Writing Project 2: Academic Inquiry Essay on a Local Topic

In their first assignment in Sequence 2, students will analyze an artifact representing an aspect of UW-Madison, exploring its significance within various contexts. The second short assignment allows students to practice information literacy skills by visiting specialty libraries on campus and gaining experience in selecting, narrowing, and focusing on an issue within a field. This includes conducting research and interviewing an expert.The third short assignment helps students summarize and analyze sources through annotations. Building on these skills and the sources students collected, Writing Project 2– an Academic Inquiry Essay–asks students to write an article that should provide UW students and staff with a thoughtful analysis of the wide array of information and perspectives related to a chosen current and local issue that is relevant to a particular community affiliated with the student.

Sequence 2 Learning Outcomes

• To greater develop and practice information literacy skills and citation practices
• To read, understand, and evaluate the reliability of  a variety of academic and nonacademic sources
• To practice summary, analysis, and synthesis
• To consider multiple perspectives and arguments
• To treat research as a process of discovery
• To gain experience in selecting, narrowing, and focusing on a topic and research question.

Short Assignments

Short Assignment 3: Artifact Analysis

Short Assignment 4: Exploring Local Issues in Your Field

Short Assignment 5: Annotated Bibliography (this annotated bibliography could be moved to sequence 3; however, it is best to associate the library day with the annotated bibliography, so push back your request for your library session if you plan to assign this SA during sequence 3)

Writing Project

Writing Project 2: Academic Inquiry Essay on a Local Topic

Note: there is no portfolio at the end of Sequence 2. Instead, all writing will be included in the Final Portfolio, submitted at the end of the semester

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Additional Sequence 2 Writing Projects

Additional options for short assignments and writing projects can be found on the E100 LessonShare site (on Canvas) and/or the E100 BOX site.

Following the narratives composed in Sequence 1, this sequence encourages students to practice analyzing and evaluating information and research within the writing and argument process. In this unit, students begin finding, recording, and analyzing the stories and viewpoints of other people. Rather than thinking of each unit as a separate entity consider how each unit builds upon skills and leads students toward new engagement with writing and analysis. There are a number of strategies for incorporating this type of thinking into your writing projects in addition to the more descriptive assignments above.

• Consider asking students to engage in a field research project or “mini-ethnography” for Sequence 2 with a number of scaffolded assignments. A link to a sample assignment can be found in the model calendar.
• Get your students out into the field and practicing different forms of observation and analysis with a field trip or activity on campus. Possible places include the Chazen Museum, a walking trip to Picnic Point, or observing at the Memorial Union.
• Ask students to engage in a review of a piece of media, art, or place. Every review that Roger Ebert has ever written is available online and a great tool to underscore rhetorical engagement, strong writing, and clear stating of facts and experiences. This assignment can be combined with a trip to a museum (as suggested above) or an opportunity for you to encourage students to explore a different form of media for analysis on their own. In addition, this form of writing offers students the opportunity to analyze information in a different argumentative context.

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Incorporating Sift & Winnow with Sequence 2 Assignments

This section contains some tips and practices for incorporating Sift & Winnow and its accompanying library session into your Sequence 2 plans. Sift & Winnow is an important part of the course’s approach to information literacy and can support your teaching beyond the day you visit the library. At the beginning of the semester, you will be sent a Google Forms to aid in scheduling. You may have the opportunity to choose between an in-person session or a secondary Canvas module that builds on the Sift and Winnow modules. The librarians work very hard to provide sessions during the times that work for you, and you will know when your session will be scheduled within the first couple of weeks of class.

Tips and Practices

More often than not, librarians give feedback that classes come too early in the sequence. The session is most helpful when students have a developed research question to work with during the class.

As in the model syllabus, consider dividing up the assignment of the six modules so that students can discuss and practice before going to the library. Some instructors practice Sift & Winnow skills on a set selection of sources or topics for class and then have students expand on this work in their library session by researching their own chosen topic.

Work with your librarian to tailor the session to your sequence 2 or 3 assignment. Your librarian should be added to your Canvas site, and you should hear from them before your library session. It is a good idea to let them know just before your session what kinds of topics your students have been developing. Giving them a sense of this can help them provide more relevant activities and examples.

Have students continue to practice their research skills after your library session. This may include having an assignment, such as an annotated bibliography or research proposal, that students produce out of that session. This may also be as simple as taking a few moments at the beginning of the next class to debrief and discuss how to carry over these skills into their Sequence 2 project.