Breakout 01, Panel 01: The Theories and Practices of Research

Permanent URI for this collection

https://hdl.handle.net/10125/45991

Browse

Recent Submissions

Now showing 1 - 2 of 2
  • Item
    Scaffolding Field Research in the Composition Classroom (ESL 100) Handout
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Edmond, Lucas
    Based on the results of my action research work being carried out this semester in my ESL 100 courses, I will discuss how we can scaffold field research projects to teach composition for first and second language writers. By guiding students through the processes of field-based inquiry, we can cover several goals relevant to the FYW hallmarks, such as critically evaluating and synthesizing various sources to support their own research and working through the process of planning and writing up the results of a research project. Also, students will engage in projects that are meaningful to them, which illustrates that writing and research does not consist simply of summarizing the words of others, but is a creative process through which students can develop their own ideas that contribute to broader knowledge. Furthermore, emphasizing the relationship between different genres of writing, after writing up their research reports, students will develop an argumentative essay based on their findings which holds real implications for an issue related to their interests. They will be encouraged to try to publish these practical essays on blogs or in a local editorial. Through this unit, students will not only become stronger in their writing abilities, but will also become more engaged learners who can take ownership of their academic growth and contribute to the broader academic community.
  • Item
    Scaffolding Field Research in the Composition Classroom (ESL 100) Presentation
    (Honolulu: 2017 UH First-Year Writing Symposium, 2017-04-08) Edmond, Lucas
    Based on the results of my action research work being carried out this semester in my ESL 100 courses, I will discuss how we can scaffold field research projects to teach composition for first and second language writers. By guiding students through the processes of field-based inquiry, we can cover several goals relevant to the FYW hallmarks, such as critically evaluating and synthesizing various sources to support their own research and working through the process of planning and writing up the results of a research project. Also, students will engage in projects that are meaningful to them, which illustrates that writing and research does not consist simply of summarizing the words of others, but is a creative process through which students can develop their own ideas that contribute to broader knowledge. Furthermore, emphasizing the relationship between different genres of writing, after writing up their research reports, students will develop an argumentative essay based on their findings which holds real implications for an issue related to their interests. They will be encouraged to try to publish these practical essays on blogs or in a local editorial. Through this unit, students will not only become stronger in their writing abilities, but will also become more engaged learners who can take ownership of their academic growth and contribute to the broader academic community.