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Project Three Research Paper

Page history last edited by Abigail Heiniger 4 years, 5 months ago

Successful teams practice honest and open communication. Everyone is working together in order to improve as a team and within their individual roles. In order to promote this growth, assessments and the feedback that follows provide instructions for athletes.

 

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Project Three: Research Paper and Online Presentation on Discourse Communities

  • 100 points - Final Draft
  • 200 points - Revised Final Draft 
  • 50 points - Online Presentation 
  • 7-10 pages
  • MLA Style
  • Includes 3-5 secondary sources (at least one sources should be scholarly).

 

 

  1. Project Three: Research Paper and Online Presentation on Discourse Communities
    1. Project Three Steps:
  2. Purpose
  3. OUTLINE FOR PAPER
  4. Project Three Rubric
  5. Online Presentation Requirements: 
  6. Scaffolded Steps
  7. Description
  8. Online Tools
      1. About Online Writing
      2. Online Space Creators  
      3. Media Tools 
    1. Speech Resources: http://writing.colostate.edu/guides/guide.cfm?guideid=52
    2. What's in a speech/presentation:
      1. Informative speech: 
    1. Student Examples:
  9. Online Presentation Rubric.docx  

 

Project Three Steps:

 

  • (Re)Identify or specify your discourse community and topic
  • Identify a primary sources you will be using (interviews, surveys, artifacts, documents...)
  • Bibliography of primary texts, and secondary sources (research material) for the paper 
  • Thesis statement 
  • Outline of online presentation 
  • Rough draft 
  • Conferences:
  • Final draft
    • Revision must include a LIST of changes (even if it is: "no changes"). Papers without list will not be graded. 

 POST FINAL PROJECTS ON YOUR ROSTER PAGE AND ON MYBC (Turnitin).

 

 

Purpose

 

For the final project, you will synthesize your field research on your discourse community and create a research paper on some meaningful topic in your discourse community. You will transform that research paper into an online presentation (with text, images, and other media) to present your insights in a new and interesting way. This project should allow you to make connections between discourse communities and the humanities.  

 

The final paper should be written in MLA format, but the online presentation should be a creative presentation of your material. Presenting your material in two different formats should help you think about this project in different ways (and think about the different ways you use these media in college settings). 

 

OUTLINE FOR PAPER

Introduction:

  • Introduce topic 
  • Introduce discourse community (DC) 
    • Thesis statement: WHAT YOU ARE ARGUING.

Body Paragraphs 

If you have multiple examples for a single point, you should break that point into different paragraphs (analyze each example separately) and use HEADINGS to group the paragraphs.

 

  • Topic sentence (ties to thesis and unites paragraph). 
  • Evidence for argument (from interview, from survey... from example in your experience)
  • Analysis
  • Support  (from research).
    • Cite all secondary material parenthetically in the paper and in the Works Cited page. 

 

  • Topic sentence (ties to thesis and unites paragraph). 
  • Evidence for argument (from interview, from survey... from example in your experience)
  • Analysis
  • Support  (from research).

 

  • Topic sentence (ties to thesis and unites paragraph). 
  • Evidence for argument (from interview, from survey... from example in your experience)
  • Analysis
  • Support  (from research).

 

  • Topic sentence (ties to thesis and unites paragraph). 
  • Evidence for argument (from interview, from survey... from example in your experience)
  • Analysis
  • Support  (from research).

 

  • Topic sentence (ties to thesis and unites paragraph). 
  • Evidence for argument (from interview, from survey... from example in your experience)
  • Analysis
  • Support  (from research).

 

  • Topic sentence (ties to thesis and unites paragraph). 
  • Evidence for argument (from interview, from survey... from example in your experience)
  • Analysis
  • Support  (from research).

  

Conclusion:

  • Wrap it up (maybe look ahead - how could this be applied...). 

 

Project Three Rubric

Project Four Rubric rev.docx

Project Four Rubric rev.pdf

 

 

Satisfactory

Unsatisfactory

Comments

Organization

Strong thesis at the conclusion of the introduction to guide the paper AND the online presentation.

Thesis connected and supported in all body paragraphs and all aspects of online presentation.

Thesis makes a strong argument about the portrayal of the discourse community in the primary text.

Unified body paragraphs with clear topic sentence.

Good mechanics.

Varied sentence and paragraph length (corresponding to message).

Online presentation transforms traditional MLA essay for online reading with visuals, condensed text, and hyperlinks.

Thesis is vague or spread throughout the introduction and the paper.

Thesis is not clearly connected to all body paragraphs.

Thesis does not make a strong argument about the portrayal of the discourse community in the primary text.

Online presentation does not transform traditional MLA essay for online reading with visuals and condensed text.

 

Close Reading

Analyzes the role or portrayal of the discourse community in a primary text.

Makes a coherent and complex argument about the discourse community in the text and its relation to that discourse community in the wider world (as seen through interviews or secondary sources).

Summarizes and paraphrases evidence from the primary text to support the close reading (only using direct quotes when it is necessary to analyze the language).

Topic of MOST body paragraph.

In the online presentation:

Includes meaningful visuals that enhance the text and convey the central message of the presentation.  

Visuals enhance audience’s understanding of the topic/argument. 

Does not clearly analyze the role of the discourse community in the primary text.

Does not make a clear argument about the discourse community or does not relate it to other sources.

Primarily summarizes the text or quotes it (rather than analyzing it).

Online presentation does not enhance the audience’s understanding of the paper’s central argument.

Online presentation is not focused on close reading.

 

Support (Research)

Integrates support from secondary sources to support close reading.

