During this module, we’ll examine the research writing process through the example of Marvin, a student at Any University who gets advice from an online professor on writing his research paper. You’ll read bits and pieces of their dialogue throughout the module and come to understand how the research writing process can be compared to walking, talking, cooking, and eating. In the following dialogue, consider the professor’s recommendations to Marvin about how to think more deeply about his assignment and what type of angle to take for his paper. Just like Martin, you should begin your research by thinking about the importance of your topic and what about it you find interesting. It also helps to talk with someone about your paper, whether that be a friend, family member, classmate, teaching assistant, librarian, or professor.
Getting Started
Marvin, a college student at Any University, sits down at his computer. He logs in to the “Online Professor,” an interactive advice site for students. After setting up a chat, he begins tapping the keys.
Marvin: Hi. I’m a student in the physician assistant program. The major paper for my health and environment class is due in five weeks, and I need some advice. The professor says the paper has to be 6–8 pages, and I have to cite and document my sources.
O-Prof: Congratulations on getting started early! Tell me a bit about your assignment. What’s the purpose? Who’s it intended for?
Marvin: Well, the professor said it should talk about a health problem caused by water pollution and suggest ways to solve it. We’ve read some articles, plus my professor gave us statistics on groundwater contamination in different areas.
O-Prof: What’s been most interesting so far?
Marvin: I’m amazed at how much water pollution there is. It seems like it would be healthier to drink bottled water, but the plastic bottles hurt the environment.
O-Prof: Who else might be interested in this?
Marvin: Lots of people are worried about bad water. I might even get questions about it from my clients once I finish my program.
O-Prof: OK. So what information do you need to make a good recommendation?
Marvin thinks for a moment.
Marvin: I don’t know much about the health problems caused by contaminated drinking water. Whether the tap water is safe depends on where you live, I guess. The professors talked about arsenic poisoning in Bangladesh, but what about the water in the U.S.? For my paper, maybe I should focus on a particular location? I also need to find out more about what companies do to make sure bottled water is pure.
O-Prof: Good! Now that you know what you need to learn, you can start looking for sources.
Marvin: When my professors talk about sources, they usually mean books or articles about my topic. Is that what you mean?
O-Prof: Books and articles do make good sources, but you might think about sources more generally as “forms of meaning you use to make new meaning.” It’s like your bottled water. The water exists already in some location but is processed by the company before it goes to the consumer. Similarly, a source provides information and knowledge that you process to produce new meaning, which other people can then use to make their own meaning.
A bit confused, Marvin scratches his head.
Marvin: I thought I knew what a source was, but now I’m not so sure.
O-Prof: Think about it. Sources of meaning are literally everywhere—for example, your own observations or experiences, the content of other people’s brains, visuals and graphics, experiment results, TV and radio broadcasts, and written texts. And, there are many ways to make new meaning from sources. You can give an oral presentation, design a web page, paint a picture, or, as in your case, write a paper.
Marvin: I get it. But how do I decide which sources to use for my paper?
O-Prof: It depends on the meaning you want to make, which is why it’s so important to figure out the purpose of your paper and who will read it. You might think about using sources as walking, talking, cooking, and eating. These aren’t the only possible metaphors, but they do capture some important things about using sources.
Marvin: Hey! I thought we were talking about writing!
O-Prof: We are, but these metaphors can shed some light on writing with sources. Let’s start with the first one: walking. To use sources well, you first have to go where they are. What if you were writing an article on student clubs for the school newspaper? Where would you go for information?
Marvin: I’d probably walk down to the Student Activities office and get some brochures about student clubs. Then I’d attend a few club meetings and maybe interview the club leaders and some members about their club activities.
O-Prof: OK, so you’d walk to where you could find relevant information for your article. That’s what I mean by walking. You have to get to the sources you need.
Marvin: Wait a minute. For the article on student clubs, maybe I could save some walking. Maybe the list of clubs and the club descriptions are on the Student Activities web page. That’d save me a trip.
O-Prof: Yes, the Internet has cut down on the amount of physical walking you need to do to find sources. Before the Internet, you had to either travel to a source’s physical location, or bring that source to your location. Think about your project on bottled water. To get information about the quality of a city’s tap water in the 1950s, you would have had to figure out who’d have that information, then call or write to request a copy or walk to wherever the information was stored. Today, if you type “local water quality” into Google, the Environmental Protection Agency page comes up as one of the first hits. Its home page links to water quality reports for local areas.
Marvin pauses for a second before responding, thinking he’s found a good short cut for his paper.
To be continued. . .
