Link to Drive folder of class resources

Link to Nicole Branch's LibGuide for CTW 1&2

resources from Brian Larkin:
1) Piktochart Guide & 2) Coolors.co Color Guide

Link to 3-minute end-of-CTW2 Survey: https://scu.az1.qualtrics.com/jfe/form/SV_781BCk03B6PqJrD

As you may recall from the beginning of Fall quarter, this class is participating in Santa Clara University's Student Writing, Research, & Learning (SWiRL) Initiative, using a survey that asks questions about your views on and experiences with writing and information use. These questions cover your experience as a whole, not only your writing in school or your writing for this class.

The Fall survey recorded the preexisting knowledge about writing and research that you came into SCU with. This survey measures what you've learned about writing and research during your first 2 quarters at SCU. Please take a few minutes to complete this survey [survey link https://scu.az1.qualtrics.com/jfe/form/SV_781BCk03B6PqJrD] -- as you recall from last Fall, the survey is short and easy to fill out.

Consider submitting your final project for an award:

Multimodal Writing Prize (due 4/12/2016 -- click HERE for more info)

multimodal writing prize flyer 2019

First-Year Writing Prize (due 3/22/2019 -- click HERE for more info)

First Year Writing Prizes 2019

Week 1 -- Day 1-- 1/8/2019

Week 1 -- Day 2 -- 1/10/2019

Homework:

Part 1: Project Planning, due before class:

Project Planning documents assignment
Record research work begun for your project & submit link to Writing & Research Log

Part 2: Research Preparation: Read Bizup " BEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing". Consider while reading Bizup:
- How do Bizup's ideas and terminology compare to the ways you're used and talked about sources in the past? How do you imagine these ideas will be useful for your own research?
- What are the differences between Bizup's 4 source types? Background and Argument sources are related: how do you think they differ --or-- do you think Bizup is wrong to separate them?
- Apply Bizup's terminology to research-based text you've read in the past (for example, a past reading from this or another class). What kinds of texts do you see used for Background, Exhibit, Argument, and Methods purposes?

In Class:

Week 1 -- Day 2 Slideshow
comparing BEAM to previous use of sources
BEAM source analysis using college viewbooks article from CTW1:
- Hartley & Morphew "What's being sold and to what end? A content analysis of college viewbooks"
introduce Project Background & Website Design Pitch assignment
- discuss feedback options
- sign up for Project Background & Website Design Pitch date -- link to sign up sheet

Week 2 -- Day 1 -- 1/15/2019

Homework:

continue collecting data for research project, document in Writing & Research Log
review Project Background & Website Design Pitch assignment -- bring to class any questions
sign up for Project Background & Website Design Pitch date -- link to sign up sheet
Read:
1. Ball, Sheppard, & Arola's Writer/Designer Ch. 1 "What are multimodal projects?"
2. Ball, Sheppard, & Arola's Writer/Designer Ch. 2 "How does rhetoric work in multimodal projects?" --> NOTE: skim pgs. 36-43, which review basic rhetorical principles we covered in CTW1
3. Ball, Sheppard, & Arola's recommendations for drafting multimodal digital texts from Writer/Designer
4. Things to consider while reading Ball, Sheppard, & Arola:
  - How do the authors define multimodality? What elements of multimodality do they identify?
  - How do the authors define composing and text?
  - How do familiar rhetorical concepts like audience, purpose, and genre operate for multimodal texts?
Document in 1/15/2019 Update -- Writing & Research Log
- Data collection work/progress
- Brainstorm ideas to prep for Tuesday workshop:
  - Project website design
  - Necessary background information

In Class:

Week 2 -- Day 1 Slideshow
Multimodal scholarship examples
Workshop with Nicole Branch:
- Flickr Creative Commons Media: https://www.flickr.com/creativecommons/?wcmmode=disabled

Nicole's LibGuide, background source research tab: https://libguides.scu.edu/c.php?g=880289&p=6323622

