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>> BETH: GOOD EVENING, EVERYONE, AND WELCOME TO THE 2
WEBINAR.
I'M JUST GOING TO TAKE A QUICK SECOND AND MAKE
SURE, YUP, EVERYONE CAN SEE MY SCREEN.
ALL RIGHT, SO, WELCOME TO APPROPRIATE USE OF FIRST
PERSON AND AVOIDING BIAS.
MY NAME IS BETH OYLER, AND I'M A WRITING
SPECIALIST AT THE WRITING CENTER.
AND JUST A QUICK INTRODUCTION TO ME.
I'VE BEEN WITH WALDEN FOR ABOUT TWO YEARS.
AND I USUALLY WORK WITH STUDENTS ONE-ON-ONE BY
REVIEWING PAPERS THROUGHOUT THE DAY.
BUT I ALSO HELP CONTRIBUTE TO THE WEBSITE, I GO TO
RESIDENCIES AND TEACH THERE, AND THEN I ALSO HELP
COORDINATE AND FACILITATE ALL OF OUR WEBINARS.
SO, YOU'RE ATTENDING A WEBINAR TONIGHT, SO YOU
MOST LIKELY HAVE RECEIVED AN E-MAIL OR TWO FROM ME
IN THE PAST.
AND I'M EXCITED AND JUST VERY GRATEFUL THAT YOU
GUYS TOOK THE TIME OUT OF YOUR NIGHT TO COME JOIN
US THIS EVENING.
AND I HOPE THAT THIS WILL BE HELPFUL.
BEFORE WE JUMP IN, I WANT TO GIVE JUST A FEW
PIECES OF TECHNICAL INFORMATION.
FIRST IS THAT YOU DO HAVE A QUESTION BOX ON THE
RIGHT-HAND SIDE OF YOUR GOTOWEBINAR SOFTWARE 3
SCREEN.
AND THIS IS KIND OF A PICTURE OF WHAT THAT LOOKS
LIKE.
AND I'D ENCOURAGE YOU TO ASK ANY QUESTIONS THAT
YOU HAVE THROUGHOUT THE WEBINAR.
I LOVE GETTING QUESTIONS, AND WE HAVE A COUPLE OF
MY COLLEAGUES, AMBER COOK, AND RACHEL GRAMMAR IN
THE BACKGROUND, WHO WILL BE RESPONDING TO THOSE
THROUGHOUT THE PRESENTATION.
BUT I'M ALSO GOING TO MAKE SURE AND TAKE TIME TO
ANSWER YOUR QUESTIONS VERBALLY AS WELL.
SO, PLEASE FEEL FREE, AS STUDENTS, YOU HAVE A
QUESTION TO ENTER THOSE IN THERE AND WE'LL MAKE
SURE TO GET TO IT.
AND ALSO NOTE THAT YOU CAN DOWNLOAD THESE
POWERPOINT SLIDES FROM OUR WEBINARS PAGE.
AND, AMBER, IF YOU WOULDN'T MIND JUST MAYBE GIVING
THAT LINK INTO THE CHAT BOX.
THAT MIGHT BE HELPFUL, TOO.
SO, IF YOU ARE SOMEONE WHO LIKES TO TAKE NOTES
WHILE YOU WATCH THIS PRESENTATION, FEEL FREE TO
DOWNLOAD THOSE SLIDES AND FOLLOW ALONG OR TAKE
NOTES ON THEM.
AND THEN AFTER THE WEBINAR, WE'RE ALSO GOING TO
MAKE SURE TO POST THESE SLIDES AND THE RECORDING 4
OF THIS WEBINAR IN THE WEBINAR ARCHIVE.
AND MAYBE AT THE END, IF WE HAVE A CHANCE, I CAN
SHOW YOU WHERE THAT IS, BUT THIS IS A QUICK SCREEN
SHOT IN THE BOTTOM RIGHT CORNER OF MY SCREEN HERE
OF WHERE TO GO FROM THE WRITING CENTER'S HOME
PAGE.
SO THAT WILL BE AVAILABLE AFTER THE WEBINAR AS
WELL.
SO, AS YOU PROBABLY GUESSED FROM THE TITLE OF THIS
WEBINAR, WE'RE GOING TO BE FOCUSING ON TWO
DIFFERENT THINGS IN THIS SESSION.
FIRST, WE'RE GOING TO BE TALKING ABOUT FIRST
PERSON, OR PERSONAL PRONOUNS.
