SCAFFOLDED
APPROACH TO “THE”
RESEARCH PAPER
The Challenge of Threshold Concepts in Academic
Writing
Basic principles of the semester
1.
Student questions as central
2.
Threshold concepts (liminality)
3.
Social immersion
Continuums from High School to College*
From
To (threshold concept)
Thinking of sources as “back up”
Thinking of sources in conversation
with each other
Focusing on a thesis
Focusing on an interpretive question
Dropping in quotations into an
already written argument
Weaving in paraphrased material to
take on a source’s argument
Selecting sources based upon initial
judgment of topic match
Selecting sources based upon
developing expertise that leads to a
more narrowly focused question
Having an understanding of research Having an understanding of research
as linear
as recursive
*The way I’ve characterized high school attitudes and behaviors are generalization based upon
from years of teaching first-year writing courses. There are many exceptions to these
generalizations.
Essay 1
At Seton Hall: College English I and II
Essay 1
 Focuses on stories
 Mostly focuses on an interpretive question, not critical sources.
 Student quotations are the most important sources.
 Interpretation game
Focusing on Questions instead of Theses
Assignment to read Faulkner’s “A Rose for Emily”
Why “A Rose for Emily”?
Read "A Rose for Emily," p. 79 in the DiYanni text. Read it as a detective story (at
least on one level), but also keep in mind that it's a story about the South and the
continuing adjustment from a pre-Civil War South to a 20th century South. Based on
your experience reading the story, ask some questions you want to know the answer
to. Add the most interesting question to the Google doc we used in class. These will
be used to begin class discussion Tuesday. Then begin to answer that question for
homework.
Questions for “A Rose for Emily” from Class Google Doc
Sample Questions from Student Homework for “A Rose for Emily”
1.
Why did Miss Emily kill Homer? (Answered by Harry)
2.
How come no one noticed that Homer was missing? - John (Answered by Briana)
3.
Why did Faulkner title his short story “A Rose for Emily”?-Molly (answered by
Kiersten)
4.
Why did Emily allow her father to have so much rule over her and her love life? Christina
Answer by Ahssia
5.
Was the arsenic purchased by Emily used to kill Homer Barron? - Alexis answered
by randall
6.
Why did Emily kill Homer? -Emily (answered by Alexis)
Citing Classmates in Essay 1
People are often influenced by the individuals around them, and do things that they normally
wouldn’t because of the guidance that is upon them. [rest of paragraph left out here]
Similarly, Miranda Hajduk would agree that people act the way they do because they are
influenced by society. In her reflection to the Gimpel story Miranda stated “He depends on other
people to change his mind and control what he does” (Hajduk). In other words she is saying that
the people in the town have a huge impact over the way Gimpel acts. Miranda also goes on to say
“Very often we allow ourselves to be outwardly formed by things people say, while inside we know
we are not okay with – albeit accepting of – the label people have given us “(Hajduk). To put it
simply, she is saying that people are influenced by others, and yet we accept what they say even if
we don’t agree or like what they say. As for Gimpel, he might be doing what the people tell him but
on the inside he knows they are wrong. He is conforming because of his actions, but on the inside
his beliefs are unchanged. Gimpel is one of many examples of people conforming to society with
actions, but often their beliefs differ. Therefore people act the way they do because of the effect
society has on them, but often people do not fully agree with the label they are portraying.
On the other hand it could be said that Gimpel does not act the way he does because he was
encouraged by society, but because he had faith in his religion. While reflecting on the Gimpel
story Juan Pinilla stated “He thinks to himself if he believes these people he has nothing to lose
because they are the fools at the end of it all because he is doing everything out of good faith
therefore he has no evil in him and he has a better chance for eternal life or heaven” (Pinilla). Juan
is arguing that Gimpel acts the way he does because he wants to go to heaven and not because he is
influenced by the people. However, Gimpel is influenced by the people and does not act the way he
does because he wants to go to heaven.
Essay 2
The drama section of the course focuses on Othello.
Students use three critical sources from a total of four chosen by me.
Students are encouraged to find one source beyond the source I provide.
First Homework Assignment for Othello
Part 1
Read Acts I and II in Othello. Use the No Fear Shakespeare site. I expect you to read both the
modern English and Shakespearean English. Make a note of passages in the original English that
strike you in some way, especially if you think there is something about the original language that
might be important for understanding the character, a symbol, or any larger meaning. Keep track
of your questions and strong responses as you go.
