There is more to the craft of writing than putting words on a page (or screen) say Writing Studies specialists Clary-Lemon, Mueller, and Pantelides. They walk higher education students through various methods of conducting research for a writing project, with each chapter focusing on different source material including images, texts, artifacts and places. "Try This" exercises, varying in time commitment, from 10-15 minutes (thus suitable for classroom use) to up to several days allow students to scaffold a research project and practice the methods. Discussion of ethical research is included. Annotation ©2022 Ringgold, Inc., Portland, OR (protoview.com)
Try This explores interdisciplinary research methods employed in research in writing studies but rarely drawn upon in undergraduate courses.
Try This explores interdisciplinary research methods employed in research in writing studies but rarely drawn upon in undergraduate courses. This shifts writing instruction from a model of knowledge delivery and solitary research to a pedagogy of knowledge-making and an acknowledgment of research writing as collective, overlapping, and distributed. Each chapter is organized around methods to approach a particular kind of primary datatexts, artifacts, places, and images. Accompanying "Try This" invention projects in each chapter invite readers to "try" the research methods. Some projects are designed to try during class time and take 5 to 15 minutes, while others are extensive and will take days to accomplish. Each research writing opportunity introduced in a "Try This" invention project is designed to scaffold a research project. Each chapter offers different genres that allow research to circulate and connect meaningfully with audiences, including digital research posters, data visualizations, and short-form presentations.
This book is also available as an open access ebook through the
WAC Clearinghouse.
| Preface |
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vii | |
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Chapter 1 What are Research Methods? |
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3 | (18) |
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Uncertainty and Curiosity |
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6 | (2) |
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Rhetorical Foundations of Research |
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8 | (2) |
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Research Example: Student Writing Habits |
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10 | (3) |
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Research Example: Access to Clean Water |
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13 | (2) |
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Research Across the Disciplines |
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15 | (3) |
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Using Research Methods Ethically |
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18 | (1) |
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Developing a Research Proposal |
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19 | (1) |
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Focus on Delivery: Writing a Research Proposal |
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19 | (2) |
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Chapter 2 Making Research Ethical |
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21 | (20) |
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Ethical Approaches to Research |
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22 | (1) |
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Ethos is Collective and Individual |
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23 | (1) |
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Ethics and Secondary Research |
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24 | (1) |
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25 | (2) |
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Evaluating Texts and Authors |
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27 | (3) |
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Learning Citation Systems |
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30 | (2) |
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Ethics and Primary Research |
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32 | (5) |
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Focus on Delivery: Composing a Participation Form |
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37 | (4) |
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Chapter 3 Working with Sources: Worknets and Invention |
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41 | (28) |
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43 | (2) |
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45 | (4) |
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Phase 2 Bibliographic Worknet |
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49 | (4) |
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53 | (4) |
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57 | (3) |
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Branching Out---Taking Worknets Farther |
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60 | (4) |
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Using Worknets to Develop a Literature Review |
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64 | (1) |
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Focus on Delivery: Writing a Literature Review |
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65 | (4) |
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Chapter 4 Working With Words |
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69 | (20) |
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71 | (7) |
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78 | (1) |
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79 | (4) |
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83 | (2) |
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Focus on Delivery: Developing a Coding Scheme |
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85 | (4) |
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Chapter 5 Working with People |
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89 | (20) |
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92 | (6) |
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98 | (5) |
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Putting It All Together: Case Studies |
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103 | (2) |
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Focus on Delivery: Writing a Research Memo |
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105 | (4) |
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Chapter 6 Working with Places and Things |
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109 | (16) |
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111 | (1) |
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112 | (4) |
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116 | (4) |
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Places and Things Converge: Mapmaking as a Method |
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120 | (3) |
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Focus on Delivery: Curating a Collection |
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123 | (2) |
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Chapter 7 Working with Visuals |
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125 | (30) |
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128 | (16) |
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Working with More Visuals |
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144 | (9) |
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Looking Again at Working with Visuals |
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153 | (1) |
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Focus on Delivery: The Photo Essay |
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153 | (2) |
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Chapter 8 Research and the Rhetorical Forms It Takes |
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155 | (14) |
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The Rhetorical Forms Research Takes |
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159 | (7) |
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Focus on Delivery: Developing a Research Poster |
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166 | (3) |
| Acknowledgments |
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169 | |
Jennifer Clary-Lemon is associate professor of English at the University of Waterloo and past editor of the journal Composition Studies. Her research interests include writing and location, disciplinarity, critical discourse studies, and research methodologies. Her work has been published in Rhetoric Review, Discourse and Society, The American Review of Canadian Studies, Composition Forum, Oral History Forum d'histoire orale, enculturation, and College Composition and Communication.
Derek N. Mueller is professor of rhetoric and writing and director of the University Writing Program at Virginia Tech. A graduate of Syracuse University's Composition and Cultural Rhetoric (CCR) program, Mueller teaches courses in visual rhetoric and information design, rhetorics of science and technology, and computers and writing. His research interests include digital writing platforms, networked writing practices, theories of composing, rhetorical aspects of computational methods, archiving and databases, and discipliniographies related to rhetoric and composition/writing studies. He is coauthor of Cross-Border Networks in Writing Studies and author of Network Sense: Methods for Visualizing a Discipline. Mueller's work has also appeared in College Composition and Communication, Kairos, Computers and Composition, Composition Forum, and JAC. For more information, visit derekmueller.net.
Kate Pantelides is associate professor of English and director of General Education English at Middle Tennessee State University. She is coauthor or A Theory of Public Higher Education (with Blum, Fernandez, Imad, Korstange, and Laird). Her work has been recognized in The Best of Independent Rhetoric and Composition Journals and circulates in venues such as College Composition and Communication, Composition Studies, Computers and Composition, Inside Higher Ed, Journal of Technical and Professional Writing, and Review of Communication.
