Group Work
Group Work
Group Work
Group Work
Group Work
Most of what we consider as writing takes place within institutional settings
(school, college, work, etc.).
When we write within institutional settings, we often work within tightly assigned
constraints. These constraints often take the form of strict formatting guidelines
(how to cite sources), word- or page-limits, even specific ways of
organizing/presenting data or content. This kind of writing is closely connected to
performance (grades, awards, etc.). Because we are socialized to write within
these constraints, we often think of writing as performative and feel anxious and
uncomfortable when we are invited to write as a way of discovery and learning.
For now, I, as a fellow writer and instructor, insist that you put away that anxious
self who is obsessed with getting it right right away. Lets write our research plan
as a way of discovery and learning. I promise you that it will be productive (even
fun!!)
For the next few weeks, you will collaborate with your group on a research
project. To do this, begin by re-reading the assignment sheet again. Consult the
brief blurb on page 1, then double-check deadlines (pages 1 and 2).
Once you have read the assignment sheet, brainstorm with your group.
1. Consider the various audiences of your research plan: Who will read it?
What will they do with it?
2. Consider the purpose of your research plan: Why are you writing it? In
this context, push yourself to think beyond this being a requirement.
Consider how your group, you, and other readers will benefit from your
research plan:
a. What will the plan help your group members do?
b. What will the plan help you do?
c. What will it help me do? Remember that I will be reading a draft of
your research plan and providing feedback.
3. Consider the genre of the research plan: What does it do? What does it
look like? What should it have to be considered a research plan (focus on
both words:
4. research and plan)?
Put your names before responding to the above 3 prompts.