Part 2
Then for your homework in Blackboard, write by sharing those questions and strong responses to
puzzle through what you see happening.
Part 3
Write down in the Google doc the question you most want to hear your classmates answer.
Sample Question after Reading Act II from Class Google Doc
 Why is Iago so obsessed with getting a higher rank? -Cristian
 Why is Emilia still married to lago?- Alexis
 Why doesn’t anyone second guess Iago’s mysterious behavior? It seems obvious that he is
manipulative, but yet he easily persuades Cassio to get drunk without interruption. -Trevor
 Why does lago hate Othello? - Mark
 Why does Iago see women so negatively?-Molly
 What does Iago really want at the end of this treachery ?- John
 Why does Iago want so badly to be promoted and why does Othello REALLY bother him? - Ahssia
 Why does Iago have such disdain for Othello? is it only because he feels betrayed for not being
made Lieutenant or is there something more? -Emma
 Why is Iago continuing to exploit Cassio’s flaws after Cassio lost his job/was fired by Othello for his
actions?-Jeff
Reading critical sources for their arguments
Finish reading Othello. Write one question about Act V for in-class discussion. No need to write
an answer since I would like you to spend the rest of your time reading one of the articles written
about what motivates Iago that you can find in the Course Content link in Blackboard. When you
find "Articles Related to What Motivates Iago," see my one-word summary of each article's
perspective to help you make a choice. I would recommend you choose one of the first four-Bowman (on revenge), Stempel (on evil), McCloskey (on hate), West (Psychopathy). You may
pick your article for any reason--because you agree, you disagree, or you are simply
curious. Read the article for key points in their overall argument and summarize those
briefly. Do not feel obligated to write a response. The summary will prepare your for class
discussion.
Starting to Create the Synthesis Chart
 Read a second critical source on Iago's motivation, in the Course Content area, one that intrigues
you because you find it fascinating or your disagree with it.
 Summarize the thesis and the key points that the author uses to support that thesis.
 Then create a chart. (See link above for a model.) As you've read through the two articles, you
should have highlighted points (such as the key points) that you found important in thinking about
what motivates Iago. Now you'll transfer these points into a chart that will help your write the
essay due Monday. The model chart provides just one point, with quotations, summaries, and
comments on the way each of three authors thinks about that point. The fourth column you do
not have to fill in for tomorrow). (You can also come up with your own points, but see where an
author says something that challenges or supports your point.)
 You should identify several points in the same fashion as the model does for the two authors you
have read. You'll notice that in some places your point may be supported by an author, so you put
it in the left-hand column. In other places, your point may be challenged by an author, so you put
it in the challenging column.
 This exercise will force you to make connections between authors, which will help you synthesize
their ideas--which is critical for Essay 2. You will not necessarily be able to fill in something under
each author for each point.
Initial Quotation-Laden Chart
Helping Students Going Beyond the Use of Quotations: The
Need for Summary
During class: In class, help each other in your groups to come up with an accurate summary of
each source (100-150 words) and key ideas (a sentence or two) from the sources that seem
important to answering your question. Note places you agree, disagree, or go beyond the source
ideas and say why, especially referring to the text of Othello and especially noting the motifs,
character pairs, symbols, and language that seem important to consider. (Examples: motifs:
“honest Iago”; character pairs: Othello & Desdemona vs. Iago & Emilia; symbols: handkerchief;
language: Iago’s use of animal language).
By the end of class, Each group should submit in the Google doc a single chart (or something
similar) that represents your group’s DETAILED thinking and, in the Blackboard Assignment
space, submit your individual thesis statement. Thesis statements will differ from one group
member to another but each should take into account the complexity of the group chart. Keep in
mind that the purpose of this preparatory work is to identify an interesting issue (one that doesn't
have a clear answer yet, one that likely has different ways to look at it) and to come up with your
own take on it after examining two author's ideas and your own interpretation of Othello.
Synthesis Chart Used to Put Critics in Conversation and to
Develop Arguments
Chart Used to Synthesize Ideas to Create Thesis
Rubric for Essay 2
Rubric for grading Essay 2 (see new item)
Address so what question. how compellingly you introduce your question/thesis and then answer your
question (develop your thesis) throughout the essay. This means you answer the "so what" question for the
reader not only in the intro but throughout. You give the reader a sense of a big picture--not just persuading
me about an interpretation but how it's significance.
