WP3 The Secondary Research Project PDF

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Writing Project 3: The Secondary Research Project Background Practitioners in most disciplines and fields not only conduct primary research in some form or fashion, they also conduct secondary research. Secondary research allows researchers to discover, understand, and enter the discussions that generate knowledge. Conducting secondary research does not merely refer to collecting information and data from sources, however; it also includes managing that information and data in usable ways. This often takes the form of highly-structured research annotations. Secondary research annotations can help their creators and other researchers condense a vast amount of data and scholarship into smaller, more understandable pieces.

Purpose In this assignment, you will create two secondary research annotations. These annotations will help you to organize and think about secondary research that you have conducted and will use in your persuasive research project. The purpose of this assignment is to practice three important research writing skills: gathering, presenting, and analyzing secondary research.

Skills and Outcomes ● ● ● ● ● ● ● ● ●

Generate MLA citations appropriately formatted for each source (Knowledge of Conventions) Explain each source’s credibility (Rhetorical Knowledge; Critical Thinking, Reading, and Composing) Summarize each source (Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Knowledge of Conventions) Infer each source’s purpose (Rhetorical Knowledge; Critical Thinking, Reading, and Composing) Explain how rhetorical strategies operate in each source (Rhetorical Knowledge; Critical Thinking, Reading, and Composing) Infer each source’s location within a discourse community (Rhetorical Knowledge; Critical Thinking, Reading, and Composing) Critique each source (Rhetorical Knowledge; Critical Thinking, Reading, and Composing) Generate a claim about what impact each source has on your CRQ (Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Processes) Produce a finished text that meets length and grammatical expectations (Processes; Knowledge of Conventions)

Tasks *NOTE: Your Secondary Research Assignment should consist of two separate annotations (one for each source), and each source should be secondary research (for example, a scholarly journal article). The following tasks should be accomplished in each annotation. 1. Each annotation should be preceded by an MLA Works Cited citation that is appropriately formatted for the source. 2. Each annotation should explain the credibility of its source. In determining a source’s credibility, you might consider the author (are they a qualified authority?), the medium (is the source peer-reviewed?), and/or even the publication date (is the source out-of-date?). 3. You should summarize each source. As you consider what to include in your summary, remember to move beyond a simple statement of the main point or conclusion: show how the writer(s) arrived at their main point or conclusion. 4. Each annotation should include a statement of the source’s purpose. What is the author(s) trying to accomplish in the source and how do they seek to accomplish this? (NOTE: Purpose is different from main point.) 5. Each annotation should explain how rhetorical strategies are operating in the source. What structural strategies is the author using? What artistic appeals are helping them to achieve their purpose? (Remember that strategies are always directed at achieving a particular purpose with a particular audience.) 6. You should infer and describe the discourse community that each source is operating within/writing to, and you should make a judgment about what the source seems to be doing within that community. Does the source seem to be doing something new, attacking a long-help position, expanding a line of inquiry, clarifying an issue? How do you know? 7. You should critique each source. This critique can have a number of different approaches or targets. Is the reasoning good? Do the authors use data well? From a writing standpoint, is the source well composed? 8. Each annotation should conclude with a claim about what impact the source has on your CRQ. Does the source clarify issues for you, provide validation or confirmation, complicate your approach? In short, how does the source affect your research/work? 9. Annotations for secondary sources may vary, but a detailed annotation should be at least 350 words in length (so your total Secondary Research Assignment should be at least 700 words in length). Each annotation should also be consistently grammatical to an extent that syntax does not obscure semantics (a reader who is proficient in English can read each annotation without confusion due to grammatical issues).

Criteria for Success In the following pages, you will find the criteria for success for this project’s tasks. You will use this rubric when you evaluate your final draft, but you should also think of it as a guide to use throughout the writing process.

