1. CM 220 College Composition II Unit 3: Primary Research: Listening to Experts
Patience Robinson-Campos
General Education, Composition
Kaplan University

2. 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, 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

3. 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)

4. 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!

5. Selecting a Speech YouTube The American Rhetoric
Douglass Archives of American Public Address

6. 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

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

8. Understanding Context
Everything is written (or spoken) to someone for some purpose. The 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?

9. 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!

10. 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

11. Primary and Secondary research
Unit 3 seminar
Primary and Secondary research

12. 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).

13. 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)

14. 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)

15. 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).

16. 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

17. 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?

18. How to Conduct an Interview
Select interview subject
Prepare for interview
Conduct interview
Follow up

19. 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?

20. Preparing for an Interview
Research your interviewee
Establish a goal or purpose for the interview
Prepare questions in advance
Prioritize the questions

21. 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).

22. 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?

23. 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.

24. 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?

25. 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.

26. Developing questions for an Interview subject
Unit 3 seminar
Developing questions for an Interview subject

27. 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

28. 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

29. 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?

30. 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?