Focused argument. how focused your argument is. You provide details from the story not to retell the
story but to support your argument. This mean having transitions, especially topic sentences, that focus on
the points you wish to make and that guide the reader from one paragraph to the next.
Complex treatment of evidence. how complex your treatment of the evidence is. You should take into
account different ways of seeing the story and test out your ideas by considering the ways that plot,
character, symbolism, setting, point of view, and/or irony may alter your interpretation.
New for Essay 2 Use of juxtaposed published sources to frame an argument. You will summarize
differing points of view to define an issue and then evaluate the relative merits of each issue, by referring to
the available evidence. Ultimately you will do all this to develop your own perspective on that issue.
Sentence level clarity and correctness. whether your essays reads well: clear sentences, correct grammar
and punctuation. Proofread aloud to check this out.
MLA style for format and citation. whether you have followed MLA formatting and citation style.
First draft
Essay 3
Students choose a poet of their choice and find sources to develop an “original” idea
based on their interpretation of the poet’s work and the perspectives of at least two
critical sources.
Key learning issues for Essay 3
Managing the challenges of emerging personal responses with sophisticated critical
responses
Developing new, more focused ways of searching for sources
Dealing with complexity, learning how to prolong the gestation period
Assignment 1: 10 Poems by Your Poet
Choose and read 8- 10 poems from your chosen poet. Write an extended exploration
of what your experience was of reading the poet and what hunches you have about
what matters to this poet, both in terms of content and form.
Assignment 2: Using Poetry Elements to Develop
Interpretations
Read parts of some sections in the anthology related to items of writing craft that seem important
to understanding your poet (pp. 707-888): Speaker, situation and setting, theme, tone, word choice
and order, visual imagery, figures of speech, symbol, sounds (rhythm, meter, rhyme, and more),
internal structure, external form. Spend about an hour or so skimming and reading places that
seem relevant and interesting to you. Write down any thoughts you have about any of your
poems in relation to these ways of thinking about poems.
Fostering Independent Readers of Poetry
Three-part reading response
1.
Gut responses
2.
Noticing
3.
Asking questions, noticing contradictions, making connections
Wild Nights -- Wild Nights!
Wild nights - Wild nights!
Were I with thee
Wild nights should be
Our luxury!
Futile - the winds To a Heart in port Done with the Compass Done with the Chart!
Rowing in Eden Ah - the Sea!
Might I but moor - tonight In thee!
Librarian’s Visit
Librarian focuses
 On literature databases
 On helping students develop search terms for their specific topics (not just “Frost”
but “Frost” and “human nature,” for example
 Dividing time between presentation and individual coaching of students
Annotated Bibliographic Entries
Find two critical sources for Essay 3. Submit in the Assignment space two annotated
bibliography entries. Write down the bibliographic information in MLA format (that is,
everything you'd include on your works cited page). Then (1) print out these sources, (2)
highlight parts that seem relevant to your emerging interpretive question, (3) jot notes on the side
(questions, doubts, connections, etc.), (4) summarize the argument in about 100 words--only for
those parts of the article relevant to your needs, (5) explain your response to the argument AND
how you expect to be able to use theses articles. Options for how you expect to use the article
include (a) defining terms, (b) providing a metaphor or analogy for helping you rethink your
thesis, (c) providing crucial evidence to make a point, (d) challenging your interpretation of your
poet or your emerging thesis, (e) providing important background or context. In the Assignment
space, copy and paste your responses to the underlined portions of this assignment. For one of
your articles, submit your printout with highlighting and marginal notes in class. Also submit in
the Reading Responses tab. See above link for example.
Summary
1.
Learning how to uses sources in a research paper needs to be supported over the
course of an entire semester, with every single assignment.
2.
Key challenges will include
a.
b.
c.
d.
e.
Developing confidence in asking and pursuing their own questions
Seeing sources as evidence of a conversation to be joined
Using sources not just as back-up but to provide arguments to be critically examined and to
provide a frameworking for introducing a thesis.
Allowing an idea to emerge over time, in conversation with sources
Developing a more narrowly focused search for sources