Secondary Research Project Rubric 1 = needs significant work, 2 = needs some work, 3 = satisfactory, 4 = excellent

Criteria Task: Each annotation is preceded by an MLA Works Cited citation that is appropriately formatted for the source Outcomes: Knowledge of Conventions Task: Discusses each source’s credibility Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing Task: Summarizes each source Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Knowledge of Conventions Task: Takes a stance on each source’s purpose Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing Task: Provides strategies from each source and explains how those strategies might work with each source’s audience Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing Task: Situates each source within a conversation, community, genre, or discipline Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing Task: Critiques each source Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing Task: Each annotation discusses the impact of the source on the writer’s CRQ Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Processes Task: Meets length and grammatical requirements Outcomes: Processes; Knowledge of Conventions

Individual Criterion Levels

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Task: Each annotation is preceded by an MLA Works Cited citation that is appropriately formatted for the source Outcomes: Knowledge of Conventions 4: Excellent

Levels of Achievement

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3: Satisfactory

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2: Needs Some Work

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1: Needs Significant Work

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Task: Discusses each source’s credibility Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing 4: Excellent

Levels of Achievement

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3: Satisfactory 2: Needs Some Work

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1: Needs Significant Work

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Task: Summarizes each source Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Knowledge of Conventions 4: Excellent

Clearly and concretely discusses each source’s credibility Discusses each source’s credibility Ambiguously discusses each source’s credibility Does not discuss each source’s credibility

Levels of Achievement

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3: Satisfactory

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2: Needs Some Work

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1: Needs Significant Work

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Task: Takes a stance on each source’s purpose Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing 4: Excellent

There is no more than one error pattern in sources’ citations There are no more than two error patterns in sources’ citations There are no more than three error patterns in sources’ citations There are four or more error patterns in sources’ citations

Each source’s summary is clear and well-focused Each source’s summary is generally clear but lacks some focus Each source’s summary is somewhat ambiguous and unfocused Sources are not summarized

Levels of Achievement

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Takes a well-defined stance on each source’s purpose

3: Satisfactory 2: Needs Some Work

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1: Needs Significant Work

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Task: Provides strategies from each source and explains how those strategies might work with each source’s audience Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing 4: Excellent

Levels of Achievement

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3: Satisfactory

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2: Needs Some Work

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1: Needs Significant Work

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Task: Situates each source within a conversation, community, genre, or discipline Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing 4: Excellent

Provides two or more strategies from each source Clearly explains how those strategies might work with each source’s audience Provides one or more strategies from each source Explains how those strategies might work with each source’s audience Provides at least one strategy from each source Ambiguously explains how those strategies might work with each source’s audience Does not provide any strategies from each source Does not explain how those strategies might work with each source’s audience

Levels of Achievement

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3: Satisfactory

Takes a stance on each source’s purpose Takes an ambiguous stance on each source’s purpose Does not take a stance on each source’s purpose

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Clearly situates each source within a conversation, community, genre, or discipline Clearly explains what the source is doing in that conversation, community, genre, or discipline Situates each source within a conversation, community, genre, or discipline

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2: Needs Some Work

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1: Needs Significant Work

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Explains what the source is doing in that conversation, community, genre, or discipline Ambiguously situates each source within a conversation, community, genre, or discipline Ambiguously explains what the source is doing in that conversation, community, genre, or discipline Does not situate each source within a conversation, community, genre, or discipline Does not explain what the source is doing in that conversation, community, genre, or discipline

Task: Critiques each source Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing 4: Excellent 3: Satisfactory 2: Needs Some Work 1: Needs Significant Work

Levels of Achievement

Task: Each annotation discusses the impact of the source on the writer’s CRQ Outcomes: Rhetorical Knowledge; Critical Thinking, Reading, and Composing; Processes 4: Excellent

Levels of Achievement

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3: Satisfactory

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2: Needs Some Work

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1: Needs Significant Work

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Task: Meets length and grammatical requirements Outcomes: Processes; Knowledge of Conventions

Clearly critiques each source Critiques each source Ambiguously critiques each source Does not critique each source

Clearly discusses the impact of each source on the writer’s CRQ Discusses the impact of each source on the writer’s CRQ Ambiguously discusses the impact of each source on the writer’s CRQ Does not discuss the impact of each source on the writer’s CRQ

Levels of Achievement

4: Excellent 3: Satisfactory 2: Needs Some Work 1: Needs Significant Work

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Meets length requirements There are little to no grammatical issues Meets length requirements There are some grammatical issues Meets length requirements There are significant grammatical issues Does not meet length requirements AND/OR Grammatical issues interfere with the reader’s comprehension of the text...