I often ask my self, “What can I say that has not been said before?” In many of my own writings I have research to aid me in not just introducing me to different topics, but laying out the conversation for me to discover the holes that are present. To maintain the clarity of the topic I am writing about, I rely on the words and ideas of the current conversation. This is one reason why I find it extremely important to incorporate quotes from other sources effectively. According to Graff and Birkenstein (2006), it is important to include quotes, to provide support for the topics we are writing about.
Reading papers written by young writers, in this case, grades 5 to 12, I find quotations being used to support statements made by the writer. Often the writer will commence with his or her commentary, introduce the quote, and then move onto the next idea. This kind of hit and run approach to quotes, as Graff and Birkenstein’s graduate assistant refers to it, does little to make the quote relevant to the discussion, hence confusing the reader. It requires a little more explanation from the writer in order for the quote to appear relevant.
I have spent time with young writers, explaining the importance of introducing and explaining quotes effectively. However, the issue that comes up is the writer’s assumption that the reader will “get the idea” from the context. In some cultures/language communities, writers can expect their readers to do a little more of the work, making connections where ideas are not clear. The question that I encounter from many writers is, “How much do I need to explain about the quote?”
Answering this question requires that I start by explaining a quoting formula of sorts. First, set up the context that the quote will be fitting into. Next, introduce the quote (who said it). Then discuss the quote. Graff and Birkenstein provide a clearer rationale for this formula, but when dealing with young writers, I find it necessary to start with this formula then elaborate.
If anyone else has another approach to teaching quote usage, please let me know. I am always open to new ideas.
Monday, October 27, 2008
Monday, October 20, 2008
My Acquaintance with Composition Studies
Being of a more scientific mind, I used to be quite skeptical of the research done in composition. Prior to working on my M.A. in English Composition, with an emphasis in TESL, I had worked primarily in the field of psychology. Concentrating on social psychology and cognitive psychology, I was compelled to investigate their applications in education. After two years of studying educational theories, primarily those related to second language acquisition (SLA), I discovered a sub-field of education that peaked my interest, composition. Within composition I discovered a space that I could share with those interested in learning to use language.
My initial reading of Susan Jarratt’s “Rhetoric” frustrated me. I do not believe that I am the only one who felt this way after reading Jarratt’s piece. Since I do have some background derived from The Western Rhetorical Tradition, I find Jarratt to be quite thorough, almost to a fault. She takes her readers through a time line of various changes and applications of rhetoric, yet I get the feeling that she is approaching the lengthy history, not as a rhetorician, but as a compositionist. Jarratt’s perception of rhetoric seems to provide a more detailed summary of the uses of rhetoric by language users. Her perspective leads readers to the current use of Discourse Analysis within the study of rhetoric. During my frustrated reading, I saw points in time where the study of linguistics was starting to emerge.
The field of linguistics applied to composition studies is a likely place for language research to continue. Bartholomae’s continues to explore the field of composition, as it evolves within academics. He mentions the trends of composition and the movement towards writing across the curriculum (WAC). While I am currently taking part in a WAC program, I can’t help but to see applications for these academic studies in primary and secondary education. Peter Elbow’s work, which suggests the communicative nature of writing, rings true to me. Within elementary reading and writing, the focus on form is not being balanced with communicative function. In other words, students are writing, but they do not know for what purpose. This will continue to perplex me, but I find support in the work that is being done at the college level of composition.
My initial reading of Susan Jarratt’s “Rhetoric” frustrated me. I do not believe that I am the only one who felt this way after reading Jarratt’s piece. Since I do have some background derived from The Western Rhetorical Tradition, I find Jarratt to be quite thorough, almost to a fault. She takes her readers through a time line of various changes and applications of rhetoric, yet I get the feeling that she is approaching the lengthy history, not as a rhetorician, but as a compositionist. Jarratt’s perception of rhetoric seems to provide a more detailed summary of the uses of rhetoric by language users. Her perspective leads readers to the current use of Discourse Analysis within the study of rhetoric. During my frustrated reading, I saw points in time where the study of linguistics was starting to emerge.
The field of linguistics applied to composition studies is a likely place for language research to continue. Bartholomae’s continues to explore the field of composition, as it evolves within academics. He mentions the trends of composition and the movement towards writing across the curriculum (WAC). While I am currently taking part in a WAC program, I can’t help but to see applications for these academic studies in primary and secondary education. Peter Elbow’s work, which suggests the communicative nature of writing, rings true to me. Within elementary reading and writing, the focus on form is not being balanced with communicative function. In other words, students are writing, but they do not know for what purpose. This will continue to perplex me, but I find support in the work that is being done at the college level of composition.