BY THAT, I MEAN THE USE OF I, ME, AND MY.
THROUGHOUT THE PRESENTATION, I'M GOING TO REALLY
FOCUS ON USES OF I, BUT ME AND MY IS REALLY PART
OF THIS AS WELL.
AND THEN WE'LL ALSO BE TALKING ABOUT BIAS.
AND AT FIRST IT SEEMS LIKE THESE TWO THINGS MIGHT
BE KIND OF SEPARATE, BUT I HOPE TO KIND OF CLARIFY
OR EXPLAIN HOW THEY RELATE.
I THINK WE CAN KIND OF SEE HOW FIRST PERSON/BIAS
GO TOGETHER.
SO WE'RE GOING TO LOOK AT APPROPRIATE USES AND
INAPPROPRIATE USES OF FIRST PERSON. 5
AND I HOPE TO SHOW YOU A LOT OF EXAMPLES.
AND THEN WE'RE GOING TO TALK ABOUT BIAS AND
SPECIFICALLY OBJECTIVITY AND WAYS TO AVOID BIAS.
SO, WITH THAT, I THINK WE'LL JUST GET STARTED.
AND WE'RE GOING TO START WITH FIRST PERSON.
NOW, THE FIRST THING THAT I WANT TO NOTE ABOUT
FIRST PERSON IS THAT IT IS ALLOWED BY BOTH WALDEN
AND A.P.A., BUT WE AT THE WRITING CENTER TALK
ABOUT IT A LOT BECAUSE A LOT OF STUDENTS ARE TOLD,
ESPECIALLY IN HIGH SCHOOL, THAT THEY CAN NEVER USE
FIRST PERSON.
AND THAT SIMPLY ISN'T TRUE.
WALDEN AND A.P.A. BOTH ALLOWS US TO USE FIRST
PERSON.
AND YOU CAN SEE HERE, YOU CAN FIND THOSE SPECIFIC
RULES AT THESE PLACES, SECTION 3.09 IN THE A.P.A.
MANUAL AND IN THE WALDEN HANDBOOK, SPECIFICALLY
PAGES 176 AND 178.
BUT, REALLY, WHAT I WANT TO STRESS TONIGHT IS THE
APPROPRIATE USE OF FIRST PERSON.
AND IT REALLY IS SOMETHING WHERE USING FIRST
PERSON DEPENDS ON CONTEXT.
SO THERE'S A TIME AND A PLACE TO USE FIRST PERSON.
SO, I'M GOING TO SHOW YOU MANY EXAMPLES AND HOPEFULLY WE CAN HELP CLARIFY WHEN THAT IS.
6
SO, HOPEFULLY TONIGHT YOU'LL HEAR ME TALK A LOT
ABOUT APPROPRIATE USE OF FIRST PERSON, AND I THINK
THAT'S WHAT MY MAIN GOAL FOR YOU TO WALK AWAY WITH
TONIGHT IS.
SO, WHEN USING FIRST PERSON, THERE'S A COUPLE OF
CONSIDERATIONS WE HAVE TO KEEP IN MIND.
NOW, THE FIRST THING THAT YOU WANT TO KEEP IN MIND
IS THAT THE UNDERGRADUATE STUDENTS WHO ARE
ATTENDING THIS WEBINAR TONIGHT, YOU'RE PROBABLY
GOING TO BE USING FIRST PERSON MORE THAN GRADUATE
STUDENTS.
AND THAT'S JUST BECAUSE YOUR PAPERS, YOUR
ASSIGNMENTS OFTEN FOCUS ON PERSONAL EXPERIENCES
MORE THAN MASTER STUDENTS OR DOCTORAL STUDENTS DO.
MASTER'S AND DOCTORAL STUDENTS, THEIR ASSIGNMENTS
USUALLY ARE BASED ON EVIDENCE.
AND THAT'S JUST A DIFFERENCE BETWEEN THE DIFFERENT
LEVELS OF EDUCATION.
SO, THAT'S ONE THING TO KEEP IN MIND.
IF YOU'RE AN UNDERGRADUATE STUDENT, YOU'LL
PROBABLY BE USING FIRST PERSON MORE OFTEN IN YOUR
PAPERS, WHILE, IF YOU'RE A MASTER'S OR A GRADUATE
STUDENT, YOU'RE GOING TO BE USING IT LESS OFTEN.
