Research and Reflection

Over the past 15 weeks, the word research has developed a whole new meaning. Being able to explore different disciplines has shown me that really any kind of observation can be used as research, as long as it is warranted within the field that is pertains to. We base our research on proof, but proof and knowing within the sciences for example is defined much differently within the arts. Research within the sciences is more quantified whereas in the Arts, more qualified. This is just a general rule of thumb, and really any means of research can be justified if it has a pattern, or something new that we can take from it. 

The biggest lesson that I learned from the research presented at SCREE, is that even well developed and planned research does not always guarantee an answer to the main question. It is still very valuable though, because it can help take a step in the right direction. Sometimes, it is not possible to yield results using the method that one starts with, therefore research that does not come to a clear conclusion, can just be a map used to develop more useful research in the future. This is important to keep in mind no matter how effective one believes they're research methods will be initially, because even if it does not point to the answer it is still valuable information to consider when continuing to search for a solution to a problem. All of the people that I spoke with at SCREE began with a problem that they were passionate about fixing, and depending on their discipline they put together already known research with their own to produce a sound conclusion or answer. 

Going forward, my goal is to always begin earlier than I believe necessary. Over the course of this class I have revised endlessly and although my work has most definitely improved, there is always something more that can be done. This lesson applies to all of my courses, but especially my capstone because it is such a big undertaking. I am glad that we began thinking about it now, because going through this process has already made it much less daunting. If I can carry this lesson forward and continue to revise my ideas for my capstone, I believe that I will get the most out of my time and have a new base of knowledge to carry forward in my teaching career. 

Multimedia and the Habits of the Mind

To begin, here is my multimedia project from Monday: https://domag1ka.makes.org/popcorn/2wae

 There seems to be some glitches, but this was the best I could do in 30 minutes. Overall I thought it was an awesome tool that I would consider using again!

When it comes to multimedia, the Habits of the Mind that are most fitting in my eyes at the moment are flexibility and creativity. Flexibility will have to play a big role in this project for me, because all of my life I have been used to working with simple tools such as Word and PowerPoint to present my ideas. I am excited to push myself, and use more technologically savvy programs that can portray my ideas and overall thesis in a more impactful way. Along with this idea comes creativity. There are many different outlets to choose from in regards to multimedia, and choosing the right one(s) could really enhance the overall understanding of my topic to a wider ranging audience.

I know that one of the biggest challenges in multimedia composing, beyond the logistical challenges, will be choosing the correct medium for my audience. Certain tools such as blogs may come off as more 'casual,' topics that reach out to younger generations, whereas a well put together film could reach many. The hardest thing will be to determine WHO exactly I need to talk to, and which modes of communication will be best fit for that.

I really have not nailed down a solid idea quite yet, but I definitely want to incorporate video and movement and/or narration in my project. I need to pull out all the stops if I want to get people excited about Math.

The Challenges of Academic Writing

When it comes to the concept of keeping my writing simple, yet making sure that it is of "academic," caliber, I must say that I become more confident as this class progresses. To be perfectly honest, feeling as if I do not have to bloat my writing with "big words and extraneous ideas," as mentioned, makes me more sure of what it is I am trying to do. I always felt as if my writing is too simple, and as if it would always lack the grand vocabulary and ideas that I would need to be a good academic writer. Now, I have come to the realization that at times, when used incorrectly and to appear more academic than one may really be, that these big words and ideas do not add to the paper, but take from it. What it comes down to, is being secure in what I want to say, and realizing how I want to say it. If I can focus on these two things, I really believe that I can keep my writing simple, yet professional. My downfall always comes in trying to take on a topic that is too broad. With assignment three I really am trying to make my thesis as specific as possible, while still allowing room to dive deep into the topic. 

 I would say that my biggest strengths at the moment are meta-cognition, and engagement in my topic. I really care about the power and influence a teacher can have over their students, and I am very excited to be researching it for myself. With that said, I am lacking in Creativity. I am currently working on ways to look at Mathematics in education from different angles, and to really break down what influences student success the most. 