Sunday, October 12, 2008
More to Research Than Meets the Eye: Uncovering niches
Initially, I thought, “okay, a book on library research, how much more could I learn.” Well, I am amazed by how specialized research is. Prior to reading the first two chapters of The Oxford Guide to Library Research, by Thomas Mann, I thought that I had exhausted my research if I had checked psych info, EBSCOHOST, Wilson Omni File, and J Store. After reading the Mann text, I realized that I could be starting with more specific sources in mind and branch out. Wow, what a concept, I could be thinking of a general recap of a topic, and then narrow down my starting point using specific sources such as specialized dictionaries and encyclopedias. This may sound inconsistent, but I think there is some logic here. I will begin with the Invention stage of the writing process.
We are often told by professors, “think about a topic you would like to research and narrow down a paper topic.” It seems to me that Mann would suggest that we start with a specific research topic, one that is already outlined in a reputable source. From this point on we begin with articles and other sources that are related to the topic. Moreover, our research being rooted in such sources means that we do not have to look to far for relevant material. This is where our extension of the topic comes in.
By starting with a clear and researchable topic, we set ourselves up for a clearer connection between articles and newly related research. This is where we get to find our niche. We now begin expanding the field of research on this topic. For our expansions of current research Mann suggests that we know how to thoroughly search catalogs. One of the practicalities of this is to avoid doubling up on research already conducted on the topic, hence avoiding mistakes or vague conclusions that were already made.
Mann actually takes the discussion of library research beyond that of what I would do with my own students, but he does prepare his readers for several of the issues researchers come across. Knowing how to overcome some of these roadblocks helps not only me as a research, but also as a teacher.
We are often told by professors, “think about a topic you would like to research and narrow down a paper topic.” It seems to me that Mann would suggest that we start with a specific research topic, one that is already outlined in a reputable source. From this point on we begin with articles and other sources that are related to the topic. Moreover, our research being rooted in such sources means that we do not have to look to far for relevant material. This is where our extension of the topic comes in.
By starting with a clear and researchable topic, we set ourselves up for a clearer connection between articles and newly related research. This is where we get to find our niche. We now begin expanding the field of research on this topic. For our expansions of current research Mann suggests that we know how to thoroughly search catalogs. One of the practicalities of this is to avoid doubling up on research already conducted on the topic, hence avoiding mistakes or vague conclusions that were already made.
Mann actually takes the discussion of library research beyond that of what I would do with my own students, but he does prepare his readers for several of the issues researchers come across. Knowing how to overcome some of these roadblocks helps not only me as a research, but also as a teacher.
Monday, October 6, 2008
They Say I Say Templates Are Worthy Tools
As a student in my undergraduate writing classes I have never stopped to question my professor’s writing prompts or a particular organizational requirement. I have attributed my slow development as a writer to this passive approach to academic writing. It was not until my third year of studies that I understood how my professors’ instructions were affecting my understanding of writing. Graff and Birkenstein’s (2006) book, They Say I Say: The Moves That Matter in Academic Writing, does not capture my understanding of why my professors had me write my five paragraph essay in a particular way. Better yet, Graff and Birkenstein show me what the required moves look like. Ah, to know then what I know now.
Just as I overcame my own frustrations with writing, I believe others to do the same. Graff and Birkenstein (2006) have managed to show readers such as myself, templates for carrying out effective writing. Their rationale for these rhetorical moves and templates support my own thought, which is writers learn to compose through imitation. As native speakers of English we begin utilizing writing templates from as early as elementary school.
These templates become more complex and serve different purposes at the college level especially when it involves nonnative speakers of English. When learning to speak or write a new language, we need some form of guidance. As our comfort grows with this new language, we can manipulate the original templates. I think this is when creativity begins. Moreover, I think this is when language users feel confident enough to enter conversations and risk sounding obscure to those already in the conversation. It is at this point where templates can play a less important role, and the function of the words becomes the focus, making room for new creative moves.
I can’t help but to agree with Graff and Birkenstein’s suggestion that good organization does not take the place of content; therefore, one does not take the place of the other. Good writing begins by imitating those who do it well, such as our professors.
Just as I overcame my own frustrations with writing, I believe others to do the same. Graff and Birkenstein (2006) have managed to show readers such as myself, templates for carrying out effective writing. Their rationale for these rhetorical moves and templates support my own thought, which is writers learn to compose through imitation. As native speakers of English we begin utilizing writing templates from as early as elementary school.
These templates become more complex and serve different purposes at the college level especially when it involves nonnative speakers of English. When learning to speak or write a new language, we need some form of guidance. As our comfort grows with this new language, we can manipulate the original templates. I think this is when creativity begins. Moreover, I think this is when language users feel confident enough to enter conversations and risk sounding obscure to those already in the conversation. It is at this point where templates can play a less important role, and the function of the words becomes the focus, making room for new creative moves.
I can’t help but to agree with Graff and Birkenstein’s suggestion that good organization does not take the place of content; therefore, one does not take the place of the other. Good writing begins by imitating those who do it well, such as our professors.
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