ANOTHER THING THAT IS A LITTLE BIT RELATED IS
ASSIGNMENT REQUIREMENTS. 7
UNDERGRADUATE STUDENTS, AS I SAID, THEIR
ASSIGNMENTS ARE GOING TO REQUIRE FIRST PERSON MORE
OFTEN, BUT EVEN GRADUATE STUDENTS WILL OFTEN USE
FIRST PERSON IN CERTAIN ASSIGNMENTS.
SO, LET'S SAY YOU'RE WRITING A PERSONAL
DEVELOPMENT -- OR A PROFESSIONAL DEVELOPMENT PLAN,
AND WHAT THOSE ARE IS THOSE ARE JUST MAYBE AN
EXPLANATION OF KIND OF WHY YOU'RE GOING FOR A
MASTER'S DEGREE OR A DOCTORAL DEGREE.
WELL, IN THOSE KIND OF ASSIGNMENTS, YOU'RE ASKED
TO TALK ABOUT YOUR EXPERIENCES, YOUR EDUCATION,
WHAT THINGS YOU'VE DONE IN YOUR WORK LIFE, AND,
SO, OF COURSE, YOU WANT TO USE FIRST PERSON IN
THOSE INSTANCES AS WELL.
THEN THE LAST THING THAT WE NEED TO KEEP IN MIND
IS PROFESSOR PREFERENCES.
NOW, WALDEN AND A.P.A. BOTH ALLOW FOR FIRST
PERSON.
BUT ONE THING TO KEEP IN MIND IS THAT SOME
PROFESSORS SIMPLY PREFER THAT STUDENTS USE FIRST
PERSON LESS OR SOME PROFESSORS LIKE STUDENTS TO
USE FIRST PERSON MORE.
AND IT REALLY JUST KIND OF DEPENDS ON WHAT KIND OF
TONE AS WELL AS WHAT KIND OF, I GUESS, FOCUS THEY'D LIKE TO SEE IN YOUR PARTICULAR WRITING
AND 8
THAT ASSIGNMENT.
SO THE WRITING CENTER, WE WOULD ALWAYS DEFER TO
YOUR PROFESSORS AS WELL ABOUT THEIR PREFERENCES.
AND THAT'S JUST THREE THINGS THAT WE WANT TO KEEP
IN MIND THROUGHOUT THE DISCUSSION TONIGHT ABOUT
FIRST PERSON.
OKAY.
SO FIRST WHEN WE TALK ABOUT FIRST PERSON, THE
MAIN, I GUESS, GENERAL RULE OF THUMB TO FOLLOW
THAT I THINK OF IS AVOIDING WORDS LIKE "THE
AUTHOR" AND "THE RESEARCHER."
OFTEN WHEN I SEE STUDENTS TRYING TO AVOID USING
FIRST PERSON, THEY USE PHRASES LIKE "THE AUTHOR"
OR "THE RESEARCHER."
INSTEAD.
AND YOU CAN SEE MY THREE EXAMPLES THERE.
AND I DON'T WANT TO READ THROUGH ALL OF THEM, BUT
YOU CAN SEE IN THE FIRST ONE WE HAVE THE AUTHOR
TALKED TO THE PRINCIPAL.
NOW, THE SENTENCE COULD BE REALLY UNCLEAR BECAUSE
WE'RE NOT SURE WHICH AUTHOR IS TALKING TO THE
PRINCIPAL.
IN A PAPER WHEN YOU'RE USING SOURCES TO SUPPORT
YOUR IDEAS, YOU'RE TALKING ABOUT MANY AUTHORS. WHO HAVE WRITTEN THE SOURCES. 9
AND THE READER COULD BE CONFUSED ABOUT WHETHER
YOU'RE TALKING ABOUT YOURSELF OR ANOTHER SOURCE
HERE.
SO, INSTEAD, JUST HELP SIMPLIFY THE SENTENCE IF
YOU USE "I."
SO I TALK TO THE PRINCIPAL.
IN THE SECOND EXAMPLE HERE, WE TAKE "THE
RESEARCHER" AND REPLACE IT WITH "I" AS WELL.
I WILL DEVELOP A MANAGEMENT PLAN.
AND THE LAST ONE, I SENT THE SURVEYS TO THE
PARTICIPANTS.
AND NOTICE HOW IN ALL OF THESE EXAMPLES, WE'RE
ACTUALLY TALKING ABOUT THINGS THAT YOU WILL DO.
THINGS THAT YOU AS THE AUTHOR ARE GOING TO
ACTUALLY COMPLETE.
