The Path from Information to Skill

Tabula Rasa

The beginning. No first-hand information. The only information about the subject is what has been heard in passing, and that has not been verified.

Example: Red Riding Hood is a fairy tale about a little girl in the forest. She might have laser vision and know kung fu.

Barrier: Does not try to find out information on own. Expects someone will tell what is important to know about something and blindly trust that information.

Breakthrough: Engage with information. Don't wait to be told the answer, search out the information.

Information

The facts, snippets of information like the meaning of key words (the ones in bold in textbooks), names of characters, description of events.

Example: Red is a girl with a basket of goodies for Grandma. The Wolf is hungry living in the woods. Grandma lives in the woods. The Wolf eats Grandma and Red.

Barrier: Cannot move past the snippets. In "Spark Notes" mode. Still expecting to be told what's important. Not fully engaged.

Breakthrough: Do not skim for information. Important parts won't "jump out" at you. Look at it as a whole instead of for the pieces. Slow down!

Knowledge

The bigger picture, the sequence and overt message, what the author's point was. The whats and the hows.

Example: Red talks to the Wolf, giving him the idea to eat both Grandma and Red. He exploits Red's willingness to talk and makes a trap for her. The author is sending a message about not talking to strangers because they are dangerous.

Barrier: Can only summarize. Can't move beyond presented facts, the obvious point, or the author's point.

Breakthrough: Slow down even more! Ask why at every opportunity. Make notes. Look beyond what was said for what has NOT been said.

Understanding

The deeper picture, how pieces fit together to mean something more. Asks questions and looks for hidden messages, makes connections between things that don't seem connected. The whys.

Example: The Wolf, Red, and Grandma are all connected in some way. They mean something more as a whole than apart. Why doesn't the Wolf eat Red right away? Why pretend to be Grandma? Why does Red take off her clothes before crawling in bed with the Wolf? Why the big eyes, big hands, teeth, etc?

Barrier: Can ask the questions, but cannot formulate own answers, or cannot justify the reasons behind their connection. Must be told what the deeper meaning is instead of creating and articulating it on their own.

Breakthrough: Get creative in making connections; be wild and crazy with the ideas. “If at first the idea is not absurd, then there is no hope for it.” –Albert Einstein. Test connections with logic and reason using evidence from within the source(s). Be aware that there is not a single answer or even a "right" answer, but the answer you can articulate and support after it survives your tests.

Skill

Your own point, using every previous stage to see the pieces in a new way. Independently form new understandings, that advance the whole discipline.

Example: The Wolf is a sexual predator. He deceives his victims, lulling them into safety before he attacks and rapes them (devours them). However, Red was willing because she took off her clothes voluntarily.

On the way to developing a skill, any skill, you will fail. Often. You will become discouraged at points, but you will never reach the skill if you do not continue to thoughtfully try. Look at failures as an opportunity to discover what went wrong. Understand the error, correct it, and resume the path to new skills.

Mastering a skill is simply the result of correct practice, experience, dedication, and more failure. “I have not failed. I've just found 10,000 ways that won't work.” –Thomas Edison

Using Assignment Template

Click to go to Assignment Template Download Page. Follow the instructions on that page to install the template. You can open the template by double-clicking it (if you’ve installed it in your template folder, you can find it by starting a new document and selecting my templates).

Click on ID#, Class Handle, and Response # and make your selection (hints appear above selections. Click on the title area, and type in your own title. After this, click below the title and type in your assignment.

 

When finished with your essay, click on Save As (not Save). The file name is automatically put in. Make sure that the save as type is a Word Document (*.docx). Click the Save button, and you’re done.

Research Workflow

Research Pitches

You will pitch three different Wikipedia articles as potential topics for your research paper. The pitch topics must be about some kind of technology (the theme of the class). Make sure that your pitches are not too broad. Always look for the most specific sub topic within the main topic. For instance, video games are far too broad of a subject. Video games as an educational tool is much more specific.

The research pitches are a mandatory assignment. You will not be allowed to do the next assignment (the research proposal) until you have received approval on at least one of your pitched research topics.

Research Proposal

After being approved for at least one pitch topic, move ahead with the proposal. The proposal is an in-depth study of your Wikipedia article. Thoroughly know the general aspects of your subject, and convey that expertise to the reader.

More importantly, you will need to understand what the potential issues and arguments are for your chosen topic. You don’t need to pick an argument yet (in fact, you shouldn’t), but you do need to be able to express an understanding of the issues, the sides, and the stakes regarding your topic.

Caveat: The issues are more complex than for or against an issue. There are always, always exceptions and conditions. Find the issues. Define the circumstances and exceptions, and provide your reasons. Look to create your own side of the issues.

