Week+10

Our focus for this week's class was on research paper writing. During class we discussed traditional and non-traditional approaches to research paper writing. We also looked at research paper writing guides that we found on the Internet, and we discussed how and if these guides would be helpful to our students.
 * __Week 10__**

In small groups, we discussed one of the assigned articles for this week and then reported back to the class. The following pictures of our chart paper show a summary of each of the three articles read for class and also highlight our thoughts and opinions regarding the alternative approaches to teaching research paper writing.
 * __Discussion of Readings__:**


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 * [[image:photo(3).jpg width="435" height="569" align="center"]] ||

The following is a list of the web sites we found that may (or may) not be helpful when teaching research writing in our classrooms:
 * __Research Paper Writing Guides__:**

http://homeworktips.about.com/od/papersassignments/a/sloppywriter.htm?p=1
 * Research Papers -- A Sloppy Writer's Guide**

[|http://people.southwestern.edu/~denman/wherber/intro.html]
 * A Traveler's Guide to Writing a Research Paper**

http://owl.english.purdue.edu/handouts/research/r_ressteps.html
 * Writing Research Papers: A Step-by-Step Procedure**

http://content.scholastic.com/browse/article.jsp?id=1610
 * Write a Winning Research Report**

http://www.aresearchguide.com/1steps.html
 * How to Write an A+ Research Paper**

http://owl.english.purdue.edu/owl/resource/545/01/
 * Creating a Thesis Statement**

As a step back for Week 10, we examined how our thinking about teaching writing, specifically a genre of writing, has changed over the past ten weeks. Students were asked to respond to the following prompt:
 * __Step Back__:**

I used to think (blank) about teaching (blank). Now I think (blank) about teaching (blank).

It is interesting to see how our thinking has evolved and our multiple perspectives about teaching writing. Listed below are our responses to the above prompt.
 * I used to think there was no way around formulas and error hunts in teaching formal writing. Now I think there are multiple ways around feedback and teaching grammar when teaching writing.
 * I used to think that writing teachers had to note spelling, grammar, and punctuation errors on any student writing they read. Now I realize that focusing on every little error can be overwhelming, counterproductive, and give students the wrong idea about revising (i.e. that it is just correcting errors).
 * I used to think that research papers were a very important process in learning writing and analytical skills. Now I think that creativity and inspiration create better topics and papers, but that the rules and monotony of research papers will always remain.
 * I used to think cynically about teaching creative writing because I didn't think it could show critical analysis. Now I think enthusiastically about teaching creative writing because even though critical analysis isn't explicit in it, you definitely need to analyze a text before you can write creatively.
 * I used to think that it is juvenile and not productive to teach narrative writing. Now I think that it is relevant and highly effective to teach narrative writing.
 * I used to think teaching English was only about literature, but now I think genres can be taught in writing and throughout the curriculum.
 * I used to think persuasive writing was so obvious to students. Now I think that it can't be because many students cannot persuade me just using a five-paragraph essay, so it must not be obvious.
 * I used to think there was only one way to approach teaching how to write research papers. Now I see there are alternative ways to go about it and options especially for middle school students.
 * I used to think poorly about teaching research writing (e.g. it was unimportant and not useful to students). Now I think highly about teaching research writing because I realized the alternatives do not achieve the same goal or offer students the chance to practice certain skills.
 * I used to think poorly about teaching research papers. Now I think it is possible to teach how to write research papers in a meaningful way. We can cut out the note cards, include MLA format, and create a better project.
 * I used to think the five-paragraph format was useful and in no way restricting. Now, after having to write my own piece and after reading the articles, I have realized it is limiting and challenging.