AND, SO, THAT'S CERTAINLY APPROPRIATE.
NOW, IT IS OKAY TO TALK ABOUT THE AUTHOR OR THE
RESEARCHER, TO USE THOSE PHRASES, WHEN YOU'RE
TALKING ABOUT AN ACTUAL SOURCE.
SO, IF YOU WANT TO TALK ABOUT WHAT SMITH SAID, YOU
MIGHT ACTUALLY SAY, "THE AUTHOR" IN CERTAIN
INSTANCES.
WE JUST WANT TO AVOID USING "THE AUTHOR" OR "THE
RESEARCHER" INSTEAD OF "I." THAT'S THE MAIN REASON THERE. 10
SO HERE'S AN EXAMPLE, I JUST WANTED TO SHOW YOU
HOW THE AUTHOR AND THE RESEARCHER CAN KIND OF BE
CONFUSING IN A PARAGRAPH.
I DON'T WANT TO READ THE WHOLE PARAGRAPH, BUT WHAT
I WANT TO POINT OUT FIRST IS THAT THE STUDENT IS
USING A SOURCE IN THE SECOND SENTENCE.
SO WE'RE USING GORTMAKER AND THEN I'VE HIGHLIGHTED
AND BOLDED THE PLACES THAT WE USE "THE RESEARCHER"
OR "THE AUTHOR" IN THE LAST PART OF THE PARAGRAPH.
SO IT SAYS "THE RESEARCHER WILL USE THIS MODEL TO
IMPLEMENT A SIMILAR PROGRAM IN THE RESEARCHER'S
SCHOOL DISTRICT BY CONTINUING THE AUTHOR'S FOCUS
ON PHYSICAL FITNESS IN EDUCATIONAL AFTER-SCHOOL
PROGRAMS, THE AUTHOR WILL SHOW THE EFFECTIVENESS
OF INTEGRATING THE TWO FOCUSES."
NOW, HERE I JUST WANT TO POINT OUT THAT WE'RE NOT
NECESSARILY SURE WHO THE RESEARCHER IS OR WHO THE
AUTHOR IS IN THESE SENTENCES.
THE STUDENT COULD BE TALKING ABOUT GORTMAKER, THE
STUDENT CAN BE TALKING ABOUT HIM OR HERSELF, WE'RE
NOT REALLY SURE.
AND, SO, THIS JUST KIND OF CREATES SOME CONFUSION
IN THE PARAGRAPH.
THE PARAGRAPH ISN'T VERY CLEAR AND IT'S HARD TO
FOLLOW. 11
SO THIS IS HOW I WOULD SUGGEST CHANGING IT.
SO, IN THE LAST TWO SENTENCES, INSTEAD WE SAY, "I
WILL USE THIS MODEL TO IMPLEMENT A SIMILAR PROGRAM
IN MY OWN SCHOOL DISTRICT."
AND YOU CAN SEE IN THIS SENTENCE, THE STUDENT IS
JUST CLARIFYING THAT THIS IS SOMETHING THAT HE OR
SHE PLANS TO DO IN THEIR SCHOOL DISTRICT.
AND THEN THE SECOND SENTENCE, WE SAY, "BY
CONTINUING GORTMAKER'S FOCUS ON PHYSICAL FITNESS
IN EDUCATIONAL AFTER-SCHOOL PROGRAMS, I WILL SHOW
THE EFFECTIVENESS OF INTEGRATING THE TWO FOCUSES."
AND HERE AS WELL, IT'S JUST CLARIFYING WHAT THE
STUDENT IS TALKING ABOUT.
SO HERE ACTUALLY THE STUDENT WAS USING GORTMAKER'S
IDEAS, BUT THEN TALKING ABOUT WHAT HE OR SHE WOULD
DO BY INTEGRATING THE TWO FOCUSES.
SO YOU CAN JUST SEE HOW USING I, MY, AND THEN
CLARIFYING WHO -- WHEN THEY'RE ACTUALLY USING
GORTMAKER'S IDEAS IN THIS LAST SENTENCE HELPS TO
MAKE THE SENTENCE -- JUST MAKES THE SENTENCE
CLEARER AND EASIER TO NAVIGATE FOR THE READER.
SO, A FEW MORE THINGS THAT WE WANT TO USE FIRST
PERSON.
AND AS I GO THROUGH THIS, AND I THINK THE NEXT TWO
SLIDES, THESE ARE JUST INSTANCES WHERE USE OF 12
FIRST PERSON HELPS US AVOID OTHER ERRORS.
