Working on assignments

I am working simultaneously on the literature review, Spencer grant proposal, and my draft of Chapter Three (for another class - EDUC 835).  The Spencer grant contains several elements from both other assignments, but in different formats.  My thought this week is to complete the literature review and Chapter Three and then integrate these pieces into the proposal.  However, I am just overwhelmed by attempting to work on them at the same time.  It's hard to choose which one to focus on!  My plan....

1. Outline the format of the Spencer grant proposal, completing the pieces I can immediately (like the cover sheet, for example.)
2. Revise Chapter Three based on peer feedback.  (Thanks, Jeremy!)  Include more specifics on reliability and validity of assessments.
3. Add parts to grant proposal that are so far ready.  This will help me feel as though I accomplished something.
4. Work out the remaining kinks in the literature review.  The information is all there, but now I need to get it in the right format (around my three streams) and make it flow as one piece.
5. Choose critical parts of the literature review for the shorted version of the proposal.
6. Integrate the final proposal and add budget information to the budget worksheet.

Well, let's get moving, shall we?  More to come....

Finding my voice

I completed reading The Craft of Research and The Literature Review on the shores of New Jersey last week on a needed family vacation.  My Kindle in hand and the sound of the ocean as my soundtrack, I found both texts to be easy to read (although a bit dry at points) and chock full of interesting perspectives and advice on writing like a researcher.  The Craft of Research provided practical suggestions on word usage and I was encouraged especially by the advice on using active vs. passive voice.  I can still visualize the red ink on my ninth grade term papers, "You use passive voice too much.  Be more active in your prose."  At the time, and honestly, perhaps until now, I just never quite got it.  After completing this book, however, I can appreciate when active and passive voices are each acceptable and have learned that IT IS OKAY TO USE THE PASSIVE VOICE! Let's breathe a collective sigh of relief, shall we?  Booth, Colomb, and Williams speak of making sure sentences make sense and begin with "familiar information, preferably the main character" (Location 2519 in my Kindle - Not really sure how to properly cite THAT one).  While I will remain cautious of my overuse of passive verbs, I now take comfort that sometimes, what feels right - is right.

The shores of Lavallette, NJ

I also will take the planning and drafting advice given in this book - just write and don't get too caught up in the planning.  Sometimes, I fall into the trap of overplanning and need to just get moving.  The upcoming Spencer Grant proposal is a perfect example.... I have several pieces in multiple assignments and just need to assemble, tweak, add, and improve - while following the format.  The longer I wait to simply begin....the harder this task will be.

The Literature Review by Diana Ridley also proved to be worthwhile beach reading.   Two sections were especially helpful - critical writing and writer's voice.  I have a more solid understanding of what it means to be critical in my own writing.  As I write, I will refer to the pieces on pronoun and adjective use, organization, and evaluative strategies often.



   

Feedback and check-in

Well, after some technical difficulties, I received some feedback today from my adviser on the annotated bibliography. So, I can begin to make revisions soon, focusing on three areas:

1. Revise annotations so they are between 150-200 words EXACTLY.  I thought this was a guideline, an approximation, but this is a specific expectation.  So, I need to be more concise with some and add to several others.
2. Change any first person to third person, such as "the researcher..." instead of I or me.  Hmmm...I had thought I was to reflect in the first person, but I may have misunderstood.  Easy enough to fix, though!
3. Connect articles to other sources from the literature review or the within the annotations.  I have printed the draft with the intent of physically cutting and sorting the annotations.  I am hoping this will help me to connect the pieces better.  After our WIMBA session this week, I wanted to do this anyway to help develop my literature map.  In reality, this task should make the process more concrete as I assemble the pieces into the big picture.

 In the meantime, I am off on vacation next week and will spend time catching up on my course readings and may work on the annotated bibliography revisions and perhaps start integrating the new sources into my original literature review. 

On another topic, I started a One Note notebook for my research.  This tool will enable me to organize my stumblings, photos, links, and e-mails into one location.  With any luck, it will keep me together over the next few months as I move towards the official proposal defense!

