Spend ten minutes talking to each other about the research methods you will pursue in the I-Search paper. Days Four and Five To give students time to begin researching and writing, I hold assigned ten-minute conferences with students during class time for two days. Day Six In a class discussion, students generated a list of questions they would like to ask about their I-Search drafts. Here is the list of questions they generated: Questions about drafts After peer response, students submitted drafts to me for feedback.
I asked students to first look at a couple of things: I asked students to re-read the drafts they submitted to me and then read my feedback before asking me any questions about it.
I suggested to them that my feedback would make more sense if they first reviewed the draft, because my comments would be in context. I moved around the room to conference briefly with students while they worked. In this assignment, students work through the following tasks and write a blog post: After you have completed a pretty solid draft of your I-search essay, set it aside for a while a day, or at least several hours.
Come back to it when you have a quiet space to work in. As you read, think about things like.
Does it sound the way you want it to? Does something sound brilliant?
If something is not like you want it to be, what do you plan on doing about it? Does the essay sound like you? Academic you?
Informal you? What was going on while you wrote your draft that might have influenced your writing?
What other things are you thinking about or noticing while you read and hear your draft? You will listen for and pay attention to these and other things while you read. Write a paragraph making these connections between one or both of these texts and your experience examining your draft. Post-Project Reflection Students respond to the following prompt as they consider what influenced their composition of the I-search project and as they reflect on their development as a learner in a composition course.
It is submitted with their final draft of the project: Reflect on the process of working through your I-search project.
Can you cite any class discussion moments as particularly influential for your writing? If so, what was your role in these class discussions? For example, were you an active participant? A question-poser? A responder? A listener? Were discussions with the teacher influential in writing your I-search project? If so, what questions did you ask that ultimately helped you understand the project or helped you make key decisions in your writing? What teacher comments, suggestions, or questions helped you think about key aspects of the project?
In what ways? Do you have a sense that reading your posts or drafts helped someone else make choices in their writing? Did something else you read either something assigned in this class, from your research, or from your own reading or other courses help you make key connections for how to write the paper? Then, explore how you would describe your understanding of your role as a learner in this class, at this point. That is, what does it mean to you to be a learner in the composition classroom?
What factors are causing you to see your role in this way? Please also address the following: What learning objectives do you feel you have completed through working on this assignment the I-search paper and how does your writing in this paper show evidence of accomplishing these objectives?
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I-Search Lesson Plans. Walking through the I-Search How do we see an I- Search paper as shaping up differently than a research paper? The two classes' . The sense of curiosity behind research writing gets lost in some school-based resources on blogging, including Strategy Guides and Lesson Plans such as.
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