SO USING FIRST PERSON HELPS US AVOID
ANTHROPOMORPHISM, I KNOW IT'S A BIG, LONG WORD,
BUT ESSENTIALLY IT MEANS ATTRIBUTING HUMAN ACTIONS
TO NONHUMAN THINGS.
SO HERE'S MY EXAMPLE.
THE PAPER WILL EXAMINE.
IN THIS EXAMPLE, WE HAVE A SENTENCE WHERE IT SAYS
THAT THE PAPER WILL EXAMINE SOMETHING.
NOW, THE PAPER ISN'T ACTUALLY EXAMINING SOMETHING.
IT IS YOU WHO'S EXAMINING SOMETHING IN THE PAPER.
SO, INSTEAD, WE WANT TO USE I.
IN THIS PAPER, I WILL EXAMINE.
AND HERE WE'RE JUST CLARIFYING THAT IT'S YOU, THE
AUTHOR, WHO'S EXAMINING SOMETHING, NOT THE PAPER.
THE NEXT ONE IS SIMILAR, THIS SECTION WILL
EXPLORE.
HERE AGAIN, IT'S NOT THE SECTION THAT'S EXPLORING
THE IDEA, IT'S YOU WHO IS EXPLORING THIS IN THE
SECTION.
SO THIS IS JUST SOME KIND OF BASIC EXAMPLES OF
ANTHROPOMORPHISM, YOU CAN SEE HOW I HERE HELPS
CLARIFY AND AVOID THE ANTHROPOMORPHISM IN THE
SENTENCES. YOU ALSO WANT TO USE FIRST PERSON TO EXPLAIN
WHAT 13
YOU WILL DO OR SHOW IN A PAPER.
AND I THINK THAT THIS IS REALLY SOMETHING I'VE
SHOWN IN ALL OF THESE EXAMPLES SO FAR, AND I KNOW
I TOUCHED ON THIS A LITTLE BIT BEFOREHAND.
BUT WHENEVER YOU ARE GOING TO BE DOING SOMETHING
IN A PAPER OR EVEN IF YOU'RE PLANNING ON
IMPLEMENTING SOME SORT OF PROGRAM OR YOU'RE GOING
TO TAKE SOME SORT OF ACTION, GO AHEAD AND USE
FIRST PERSON.
WE DON'T WANT TO REFER TO OURSELVES WITH THE
AUTHOR OR THE RESEARCHER.
SO HERE AGAIN, I WILL DO THIS.
I WILL SHOW THAT.
I WILL SUMMARIZE THIS.
I WILL CONCLUDE WITH.
AND I KNOW THIS IS SORT OF LIKE AN EXAMPLE OF
WHAT, YOU KNOW, I JUST LOOKED AT BEFORE, BUT I
WANTED TO JUST REALLY EMPHASIZE HOW USING "I"
HERE, ESPECIALLY TO TALK ABOUT WHAT YOU'LL DO, IS
REALLY USEFUL AND IT AVOIDS ANY SORT OF
AWKWARDNESS OR CONFUSION.
OKAY.
SO, THE NEXT ONE I WANT TO TALK ABOUT WAS PASSIVE
VOICE. AND IF YOU'VE GONE TO THE WRITING CENTER,
I'M SURE 14
YOU'VE HEARD US TALK ABOUT PASSIVE VOICE A LOT.
I THINK IT'S SOMETHING THAT WE FOCUS ON A LOT IN
THE WRITING CENTER.
BUT ESSENTIALLY PASSIVE VOICE IS AN EMPHASIS ON
THE OBJECT, NOT THE SUBJECT OF A SENTENCE.
AND I KNOW THAT SOUNDS PRETTY -- USE A LOT OF
GRAMMAR LANGUAGE, SO HERE'S AN EXAMPLE FOR YOU.
A HEALTH CARE INITIATIVE WILL BE SUGGESTED.
NOW, IN THIS SENTENCE, THE ISSUE HERE IS THAT THE
HEALTH CARE INITIATIVE IS THE OBJECT OF THE
SENTENCE, AND IT'S FIRST.
AND THE SECOND SUBJECT, WHO IS ACTUALLY SUGGESTING
THE HEALTH CARE INITIATIVE, ISN'T CLEAR.
IT ISN'T INCLUDED AT ALL.
SO, IF I WAS READING JUST THIS SENTENCE, I AS THE
READER WOULD HAVE NO CLUE WHO IS ACTUALLY
SUGGESTING THIS HEALTH CARE INITIATIVE.