Annotated Bibliography

Today's goal - finish the annotated bibliography and submit the first draft.  I have come to the decision that I could work on this assignment for several more weeks (and maybe much longer), as I stumble across new sources and discover additional areas which I could look further into.  When I first began writing on this topic (last year in several other courses), we were to write an initial literature review.  Looking back, I wish we had begun with this approach, as the annotated bibliography is a much more organized, analytical, and comfortable method for me personally.  I have toyed with the idea of annotating my original sources, as well, but cannot decide if the effort would be worth the time invested.  Ultimately, developing the annotations further may prove useful in the dissertation process over the next year, as I need to connect sources and develop conclusions connected to my own data.
 

Response to Reading

Today, I read Chapter 3 in The Craft of Research by Booth, Colomb and Williams (2008).  The authors discussed three questions that a researcher should be able to answer regarding her topic. So, I thought I would give it a whirl to see where I am at this point.

1.  What are you writing about?    Creativity in teaching and time management

2.  What don't you know about it?    How to make creativity practical and applicable to teachers at the secondary level.

3.  Why do you want your reader to know and care about it?   Because creativity is critical for our students and teachers to be successful in the ever-changing, global climate we live in today.

Now, let's put it altogether, shall we?

I am studying the connection between creativity in teaching and time management to find practical solutions for educators who understand the need for innovation in today's global society.


What do you think?  Personally, I feel more confident in the direction I am heading with each (baby) step I take on the pathway toward actually having an approved dissertation topic.

Trouble getting started

After a class discussion this evening, I feel even more overwhelmed than before.  APA, annotations, critical reflections.....Where to begin?  I am trying to remember - "Write first, think later" as I begin the annotated bibliography.  Typically, my issue is just getting focused and moving in the right direction.  I see some late nights ahead in my future.  Even with extended due dates, these tasks seem insurmountable right now.  New goal - complete one annotation tonight to move forward.  Wish me luck!

Video notes - Alan MacFarlane's advice for writing a dissertation

Today, I viewed this video on writing reflections for dissertations. It is a bit lengthy, but has a wealth of practical advice from Alan MacFarlane.

Key points:

• Don't delay - start writing as soon as possible. "Write first, think later" - Ray Bradbury
• Leave the introduction for last. Begin with a possible introduction (I see this as the one in the initial proposal and which will change later.)
• Put aside the data and sketch out your plans before writing. Find the "hub" and work from there. What drew you to this subject in the first place?
• "Bounded, but leaky" writing in social science. Need long periods of intense thinking while writing (3-4 hours max at writing.) Writing can be a lonely process, but need to be deliberate in the process.
• Work with others who are in the same process to add social elements to the work. Exchange work for feedback and understanding.  Try to have individuals outside the field read your writing to check for clarity and understanding.
• 8 hours to work, 8 hours to sleep, 8 hours to play. (hmmm...when do I work?)
• Where to write?  Somewhere comfortable with minimum distractions.  Individual preference for comfort is important. (So where do I send the kids/husband for a year?)  
• Be careful of electronic distractions (e-mail, Facebook, Skype, etc.)- Here is one I struggle with!
• Hand write first draft.  Typewritten drafts look too neat and can be misleading.  Revise and rewrite 3-4 times.
• Writing is a curve - start out with little knowledge...followed by a peak where you have appropriate knowledge and interest....then, ends with a lack of interest and have gained what you can.
• You cannot know what you actually wrote until you read the text days later.
• Writing can be like "religious ecstasy" - as if the spirit's are coming through you and onto the paper.  
• Writing is like running.....Now I see my problem!
• Try various styles, formats, and topics as you continue on the journey to keep your writing fresh.
• Write to help others - share what you know that can help others like you.
• Writing should be fun - an effort, but not a burden.
• The questions/thesis may not be truly known until the end of the journey.
• Keep a log of the journey with reflections to track where you have been and where you may be going. 
• Don't be concerned with the number of words  Get your thoughts down and cut to appropriate levels at the end.  Always better to have too much....