Like the pitches, proposals are mandatory. You cannot move forward until you have done the proposal. The comments and questions from my feedback are the basis of the Defense.

Defense

Taken from the term used by graduate students with their theses and dissertations, this is a one-on-one meeting with me. The goal of the conversation is to assure me that you know where you are going with your topic, and to flesh out the potential issues and arguments regarding your topic. Your graded proposal will have questions or requests by me to help you prepare for the defense.

Annotated Bibliography

After you have finalized your topic and know the issue you want to examine, you need to find sources. At this level, Wikipedia is no longer acceptable. You need real and credible sources. In the annotated bibliography, you will summarize the important details and look critically at one or two issues regarding the sources: compare them to one another, examine the source’s authority, or its specific audience.

By the end of the annotated bibliography, you must be well-read on the subject, almost an expert. You’ll know the important players, what’s currently going on, and where it’s headed. Now, refine your argument to a specific thesis statement. The best argument is the one you create. Be original; don’t rely on existing arguments.

Research Paper

The big enchilada. This is the culmination of all your work. You will not rely on existing positions for arguments. You will make your own position where you propose ideas and solutions to the issue you’ve researched. The paper is formal, exact, and meant to be read by the true experts of the field.

Imagine your specific audience. They can be other scholars, government officials, heads of corporations. This is your time to impress them with your ideas. The goal is to gain acceptance, for these people to recognize the worth of your argument, and take action. This is your application to become an expert yourself.

Research Basics

Few words bring as much dread to students as “research paper.” The comic relates the stress involved.

            The fault comes from lectures of plagiarism, citations, more plagiarism, and finding a requisite number and specific types of sources. Let’s not forget the desperate midnight searches on the internet to find something that can be included into the paper before it’s due at 9:00 am (hence the coffee in panel 3).

            But this doesn’t have to be stressful and fill you with dread. Research is not just for academics. We do research every day without thinking about it: looking something up on a search engine, consulting a dictionary, asking a friend about a good movie, reading product reviews on Amazon. Research is about finding good information and learning.

Your friend’s movie recommendation

            If your friend said the latest action movie was “meh,” would you consider seeing it? You trust your friends, but is she reliable when it comes to action movies? She likes “slash ‘em up” horror movies more than anything, and rarely sees action movies. Maybe she wanted more people to die. Maybe it wasn’t gory enough. You have to question how she evaluated the movie. What criteria did she use?

Amazon product review

Reviews include a star-rating, a snapshot that tells you (relatively) how good the product is. It also tells you how many people have given it reviews. If 500 people average out to a 2-star review, you’re not likely to buy it. However, if those same 500 averaged out to 4.5 stars, you’d really consider buying it. Even 500 reviews have limited value if all they’ve written is “I liked this product.” And they’re anonymous. Can you trust them? What about their criteria?

Hearing from experts

When the people from Consumer Reports Magazine review a product, they will go into detail and talk about the product, and the ways they tested it out (their criteria). It’s literally their job; they have training and lots of experience. But their expertise has to relate, too. A Ph.D. in biology has no expertise in recommending what car to buy. Ask mechanics.

The best research

            Research doesn’t have an easy, silver bullet solution. When you have a large number of experts (in the appropriate field) who use the same criteria all say the same thing, you can rely on the information. Scientists operate this way. One group performs an experiment and publishes their results. Other scientists don’t accept blindly, they question and challenge to see if they get the same result. They do this over and over until they’re convinced that what the first group discovered is factual. They even question their own results when it’s what they want to see. They’re never finished; they’re ready to change their minds when more research changes things.

English classes

            As students, your first exposure to research isn’t in science classes, but in English, which is actually appropriate. Before scientists perform any experiments, they first have to read all the information out there already. They must research what other people write. They ask questions. They learn about the subject until they become experts themselves; they evaluate and challenge what they are reading. After all of that, they write.

             Research is not about finding the answer. It’s about learning enough to become an expert and make a contribution. Maybe you join one side, preferring their answer. Or the opposite side. Or maybe, and this is the best part, you create a new side. No matter what, you’re adding your voice and expertise to the discussion.

Formal research

            This isn’t about research dressed in a tuxedo or ball gown. It’s about the form, the specific shape of how research is presented. Just as those scientists follow the same criteria in their experiments, formal research is a set of standards to follow. By following these standards, you are making a statement to others that your research is quality, your voice is worth listening to, and you have something valid to contribute. This is where styles of citation, quality of sources, and rules regarding plagiarism come in. They can be tedious, but the ensure that your research is quality.