Week 2 -- Day 2 -- 1/17/2019

Homework:

sign up for Project Background & Website Design Pitch date -- link to sign up sheet
Document in 1/17/2019 Update -- Writing & Research Log:
- Data collection work
- website design work/planning from Tuesday's class
- background research work from Tuesday's class
Read: Stampfl The Kick Ass College Guide to Presentations Chapters 8-13 (on designing slides) & 22-26 (on delivering presentations). Questions to consider while reading Stampfl:
- Slides & Slide Design: According to Stampfl, what is the purpose of presentation slides? How should they help structure a presentation? What should go on slides? What should the relationship be between slides and the presentation as a whole?
- Presentation Delivery: What don'ts/pitfalls does Stampfl identify as things presenters should avoid, and how does he recommend they do so? Pay particular attention to Ch. 26 "Body Talk," which offers guidelines about managing physical presence during presentations

In Class:

Week 2 -- Day 2 Slideshow
feedback decisions/options for Pitches
Multimodal scholarship examples
best practices for presentations (drawing on Stampfl)
analysis of sample presentations (TED talks)
In-class Pitch planning with partner: document decisions in Writing & Research Log, update Project Timeline as appropriate

Week 3 -- Day 1 -- 1/22/2019

Homework:

prepare for Project Background & Site Design Pitches
continue data collection for research project

In Class:

Week 3 -- Day 1 Slideshow
Review
- Peer Feedback on Classmates' Pitches
- Feedback Response Plan for Project Background & Website Design
Groups for Project Background & Site Design Pitches day 1: see sign up sheet
Discussion Board for written feedback: Project Background & Website Design Pitch Feedback

Week 3 -- Day 2 -- 1/24/2019

Homework:

prepare for Project Background & Site Design Pitches
continue data collection for research project, document in Writing & Research Log

In Class:

Week 3 -- Day 2 Slideshow
Review
- Peer Feedback on Classmates' Pitches
- Feedback Response Plan for Project Background & Website Design
Groups for Project Background & Site Design Pitches day 2: see sign up sheet
Discussion Board for written feedback: Project Background & Website Design Pitch Feedback
Learning Goals Check-in #1
- link to end-of-CTW1 learning reflection
- link to group charter

Week 4 -- Sunday Bonus Day -- 1/27/2019

Feedback Response Plan for Project Background & Website Design due by midnight Sunday

Week 4 -- Day 1 -- 1/29/2019

Homework:

with partner, write Preliminary Data Report assignment, due before class on 1/29

In Class:

Week 4 -- Day 1 Slideshow
responding to LG Checkin #1
introduce Exhibit Analysis assignment, overview of schedule/process for Exhibit Analysis project
Sample exhibit analyses
Plan approach to Exhibit Analysis assignment with partner, document in 1/29/2019 Update -- Writing & Research Log

Week 4 -- Day 2 -- 1/31/2019

Homework: Short readings on qualitative data analysis

Read Keyton "Coding & categorizing data"-- principles for analyzing qualitative data (i.e. non-numerical or non-multiple choice data, captured via short answer survey questions, interviews, observations, etc.)
- Questions to consider while reading Keyton:
  - What are categories and codes in qualitative data analysis?
  - What categories describe trends or themes you're seeing in your own qualitative data? See recommendations on pgs. 293-4 for identifying themes either from existing research --OR-- based on ideas emerging from your own data.
  - Identify the steps of a grounded theory analytic approach. When do open coding and axial coding happen?
Write/Compose (for Create Exhibit Analysis page & populate with notes/tentative outline assignment):
- Create Exhibit Analysis page on project website
- Link to your Exhibit Analysis Page using this sheet: https://docs.google.com/spreadsheets/d/1dDvCVrRQdziVxi0yrWbur-mBA88KnipWSwEkvQSt7t0/edit?usp=sharing
- Identify:
  1. some preliminary categories for analyzing your qualitative data: give each category a name and describe it
  2. any other trends/findings you plan to write about (for example, from quantitative data): identify & briefly describe
continue data collection for research project as necessary, document in Writing & Research Log

In Class:

