CM 220College Composition II

Unit 3: Primary Research: Listening to Experts

Sandra McDonaldGeneral Education, Composition

Kaplan University

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Good job with Unit 2 projects!

• All projects turned in on time have been graded and returned.

• The projects that scored the highest had:– A clear and specific thesis with “should” or “must” in it– A thoughtful research plan– An articulate pitch– Good APA

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Good job with Unit 2 Discussion!

• All Discussion posts have been graded.

• Posts that scored the highest had:– 4 research questions/answers and a provisional thesis– Thoughtful responses to 2 classmates– Good grammar and spelling

Remember there is no “i” in academic writing!

Be sure your posts use critical thinking.

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Late Discussion does not earn credit

• If you miss an important business meeting, you can go sit in the conference room but no one’s there to talk to.

• Dicussion is for the valuable give and take of ideas. Post early so you don’t run into Murphy’s Law later.

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Unit 3 Reading

• Introduction to unit on communication, writing and speaking, and listening skills

• Schamberger, M. (1997). Elements of quality in a qualitative research interview. S. A. Archives Journal, 3925. Retrieved from Academic Search Premier database.

• Cloud, J. (2010, November 29). Strike a pose. Time, 176(22), 61. Retrieved from Academic Search Premier database.

• Writing Center resources on primary and secondary research and interviewing

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Other Assignments

• Invention Lab: Select a speech related to your “big idea” to analyze

•  Seminar: Primary and secondary research, interview techniques, and listening skills, discussion of Gore and Rogers’ videos

• Tech lab: Creating websites (Kaplan optimal resume website builder, Google sites, Weebly, GoDaddy)

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Purpose of Unit 3 Assignments

• Discuss what constitutes effective communication

• Review effective listening skills• Prepare for the unit 4 project, which

includes an interview worksheet and discussion of 3 secondary sources

• Note: You do not have to conduct the interview, or, if conducted, use it as a source in your project, but this is a great chance to get interviewing experience!

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Selecting a Speech

• YouTube• The American Rhetoric• Douglass Archives of American

Public Address • My favorite: TED

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Selecting Speech on “Healthier School Lunches”

• Found article at USA Today.com about mom’s “Fed Up with Lunch” blog

• YouTube search for blogger Sarah Wu led to appearances on The View and a webcam interview

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Evaluating Communication

• Setting• Speaker’s appearance• Body language and eye contact• Word choice, tone, inflections• Organization of response• What isn’t said

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Understanding Context

• Everything is written (or spoken) to someone for some purpose. The email you send to your sister should be written differently than a proposal you send to a business client, and a speech delivered to a group of second graders would differ from the President speaking to Congress.

• Knowing the audience, purpose, and the context is vitally important to good writing and speaking. Ask yourself: – Why am I writing or saying this? – Who is my audience? – What am I trying to say?

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Writing vs. Speaking

• Writing only uses words

• Message must be clearly and correctly written to convey ideas

• Demonstrate competence by using Standard American English

• Speaking uses words, tone, gestures, facial expressions, posture, eye contact

• May be accompanied by visual aids (Power Point, etc.)

• Appearance is important!

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Invention Lab Response

• Analyze speaker’s effectiveness using concepts in this week’s reading

• Discuss context (would speaker be more or less effective in another setting/situation?)

• Demonstrate effective listening skills and discuss how they affected your interpretation

• Create 3 interview questions (open and closed) for speaker

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PRIMARY AND SECONDARY RESEARCH

Unit 3 seminar

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Primary Sources

“A primary source is a document or physical object which was written or created during the time under study. These sources were present during an experience or time period and offer an inside view of a particular event. Some types of primary sources include: ORIGINAL DOCUMENTS (excerpts or translations acceptable): Diaries, speeches, manuscripts, letters, interviews, news film footage, autobiographies, official records 

• CREATIVE WORKS: Poetry, drama, novels, music, art  • RELICS OR ARTIFACTS: Pottery, furniture, clothing,

buildings “ (“What is a Primary Source,” 2009).

