Composition Case Study Check-In Example
For my Composition Case Study, I am planning to research how visual artists become familiar
with traditional methods of painting, as well as how they get inspiration for their ideas. I will be
interviewing my friend Vanessa, an art major at UC Davis, about her own paintings, methods,
and inspiration. I have already spoken to Vanessa and done a sort of pre-interview to direct my
research. She told me about some of her inspirations, as well as what materials she most
frequently works in: in her case, watercolors.
The literacy angle of my case study is literacy in artistic methods and the history of different
methods. So, for instance, what does a painter need to know to get started painting? What
specialized skills do they need to develop? What vocabulary and materials are specific to
painting? How do amateur painters compare, in method, to someone like Vanessa, who is being
trained by experts in a university setting? Right now, my guiding question is “What does an artist
need to know in order to become a painter?” As I find out more, it will narrow, and hopefully
develop into something more like a thesis.
I haven’t done much secondary research yet, but I have been looking up “art AND method” and
“art pedagogy” on JSTOR, and I have found some articles that look promising. I figured
pedagogy would be a useful term for me because articles written by art professors for other art
professors would probably cover a lot about method, as well as how students learn particular
skills. I am also hoping to find some useful articles on how amateur artists learn, and whether
that is different from how trained artists learn. I may need to ask for some help finding these
articles. So far my search terms haven’t yielded much.
This is my plan as it currently stands! Please let me know if there’s anything I need to change.
Writing Project #2: Composition Case Study
The Composition Case Study Project connects to the UWP1 learning outcome of using research to evaluate, analyze, and
synthesize prior knowledge on a subject and create new knowledge through primary research. The purpose of the
Composition Case Study Project is to conduct a case study of a composer by interviewing the composer about their
literacy processes, rhetorically analyzing the composer’s work, and reflecting on what you learned about composing from
conducting the case study. The composer can be a fellow student, a workplace professional, a family member, a local
performer, etc. You’ll present the results of this research in the form of a scholarly research article. In addition to
interviewing the composer, you’ll integrate secondary sources--research others have conducted. You’ll include the
Composition Case Study Project in your final electronic portfolio. You’ll also give a brief presentation on your
Composition Case Study Project for the final exam. You’ll give a two- to three-minute presentation that provides an
overview of your analysis of the discourse community using a visual aid (a poster, a PowerPoint, a Prezi, etc.) and answer
questions from the audience.
Case studies are a common genre in academic writing in every field, whether it’s a psychologist describing a patient or a
business report focused on a specific company or a primatologist studying a particular band of gorillas. We’ll read
examples of student and professional scholarly case studies, and additional examples are available on the class Canvas
site. Scholarly case studies are most often published in print mode (articles in scholarly journals and books published by
scholarly presses), but scholarly case studies are also presented in digital form (in documentary videos or websites in
online journals). The tone and style of a scholarly article tends to be formal and serious, with the use of academic
language and jargon appropriate for the subject and discipline. Readers expect scholarly articles to engage in conversation
with the research that’s been done on the topic, and this means citing and integrating peer reviewed academic sources
from scholarly journals and books. Citing only a few related research studies is never enough to show that you’ve deeply
engaged with your topic as a scholar. Although most research articles cite dozens of sources, since this is a small research
project, you should cite at least 4 to 6 secondary sources. A minimum of 2 of these 4 to 6 sources should be new (as in not
assigned by me), peer-reviewed sources. You are welcome to cite any of the scholarly articles we’ve read for class, but
must include at least 2 new, peer-reviewed sources in addition to class materials. If you wish to use more than 6
secondary sources, you may.
Audience and Circulation
The primary audience for your Composition Case Study Project is the academic discourse community of UWP1 students
and teachers. You’ll have at least two readers from an academic background (myself and the second reader of the
portfolio, another UWP1 teacher) since this research project will be included in the final portfolio. You’ll also have the
option of circulating your Composition Case Study Project to a wider academic audience. You can submit it to me for
consideration for the University Writing Program first-year composition student writing journal, Readings about Writing.
You can submit it to the UC Davis Undergraduate Research Conference at http://urc.ucdavis.edu/conference/index.html.
You can submit it to the journal Young Scholars in Writing, which has a special section just for first-year writing. The
URL for Young Scholars in Writing is http://cas.umkc.edu/english/publications/youngscholarsinwriting/. You also have
the option of circulating your research project to a wider audience online through a blog, website, YouTube video, etc.
