PACT for Researchers Nathalie

PACT and Reading Like a Researcher Effective research-based writing begins with strategic reading practices—such as PACT The reasons why we read a document change the way we read (think Purposes and Conventions). For instance: Professors/committee members often read to gauge learning, to guide progress, and/or to evaluate. Many other readers are looking to future contexts—the viability of the project (including funding); the way it recognizes and extends existing work; potential applications and collaborations; etc. Developing critical reading skills (e.g. applying PACT) will improve your ability to join the conversation. Nathalie

Applying PACT to Organize Ideas Purpose Clearly state your research question/hypothesis. Explain your contribution to the field, in other words how/why your research is important. Make sure every idea, sentence, and word in your paper speaks to your purpose. Audience Respond to your readers’ expectations (e.g. format, style). Think about potential differences between your purpose and your readers.’ Anticipate your readers’ level of knowledge and understanding of your subject. Conventions Follow directions. A journal will likely tell you how they want their articles formatted and cited (see Audience above). Consider where/how to notice & use contentions. Polish your drafts. Even a few errors can elicit a negative response from readers. Trouble Spots Have you shown your readers that you are credible? (e.g. IRB approval, grant funding, thorough but concise literature review) Have you provided cues in your writing to keep your reader on track? Have you anticipated obstacles? What could get in the way of your message? Laura

From Research to Synthesis to Lit Review

Initial Steps. . . . Our goal today Ask a Question Explore Sources Choose several Summarize and annotate Sort into a matrix Review (and more research?) Organize. . . . Our goal today

Patterns as Outline Headings Intro: research question and what prompted the interest Main idea/pattern 1 (e.g. “communities”) Faigley-Miller-Regli (in what order?) Main idea/pattern 2 (e.g. “goals & frameworks”) Faigley-Miller-Regli-Wickham (in what order?) Main idea/pattern 3 (e.g. “strategies”) Conclusion: answer the question; call for more?

Some other ways to outline. . . . Jon Franklin’s 5-sentence outline: use noun-ACTION verb-noun sentences to plot the arc of your [research] story Identify the problem or conflict (N-V-N) Intervening step (N-V-N) Identify the resolution (N-V-N)

noun--ACTION verb—noun Outline YOUR Project in 5 sentences noun--ACTION verb—noun Identify the problem or conflict Identify an intervening step Identify the resolution

Or try a diagram . . . .

Or try a traditional outline, but fill in some details. . . . Introduction Write a few bullets or a paragraph Methods Results Discussion Conclusion

Minute Paper What is the most significant thing you learned today? What question is in your mind as we finish today’s workshop? Nathalie