Making Sense of Things

1. Making Sense of Things A Strategy For Considering, Reporting, and Commenting : Part 1

2. A Good Model This model positions research as a dynamic process. The experienced researcher moves back and forth between and within stages. It is not the simple cycle that is shown here. For instance, after developing a focus (Stage 1) you might locate resources (Stage 2) that cause you to rethink your focus, and consequently to locate new resources.

3. So Is It A Good Model? Yes: the process of working through these stages might not be simple, and direct, but the model is, nonetheless a good one for outlining everything you need to do.

4. Are We Going to Do Everything In This Model? Lets learn to walk, and use the basics before we learn how to fly. Specifically, we’ll break this process down into a more limited version of the cycle. Specifically, we’ll learn how to

5. The Simple Version Develop A Focus Question Or Questions 1) Ask a good question and in so doing focus the process of inquiry

6. The Simple Version Develop A Focus Question Or Questions Collect the information that is going to help you answer this question Collect the Information that Will help us Answer that question

7. The Simple Version Develop A Focus Question Or Questions Organize and make sense of that information and prepare it to present to others. Collect the Information that Will help us Answer that question Organized and Make Sense of That Information

8. The Simple Version Develop A Focus Question Or Questions Use your new, more fully developed understanding of this information to make effective, informed decisions. Collect the Information that Will help us Answer that question Make informed decisions/ recommendations based on our understanding Organized and Make Sense of That Information

9. Implementation What does this model look like in the context of writing an essay (or developing a presentation)?: Don’t start with your introduction. A good introduction includes an overview of the main ideas that will be discussed in the essay….AND there’s a problem, i.e. You haven’t really established what you want to say about the topic until you’ve collected relevant information and made sense of it/come to some sort of conclusion (hopefully a conclusion that will help you answer your question).

10. Start with a Good Question Many essay topics are not set up as a clear question: One of the key ideas presented in David Jones’ “Why the Essay?” is that essays teach students a set of significant thinking skills. Discuss how this idea fits into Jones’ overall argument. (not the greatest…needs to be reformulated as a question)

11. Even Worse In his essay “Why the Essay?” David Jones, explains how essays teach thinking skills. Discuss. (Discuss what: Whether it is legitimate? How he makes it? Whether it is even a legitimate question?)

12. Really Bad Discuss Jones’s overall argument in “Why the Essay?” (Flaws in its logic? How well it uses rhetorical devices? Whether it’s loaded with logical errors and erroneous information? Whether it is a worthwhile question? What you think of this topic? ...What DO you want dude?!!)

13. What’s Wrong? It’s not clear what is being asked (the first one’s not so bad, but they get more and more vague) Survival Tip: Reformulate the assignment as a clear answerable question or set of questions.

14. What Does a Clear Question Do? • Clarifies what is being asked for. • Provides a focusing mechanism. A good essay is focused, and once one or two clear questions are defined, you can make sure that all information collected/discussed/considered, clearly help address the question. • Because of #2 above, focus questions help you work more efficiently when collecting information. You know what to look for, what’s of value in the context of this question, and what’s maybe useful for something else.

15. Our Questions: Given Debates You are a judge and must render and opinion on one of the debates.