded. Adding a little flare while keeping true to the researched material will remain a goal of mine throughout this semester.

    Reading Response - "Aftermath of Katrina"

    In reading what appears to be an example of a previous English 102 student's work, I have come across a number of things I feel important to take note of. First off, I feel the incorporation of questions throughout a paper can greatly add to the overall strength as it works to engage the audience in the piece. However, too many questions can become distracting, just as their placement  may disrupt the flow. One particular instance of a disruptive incorporation (in my opinion) lies in the second paragraph as I feel it forces an unnecessary repetition. I myself often go a little overboard with the incorporation of questions in my papers, ultimately proving to weaken my writing. 

    Also in the second paragraph, I noticed an incorporation of the pronoun "I." We discussed in class our feelings about the use of this particular pronoun in research papers. I wouldn't go as far as to say one should never incorporate first person into their research papers in this way, however, throughout the years of my schooling, it has been repeatedly beaten in my head that we should avoid the use of "I." For this reason, I am skeptical about using it in my papers as I agree that it takes away from the authority of the piece. As another side note pertaining to this sentence in the piece, I was taught it is unnecessary to tell the audience exactly what you are going to talk about in advance, as they will discover this on there own in reading your work. Therefore, in the instance of the incorporation of "I" in this student's work, I feel it is detracting from the good writing and information that surrounds it in the paper.

    Yet another mental note I have made for myself is the way in which this 'author' provides elaboration for his/her included quotes. In my past writing experiences, I have failed to master the art of elaborating and expanding the ideas I incorporate from my sources. Too much elaboration can make the audience feel as though they are being talked down to. However, in the overall picture, I suppose too much elaboration is better than not enough as failing to elaborate may lead to immense confusion in the readers' eyes. I feel that the author of this piece has successfully provided the right amount of elaboration for the cited material. 

    One last thought. I feel the paper to be strong based on the included information, however, there are grammatical errors and wordiness that detract from the strength of the piece. One of my biggest pet peeves in writing is when it is unclear to which word a pronoun refers. It makes reading the piece confusing and disrupts the flow of the paper. Though overall, I feel this student did an adequate job with the piece. 

    Wednesday, January 19, 2011

    Possible Topic (Trial Run)

    Throughout the semester in English 102, we will be working with a single research topic. As of now, ideas for my topic are seeming to revolve around some aspect of neurology, possibly Alzheimer's. I possess what I would consider to be 'general' knowledge about the topic and I find the brain and neurology to be a fascinating subject about which there is much to learn. I am also considering the topic of memory, specifically photographic memory. Though these are just two of many things that first came to mind, I wouldn't be surprised if I were to choose one of them for my topic. The challenge now is coming up with a strong research question.