In 1106, students should:
*Continue to practice writing as a process, using multiple invention and
*Write in several genres that require paraphrase, synthesis, analysis,
evaluation, argument and documentation skills
*Practice writing from primary and secondary research and developing different
types of research projects–including fieldwork as well as library and on-line
*Demonstrate a knowledge of the conventions of bibliographic citation forms
*Demonstrate an understanding of the uses of source material of all types,
taking care to always distinguish between source material and the student’s own
So what is the purpose of 1106?
“The purpose of 1106 is to continue developing the writing students practiced in 1105, and to learn about conducting and writing about research. Research can include traditional library sources and academic journals, but it can also include primary research like fieldwork, surveys, and interviews. Writing up all this research and comparing it can be a difficult task, and 1106 offers students a place to learn about conventions of writing research.”
“English 1106 (“Writing from Research”) is a course on writing from research. That means that students focus on what it means to investigate a subject, come to some conclusions from that investigation, and then represent those conclusions in writing that indicates where the writer looked to find information or to get ideas.
“Though some might think “writing from research” is about writing a “research paper,” I’d say that is an extremely narrow view of what the course is meant to and should do. It is, for example, much more difficult to learn how to represent research in a number of different fields or genres than it is to learn how to follow one citation format (MLA, say).
“A good researcher uses the citation style called for by both the field and the genre. A writer for Harpers Magazine or Scientific American (to name two magazines that publish in-depth stories) must indicate where she or he has gotten information, but that won’t show up in a works cited list. Good writers indicate their research in the way that best works with the situation.
“Again, this comes down to understanding the rhetorical dimensions of a writing task, and especially the “rhetorical situation” that calls for a specific piece of writing.”
“One of my goals for 1106 is to change the way students think about research. I want them to understand that research–i.e., looking outside oneself in order to gain knowledge, answer a question, solve a problem, and integrate information (while giving credit where credit is due)–is happening all around them and that, whether they acknowledge it or not, they are likely to spend a good part of the day “researching,” whether it’s by studying for a class, reading articles online, observing their peers, or even sending and receiving emails and text messages. My job, as I see it, is to open their eyes to the research they already to and to introduce them to the research they don’t yet know how to perform. I also try to give them the opportunity to make inquiries and participate in ongoing conversations in fields of academic research that interest them.”
“Learning to use other people’s intellectual property ethically and effectively has always been difficult, but the digital age and the composing possibilities it offers have really complicated things, often for the better, mind you, but man, it’s complicated. Knowing how to locate, access, critically evaluate, acknowledge, and deploy other people’s ideas and creations so that they serve your purposes is no small feat. It is, in fact, the process of becoming an engaged citizen and intellectual. The purpose of 1106 is to help students become engaged citizens and intellectuals.”