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Combine multiple sources to arrive at new conclusions.

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1) Knowledge-making - to create contributions of knowledge (synthesis)
-intertextuality/framing as the method for approaching new ideas.

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Analyze themes in various texts and forms of data for particular meaning(s).

Requires the 101 LO of discerning meaning from a text

Moves students towards synthesis

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What you did
You have multiple sources but they all agree with each other so there are no new conclusions yet.

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Reducing biases by including a wide range of research/sources and reviewing multiple perspectives.

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Use of personal pronouns. Working toward neutral language. What that looks like. Why it's important. (Make arguments stronger/writing stronger) Finding writerly voice. But also balancing the "I"--when it is important to use and not use. (Vary across formatting styles.)

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1. Are you accounting for opposing/multiple viewpoints?
2. Are you using these opposing viewpoints to establish a dialogue between reasonable viewpoints? Or, are you using opposing viewpoints to establish a straw man?
3. Moving forward, what can you do to establish a dialogue between valid and opposing viewpoints?

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"So what? Who cares?" - Theory of Application- "What's the application of this content? Why and how does it contribute?" How is this further going to do something? (Set the stage.)

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How you did it.
Organizationally, you have put each source in a separate paragraph but have not yet compared where the sources agree or disagree (synthesis).

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Goal:

Being able to identify a source’s position and/or bias(es).

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Gets to the main idea, but perhaps an additional reading or two may allow you to create a more nuanced reading. (Show me!)

Gets to the main idea, but perhaps an additional reading or two may allow you to more effectively explain to your readers your source’s positions and/or bias(es). (Show me!)

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Goal: That a research paper reflects the student’s own voice rather than simply uncritically presenting sources.

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Are there ways to increase the authorial voice within the essay to allow readers to understand that the sources are supporting your claims?

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Reading Log Journal prepares students for writing their Literature Review (will share Lit Review schedule next, which includes my daily activities)

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Annotated Reading as Driver of Discussion

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Annotated Reading as Driver of Discussion

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First Break out established this as a focus on the ELO of "Oral Communication"

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Goal: Identifying voice, levels of discourse, ways of seeing that every source can be useful/valid/significant.

Assignment: Have students read or watch the Little Red Riding Hood versions—the same story through multiple disciplines.

Recognize that the ways of telling the narrative changes, particularly with respect to language as a reflection of who the writer perceives as his/her audience.

Connects to--

Showing students that scholarly authors most often rely on multiple sources by examining an article’s works cited or reference page(s).

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Second Break out--We are sharing actual assignments that reference Group Discussion or Class Discussion

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Second Break out--We are sharing actual assignments that reference Group Discussion or Class Discussion

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Improve oral communication:
Annotate video, then annotate its script
Compare/contrast annotations and their effectiveness
Draw reference points from annotations
Bring reference points to our group or class discussion

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Lit Review schedule

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Share strategies for inviting students to use/engage/reflect on feedback

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Share strategies for inviting students to use/engage/reflect on feedback

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Comment to help a student write a Lit Review paragraph. I focus on the "moves" the writer needs to make:

-In one sentence, indicate what your first source studied

-In one sentence, indicate what your first source found

-In one sentence, identify the similarity in your first source’s work with your second source

-In one sentence, identity what your second source studied

-In one sentence, identify what your second source found

-In one sentence, note the offering of the two sources

-In one sentence, note why the information matters

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What you need to do.

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Go through different readings, circle where disciplines are revealed, and explain in what ways the reading explains the discourse.

Then, go through your own paper and try to name the discipline from which you’re writing (even if it changes as you go)—show where the language of the readings is expressed in your writing.

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General Reflective Exercise:

Have students create a reflective memo of sorts--Where do you think you could have done better? Why? What plans or actions could you make in order to help you move forward? What feedback can I (as your teacher) offer to help you move forward in your your writing?

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What should a student do with the comment? And what kind of response might the student create in response to the comment?

First, the student should read the comments—re-annotate the reading in a different colored pen--and ask questions about anything they may not understand.

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Write a sentence with language from one source and language from another source with some contrasting language ("while X says..., Y claims..."; "nevertheless,"
"however," "on the one hand... on the other hand," etc.)--then they are finding differences between the sources. Next, they have to "justify" the contrasting language they've used by pointing to "disagreeing" language in the sentence. If they can, they've identified a disagreement between sources; if not, they keep looking. Keep doing this and have them start showing how one disagreement can frame (provide language for describing) another disagreement

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--I evaluate all formal writing assignments three ways:  Format/Form/Content
--I use various codes to indicate what has gone well or not in the paper. (Example: for any error in grammar or syntax I put a squiggly line. The number of errors then equals their Form grade. )  If a section of text is remarkable in its clarity and coherence of reference or analysis I will draw a vertical line along that section and place either a Check or Check Plus or Check -.
--I provide excellent peer papers with such markups to the class.
--At this point I don't require student reflection on their own evaluated papers--either alone or with the peer model in mind, but I think I will as a result of this workshop
--I withhold opportunities for revision of some student work until the final weeks of the course and follow a Portfolio model.

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Advise students of goal and types of feedback they might receive.

constructive input

action steps on their part

always receptive to chat with them about their work

Provide sample of good essays from previous semesters by other students.

Provide actions steps to students to get back to us with a target date

Monitor those target dates

Use a 'pulse check' similar to mid-semester questionnaire. Open class discussion.

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Students evaluate and comment on their work. "Show me where you've anticipated some sort of opposition."

(This is just a general practice/exercise/commenting technique that encourages students to act on their own agency.)