Inquiry: Composing Research
Posing Research Questions: Michael Wesch (From knowledge to knowledge-able TED talk)
  1. Start by having students read pg. 11-16 in "Composing Inquiry" in Marshall's Critical Inquiry
  2. Have them brainstorm and share out thoughts about readings
  3. In pairs, ask students to come up with their own definition of a good research question. What are the qualities? What might be an example?
  4. See handouts "posing research questions"

Read not just for content or main idea, but for projects to get to aims, methods and materials. Students collect relevant keywords and concepts and preparing to locate and read sources related to their own research assignment.

1. Have students medium and location of the publication of the source, as well as other features

2. Have students annotate the background pieces!

3, Shift your focus from what the text is saying, to how and why it is saying what it;s saying.

4. Find a focal point, that is not necessarily the main idea. Have them find their own hook.

5. Keep track of keywords and concepts to the source inquiry.

6. Flashpoint: moments in the text of highest interest for you. - a quote in the text of highest interest.

Good readers are always looking at both the local moment and then the global perspective all the time.

7. Consider the uses and limits of the text: what is does well persuasively and where it chooses not to go.

The Lexicon exercise: