So, what do we do when we find something not quite right at our (school/company/lab/hospital/whatever)? What are the consequences of telling the truth about the fraud we find there?
I liked this story for its portrayal of both the graduate students and the administration. It was hard to get a read on Goodwin, since we only saw her through others' eyes (lawyers, grad students, administrators). Sometimes I wonder how people get away with such blatant falsehoods at such a high level. I mean, $1.8 million dollars? How do you give that kind of money without doing some real careful vetting first?
Sigh.
Wednesday, April 23, 2008
Monday, April 21, 2008
BASW Readings for 4/22
Wow. I really enjoyed both readings a lot. First, "A Depression Switch" (121):
I loved the opening of this piece. Coming from a family with a history of severe depression, I was immediately drawn in by Deanna's story and curious to learn whether or not the surgery helped her overcome her disability. I also really liked the variety of people interviewed for this piece, from Deanna and her husband to experts in Neuroscience, to doctors practicing in the mental health profession. All of these people made the science stand out, and also lent the author a great deal of credibility as he made assertions about depression as a disease of the brain, and not some kind of weakness of character. This kind of talk really appealed to me, since I have experienced depression more like a disease than a mental state. It is not just sad, not just physical, either. This story really captured all that and made it very real.
Second, Looking for the Lie (44):
I like how this story begins with something personal, even though it is not about an individual case. The other thing I like about this story is the way Henig shows you how money drives research. Bottom of p. 45 is the first mention, but there are others (like p. 57).
I also love how Henig uses language in this piece. It is clear how much she loves language and how much she loves to write (I point to the fun she has on 46-7 with the word "lie"). She doesn't just tell us a story, she engages us in her experience, challenges us to understand the (extremely disturbing) situation without slapping us in the face with it. She tells us her story with verve, flair, and makes it a pleasure to read. It was a long piece, but it seemed short.
On p. 48 she has a little something to teach us about questions and topics in science... I learned something new about the scientific method here.
I loved the opening of this piece. Coming from a family with a history of severe depression, I was immediately drawn in by Deanna's story and curious to learn whether or not the surgery helped her overcome her disability. I also really liked the variety of people interviewed for this piece, from Deanna and her husband to experts in Neuroscience, to doctors practicing in the mental health profession. All of these people made the science stand out, and also lent the author a great deal of credibility as he made assertions about depression as a disease of the brain, and not some kind of weakness of character. This kind of talk really appealed to me, since I have experienced depression more like a disease than a mental state. It is not just sad, not just physical, either. This story really captured all that and made it very real.
Second, Looking for the Lie (44):
I like how this story begins with something personal, even though it is not about an individual case. The other thing I like about this story is the way Henig shows you how money drives research. Bottom of p. 45 is the first mention, but there are others (like p. 57).
I also love how Henig uses language in this piece. It is clear how much she loves language and how much she loves to write (I point to the fun she has on 46-7 with the word "lie"). She doesn't just tell us a story, she engages us in her experience, challenges us to understand the (extremely disturbing) situation without slapping us in the face with it. She tells us her story with verve, flair, and makes it a pleasure to read. It was a long piece, but it seemed short.
On p. 48 she has a little something to teach us about questions and topics in science... I learned something new about the scientific method here.
Documentation
I like this quote (from http://writing.colostate.edu/guides/researchsources/documentation/credibility.cfm):
"At the core of winning over an audience is the ability to present an argument. Convincing others that your way of thinking is worthy can be very challenging and it will be an uphill battle if you build the foundation of your argument on poorly documented research. At stake is your credibility."
You are trying to build your ethos here... you are perceived as trustworthy if your sources are documented AND if they are considered important or significant voices in your chosen field.
I like this thing about context too (from http://writing.colostate.edu/guides/researchsources/documentation/context.cfm):
"Proper documentation separates the various points-of-view in the source material and helps the reader see the path you followed in developing arguments that support your conclusions."
What I like about this quote is the path analogy. I need to see how you'll get where you're going in order to put faith in your ability to take me on a journey.
"At the core of winning over an audience is the ability to present an argument. Convincing others that your way of thinking is worthy can be very challenging and it will be an uphill battle if you build the foundation of your argument on poorly documented research. At stake is your credibility."
You are trying to build your ethos here... you are perceived as trustworthy if your sources are documented AND if they are considered important or significant voices in your chosen field.
I like this thing about context too (from http://writing.colostate.edu/guides/researchsources/documentation/context.cfm):
"Proper documentation separates the various points-of-view in the source material and helps the reader see the path you followed in developing arguments that support your conclusions."
What I like about this quote is the path analogy. I need to see how you'll get where you're going in order to put faith in your ability to take me on a journey.
Wednesday, April 16, 2008
Just one more post, because readings for both classes so interesting
OK, starting with "Face Blind" because it was first in the book...
What a fascinating look at the way we process visual information. I had read before about how the brain works, how we process what is part of ourselves (like our hand) and what is not (like jewelry) but then how the brain can make something we're wearing or holding into part of our bodies as well (I distinctly remember this story of a rake becoming an extension of the hand of a subject). I love the opening gambit in this piece -- full of an appeal to our emotions on a very personal level. We all bear burdens in life, and this is the one that Choisser bears. It is comparable to our own burdens, and we can see ourselves in his situation. Davis does a great job evoking the problem of face blindness using both descriptions of individual cases and expert testimony on the subject. Well done!
Now, on to "The Man on the Table" -- again, I am really pleased with this essay on a number of levels. One, it deals with a very interesting person, Dr. DeBakey, who is a character of interest in his own right (without considering his remarkable recovery). And two, it deals with a number of controversial issues that are hot topics, like:
How much medical care for the old old is too much?
Who's will should take precedence in these situations, the patient's or their family's?
and
It is obvious that the staff at this hospital went out of their way to care for Dr. DeBakey, including moving him to a private room that they specially outfitted just for him and his condition. Though some people quoted in the article say they would've done the same for anyone, do any of us believe that this is actually true?
What a fascinating look at the way we process visual information. I had read before about how the brain works, how we process what is part of ourselves (like our hand) and what is not (like jewelry) but then how the brain can make something we're wearing or holding into part of our bodies as well (I distinctly remember this story of a rake becoming an extension of the hand of a subject). I love the opening gambit in this piece -- full of an appeal to our emotions on a very personal level. We all bear burdens in life, and this is the one that Choisser bears. It is comparable to our own burdens, and we can see ourselves in his situation. Davis does a great job evoking the problem of face blindness using both descriptions of individual cases and expert testimony on the subject. Well done!
Now, on to "The Man on the Table" -- again, I am really pleased with this essay on a number of levels. One, it deals with a very interesting person, Dr. DeBakey, who is a character of interest in his own right (without considering his remarkable recovery). And two, it deals with a number of controversial issues that are hot topics, like:
How much medical care for the old old is too much?
Who's will should take precedence in these situations, the patient's or their family's?
and
It is obvious that the staff at this hospital went out of their way to care for Dr. DeBakey, including moving him to a private room that they specially outfitted just for him and his condition. Though some people quoted in the article say they would've done the same for anyone, do any of us believe that this is actually true?
Working with Topics, ColoState Reading
Number one, before we do anything else, the main, most important and critical tidbit from this reading: start with what you know!!! Now on to the rest of this post...
So, we start at the beginning and go from there...aaaand...that would be the topic. Because why? Why do we need a topic?? Because I said so, that's why? No. Because writing needs boundaries. Oooohhh, that's why.
Now that we have established why topics are a good thing, how do we go about choosing a topic?
First, topic choice is about making your writing relevant and meaningful, not only for you as a writer in this class, but also for you as an individual member of your group, and as a distinct, separate person. One way to start (if you're having trouble with that) is to go to the assignment and answer these two questions:
1. What is the purpose of this assignment (sci. lit. review)?
2. Who is the audience for this assignment (you know, beyond the obvious)?
One thing that I hadn't thought of that Mike brought up in this section was how important the instructor is as a resource for student writers. I'd never really thought about myself that way, but in fact as instructor I am as important a resource as any journal article or book. Why? Because I came up with the assignment, I hold all the cards, right? I know what I want, and though I make every effort to explain fully what that is, sometimes I fall short. If I do, what is left to you, the student? Why, using me as a resource! And, more than most, I am available to you as much as possible, in as many media as possible (think office hours, IM, email). Please, use me as a resource (you don't even have to put me in the works cited, so how is that for convenient??).
I might use the ideas in the "Choosing Workable Topics" section to help my group select a topic that works for everyone.
What does a lit review do for you as a student? It helps you see the conversation going on in a given discipline, one you might like to take part in at some future time.
I found the advice in using computer sources will come in quite handy right now, as we start our research, but also in the near future, when we are faced with the popular press article assignment.
We have all heard of brainstorming, and I liked how this section sort of segued into questions for testing topics, then further to explain that it is OK to change direction one or more times as you become more familiar with your topic. That then lead, eventually, too the idea that your thesis (kind of like an hypothesis, really) may change from day to day until your final draft is done. And, that is OK. In fact, that is expected.
Whoa, way over time today...
So, we start at the beginning and go from there...aaaand...that would be the topic. Because why? Why do we need a topic?? Because I said so, that's why? No. Because writing needs boundaries. Oooohhh, that's why.
Now that we have established why topics are a good thing, how do we go about choosing a topic?
First, topic choice is about making your writing relevant and meaningful, not only for you as a writer in this class, but also for you as an individual member of your group, and as a distinct, separate person. One way to start (if you're having trouble with that) is to go to the assignment and answer these two questions:
1. What is the purpose of this assignment (sci. lit. review)?
2. Who is the audience for this assignment (you know, beyond the obvious)?
One thing that I hadn't thought of that Mike brought up in this section was how important the instructor is as a resource for student writers. I'd never really thought about myself that way, but in fact as instructor I am as important a resource as any journal article or book. Why? Because I came up with the assignment, I hold all the cards, right? I know what I want, and though I make every effort to explain fully what that is, sometimes I fall short. If I do, what is left to you, the student? Why, using me as a resource! And, more than most, I am available to you as much as possible, in as many media as possible (think office hours, IM, email). Please, use me as a resource (you don't even have to put me in the works cited, so how is that for convenient??).