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Examples of Primary Sources

• Diary of Anne Frank - Experiences of a Jewish family during WWII 

• The Constitution of Canada - Canadian History  • A journal article reporting NEW research or

findings  • Weavings and pottery - Native American history  • Plato's Republic - Women in Ancient Greece  • Interview with author about his novels

(“What is a Primary Source,” 2009)

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Secondary Sources

“A secondary source interprets and analyzes primary sources. These sources are one or more steps removed from the event. Secondary sources may have pictures, quotes or graphics of primary sources in them. Some types of secondary sources include: PUBLICATIONS: Textbooks, magazine articles, histories, criticisms, commentaries, encyclopedias ” (“What is a Primary Source,” 2009)

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Examples of Secondary Sources

• A journal/magazine article which interprets or reviews previous findings 

• A history textbook  • A book about the effects of World War I  (“What is a Primary Source,” 2009).

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Finding Secondary Sources

• Kaplan Library (see library presentation in Doc Sharing, as well as video on library home page)

• Google Scholar• Other databases with peer-reviewed

works• Newspapers and appropriate magazines• Sites like NPR and PBS

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Interviews

Is this a PRIMARY or SECONDARY source?• What are the benefits of conducting an

interview?• Is all interview information useful and

reliable?• How do you determine what information

is useful and reliable?• How would you choose an interview

subject?

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How to Conduct an Interview

1. Select interview subject 2. Prepare for interview3. Conduct interview4. Follow up

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Select Interview Subject

• Who would be a good source of information for your subject?

• How well known is this person? Is this person an expert on the subject?

• How do you locate this person? • How do you request and schedule an

interview?

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Preparing for an Interview

• Research your interviewee• Establish a goal or purpose for the

interview• Prepare questions in advance• Prioritize the questions

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Determining Questions

• Ask yourself: “What do I need to know?”• Write a list of things you want to find out• Write a list of research questions that will help

your interviewee discuss this information• Avoid biased questions: “Don’t you think we

could improve campus parking by building another parking garage?”

• Check the questions carefully to see if the wording could be offensive to your interviewee (“How to Conduct an Interview,” 2008).

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Open and Closed-ended Questions

• Yes/no questions can be answered with a simple yes or no. They may not be very productive or elicit much information. These are “closed-ended” questions.

• Ask open-ended questions when possible, which allow the interviewee to explain, clarify and defend an idea.

• Yes/no: Will you support the new tax increase?

• Open Ended: How will increased taxes benefit or hurt local businesses?

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During the Interview

• Be gracious and thank the person for his or her time.

• Respect this person’s time by being on time and prepared.

• Pay attention to what the person is saying and use the opportunity to ask follow up questions

• Take notes or record the interview (with permission)

• Stick to the subject but be flexible.

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Listening Skills

• When you interview or are the subject of an interview, listening is a very important skill.

• Look at your interviewee. We learn a lot from a person’s facial expressions, tone, posture, eye contact.

• How can YOU show you are listening and paying attention?

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Follow-up

• A follow up thank you note would be appropriate.• Transcribe your notes as quickly as possible after

the interview.• Give the interviewee an opportunity to review

the notes to be sure they are accurate.

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DEVELOPING QUESTIONS FOR AN INTERVIEW SUBJECT

Unit 3 seminar

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Unit 4 Project

• Describe the interviewee and reflect on why this person would be helpful for your research

• Discuss any research you have done on the topic

• Come up with three open-ended and three closed-ended questions and discuss your reasons for asking them

• Anticipate answers to questions• Come up with additional questions

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Selecting a Subject

• Topic: Creating healthier school lunches• Possible interviewee: Melody Turner, the

director of Food Services in Wilson County, TN

• Preparation for interview: Wilson County Food Services web site, articles in Health Source and ERIC databases in KU Library

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Possible Interview Questions

• Will improving nutritional quality of meals lead to better academic performance as well as healthier kids?

• Should all students be required to purchase school meals once these changes are made to ensure that everyone is eating healthier?

• Should schools be required to have a certain amount of fresh fruits and vegetables (not canned, frozen, or otherwise processed) in the meal plan?

• How can our local school district increase the nutritional value of meals?

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Your Turn

Whom would you like to interview and why?

What questions would you like to ask?What kind of information would you

like to get from the interview?How will you arrange the interview?

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