top of page

Discovery Research Log

This page is will be updated as we progress through the semester. 

One of our course learning outcomes (#4) focuses on the kinds of research you will do most often in most academic courses. We say that students' portfolios will:

​

"Demonstrate their ability to locate, read, evaluate, select, and use (integrate) effectively information from appropriate sources with their own ideas."

​

However, a larger (and perhaps more important) goal of this course and of a college education, is to change (or expand) the ways you think of "research." Instead of your being a better "researcher," we want you to be more "information literate." We want you to begin to recognize that "research" is a way to learn, to become well-informed --about a topic, an issue, a concern, a problem that may be of interest to you, relevant for you (or not!).

​

You already know from other experiences in your life that being well informed helps you make better choices, helps you make important decisions. You may also have experiences in which knowing more, being well informed or better informed, has made you a better employee, employer, friend, spouse, family member, organization member, and / or citizen.

​

As information (and knowledge) expands exponentially and is available in unprecedented quantities and various kinds of quality, being able to "learn" more (and trust what you are learning) about anything continues to be more challenging.

​

Individuals who are more "information literate" and who know how to continue to develop their information literacy will have more opportunities (and chances) to be successful in life, to be valued and valuable members of the numerous communities in which they participate and to which the contribute--as citizens, family members, organization members, neighbors, professionals, etc.

​

This "Research to Learn" sequence in ENGL 1302  is meant to help you achieve not only the course outcome but also to support this larger (often unspoken) goal of helping you become more "information literate," changing how you think about, do, and use "research."

​

This sequence includes Discovery Log entries as the primary "ongoing" activities/assignments​.

Helpful Things...

You may use the Phrasebank in order to reflect on your session!

​

Making Connections...

  • As you research, read, and learn about your focus, you will begin to identify its parts, and the connections among the parts.  In addition, as you identify and read more sources, you'll begin to recognize how they relate to one another, as if they were in conversation-agreeing, expanding, disagreeing, offering different perspectives, etc.

  • Regularly, as you engage in more research, you will be looking at this bigger picture and writing about these connections or developing a mind map or a visual concept map.  In other words, you will be developing a fuller understanding of your focus, identifying its scope, its parts, and their connections.​

​

Framework_slide.jpg

Entries


Discovery Log #1 (due 9.8)

  • For this entry, focus on your primary source for the first major integrated assignment!

    • Section 244: Ann Hulton's "Curse of All Traitors"

      • focus on finding historical background information on this primary document​

      • who is Ann Hulton? What was going on during the time period? What made her want to speak out? Who is she addressing? Why?

​

Discovery Log #2 (due 9.15 )

  • Use the databases and tools introduced to you to do some background research concerning your primary source.

    • ​The most important part of this template is the reflective summary. If we are not finding reflectively finding information, then our researching is worthless in terms of helping us develop our information literacy skills. So, take your time filling out this portion of the template.  

  • For the databases and tools, go to the TAMUCC library website>Research Guides>History>Learning Community E: Courage, Conviction, and Composition

​

Discovery Log #3 (due 9.22)

  1. Use a source from a previous Discovery Log entry.

  2. Find 2-3 sources from that source by following the conversation. Using the Works Cited, Reference page, etc. find sources that you can use for your next DL.

  3. Once you have found those sources, take notes for each source. How do you see the conversation taking place?

​

Discovery Log #4 (due 10.20 )

  • Based on the warm up you worked on on 10.14 

    • You can find any sources you like! 

    • Be sure that you are interested in what you are researching! If you aren't then I don't want to see it...

    • If the themes are making you nervous, just start with something that you are interested but be sure to talk with me! I don't want you all to get too far then have to make some drastic changes.

​

Discovery Log #5 (due 10.27)

  • Continue building on what you started for DL #4: 

    • Based on the mind map activity we did October 20, use the questions/comments your peers provided to help guide this research entry.

    • For at least one of the sources you find, look for a podcast episode. If you need help on how to find a podcast episode, let me know!​

    • Basically:

      • Continue researching your topic. You want to think if this is a good time to change key words and phrases or use the same ones.

​

Discovery Log #6 (due 11.3)​​

​

Part A. For this week's entry, focus on figuring out what you are wanting to show or do with the issue you have been researching. Pick an idea that is interesting to you and that you could possibly turn into an argument. Think about the so-what of your issue. Use the reading we discuss on Wednesday to help you focus on what to research. What is something you could add to the conversation? (Think about the FIL concept of Scholarship as a Conversation)

​

Part B. For one of the sources, research into the historical connection you think will intersect with the contemporary topic you have identified.

​

If you feel that you want to do more research than just the 3 entries on the template, feel free to create as many entries as needed!

​

Discovery Log #7 (due 11.10) 

This Discovery Log entry is going to be a little different. For this entry, you will need to find at least 4 sources. All you would have to do is copy and paste an entry section after the 3rd entry. 

  • For the first 2 sources (for the 1st Genre) :

    • try to focus on 2 types of audiences. ​Do not be general and say Americans. Pinpoint specific groups you want to target. Why do you want to target them? What types of writing are they exposed to? 

      • Why did you pick these audience(s)? How would they benefit from your advocacy?​

      • If the information you want to provide to your audiences is already something they are exposed to/know, then your purpose is meaningless. Also, are you aware of the conversation surrounding your topic? Do you understand more than just your side/point of view?

  • For the next 2 sources ( for the 2nd Genre):

    • Thinking of our discussion on the FYS and its connection to the Intersections project, use DL #7 as a way of researching a connection between your issue you've been researching and the historical time frame Dr. Wooster focuses on. Be sure to check the spreadsheet for comments. 

      • As part of the couple of sources you will find for this entry, one of the sources should be a scholarly source. This can be either a physical book from the library or using the databases.​

​

Discovery Log #8 (due 11.17)

  • For this entry, I want you to find a quote in one of your sources, then I want you to find out if you can find the original source, so that you can read this quote in context. Once you track down the original source, read it. At the very least read a little before and a little after the location in which you find the quote. See what you can learn from tracking down sources in this manner. 

  • Once you have done this, repeat this process with a different source. 

  • In essence, your job is to track the conversation happening between these sources of information, and to gauge how each source is either building on previous work, arguing against previous work, or simply raising new questions. Your job is to track how each "scholar" or "researcher" is using another persons work. What is the conversation these two are having.  

  • Document these findings in your research journal as normal; however, take some time to explain this process in the summary section of your journal and share how and what you have learned from this process both about conducting research (finding information) and about your particular research area. 

 

Discovery Log #9 (due 12.4)

This Discovery Log entry is going to be a little different. For this entry, you will need to find at least 4 sources. All you would have to do is copy and paste an entry section after the 3rd entry. 

​

For 2 sources: Work on finding any information you need for Genre #1. Whatever information you are lacking, find sources to fill those gaps in your research!

For 2 sources:  Find sources that would object the change you are advocating for. So, in essence, anyone who would not agree with you. 

​

Be sure to incorporate your research into your Genre! Especially the objections aspect. This will strengthen your advocacy if you are able to rebut those who oppose you. 

bottom of page