1. PACT for Researchers
Nathalie

2. 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

3. 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

4. From Research to Synthesis to Lit Review

5. 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

7. 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?

8. 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)

9. 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

10. Or try a diagram

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

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