BEFORE CLASS

• This is an excellent time to review the ENC1101 vocabulary we went over last class

• Rhetoric (p. 16)• Rhetorical Context (p. 16)

• Purpose• Audience• Genre

• Rhetorical Appeals (p. 58)• Ethos• Pathos• Logos

• Angle of vision (p. 52)• Wallowing in complexity (p. 27)• Believing and Doubting Game (p. 33)

QUIZ 1

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TODAY’S GOALS

• Finish up Wednesday’s activity on the English language and using rhetorical appeals

• Learn basic vocabulary for discussing research

• Gain firsthand experience using the library databases

CLASS DISCUSSION

• What was your experience like with reading and writing growing up? Did the English spelling system pose any problems for you?

• If English was not your first language, what was it like to try and learn the English spelling system after learning a different spelling system first?

• Do you think the English spelling system should be changed? Why or why not?

GROUP DISCUSSION: APPEAL PRACTICE

• In your groups select a stance on the believing and doubting game topic we have just discussed. • Should we keep or revise the English spelling system?

• Develop 3 reasons you could use to support others to agree with your perspective, trying to utilize all three rhetorical appeals

• This activity will not be collected but you should have a cogent presentation to the class of your ideas

CLASS DISCUSSION

• How is the Believing and Doubting Game related to research?

• How can we utilize it when doing secondary research?

RESEARCH VOCABULARY

• Primary Source

• Secondary Source

• Arguable Issue

• Peer Reviewed Article

• Source Evaluation Criteria• Reliability• Credibility• Angle of Vision• Degree of Advocacy• Currency (for web sources)

LIBRARY DATABASES

Advantages Disadvantages

• Easiest way to find/access peer reviewed sources

• Access to thousands of expensive academic journals for free

• The most credible databases/sources you will find anywhere

• (You will be required to use at least 3 peer reviewed sources from licensed databases for your Exploratory Narrative)

• The sheer number of sources can be overwhelming

• Many sources will have pedantic language that is hard to read or decipher

• Different databases will have different criteria and search protocols that will produce varied results and take individual time to learn to use

RECOMMENDED LIBRARY DATABASES

• Easy to use• Academic Search Complete• OmniFile Full Text Mega• Academic OneFile• LexisNexis: Academic• ProQuest

• Specific topics/subject• Use “Browse by Subject” in the left pane of the Research Sources page• Recommended if you know of a particular journal you would like to access

• Comprehensive (but harder to use)• JSTOR• Project MUSE

RESEARCH STRATEGIES

• Use Boolean operators: special words that affect search conditions. Do not use these except for their listed function and never as part of a sentence

• AND: only sources containing both words before and after it

• OR: sources containing either or both of the words it separates

• NOT: narrow search to show results with the first word that do not contain the second word

RESEARCH STRATEGIES

• Eliminate function words or words that will appear in too many contexts, such as “the” or “a” or “first”

• When you want to find an exact phrase, enter it in quotation marks (Note: this will severely limit search results)

• Enter search terms in their order of importance rather than the order they will appear in the sentence (This prioritizes the first words for certain search engines)

RESEARCH STRATEGIES

• Working Bibliography• As you find sources, write down relevant information so you can find them again when necessary• Make sure to indicate title, author, and in what search engine or location you found the article • EW p. 183 has suggestions for additional material

• Quote Bank• Read through each article highlighting and annotating information relevant to your argument. More

information here is always better. You can eliminate extraneous material later. • After you read each article, write a shortened version of any quote or important information in your quote

bank• After you have gone through all sources, read through your quote bank and see if you have sufficient

material to make your argument

MLA CITATIONS

Best references:

• Purdue Online Writing Lab (recommended): http://owl.english.purdue.edu/owl/resource/747/01/

• Everyday Writer

• MLA Handbook

• MLA Citations Quick Reference PPT available on class website

YOUR RESEARCH IDEAS

• Video game ethics and effects

• Virtual reality

• Gambling laws and ethics

• Institutionalized racism

• Police brutality

• Official language (in the US)

• Stem cell research

• Embargo against Cuba

• Representation of the hero in literature

• Student loan debt/cost of education

• Immigration reform

• Food production

• Minimum wage

• Labor reform

• Income inequality

• Women’s rights

• Glass ceiling/gender wage gap

• Women’s representation in STEM fields

• Global warming

• Effects of religion

• GMOs

GROUP ACTIVITY INSTRUCTIONS

• Groups of 4-6 students

• Always turn these in unless otherwise instructed

• Read the directions carefully! Sometimes our work will be right out of the textbook but sometimes it will be significantly altered

• Turn in 1 paper for the group with the following information:• Names of group members• Group activity title• Group number (will be assigned)

• These groups you get into today will be your groups for the rest of unit 1. We will form new groups for the subsequent units

GROUP ACTIVITY : FINDING SOURCES

• In your unit 1 groups

• For each student’s working topic (these are not final!), find one source from the library database that the student could use for their research. (There should be one source found for each person in the group)

• For each source, answer the following: 1. What is the title and who is the author of the source?2. What is the source about?3. What database did you find the source in?

HOMEWORK

• Journal Entry 2• Focus: Research Experience Reflection• Take a few minutes to reflect on your experience with research in the past. Focus on academic research that you did in high school or

college

• Do you have a preference for primary or secondary research? Do you find one more interesting than another? Why?• How do you think you will use research in your current major or career of choice? • Was there any particular research experience that stood out to you for being particularly interesting, difficult, or unique?• Have you employed rhetorical reading, resistant reading, reading with the grain, and/or reading against the grain in the past? • What do you anticipate this research experience will be like now that you have the freedom to research a topic of your choice?

• If necessary, review:• Open & closed form prose (p. 10-11)• Primary Source (p. 509)• Secondary Source (p. 509)• Peer Reviewed Source (p. 13)• Source Evaluation Criteria (p. 527)

• Reliability• Credibility• Angle of Vision• Degree of Advocacy• Currency (For web sources. P. 536)