Anatomy of Assignment Sheet

Example Response with Comments

 

Page 1

Page 2

How to Critique an Essay (In order of Importance)

When critiquing a piece of writing, the goal is to offer up feedback, which means to flag errors and offer comments. Editors and proofreaders point out errors, but it is up to the writer to make the corrections.

Likewise, your job is to only point out errors and offer comments on correction. So when you critique, use your word processor's (Word, GoogleDocs, etc.) comment feature to add comments to the writing. Be as detailed as you can as to why what you're flagging is wrong, and how to make corrections. But your job is not to fix the errors for the writer.

Check the format

• This is fundamentally the most important part of a critique. Professors, employers, and even book publishers ask for writing to be formatted according to their instructions. Incorrect format demonstrates that the writer cannot follow directions. If the format is incorrect, no one will read the essay.

Requirements

• Requirements can focus on the specific subject matter, what goes into the introduction, the use of citations, specific word choices and vocabulary to include. Review and check off each requirement.
• Length: If an essay needs to be X number of words, it must be at least X number of words. An essay that needs to be Y pages long must completely fill Y pages. Even one line or one word missing is incorrect.

Logic

• The writing must make sense. If something doesn’t make sense to you as the critiquer, then it won’t make sense to the average reader. You need to point this out to the writer. Don’t assume that the writer understands it, and that you missed something. Point it out.

Fact Check

• Whenever a quote or fact is offered, it must be checked. One incorrect fact makes all others suspect, and destroy a writer’s authority on the subject. Double-check all facts, especially statistics, dates, and names.

Grammar & Punctuation

• While not a dealbreaker, readers cannot take a writer with poor grammar and punctuation seriously. They can also misrepresent the point or confuse readers.

Checklist

Format
Font	Set font for entire document to Times New Roman 12 pt.
Title	Title must relate to essay's argument.
Spacing	Set line spacing to double spaced (2.0).
Margins	Set all margins to 1 inch.
Indent	Indent the first line of all paragraphs.
Other	Other formatting as specified by instructor
Required
Length	Verify word count or page count (to the end of the page).
1st & 2nd POV	Remove 1st & 2nd person POV pronouns as specified.
Support	Include appropriate quotations and paraphrases as specified.
Citations	Include citations of requested style for quotations and paraphrases.
Other	Other requirements as specified by instructor.
Logic
Ideas	Paragraph topic sentences contain main argumentative ideas.
Progression	Logical progression of idea and support sentences through paragraph.
Organization	Logical grouping of paragraphs reflect main ideas.
Statistics & Dates	Verify all statistics and dates referenced.
Names	Double-check the spelling of all names.
Context	Ensure facts and quotations are not misrepresented in essay.
Grammar
Fragments/run-ons	Eliminate sentence fragments and run-ons.
Clarity	Make sure sentences are clear and free of awkward constructions.
Passive Voice	Use active voice verbs whenever possible.
Spelling	Check spelling, homophones, definitions, and ensure word choice.
Punctuation
Commas	Commas with coordinating conjunctions, in a series, dates, etc.
Apostrophes	Apostrophes used correctly for possession and contractions only.
Quotation Marks	Opening and closing marks placed next to their words.
Question marks	Eliminate most rhetorical questions
Exclamation Points	Eliminate exclamations from formal writing

Brainstorming

Brainstorming is a way to generate ideas for writing. They help put thoughts to paper and help writers work through the process. This can take the form of freewriting, mind mapping, outlining, or other prewriting activities. Often people internalize a crucial step to brainstorming: asking questions.

 Brainstorm in-depth questions instead of topics

• Start with a broad, easy to come up with question:
• “What about ___?” or “What is ___ about?”
• “What is the nature of ___?”
• Question cannot be answered with yes or no.
• Ask how, why, and what questions that explain things
• Ask the question even if you know the answer
• Ask deeper follow-up questions
• Connect related questions to one another
• Overlap is expected don’t worry about precise organization.
• Keep asking questions until there aren’t anymore
• Don’t stop no matter how many questions there are.
• When the questions run out, it’s time for answers.
• Research and then write in answers to questions 

When you’ve written in your answers, you can start refining the brainstorm. Shift the focus from the broad question to one of the related questions. The answers will form a rough outline for a paper. Since all answers will lead back to the answer to the broad question that is your thesis statement.

Consider the examples using “Red Riding Hood”

Outline Format Brainstorm

What is the nature of the wolf?
I.    Why is he in the woods?

A.    Why is he alone?
B.    Why does he go to Grandma’s?
C.    Why does the wolf first talk with Red?

i.    Why does he talk to Red later?
ii.    Why do both talk about  hands/eyes/teeth?

