2.2: Reflexivity and Ethos (Classroom Activity)

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REMEMBER (8 minutes)

Think (B.E1+2.):

Create a lexicon entry for the vocabulary word.

Vocabulary List

reflexivity
ethos

Read the reflexivity and ethos definitions, and make a lexicon (i.e., vocabulary list) entry that is at least three sentences long per vocabulary word. The first sentence is your basis (B) and the other two are your individualized explanations (E1 and E2). You will accomplish that in your “Individualized Research Writing Lexicon (i.e., vocabulary list)” by creating a 3-sentence lexicon entry that utilizes the following 3-sentence formula (B.E1+2.). Write (B) the exact definition of the vocabulary word an in-text citation preceded by a transitional phrase of where the definition came from all as one sentence, (E1) the definition of the vocabulary word in your own words preceded by a transition like “In other words,” and (E2) a commentary sentence(s) about why you think the vocabulary word is important for research writing. These 3-sentence lexicon entries should take about five minutes per vocabulary word.

UNDERSTAND (15 minutes)

Pair (F.A.I.R.):

With a partner, share your lexicon (i.e., vocabulary list) entries for reflexivity and ethos.

F - Freely share only what you are comfortable sharing from your lexicon (i.e., vocabulary list) entry. (Partner A)

A - Articulate what you think the main idea was from their share. (Partner B)

I - Inquire kindly about wonders or confusions you have from what they share. (Partner B)

R - Responsively reply; in other words, address whether your partner understands your lexicon entry the way you meant for it to be understood and clarify any wonders or confusions with a rationale. (Partner A)

Sheer:

If your partner was not close to understanding your lexicon (i.e., vocabulary list) entry’s intended meaning when they articulated and inquired, then sheer—change course quickly by way of editing your lexicon (i.e., vocabulary list) entry.

APPLY (30 minutes)

Individually, take about thirty minutes to write a response to each of the following reflexivity questions:

Before I begin to think about researching any topic, how do I define myself individually, in cultural community, in academic community, and any other dimensions of identity?
What assumptions do I have about research and writing in general?
What judgments do I have about research and writing in general?
What does effective research and writing in general look like to me?
How rigid am I in my understanding of what effective research and writing in general looks like to me, and how do I know?
How flexible am I in adapting my research and writing to new discoveries, and how do I know?
Which audiences do I hope to never speak to with my research and writing?
Which audiences do I hope to speak to with my research and writing?
After picking a research topic, how am I connected or unconnected to the topic?
Does any part of my identity position me as someone of privilege or oppression related to the topic?
Would my perspective on the topic be an insider or outsider perspective, and how might that influence how I navigate power dynamics, knowledge accessibility, methodological approaches, collaborative research, and ethical considerations ?
What assumptions do I have about the topic?
What judgments do I have about the topic?
What does it look like to effectively research and write about the topic to me?
How might my research and writing about the topic impact the research; for instance, how might your research and writing cause positive and/or negative impacts on the topic’s field and society in general, and how do I know?
How flexible am I in adapting my research and writing to new discoveries, and how do I know?
How flexible am I in adapting my research and writing to discourses that might reveal opportunities for my growth regarding bias and critical consciousness, and how do I know?
Which audiences do I hope to never speak to with my research and writing on the topic?
Which audiences do I hope to speak to with my research and writing on the topic?
What might some of the costs and benefits be of redirecting my research and writing to speak to audiences I hoped never to speak to?
What do I hope to achieve with my research and writing on this topic?
How do I want to feel during and after my research and writing on this topic?
How do I want my audience to feel during and after my research and writing on this topic?
Given my answers to all of the above, how can I establish myself as a credible and trustworthy researcher and writer on the topic (note: establishing credibility and trust in research writing is known as establishing ethos)?

ANALYZE (25 minutes)

Case Study (Whole Class Discussion):

Scholar Theodorx Egan is researching the environmental impact of buying metal household products in place of plastic household products. They hope their research will help people understand how discarding plastic products for metal products is environmentally supportive. Scholar Theodorx Egan comes from a family that always used metal instead of plastic household products. Moreover, their family owns part of the local steel mill. What (e.g., personal biases, power dynamics, etc.) and how should Scholar Theodorx Egan address their reflexivity in their research and writing on this topic? How can Scholar Theodorx Egan support their ethos (i.e., establish credibility and trust with the audience)?

EVALUATE (5 minutes)

Exit Ticket (Individually):

What other questions would you add to your reflexivity question set? That question(s) can be related to reflexivity with researching and writing in general or specific to the topic you choose.

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