CM 220 Unit 3 Seminar

Prof. Ian ClaytonGeneral Education,

CompositionKaplan University

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To do in Unit 3

• Reading:– Introduction to unit– Interview & Research Tips (Doc Sharing,

Guide to Successful Writing, ch. 11)– Schamberger, M. (1997). Elements of quality

in a qualitative research interview. S. A. Archives Journal, 3925. Retrieved from Academic Search Premier.

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

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To do in Unit 3, cont’d

• Invention lab (aka Discussion Board):Reflection on Senate hearing videos from Fred Rogers and Al Gore

• Seminar:Our seminar this week will focus on:– conducting research– interviewing, and, time permitting,– critical thinking and logical fallacies.

• Tech Lab:Creating websites to get your Big Idea to the public

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Finding source material

• Be alert for bias• Know where to search for information• Read sources carefully• Using research to support your position

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Conducting research

Very important that sources offer reliable information. Things to look for:

• Author’s name and credentials. Can you trace the writer? Is he/she an expert in the subject matter?

• Peer-review: Many professional publications require that experts review the material first.

• Professional, objective tone: Sarcasm, name-calling, and negativity are clues to unreliability.

• Documentation: Does the article/book tell you where the information came from, so you can check it yourself?

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Spotting bias:Bias, by itself, is not necessarily dangerous, and in

fact can be almost impossible to avoid. But you should be alert for it, so you compensate for it.

• Websites: – .org: may have an agenda. For instance, norml.org

promotes marijuana legalization. us-english.org promotes making English the official language of the US.

– .gov: likely to be reliable and neutral (but no guarantee!)– .com: you’re in the wilderness here: keep your eyes open.

• Look at both sides: NORML has some great ideas and info. But you’re only going to see one side of the issue. Look elsewhere for the opposing view.

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Places to look for info:The KU Library subscribes to several excellent

databases. Academic Search Premier: Multi-disciplinary database of peer-reviewed publications.

• Business Source Complete: Like ASP, but focused on business and economics.

• CINAHL Plus: Nursing and health research DB.• ERIC: Focuses on education-related materials. • Newspaper Source: Full text for 230+ newspapers.• Also useful: GoogleScholar.com, an Internet search

engine restricted to peer-reviewed sources.

• Many, many others!

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Using source material:Be an active, alert reader:• Read twice: Complex arguments may be hard to

understand fully the first time through. • Ask questions: What can I learn from this source?

Why was it written? What is the writer’s agenda? • Take notes: If you find interesting info, underline

it, highlight it, or make a note. • Keep track of sources: YOU are responsible for

crediting your sources. You should note down the source of every fact, idea, or statistic you use in your own paper so you can cite it--no exceptions.

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Use research to support your points:

• Remember that you are the author of your paper. • That means that the information you use should

illustrate your points, not vice-versa. • Make your point, then use a quotation or key fact

to support it. • The reader should never be left to wonder why

some particular fact or quotation has been included.

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An example passage:In the following paragraph, note that:• The topic sentence presents a general claim. • This claim is followed by more specific claims, all

made by the author of the paper. • These claims are backed up by supporting

information from references, including quotations.

• Supporting information invariably follows a claim made by the paper’s author.

• Quotations do not introduce the point, but rather illustrate it.

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The topic sentence is very general: Society must shoulder some of the blame as well. We live in a culture

that places a great deal of significance on physical attributes. It is all about a more youthful, more attractive appearance and plastic surgery can often be seen as a quick fix solution. Plastic surgeons Mary H. McGrath, MD, MPH and Sanjay Mukerji, MD describe plastic surgery "as a way to gain a competitive edge” (Mann, 2001). Society is sending a message that more value is placed on women who are thinner and younger looking. Ann Kearney-Cooke, psychologist, stated, “the increase in cosmetic surgery among adolescents reflects a pernicious trend that pervades popular culture: the glorification of rail-thin, large breasted women … an unnatural body type rarely achievable without surgery” (Boodman, 2004). In fact, plastic surgery has become so acceptable that many girls are receiving breast implants and liposuction as birthday presents or graduation gifts. The American Society for Aesthetic Plastic Surgery (ASAPS) reported that from 2002 to 2003, the number of girls who got breast implants, aged 18 and younger, almost tripled from 3,872 to 11,326 (Boodman, 2004).

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More specific claims follow: Society must shoulder some of the blame as well. We live in a culture

that places a great deal of significance on physical attributes. It is all about a more youthful, more attractive appearance and plastic surgery can often be seen as a quick fix solution. Plastic surgeons Mary H. McGrath, MD, MPH and Sanjay Mukerji, MD describe plastic surgery "as a way to gain a competitive edge” (Mann, 2001). Society is sending a message that more value is placed on women who are thinner and younger looking. Ann Kearney-Cooke, psychologist, stated, “the increase in cosmetic surgery among adolescents reflects a pernicious trend that pervades popular culture: the glorification of rail-thin, large breasted women … an unnatural body type rarely achievable without surgery” (Boodman, 2004). In fact, plastic surgery has become so acceptable that many girls are receiving breast implants and liposuction as birthday presents or graduation gifts. The American Society for Aesthetic Plastic Surgery (ASAPS) reported that from 2002 to 2003, the number of girls who got breast implants, aged 18 and younger, almost tripled from 3,872 to 11,326 (Boodman, 2004).

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Quotations, statistics support those claims:

Society must shoulder some of the blame as well. We live in a culture that places a great deal of significance on physical attributes. It is all about a more youthful, more attractive appearance and plastic surgery can often be seen as a quick fix solution. Plastic surgeons Mary H. McGrath, MD, MPH and Sanjay Mukerji, MD describe plastic surgery "as a way to gain a competitive edge” (Mann, 2001). Society is sending a message that more value is placed on women who are thinner and younger looking. Ann Kearney-Cooke, psychologist, stated, “the increase in cosmetic surgery among adolescents reflects a pernicious trend that pervades popular culture: the glorification of rail-thin, large breasted women … an unnatural body type rarely achievable without surgery” (Boodman, 2004). In fact, plastic surgery has become so acceptable that many girls are receiving breast implants and liposuction as birthday presents or graduation gifts. The American Society for Aesthetic Plastic Surgery (ASAPS) reported that from 2002 to 2003, the number of girls who got breast implants, aged 18 and younger, almost tripled from 3,872 to 11,326 (Boodman, 2004).

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Interviews

• 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?

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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 a Subject

• Which individual would be a good source of information about your topic?

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

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

interview?

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Prepare for the Interview

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

interview• Prepare questions in advance• Prioritize the questions

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Generating Questions

• Ask yourself: “What do I need to know?”• Write a list of things you want to find out• Write a list of 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.

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Asking Questions

• Yes/no questions can be answered with a simple yes or no. They may not be very productive or yield much information.

• Ask OPEN ENDED QUESTIONS, questions that allow the interviewee to explain, clarify and defend an idea.

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

• Open Ended: Why do you [not] support the new tax increase?

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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.

• Demonstrate that you are listening and attentive.

• Take accurate notes or record the interview (with permission!).

• Stick to the subject but be flexible.

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Listening Skills

• During interviews, active listening is a very important skill.

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

• Make eye contact. We learn a lot from a person’s facial expressions, tone, & posture.

• Ask follow-up questions.

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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. This is important! No one wants to be misrepresented, even by accident.

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Your Turn

• Whom would you like to interview? Why?

• What questions would you like to ask?

• What information are you seeking?• How will you arrange the interview?

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