Research articles have different formats depending on the discipline (for example, research articles in the sciences often
use a more “objective” tone, fewer direct quotes, and more visuals like charts and graphs than research articles in the
humanities). However, academic research articles in every field use some basic formatting conventions: there’s often an
abstract at the beginning that summarizes the article; there’s usually an introduction and discussion of related research, a
discussion of research methods, and a discussion of the results and significance of the research. Different sections of a
scholarly research article are usually divided by headings. The length of a scholarly research article will depend on the
size of the study and the assignment guidelines (if it’s written for a college class) or the journal submission guidelines (if
it’s written for publication in a scholarly journal). You’ll be conducting a small research study, so your research article
should be between 1,500 and 2,000 words. For non-print case studies like videos or websites, there will be fewer words
but more of the work will go into creating visuals, video editing, audio editing, etc. In the field of Writing Studies the
most commonly used citation style is the style of the American Psychological Association (APA), but you may use any
citation method you choose, as long as you are consistent in your usage and you let me know in your cover memo which
citation method you are using. I am most familiar with MLA, but also have some familiarity with APA and Chicago. I
want this project to be of use to you, so choose the citation method most appropriate to your own work.
You’ll include a cover memo with your peer response workshop draft and the revised draft we discuss in our one-on-one
*The cover memo for the peer response workshop draft should be a total of two paragraphs: one paragraph describing
what you think the strengths and weaknesses of the draft are and one paragraph with any questions or concerns you have
for your peer responders.
*The cover memo for the one-on-one conference should be a total of three paragraphs: one paragraph describing what
you think the strengths and weaknesses of the draft are, one paragraph with any questions or concerns you have for me,
and one paragraph summarizing the feedback you got from your peer responders and what revisions you made based on
your peers’ response.
For this project I will be giving you a face-to-face response in a one-on-one conference.
See the UWP1 portfolio rubric.
Friday, 5/3, by 9:00 PM: Upload your Progress Check In via Canvas.
Wednesday, 5/15 by 11:00 AM: Upload a draft of your Composition Case Study Project with cover memo to class
Canvas Assignments tool before class and bring two print copies, including cover memo, to class. Minimum 900 words.
Friday, 5/24, by 9:00 PM: Upload a revised draft of your Composition Case Study Project with cover memo to the class
Assignments tool. Minimum 1,500 words.
Tuesday 5/28 to Friday, 5/31: Bring a print or digital copy of your Composition Case Study Project to your 20-minute
one-on-one conference with me, as well as a laptop or notebook with which to take notes.
Friday, 6/7, by 9:00 PM: Include the final draft of your Composition Case Study Project as part of your final electronic
portfolio. 1,500-2,000 words. Submit the URL to your portfolio to the Canvas Assignments tool by 9:00 PM on 12/10.
Friday, 6/7, 8:00-10:00 AM: Final exam: two- to three-minute oral presentation on your Composition Case Study Project
followed by a Q and A. Use a visual aid in the presentation (poster, PowerPoint, Prezi, etc.).
For my Composition Case Study am planning to research on an invention tool which
assists engineers and machinery workers to hold their working tools the grypmat device. I will be
interviewing the inventor Tommy, a former military engineer about his machine and how he
came up with it. I had a pre-interview with Tommy for directing my research. He told me about
the tool and what motivated him to invent it.
The literacy in my case study in the field of technology and inventions. A good example
is, what skills are relevant for the design? Tommy, the inventor, experienced a challenge in the
in-operation hence coming up with the idea of the mat. What are the specific materials used for
the invention? Tommy used rubber to make the mat since when a tool is placed to it will assume
its shape; hence breaking is avoided. What are the advantages of the device? The tool can hold
the most fragile tools and can slide to facilitate movement. For the study my guiding question is
“What made you to invent the tool?” I will subject to develop a thesis.
For the little secondary research done, I have been looking at the inventions and tools
used for holding other tools in the workplace such as the engineering tools. I figured out that the
holding tools used before the invention lead to the breaking other devices. The design is a
motivation for the engineering students since they will find more ways to solve problems faced
in the field and solved through creativity. I have seen some useful articles in inventions which
provide ideas to the youth and professionals to find a challenge and come up with solutions
through a new product. Am hoping to see more article that will guide learners to find a gap and
invent a solution.
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