Project 2: Research

Project 2: Research – Writing for A Living

Due Dates:

• 3/11: SWA: Project Proposal (before class on blog)
• 3/25: First Draft: at least 750 words (before class on blog)
• 4/3: Final Draft: on CANVAS by midnight

Requirements: 

• 2-3 Primary Sources: At least one interview; the other sources may be additional interviews, observations, or text analysis.  
  • Interviews should take place in person when possible or over Skype or a similar video method. The interview should be recorded and transcribed. For this project, email interviews are not recommended.
  • Interview informants should be adults over the age of 18. I would discourage you from interviewing parents.
• Reference to at least three of the course readings from the semester or other peer-reviewed academic research
• Equivalent to 1500-1750 words of writing or 6-7 pages
• 300-500 word Rationale where you explain your choices in writing up the research

In this assignment, you will conduct primary research in order to gain insight into the experiences of people who write for a living. As Brandt claims, “writing is at the heart of the knowledge economy,” (166) but we still have much to understand about how this shift in the economy affects writers, when and how they write, and what kind of writing they do. Therefore, this assignment asks you to collect data from 2-3 primary sources, in the form of interviews, observations, or text analysis, as a means to understand what writing looks like as an act of labor, a tool for corporate or institutional mechanisms, and a product of the information economy. Most importantly, this assignment asks you to consider what these changes mean in the day to day lives of workers in today’s economy.

You will be allowed to work in groups (of no more than 3) on this project. Or you may work individually. If you are working in groups, there must be at least one additional primary source per group member (i.e. if there are two people, there must be a minimum of 3-4 sources; If there are three people in the group, there must be a minimum of 4-5 sources).

As with Project 1, you will have your choice of genres to write this essay in. The academic research essay is one option. You may also want to present your data in another medium (video, podcast) or in another written genre such as an executive summary, policy memo, or journalism piece. The final product must be the equivalent of 6-7 pages of writing. In the end, no matter what genre you choose, I will be looking for you to have a clear and compelling research question; sufficient evidence in the form of descriptive data, clear and persuasive analysis of the data you’ve collected, and some claim about what writing looks like in today’s workforce.

Rationale

As with Project 1, a 300-500 word rationale is required with your main text. The questions I’d like you to address include:

• How is your main text rhetorical? (How does it address an exigency, an audience who could influence that exigency through your rhetoric, and how does it exist within particular constraints?)
• What is the genre of your main text? (What are the typical conventions of your genre and how did you meet or challenge them? What is the purpose of the text? What social work does the genre do? What are the expectations that come with writing in this genre for the reader and writer?)
• How is your main text “task-driven”? (Meaning what are your communicative goals and what choices did you make to meet them? Who could your goals have been met another way? Why did you choose the route you did?)

Project 2: Research – Grading Rubric
Criteria	Points
RESEARCH QUESTION: The project states the question motivating the research and any assumptions the author brought to the research. The rest of the essay is shaped as a response to this motivating question or set of questions.	___/10
RESEARCH METHODS: The project describes how the author conducted their research, why they choose the methods they did, and how those methods allowed them to gather particular information. The project also discusses problems, limitations or constraints in the research, such as what more could have been found out had they had additional resources or time or interviewed different people (essentially the project addresses the idea that the research is not all encompassing—there are gaps or there is more that could be done to investigate the topic.)	___/5
DESCRIPTION: The project contains a detailed description of at least two data sources collected via interviews, observations, or text analysis. The project contains summaries and quotes from interviews or detailed descriptions of place and interaction from field notes. If using a textual artifact, the project summarizes, paraphrases or quotes the text.	___/10
ANALYSIS: The project breaks down the data, finding themes, points of comparison, relationships or patterns. The project discusses the significance of the data and offers interpretations of meanings. The project also analyzes specific data points and explicates their meaning—a quote, or excerpt is explained and analyzed.	___/10
ANALYSIS—LOCAL STORY: The project attempts to understand what experiences and activities mean to the local members. The project uses the words, actions or behaviors of the local members to understand their beliefs and values about writing, labor, and the economy. The project does this through at least 2 primary sources (or if in pair/group, 3 primary sources).	___/10
ANALYSIS—LARGER STORY: The project situates the local findings in relation to larger conversations and concepts that gives the local information some global significance. The project explains how local people, places, and activities illustrate a larger idea or offers insight into a widespread phenomenon. The project does this through drawing on at least 3 course readings or other peer-reviewed sources.	___/10
ARGUMENT: The project creates some new knowledge or new idea (a thesis or argument) based on interpretations and evidence. The argument organizes the project.	___/10
CONCLUSIONS/IMPLICATIONS: The project explains what the findings mean about how we think about writing and/or the economy. It considers additional questions generated from the research or reflects on changes that must be made in policies or practices based on research findings. It addresses “who cares”—who might be interested in the findings—and “so what”—why their findings matter to some larger issue that readers already deem important.	___/10
COHERENCE, ORGANIZATION AND EDITING: The project is organized logically and adheres to the chosen genre’s conventions. The author is able to manage editing, mechanical and grammatical errors.	___/5
RATIONALE	___20
RHETORIC: The author(s) explain the “rhetorical situation” of their project and explain the rhetorical strategies used to persuade and appeal to their audience or “alter reality” (Bitzer)—they explain the exigence, audience, and constraints of their “text.” The author(s) deploy specific textual strategies or draw on contextual resources (Selzer).	___/10
GENRE: The author(s) explains how the project is typical or atypical for a “text” in their chosen genre. They explain the purpose of the genre, its common conventions, and its use for the reader and writer.	___/5
CHOICES/GOALS: The author(s) explain the process for creating the project and the choices they made. They explain their communicative goals and the technological, rhetorical, and genre choices made to accomplish their goals. They explain why they pursed this plan as opposed to other ways to achieve their goal.	___/5
Comments:	Total:  ___/100