Week 4 -- Day 2 Slideshow
Qualitative data techniques from Keyton reading
Demonstration of qualitative coding using WPA survey coding
Practice qualitative data analysis: Shit My Students Write: develop categories & codes, analyze data using codes, share analysis with partner & class (looking for trends across entire data set, disclosing consistency)

link to data spreadsheet: https://docs.google.com/spreadsheets/d/1ywGzWOwTgBD9owT_eCbm1ie2nXOihivaLZIdn7H39Uk/edit?usp=copy
Submit short report on data analysis: what trends, patterns did you see + representative examples?
link to slides for drafting & sharing qualitative analysis short reports: https://docs.google.com/presentation/d/1p6bhFx2-sXaLq4qzlTdaGQbivVUvK8N69g1wggyQCec/edit?usp=sharing
Techniques for working with data in Google Sheets:
- Summing
- Filtering & Sorting
- Hiding
- Locating spreadsheet version of your Google forms data

Data assignments:
work with own project data for Exhibit Analysis: formatting data, manipulating data, identifying potential patterns/comparisons, developing categories, etc.

Week 5 -- Day 1 -- 2/5/2019

Homework: Presenting data visually

Read Few "Fundamental Variations of Graphs", from Show Me the Numbers --> Relationships in Graphs & Graph Design Solutions sections only, pgs. 69-87; skim sub-sections on distribution & correlation, pgs. 78-86. Reading questions for Few:
- Which types of relationships are you examining in your data: nominal comparison, timer series, ranking, part-to-whole, deviation, distribution, correlation? (see pgs. 65-68)
- Based on this, what kinds of graphs do you plan to use to visualize each relationship: points, lines, points+lines, horizontal bars, or vertical bars? (see pgs. 69-77, "summary at a glance" table on pg. 87)
Write/Compose (for Identify data visualization plans on Exhibit Analysis draft page assignment):
- On your Exhibit Analysis page, add to your notes/outline the graph/visual presentation technique(s) most appropriate for displaying your EA data (depending on the type of data you have & the conclusions you want to draw from it, based on Few reading)
- Review your copy of your project data, locate specific data and clean/format it so that it's ready to work on visualizing during class
BRING TO CLASS data collected so far for your project
(if necessary) continue data collection for research project

In Class: Designing Information Accurately & Ethically, workshop with Nicole Branch (University Library) and Brian Larkin (Academic Technology)

CTW LibGuide, from Nicole Branch
Piktochart Guide
Coolors.co Color Guide
Link to Piktochart
For tech assistance, please contact Brian Larkin at blarkin@scu.edu or x3588.
Week 5 -- Day 1 Slideshow

Week 5 -- Day 2 -- 2/7/2019

Homework: Writing about data

Read:
- Few "General Design for Communication", from Show Me the Numbers --> 'Organize the Data' section only, bottom of page 120-128 middle of page. Reading questions:
  - What techniques for prioritizing data are already part of the visuals you began work on Tuesday? Which do you need to add?
  - What accompanying written text is necessary to explain your visuals to readers?
Write/Compose (for Add visuals to Exhibit Analysis page & draft explanations of visuals assignment):
1. add exhibit text visuals from Tuesday's class to Exhibit Analysis page, located in intended order (for layout development)
2. add notes on the techniques you plan to use to group and prioritize your data, using principles from Few
3. add sequencing instruction notes to explain to readers how to navigate your exhibit text (if applicable), using principles from Few
4. add notes on what you plan to write about exhibit texts to explain what they show, using principles from Few
(if necessary) continue data collection for research project, document in Writing & Research Log

In Class:

Week 5 -- Day 2 Slideshow
other types of exhibit text
- Visuals:
  - photos/illustrations as exhibit artifacts (ATD piece, C's piece)
  - conceptual diagrams (C's piece, WPA piece)
- Written texts:
  - selecting & presenting argument-generating quotes
Principles of Exhibit integration, presentation, & interpretation (Few + Miller)
- Few's argument against pie charts (pg. 60)
Sample exhibit texts: presenting & writing about data
- 1. Exhibit Analysis, from Grit, Growth, & Grades: Investigating Mindset, Motivation, and Academic Achievement in Undergraduate Students at Santa Clara University
  2. Gender at Parties, from I Hate These Blurred Lines: How does gender dictate behavior at parties
  3. Analyses of Exhibits from Cultures and Ideas Class One, from Deep or Dull?: Investigating the Dynamics of Discussion in College Classrooms
  4. Exhibit Analysis, from RLCs or Dorms? page 1 & page 2
submit Drafting Plan for Shut up & Write draft due on 2/12

Week 6 -- Day 1 -- 2/12/2019

Homework:

Prepare for "Shut Up and Write" in-class workshop day: submit current URL draft to dropbox & bring to class draft of Exhibit Analysis draft including
- all exhibit sources you plan to use (exhibits may still need revision)
- a complete written draft of your analysis of exhibits (can be VERY rough)
- an agenda for what you want to have completed after the 100 minute class period: for example
  - 90 minutes of solid/uninterrupted revision time on exhibits or written text
  - talking through your draft with a peer or me to test ideas
  - specific feedback from a peer on your complete draft
  - some combination fo these, etc.

In Class:

Week 6 -- Day 1 Slideshow
agenda-setting: who wants to do what, matching up pairs for feedback, setting an agenda for what you'll accomplish during class period
workshop time, document progress in Writing & Research Log

Week 6 -- Day 2 -- 2/14/2019

Homework:

Peer Review draft of Exhibit Analysis due before class. Draft requirements: complete draft with revised/polished versions of all exhibits, written text, and design/layout. See Exhibit Analysis prompt for assignment criteria (which will be used for peer review feedback).
- Post link to your Exhibit Analysis draft + notes for what reviewers should focus on in their comments in this Google doc

In Class:

Week 6 -- Day 2 Slideshow
peer review workshop on Exhibit Analysis drafts
- peer review sheet --> share each completed sheet with author & me (jvoss@scu.edu) for Peer Review on 2/14/2019 assignment
Submit post-workshop revision agenda here

Week 7 -- Monday Bonus Day -- 2/18/2019

Exhibit Analysis final draft due at midnight on Monday

Week 7 -- Day 1 -- 2/19/2019

Homework: Research as Conversation

Write:
- Argument Source Topic Brainstorming: based on the conclusions drawn in Exhibit Analysis, identify 3-5 topics your argument sources should cover to set up the ongoing research conversation about your topic (submit to dropbox)
Read Greene "Argument as Conversation: The Role of Inquiry in Writing a Researched Argument".

In Class:

ARGUMENT RESEARCH WORKSHOP: MEET IN LIBRARY ROOM 203 (not regular classroom)
Week 7 -- Day 1 Slideshow (from Dr. Voss)
Learning Goal Checkin #2
Introduce Literature Review assignment & overview of schedule/process for this assignment phase
Argument source review
Argument Source/Research Literature Workshop, Nicole Branch
Link to Library Workshop Libguide: https://libguides.scu.edu/c.php?g=880289&p=6323624

Week 7 -- Day 2 -- 2/21/2019: Observation Day

Homework:

Read
- "Writing a Literature Review" University of Guelph Library, focus especially on steps 4-9 of the 'Nine Steps To Writing A Literature Review' section
- Swales "CARS: Creating a Research Space"
- review Greene reading from Tuesday
Bring to class 2 Argument sources (per person, not per group) from Tuesday's workshop that are part of a pattern/the same subtopic (see Step 5 from reading) and relevant to your project

In Class:

Week 7 -- Day 2 Slideshow
responding to Learning Goal Checkin #2
Review/synthesis of principles for argument setup via sources (Greene, BEAM, Swales), demonstration with marked-up sample article (viewbooks article)
- Hartley &Morphew "What's being sold and to what end: A content analysis of college viewbooks" -- CARS markup
Apply Greene/BEAM/Swales analysis to one of your sources: https://docs.google.com/document/d/11zmzK6TGC2ioMID0MKqCQK7c3baoHsVMVUNEdb2fABA/copy
Argument source conversation worksheet: https://docs.google.com/spreadsheets/d/1uin39pPVZSFLbSwu2O3hjRe3juDRe3zte3gdo7XPwGU/copy R

Week 8 -- Day 1 -- 2/26/2019

Homework:

Read Harvey, from Writing With Sources: A Guide for Students on the nuts and bolts of source use: "Sources of What?" from Ch. 1 & Ch. 2 "Integrating Sources"
Submit literature review outline/concept map, including
- all 5+ sources you plan to use, grouped into categories --> BRING SOURCES WITH YOU TO CLASS
- names for these categories identifying their unifying characteristics
- framing statement about the overall argument you're making about existing scholarship & how it relates to/sets up your project/findings

In Class:

Week 8 -- Day 1 Slideshow
citation styles: reference for citation style: Purdue OWL
Principles for source incorporation
- Techniques for source incorporation
- Signaling stance toward sources
Analysis of sample Argument source: add to your sheet from last week:
- Citation style article uses
- # instances each technique for source incorporation:
  - Summary
    
    Paraphrase
    
    Gist
    
    Mention
    
    Citation only
    
    Quotation
- Techniques for demonstrating stance toward sources: sentence structures, words, commentary, etc
- Links between stance & way lit review is framing existing research
work on lit review

Week 8 -- Day 2 -- 2/28/2019

Homework:

Literature Review Rough Draft due before class: complete draft
including all sources
including intro & conclusion
organized by topic
using your planned organization
using source incorporation techniques appropriate to your research conversation
including language that makes your stance clear
using citation style appropriate to your research conversation
bring to class your field data, Exhibit Analysis, Argument sources, Literature Review

In Class:

Week 8 -- Day 2 Slideshow
Self-Assessment of Literature Review Rough Draft:
- SUBMIT SELF-ASSESSMENT TO DROPBOX WHEN COMPLETE
Introduce Complete Project Portfolio assignments
- Return to Collaborative Project Work
- Final Project Checklist & Planning document -- due by end of day on 3/6
Introduce methods, results/discussion/conclusion principles from Swales
- IMRAD genre: evaluating what your sources look like: fitting into the generic conventions of your reserach conversation
Introduce Presentation of Findings &
- sign up for Presentation of Findings date -- link to sign up sheet

Week 9 -- Sunday Bonus Day -- 3/3/2019

Literature Review final draft due @midnight

Week 9 -- Day 1 -- 3/5/2019

Homework:

prepare for Presentation of Findings date -- link to sign up sheet
work on Complete Project Portfolio, document in Final Project Checklist & Planning document
Sign up for an optional final project conference during Week 10/finals week

In Class:

Week 9 -- Day 1 Slideshow
Learning Goal Checkin #3
- CTW2 learning goal from end-of-CTW1 learning reflection
- Group charter w/ learning goals from Project Planning documents
- Learning Goal Check-ins #1 and #2
Presentation of Findings day 1:
- see sign up sheet for schedule
Discussion board for Feedback on Presentations of Findings
Beginning CTW2 wrap-up:
- Permission to Use Student Work forms
- First Year Writing Prize
- Multimodal Prize flyer

Week 9 -- Day 2 -- 3/7/2019

Homework:

prepare for Presentation of Findings -- link to sign up sheet
work on Complete Project Portfolio
Sign up for an optional final project conference during Week 10/finals week

In Class:

Week 9 -- Day 2 Slideshow
Presentation of Findings day 2:
- see sign up sheet for schedule
Discussion board for Feedback on Presentations of Findings
introduce Writing & Research Learning FINAL Reflection
- Partner-based interview brainstorming for final learning reflection
Course evaluations

Week 10 -- Sunday Bonus Day -- 3/10/2019

Feedback Response Plan for Presentation of Findings due by midnight Sunday

Week 10 -- class cancelled for project work & optional conferences

Work with partner on Final Project Portfolio
Schedule for optional meetings with instructor on Complete Project Portfolio on Monday or Tuesday: see signup sheet

Finals Week

Optional instructor meetings on Monday, 3/18 -- see signup sheet
Complete Project Portfolio due Wednesday, 3/20 @ noon
Writing & Research Final Learning Reflection due Thursday, 3/21 @ noon
Consider submitting your final project for an award:
- Multimodal Writing Prize (due 4/12/2019) -- see English Department Awards page for more info & submission instructions
- First Year Writing Prize (due 3/22/2019) -- see English Department Awards page for more info & submission instructions