Notes on Sources from #fycchat

These are some tweets I found helpful from last week’s fycchat. Wednesdays at 9 pm EST.

I think this chat has evolved to how to make research more meaningful. It’s a good thing.

One thing I make an effort to show is how much time and effort go into the peer reviewed article: 3-5 years. They don’t believe me.

I’ve found once students understand how much time goes into writing a peer-review essay, they take it more seriously.

I have a lesson with multiple sources on the same topic-whoever gets the peer-rev can answer the most ?’s

“Study of First Year Students’ Research Papers Finds Little Evidence that they Understand Sources”

At my school fyc is 2 sems. Second sem ends w/ research paper. I like that method better.

Why the Research Paper Isn’t Working

I’m moving away from research papers to researched arguments on local topics that matter to students

When I have them find sources, they have to explain how/why they are going to use it in their essay.

Sources only matter to students if they understand how we build credibility by entering into convo w/source authors.

I actually take the time to talk about the difference btw peer-reviewed vs newspaper/mag vs about.com. It’s pretty effective.

I call our research paper a Scholarly Personal Narrative. You tell a personal story with scholarly research layered in

This also transitions nicely to multimedia projects. RT @mday666: moving away from research papers to researched arguments

Yes, I do that (talk about peer rvwed versus popular) too. Although perhaps not as clearly as you do. Maybe a game? “CBS” “JAMA” Most right wins.

Reminding my students that they “use research” all the time is important. In a conversation, if you wanted to make a point you often bring in outside voices of experts or examples you saw in other media.

We do a documentary film Lots of times students find things doing that and revise those into their research papers

Yes, exactly. This is what I do in my Writing with Video course–integrate writing and video

Embedding writing associates in discipline courses can address melding discipline, research, & writing

I notice students in our Rhetoric and PW major, though, won’t do research unless “research” is in the name of the assignment.

I think they mostly arent ready to be discipline writers. They are ready to read in discipline and write back to us.

Maybe I’m the odd-one out, but I don’t think we necessarily need “discipline writing.” A good writer figures out how to insert +her/his self into the rhetoric of any given field by knowing their role as a writer, their audience, and the form.

FYC is time to learn to read/write about arguments. Later, students can see what’s missing in their field & research it.

My theory: student probs w/ writing are often probs w/ analytical thinking. Memorization has not prepared them.

Agreed, and integrating sources is a massive test of critical thinking skills.

If you can read like a writer, you can write in any discipline where you’ve learned the content enough

I think it’s very hard for those who don’t regularly write to be writing teachers. It’s easy to forget

They’re in college. End of story. It’s not supposed to be easy.

My teacher in grad Rhet/Comp class told us to write down quotes that confused us and then dissect them in writing.

Students are so use to rules that they forget the social dimension of writing.

Remember: tweetchat. If I use tweetchat, then I don’t have to type #fycchat each time. VERY useful.

2 thoughts on “Notes on Sources from #fycchat”

  1. Thank you for those wonderful insights. I also admire his skills in teaching… in making people write. If all of those mentioned had been tried in the classroom, and still the teacher failed and the students are dissappointed, try this approach : Genuine Love for Reading and Writing Approach (GLRWA) . what’s the philosophy behind this approach? Why cant students write despite all efforts had been done? The reason is obvious ,students try to remember all the rules in grammar, all the things that the teacher told them , what the teachers talk about what they wanted the students to write and so on. As if learners were nothing and not thinking. Come to think about it they are just spoonfeeding the child. Writing could take place in a fear-free condition that they can express their feelings.The learner can only succeed if he has develop that freedom, that genuine love for learning, not because of getting higher grades , not because of the requirement but because he wants to accomplish the goals. it is enough for the skillful teacher to find out.. It is always the teacher to provide the condition.

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