Before You Begin Writing

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Before You Begin Writing Why Am I Writing? What Should I Say? Organizing and Outlining Focusing and Planning

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Lecture 3 of the Research Methods Lecture series. See notes for this lecture, also uploaded here : http://www.slideshare.net/lenallis/research-methods-lectures-notes This lecture series aims to cover the basics of research methods for undergraduate students. By the end of the series students should understand: -Why research is important -How to identify good and bad sources of information -How read critically -How to write clearly -Quantitative and Qualitative research -The basics of experimental method The overall point should be for students to take the activity of research seriously, but also to be motivated to go and conduct research and engage critically with material.

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Adapted from: the University of Chicago Writing Program 2: Preparing to write and drafting the paper Preparing to prove your point: the process of gathering evidence Once you understand the assignment, your next task is to find data relevant to meeting it. The word "data" makes some humanists flinch a bit, but we need a word that distinguishes all the facts, quotations, references, numbers, events that might be relevant to your assignment from those fact, quotations, references, etc. that might support your specific claim or point. All the information related to your assignment is data; data becomes evidence when you use it to convince readers to agree with your point. There isn’t space here to discuss the process of reading critically and selecting data, thinking about what you have gathered, analyzing it, and discovering the point or claim that you want to make and support. Every assignment will ask you to look at your readings in a different way, and every text you read will raise its own problems of interpretation and analysis. In fact, that is what most of your classes are about: selecting and analyzing data, and arriving at a plausible conclusion about them. The best generic advice we can give is this: · Go through your readings once and mark with a highlighter everything you think plausibly relevant to answering the assignment. · So that you can get a sense of it all, go through a second time, skimming what you have highlighted. · Go through a third time, marking passages that seem most central to your assignment. Try to assign to each passage a key word that will help you sort them later. · Now try to categorize those passages according to how they might support different points. Which ones support one point, which ones support another point. (Spend the time it takes to find data that might support different, even opposing, points. You need such data so that you can critically balance one point against another.) · On a piece of paper, jot down what you think are the central concepts that emerge from this analysis. · To these central concepts attach subsidiary concepts. Use some sort of symbol to represent the kinds of relationships that the subsidiary concepts have to the central concepts and to one another: cause and effect, similarity, contrast, more important-less important, earlier-later in time, and so on. Spend time playing with these relationships. Make lists of the central concepts, order and re-order them, find categories and subcategories. · Then create a working outline around topics suggested by your categories of evidence. At this point, you may have a fairly clear idea about the point you want to make; more often, you won't. Either way, if you have even a dim idea about the shape of your general point, prepare to start your first draft. Planning your first draft: styles of outlining You may have been told in high school that you needed a detailed outline before you began to draft a paper. For some writers, .

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