Thursday, October 9, 2008

4 points toward an abstract!

The following is a (very) rough draft of an abstract for the "undergraduate research poster competition" at the capitol.  

First, how to write and abstract: 1) Motivation/problem statement, 2) Methods/procedure/approach, 3) Results/findings/product, 4) Conclusion/implications.
Using these four points, I can construct an abstract.  I will need to make up a few points for my results and conclusions, but this should be clear, as I have not yet finished the product.

Abstract:

The process of writing, editing, and completing a document seem very basic and straightforward, but there is much more that goes into the writing process.  Many items, for example, are not thought of as part of "the writing process", but they contribute to the whole as much as the topic itself.  By shadowing an editor, asking him questions, and collecting documents he has written/edited, I am able to see this process more clearly.  The data collection methods used help this researcher answer different types of questions.  By asking open-ended questions, I am able to get the editor talking about a certain method he used.  By asking a very general question, we might engage in a discourse which will lead to an important question/answer.  As this project is not yet complete, I can only hypothesize about my findings.  I hope to find ways in which the editor uses the space around him to help him in his writing process.  This can be by using a computer with a wireless keyboard in order for him to sit back in his chair and type, without feeling tied down to the desk.  By observing his interactions with his workspace, this researcher will be able to answer questions on how the placement of the computer desktop and the lighting in the room contribute to the amount of work being done in the work space.  I might come to the discovery that this editor completes more work at home because of less distraction and more quiet.  By answering these questions using several methods of research, I will be able to help other writers in the same field better use their work area.  Since I myself am trying to go into the field I am researching, this project will help me in my future career.


My thoughts on the abstract at present:
The most important thing for me to do to better enhance this abstract is to finish the project. By doing this, I will have come to a conclusion and be able to lead the reader along through the abstract to the findings I will have discovered by then.  By writing this now, when the project is still in its initial stage, I do not know enough information to write my findings.

A day so sad turned Gray!

Today!

Three types of interviews:
semi-structured--purpose: gaining insight into writer's motivations, values, background, approach to the writing process
what are some of your unique/important items in your writing?
discourse-based--
stimulated elicitation--prop; purpose: gaining insight on writer's thinking/problem--solving strategies; learning about writer's decision making

Cover-letter writer--more of a class influence
What influence did the class discussions and free-writes have on your writing?  
In what ways did you apply the class knowledge (knowledge you gained from class) to the writing of the letter?

(What was the most important item you've brought to your cover letter? Differences you know between your first and last drafts? What do you do when you don't fully understand what to do in an assignment?)
Framing--keep it positive!  Don't put them on the defensive. Start with something positive you see, "I really liked how you used this, why did you choose to do it this way?"  Keep emphasis on understanding and not understanding; this will help you get around the "weaknesses"; go around the negative, maybe don't even say "not understanding".  They can "shut-down", and not give you an answer.  VALUE JUDGEMENTS! "what do you focus on in your editing?" 

Gathering data! Analysis comes after.


Reading!
Something peculiar!
There are other things influencing what people write...writing in collaboration doesn't always mean switching files with someone else and both writing the same thing.
Writer, audience, topic...the relation of all of these influences what the text will look like...

Capitol dayness...abstracts?!
handout!  p. 5, here is what we know, and this is what we don't know.
BLOG POSTINGNESS!

Wednesday, October 8, 2008

Thursdayness!

Bloggingness...and spelling errors...

2-3 questions, semi-structured interview:
concerning class influence on writing style--

why did you choose to use this word (point out specific word in the text) and not some other synonym?
what changes would you make judging by what you just read?
what do you wish you had done differently, and why?  do you think that would have worked better, and if so, why?

Then, today in class we will be talking about semi-structured interviews...

Tuesday, October 7, 2008

Errr...umm...hmm...

Todayness!  Research proposal due Tuesday, October 14.  Make a follow-up contact with the peep.  Format the paper...section headings/he suggests...format of the progress report?  Page length, 4-6 pages...we can go over that...5 pages (approximate)

packets!  Prior examples...the guy...and the examples we came up with before...

NOTES!!!!!!  Not chords...just notes...
Interviews: 
Stimulated Elicitation: don't randomly pick a prop, think about it beforehand and have specific items in mind to ask/talk about...
draft, highlight comments, read aloud and explain!

Semi-Structural Interviews:  open-ended questions instead of closed...talk peeps!  Talk!  Trying to get to a certain point, but still leaving them room to speak...but talk about what you are wanting to find out about...

Discourse-Based Interviews:
Responding to what is said...participating in the conversations..."where you present those alternatives"; revision of a sentence or passage (to see style, organization); 1) state your focus/purpose, 2) select a textual passage, 3) revise text, present alternatives for one element, 4) draft question

Gadsby...vowels?!
long words...
Oolong

State purpose of the interview-->interview is not a conversation-->it aims at information gathering=what was the influence of classroom items in this?  Discussions?
Select a textual "prop"=the cover letter, teacher notes, writing prompt
Draft Questions=
The influence of classroom context:

Thursday: ecampus reading, discourse-based interview; also semi-structured interview--trying to get info on a specific thing, not so general (2-3 questions)