Proving the Impossible: An Exercise in Early Research Paper Writing
This
assignment takes place over two class periods, though all of the second
period is not usually necessary (especially for 80-minute classes). This
is the first session in the semester my class spends on the researched argument.
Class One
a) The first period begins with a review of the three parts of a quote or
paraphrase: the signal phrase, borrowed material, and citation. Once students
are clearly reminded of HOW to use a quote, the rest of the class is dedicated
to practicing that in a way that will teach WHY one quotes or paraphrases
and how to do so effectively in a research paper (as opposed to the textual
analysis, for example).
b) Ask the class to get into four groups of five or so people. Hand out
the assignment sheet (see below), with an appropriate distribution of group
numbers circled on top, and read through the entire page with the class.
It is important not to announce group topics until after the instructions
are read, for the sake of minimizing distraction.
c) Write the topics on the board by group number and ask that they write
theirs in the space provided on the assignment sheet. Do not allow students
to switch groups or engage in other groups’ work. The theses I ask
my groups to “prove” are deliberately impossible, for reasons
I will explain in my comments below (#10). They are:
i) We are not here right now.
ii) Hot is cold
iii) The earth is flat
iv) Black is white
d) Set the groups to work. Circulate the classroom for helping, prompting,
and monitoring progress, but wait several minutes before doing this, to
be sure you are assisting the students instead of doing the inventing for
them. It is crucial that group members compose each sentence together (and
not individually). This ensures that everyone is involved in and witnessing
decision making processes.
e) Forty-five minutes is usually necessary for composing these paragraphs,
but if groups finish early, they can begin on the follow-up questions for
Class Two (see below)
.
f) Have groups read their answers aloud, slowly and clearly, to the rest
of the class. Discuss each piece as time allows, withholding in depth criticism
for the next period. Collect each group’s composition and type them
for distribution in the next class (if possible).
g) A good homework assignment for the next class is to ask students to come
up with their own one or two-sentence (working) thesis and a paragraph or
two of fictional supporting research. The follow-up questions (below) may
also be used for homework.
Class Two
a) Depending on what was done for homework and in the previous class, ask
groups to reconvene and read each of the typed group paragraphs and/or answer
the follow-up questions. They are:
i) What is the value of this exercise to the actual research paper you will
write? How significant is that to you? Please elaborate.
ii) From where/whom did you get your fictitious support? Why this source?
iii) What was biggest challenge (other than proving the impossible)? How
did you cope?
iv) What kind(s) of appeal(s) do you make to your audience? Why?
v) How did you introduce and develop your quote(s) or paraphrase(s) to suit
your needs?
b) Discuss each of the group’s compositions and answers to the follow-up
questions. It is important to draw awareness to lessons learned inductively
through these exercises, such as finding and using research, signaling and
citing quotes, and using rhetorical techniques. The opposite dangers respective
to these skills are not knowing what and why to research, disconnected quotes
(lack of cohesion), and book reports or listed sources. Criticism of grammar,
punctuation, form, etc. naturally and inevitably comes up in these conversations,
which is preferable to decontextualized lectures on such topics.
c) Activities for more or the rest of this class may include close reading
of group paragraphs (see Example Excerpts below), comparative reading of
a published or sample research paper, an introduction to research techniques,
and/or group or individual work with students’ actual paper topics
and theses.
10) This assignment is a fun way of starting a typically unexciting portion
of WRT 102, the dreaded research paper. It is important to introduce research
writing on a positive note. For this, I find neutral subjects are necessary
for the exercise to work. Controversial subjects like abortion and the death
penalty direct attention to the topic rather than the task. Besides, a seemingly
impossible objective creates an interesting challenge, and symbolizes the
challenge to stay interested that lies ahead of each student. Most of them
cannot wait to present their results and to hear those of their peers. The
teacher’s task is to sustain that rare enthusiasm when it comes to
the actual research paper. The good news for students is that they will
not be expected to prove the impossible. The bad news is that they are not
permitted to invent research on the real research paper!
Instructor's Comments:
Goals of the assignment: To introduce research paper writing strategies
and challenges; to foster purpose, invention, collaboration, discourse,
and inductive learning; and to teach persuasion, signal phrases, MLA citation,
and grammar.
No previously assigned work is necessarily required, though I usually use
this exercise on the day for which my class has read the introduction to
research paper writing (in Kennedy et al’s Writing in the Disciplines,
excerpts from pages 142-172). Students should be familiar with using and
citing quotes and paraphrases (which they ought to be already, from the
textual analysis essay). It should be noted that I recommend this assignment
only for after midpoint in the semester of workshop classes, so students
are familiar and comfortable with group work and sharing their opinions.
| genre | argument and persuasion (researched argument ), correctness and style |
| course | WRT 102 |
| activity type | small group discussion, class discussion, collaborative writing assignment, research |
| skills | analysis, persuasion, thesis development, source documentation, transitions |
| duration | 2 classes |
| materials/readings | none |
| handouts: | assignment sheet (html, Word), explanation of example texts (html, Word) |
| contributor: | Peter Khost |