Creates a clear conversation with secondary sources (without being overpowered by them).

Uses strong evidence from secondary sources.

Summarizes and paraphrases evidence except when quotations are necessary.

In the online presentation:

Includes secondary support through hyperlinks in the appropriate places.

Does not integrate support from secondary sources.

Argument is either overpowered or disconnected from secondary sources.

Evidence from secondary sources is not clearly connected with the argument.

Uses unnecessary quotes from the secondary source.

Online presentation does not include secondary sources through hyperlinks.

 

Pre-Writing

Completed all pre-writing activities on-time (including conferences and rough draft workshop)

Did not complete all pre-writing activities on-time.

 

 

 

 

 

Online Presentation Requirements: 

  1. Due: 
  2. Length: address all the main points of the group project with online media (both visual AND text elements).
  3. Purpose:
    1. Give the main points of your research paper on your discourse community. 
    2. About 5 minutes.

  

Scaffolded Steps

  • Outline the main points for the final paper.
  • Choose at least 5 visuals/media elements to support the argument. 
  • Have at least 2 interactive elements.
  • Have at least 3 hyperlinks.  

 

Description

 

Online presentations will give the thesis and main points of your research paper. They should have pictures, links and interactive material. 

Online presentations will be shared to the class.  

 

Online Tools

About Online Writing

Online Space Creators  

  • PBWorks - free wiki builder (excellent for group projects)
  • Webs - free website builder
  • Weebly - free website builder 
  • Wordpress - free blog site 

Media Tools 

 

 

Speech Resources: http://writing.colostate.edu/guides/guide.cfm?guideid=52

 

What's in a speech/presentation:

  • AUDIO - a speech is a VERBAL/ORAL genre (rather than a written genre).
    • The speech should begin with a clear statement of purpose: "We're going to look at ----."  
    • It needs to use clear and concise language and syntax.
    • Speakers should occasionally use verbal "sign posting" to remind audience how each part fits into the whole.
      • The audience for a speech is very different from the audience of a paper - listeners cannot "look back" to remind themselves where the argument has been and where it is going.   
  • VISUAL & TEMPORAL: a speech is a presentation - it has visual elements and it is limited by TIME. 
    • Visuals can help audience follow along with a the speech (highlight key points or important words - especially terms that are part of the speakers specialized lexis and potentially UNFAMILIAR for the audience).
    • Visuals should be BRIEF (they should not contain an excessive text). 
    • Visuals may also contain EXAMPLES or charts and graphs that act as EVIDENCE to support a claim/topic.
      • Screen shots of forms used by different professionals dealing with the same issue may be good visuals. 
    • The style and tone should be CONVERSATIONAL (but still professional).
      • Professional organizations, like the Modern Language Association (MLA), have emphasized the need for professionals to shift from speeches and presentations that are stilted and read directly from printed papers to speeches that are conversational and easy for listeners to follow.    

 

  • Informative speech: 

    • Project Four is an informative speech/presentation.
    • The entire presentation should have an overarching purpose (i.e. "This presentation addresses a critical issue in TRANSATLANTIC LITERARY STUDIES: the ways in which women writers created literary communities."
    • Each presenter's speech should have a single THESIS that relates to the overarching purpose AND drives the individual student's speech (i.e. "Scholarship on this topic ranges from -- to --- demonstrating ---." OR "Women writers created a transatlantic discourse community that utilized letters, novels, and oral communication.")
    • Speech Resources: http://writing.colostate.edu/guides/guide.cfm?guideid=52

 

Speech Structure:

  • Introduction: 
    • The introduction should include the student's THESIS. 
    • Elements like "attention getters," "audience adaptation" and "credibility statements" should only be added if they can be worked in a brief and cohesive manner.
    • A preview of main body points and a transition to the body of the speech are crucial.
  • Body:
    • The body of the speech should elaborate upon and SUPPORT the main points of the thesis.
    • References to outside research or other support is essential, BUT it should not overwhelm the speech.
    • The ARRANGEMENT of main points is also important. If the material in the speech is not arranged well, audience may forget or lose track of speaker's argument and thesis.
  • Conclusion:
    • The conclusion of the speech should:
      •  review/reinforce the thesis
      • restate main points
      • close effectively  

 

EXAMPLES and further elaboration on these points can be found at http://writing.colostate.edu/guides/guide.cfm?guideid=52

 

Student Example: P3 Final Paper Example.docx

 

 

Student Examples:

 

 

https://www.americanfootballinternational.com/cfl-a-deep-dive-into-communication-between-qb-and-coach/ 

 

https://www.sportsnet.ca/football/nfl/insider-knowledge-nfl-coach-to-player-communication/

 

http://www.bourgase.com/coaching/assessment-evaluation/communication-players/

 

Boyst, J. P. (2009). An Examination of Sport Commitment in Collegiate Athletes. Retrieved March 9, 2015, from The University of North Carolina at Greensboro: http://libres.uncg.edu/ir/uncg/f/Boyst_uncg_0154M_10149.pdf.

Cacciola, S. (2015, March 13). Key to Hawks’ Team Play: Nourish the Individual. Retrieved March 26, 2015, from New York Times: http://www.nytimes.com/2015/03/15/sports/basketball/secret-to-atlanta-hawks-team-play-nourish-the-individual.html.

Harle, S. (2015, Winter). Why Coaches Need to Tell the Truth. Retrieved March 11, 2015, from Coaches Plan: http://www.coachesplan-digital.com/coachesplan/Winter_2015#pg13.

 

Online Presentation Rubric.docx  

 

 

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