I might use the ideas in the "Choosing Workable Topics" section to help my group select a topic that works for everyone.
What does a lit review do for you as a student? It helps you see the conversation going on in a given discipline, one you might like to take part in at some future time.
I found the advice in using computer sources will come in quite handy right now, as we start our research, but also in the near future, when we are faced with the popular press article assignment.
We have all heard of brainstorming, and I liked how this section sort of segued into questions for testing topics, then further to explain that it is OK to change direction one or more times as you become more familiar with your topic. That then lead, eventually, too the idea that your thesis (kind of like an hypothesis, really) may change from day to day until your final draft is done. And, that is OK. In fact, that is expected.
Whoa, way over time today...
Monday, April 7, 2008
Peer Review with Worksheets? Plus!
I really liked the advice given on the colostate.edu website. I liked it because it made sense (like the following for a writer getting criticism: "Consider each response and decide for yourself if you should make changes and what those changes will be. Not all the advice you get will be good, but learning to make revision choices based on the response is part of becoming a better writer" (http://writing.colostate.edu/guides/processes/peerreview/writer.cfm).
I also wondered if the worksheets would be helpful to students in my classes. I intend to bring this up during class discussion tomorrow. If so, we might make up our own worksheets or simply borrow one of the two at colostate.edu to use.
I also really enjoyed the section on writing as a social activity, even though it is often done in private. I like the thought that the "interpretation of a document...will be based at least to some degree on something other than the words themselves" (http://writing.colostate.edu/guides/processes/writingsituations/socialact.cfm). I am not sure most of us really think about how others might receive the words we write. How often do we ask ourselves (before the fact): "Could someone be offended by this sentence?" "Do you think everyone will understand what I mean when I say 'woot'?" I mean, think about it. How many times have you wondered what someone was really trying to say as you read their email or text message or letter? Have you ever said to yourself, "Is he/she breaking up with me right now?" after reading a really weird email filled with innuendo and metaphor. Man. What a drag.
I also wondered if the worksheets would be helpful to students in my classes. I intend to bring this up during class discussion tomorrow. If so, we might make up our own worksheets or simply borrow one of the two at colostate.edu to use.
I also really enjoyed the section on writing as a social activity, even though it is often done in private. I like the thought that the "interpretation of a document...will be based at least to some degree on something other than the words themselves" (http://writing.colostate.edu/guides/processes/writingsituations/socialact.cfm). I am not sure most of us really think about how others might receive the words we write. How often do we ask ourselves (before the fact): "Could someone be offended by this sentence?" "Do you think everyone will understand what I mean when I say 'woot'?" I mean, think about it. How many times have you wondered what someone was really trying to say as you read their email or text message or letter? Have you ever said to yourself, "Is he/she breaking up with me right now?" after reading a really weird email filled with innuendo and metaphor. Man. What a drag.
Thursday, April 3, 2008
Why did we read that thing about bosses and employees, eh?
OK. So why did we read the Harris piece about the project worksheet? What is that all about? It doesn't pertain to science writing at all! What a waste!!
Ummmm, not so fast!! Though you are not employees in this class, and I am not "the boss," there is still a lot we can learn about writing for school from this article.
Number one: You can now figure out my assignments. Missing something? Now you know who to go to for answers. Me. And (here is a little secret you may not know about), now you also know it is not always your fault that your writing turns out crappy. Sometimes it is the assignment's lack of guidance, clarity, focus, or all three. How do you know if an assignment misses the mark? AHA! The project worksheet.
Number two: You now control your own writing destiny. Look to the worksheet to help you formulate a plan for your paper based solely on the assignment, not some fantasy or misunderstanding or just something you plain make up on the spot.
Number three: What is applicable for bosses and employees is often applicable for teachers and students. You and I have responsibilities that are directly related to our positions in this class. That means I have a responsibility to communicate clearly and unambiguously my expectations, and you have a responsibility to ask me directly for clarification when I miss the mark.
15 minutes already! Wow. That went fast.
Ummmm, not so fast!! Though you are not employees in this class, and I am not "the boss," there is still a lot we can learn about writing for school from this article.
Number one: You can now figure out my assignments. Missing something? Now you know who to go to for answers. Me. And (here is a little secret you may not know about), now you also know it is not always your fault that your writing turns out crappy. Sometimes it is the assignment's lack of guidance, clarity, focus, or all three. How do you know if an assignment misses the mark? AHA! The project worksheet.
Number two: You now control your own writing destiny. Look to the worksheet to help you formulate a plan for your paper based solely on the assignment, not some fantasy or misunderstanding or just something you plain make up on the spot.
Number three: What is applicable for bosses and employees is often applicable for teachers and students. You and I have responsibilities that are directly related to our positions in this class. That means I have a responsibility to communicate clearly and unambiguously my expectations, and you have a responsibility to ask me directly for clarification when I miss the mark.
15 minutes already! Wow. That went fast.
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