Good Arguments

The more we dive into the topic of making a good, solid, argument in writing, the more my perspective changes on what it means for an argument to be "good." First and foremost, I have come to the realization that convincing a reader is only a very small aspect of creating a solid argument.

In high school, we were taught to find facts that backed up our point, and use them to convince our reader. Then we would move on to address one point of the opposition. Now I see how extremely limited, and narrow-minded this idea is when it comes to entering an academic conversation. The idea in our readings that differs from high school so greatly, is the fact that we must really focus on being ethical within our argumentation. Instead of writing to simply convince someone, we should really focus on, and acknowledge other valid points of view that present themselves within our argument. It is more important to really inform people and add accuracy to a conversation rather than to choose a side and claim that anything else is wrong. As we read in Finding the Good Argument OR Why Bother With Logic, we realize that we have been taught to argue in a defensive, battle like way. To create an argument outside of this mindset would greatly expand our writing and ability to argue effectively.

Finally, I really love the idea of the good balance of logos, pathos, and ethos as a check in argumentative writing. It helps me understand each piece of my argument and how I can further develop it with facts, emotions, and through establishing my own credibility. One thing that I am still hung up on when it comes to the vocabulary we have been looking at is epistemology. I am not quite sure how to evaluate and articulate how people seem to "know what they know," in writing and in our conversations as a whole.

Academic Writing

In order to enter an academic conversation as a writer, one must fully understand the task that they are undertaking. Indeed, one should not begin with one broad and overreaching topic. Instead they should add to the "conversation," that other researches and writers have initiated in the past. This could occur in many ways. One may choose to view a topic that is being discussed from a new lens, or dive deeper and pinpoint an area of the discussion that one believes needs expanding.

First, it is important that the writer begins by addressing the part of the academic conversation that sparked their interest to join. One must somewhat restate the idea that is being responded to, and then identify how they feel about it. This may include but is not limited to whether or not the author responding agrees, disagrees, or is on the fence about the original idea, and why. Then they can continue to state their new ideas and how they connect to the former conversation.

One of the most important things to remember during this process is the audience that is being addressed. It is important for example, that if one is addressing people who are already knowledgeable in the subject that they do not over simplify things and come off as a know-it-all. On the other hand, if the writer tends to be over their audience's head when it comes to knowledge and vocabulary, they may lose interest quickly. One must always know who they are trying to talk to, and not just what content but how content needs to be presented.

Finally, in order for the piece that an author is working on to be successful they must narrow their topic. Although the idea may begin from something that can be described  "in a few words," it may eventually take a sentence to really pinpoint what the author is attempting to do. It is important to use nouns deriving from verbs, that will get you a step closer to a claim rather than a broad statement. If one can cover all of these basis, they are a step closer to being an academic writer.

Who I am as a Writer

When I think of who I am as a writer, it is very similar to who I am as a person. If I am being perfectly honest with you, formal writing has never been my favorite thing. Why? Because I am a perfectionist, and unfortunately there is absolutely no such thing as "perfect writing." There is no correct answer. It is not a straight forward solution or computation like in Math (which happens to be my major). Writing is never finished. There is always a revision to make, a paragraph to add, or a word to tweak. So, to be brutally honest, as a writer I am usually frustrated. With that in mind, I think that is helpful to my work, because it causes me to put a lot of time and effort into it. My hope is that in English 201, I can develop the skills that I need to get to a point of satisfaction with my writing at a quicker rate. I want to find a sense of confidence in the imperfection of my style.

While I begin to consider aspects of "writing to inform," I would love to explore the way in which people think and react to different social situations. I envision my topics originating from my day to day experiences. Every time I notice something that I don't understand or that intrigues me in the context of human behavior, it is easy to explore and express possible explanations through further research and writing. My passion is people. Understanding them, connecting to them, and most importantly empathizing with them. I think if everyone tried a little harder to accomplish these things that we would live in a much kinder world, and the things to consider (and write about) when it comes to human relationships are endless. I would love to explore this topic more in my writing during this class, and I cannot wait to see what the semester brings!