26: Research Question and Logos by Viggy Alexandersson
- Page ID
- 289137
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)This module emphasizes the importance of critical thinking in formulating research questions and identifying knowledge gaps, referencing bell hooks in social justice research. It describes a classroom activity centered on "logos," where students develop lexicon entries and engage in discussions. A case study is provided to demonstrate effective research questions, and the Reverse Peer Feedback assignment aims to foster constructive critique and evaluation of social justice essays.
Student Learning Outcomes (SLOs) Present in This Module:
1. Engage in a recursive process of prewriting, drafting, revising, editing, and proofreading
- Students are prompted to formulate and refine research questions, organize information, and clarify reasoning—key steps in the recursive writing process. The assignment also involves peer feedback, which encourages revision and refinement.
2. Engage in a reflective process of evaluating their own drafts and those of others
- The classroom activity and assignment require students to reflect on the specificity, clarity, and meaningfulness of their research questions, and to provide and receive peer feedback.
5. Establish a clear framework of essay and paragraph organization appropriate to the writing task and the thesis
- Students are asked to organize information logically to provide evidence and reasoning, and to consider how to structure their research writing for clarity.
6. Employ rhetorical strategies consistent with the purpose of the writing task
- The focus on logos (logical reasoning) encourages students to use strategies such as evidence-based argumentation and clear organization to persuade their audience.
8. Incorporate reasoning and explanations appropriate to the thesis and its supporting claims
- The entire module is centered on developing logical reasoning, supporting claims with evidence, and ensuring explanations are clear and coherent.
9. Revise work to enhance coherence and clarity while communicating with relevant discourse communities
- The peer feedback process and the emphasis on revising research questions and reasoning directly support this outcome.
10. Summarize, analyze, and evaluate the arguments, counterarguments, and evidence in the writing of others
- The classroom case study explicitly asks students to summarize, analyze, and evaluate articles and approaches to a social justice issue, and to use these skills to strengthen their own research question and logos.
11. Conduct inquiry-based research by formulating research questions, identifying a variety of sources, and evaluating and integrating sources into writing, including using sources as evidence in researched arguments
- Students are tasked with formulating research questions, identifying gaps in knowledge, and considering how to gather and organize evidence to answer those questions.
- 26.1: Research Question and Logos (Reading/Media)
- This page emphasizes the significance of critical thinking in research question formulation, highlighting the identification of knowledge gaps and logical organization of information. It references bell hooks to stress that critical thinking involves discovering essential questions and applying that knowledge effectively, particularly in social justice research.
- 26.2: Research Question and Logos (Classroom Activity)
- This page describes a structured activity centered on the vocabulary word "logos" within research writing. Participants create a lexicon entry, engage in paired discussions for refinement, and respond individually to research questions. A case study on Scholar Riley Rheezurch highlights the importance of strong research questions, summary, analysis, and evaluation. The activity concludes with reflections on further research questions.
- 26.3: Research Question and Logos (Assignment)
- This page outlines the Reverse Peer Feedback assignment for the Social Justice Research Essay's Expanded Introduction Section, emphasizing the evaluation of peer feedback quality. Participants must offer constructive, specific, and respectful critiques related to social justice topics and assignment guidelines, along with actionable suggestions. Recipients will assess the feedback based on clarity, specificity, and thoroughness using a provided rubric.