II.    What kind of animal is the wolf?

A.    Why isn’t he more like an actual wolf?

i.    How does the wolf fit in with society?

a.    What is the nature of the society?

1.    How do Red & Grandma fit in society?

III.    What does the Wolf want?

A.    What desires does the Wolf have beyond hunger?

i.    What other types of appetites might he have?

a.    What emotions does the Wolf display?

1.    Why does the Wolf have emotions?

IV.    What is odd about the Wolf’s behavior?

A.    How can the Wolf talk?

i.    How intelligent is the Wolf?

a.    How does the Wolf know a shortcut through the woods?
b.    How does the Wolf know to deceive Grandma & Red?

Research Pitches & Proposals

Topic selection

Choose a topic that fits the scope of your assignment. Too broad and you will never be able to adequately deal with the real issues. Too narrow and you will end up repeating yourself endlessly. Look for these in your Wikipedia article:

• articles with 20-80 references.
• articles 3-10 pages long (excluding references).

Pitches

A pitch a very short (2-3 sentences) way of convincing someone that you should be allowed to pursue a project. Your pitch should talk about:

• what aspects interests you about this topic
• why this topic is important (or why more research needs to be done on it).

Example: Space elevators provide a way to reach space for a fraction of the current cost. Space elevators will further the cause of space exploration, and provide a way for everyday citizens to reach the stars.

Proposals

A proposal informs the reader of a specific topic, illustrates the writer’s expertise, and illuminates the issues surrounding the topic. Include the following parts in your proposal:

• Background: Introduce the topic by hitting the major points.
• Expertise: Go in-depth, demonstrating a thorough knowledge. Detail specific aspects, and why they’re important.
• Issues: What are the different sides (more than two!)? What does each side want, and why? What are the stakes? What happens if a side doesn’t see success for their view?
• Works Cited: Cite your sources as instructed.

The Realities of a Space Elevator (Example Proposal, yes, you must create a title)

            The concept of a space elevator was first proposed in 1895 by Konstantin Tsiolkovsky as a structure like the Eiffel Tower. The idea underwent a radical change in 1959 when Yuri N. Artsutanov proposed a counterweighted cable design. This changes the concept from a compression structure—like most buildings—to a tethered structure—-like a taut rope. Rockets currently cost from $4,300/kg to $40,000/kg per launch, whereas the predicted cost of a space elevator would be $220/kg (“Space Elevator”).

            The main construction problem of the elevator has always been the material. Up until the recent inventions of carbon nanotubes and the stronger diamond nanothreads, no material has been able to bear the weight of the cable itself. The cable will need to “reach a geostationary altitude of 35,786 km (22,236 mi)” (“Space Elevator”)—roughly a trip around the world—without snapping. Longer cables have also been proposed to aid in deep space exploration.

Not only must the cable bear its own weight, it must bear the weight of the elevator car (called a climber) as well. These climbers will be quite large and heavy as they have to transport equipment as well as people, be able to make the climb in a reasonable amount of time, and have the power to make the climb. Unlike a normal elevator ride, a climber traveling “at the speed of a very fast car or train of 300 km/h (190 mph) it will take about 5 days to climb to geosynchronous orbit” (“Space Elevator”). Climbers will also need an efficient power source to make the journey

            Space elevators must also have mechanisms in place to deal with potentially catastrophic events such as: weather, satellites, corrosion, radiation, and vibration, just to name a few (“Space Elevator Safety”). Mechanisms such as these add complexity to an already complicated project, and a failure at any point will likely destroy the entire elevator, resulting in the loss of the financial and time investment, the services of the elevator as a way of reaching orbit, and human lives.

Many challenges surround this technology, all of which prove a barrier to it ever being developed. With concerns of the cost of development, safety, legal implications, and military considerations, space elevators have a lot to overcome. Politicians don’t consider it a practical consideration especially with legal and international concerns. Scientists think it is the only practical consideration given the prohibitive costs of rockets. The general public considers the elevator a waste of money given the huge initial cost. The public’s growing disinterest in all things space related also means that expensive rockets will also be cut, so the long-term cost savings doesn’t matter to them. But there is a reality to consider. Consumer electronics have a growing dependency on satellite connectivity, so a low-cost option is necessary for the future. The public and politicians will need to find common ground with the scientists’ desire for space exploration at a reasonable cost. The space elevator may be humanity’s next great construction project, like the pyramids or the Colosseum.

Works Cited (this will be on a separate page for your proposal)

“Space Elevator” https://en.wikipedia.org/wiki/Space_elevator

“Space Elevator Safety” https://en.wikipedia.org/wiki/Space_elevator_safety