SO, WE CAN USE FIRST PERSON TO CLARIFY THIS.
I WILL SUGGEST A HEALTHCARE INITIATIVE.
AND, AGAIN, HERE WE HAVE THE SUBJECT OF THE
SENTENCE AT THE VERY START AND THEN THEY'RE
SUGGESTING THE VERB AND THE OBJECT HEALTHCARE
INITIATIVE.
SO THIS IS KIND OF STRUCTURE YOU WANT TO USE. AND THIS IS ACTUALLY CALLED ACTIVE VOICE.
15
SO THIS PREVIOUS EXAMPLE WAS PASSIVE VOICE, AND
THEN WE'VE JUST REVISED IT TO USE ACTIVE VOICE.
HERE'S ANOTHER EXAMPLE.
THREE EDUCATION THEORIES WILL BE ANALYZED.
AS THE READER, I'M NOT SURE WHO'S DOING THIS
ANALYSIS, WHO'S GOING TO BE ANALYZING THESE
THEORIES.
SO, WE SAY, I WILL ANALYZE THREE EDUCATIONAL
THEORIES.
AND THEN ONE LAST ONE FOR YOU.
WAYS THAT TIME WILL BE MANAGED WILL BE EXPLAINED
BY ME.
NOW, THIS IS A LITTLE BIT MORE OF A COMPLICATED
EXAMPLE OF PASSIVE VOICE, BUT IT'S STILL PASSIVE
VOICE.
SO HERE WE HAVE WAYS THAT TIME WILL BE MANAGED,
THAT'S THE OBJECT, THEN WILL BE EXPLAINED IS THE
VERB, BY ME IS THE SUBJECT.
BUT EVEN THOUGH WE'VE INCLUDED "BY ME," SO
TECHNICALLY THIS IS A PERSONAL PRONOUN, IT'S AT
THE VERY END OF THE SENTENCE.
IT'S NOT AT THE START.
SO IT'S NOT THE FOCUS AND IT'S NOT THE EMPHASIS OF
THIS SENTENCE. SO, INSTEAD, WE JUST REVISE LIKE THIS, I WILL
16
EXPLAIN WAYS THAT I WILL MANAGE MY TIME.
AND I GUESS THE MAIN THING I WANT TO POINT OUT
HERE IS THAT THIS JUST HELPS TO CLARIFY AND
SOMETIMES EVEN SIMPLIFY YOURSELF SENTENCES.
SO, REALLY, WHEN YOU'RE WORKING THROUGH YOUR
WRITING AND YOU'RE TRYING TO FIND WAYS TO HELP
IMPROVE IT, GO AHEAD AND MAKE SURE YOU AVOID
PASSIVE VOICE LIKE THIS AND WHEN APPROPRIATE, USE
"I" AS THE SUBJECT OF THAT PARTICULAR SENTENCE.
I THINK OFTEN WHEN I SEE PASSIVE VOICE, IT'S
BECAUSE STUDENTS ARE TRYING TO AVOID "I" AND,
REALLY, IT'S JUST NOT NECESSARY.
WE CAN GO AHEAD AND USE IT WITHOUT WORRYING.
SO, I KNOW FOR ME, AT LEAST, IT'S HELPFUL TO KIND
OF PRACTICE THINGS LIKE THIS.
SO, WHAT I WANTED TO DO IS GIVE YOU A LITTLE BIT
OF PRACTICE IN IDENTIFYING SOME OF THE, I GUESS,
ISSUES THAT WE'VE LOOKED AT SO FAR.
AND, SO, WHAT I WANT YOU TO DO IS READ THIS SMALL
PARAGRAPH.
WE'VE GOT TWO SENTENCES.
AND THEN I'M GOING TO PULL UP A POLL QUESTION.
AND I'M GOING TO HAVE SOME CHOICES OF WAYS YOU CAN
REVISE THIS SENTENCE. SO, I'M GOING TO READ THESE THROUGH AND THEN
PULL 17
UP THE POLL QUESTION, AND I'LL JUST HAVE YOU GUYS
CHOOSE ALL OF THE CORRECTIONS THAT YOU WOULD MAKE
TO THIS PARTICULAR PARAGRAPH.
SO, SAYS "THIS SECTION EXPLORES THE THEORIES OF
POSITIVISM, FUNCTIONALISM, AND SOCIAL
CONSTRUCTION, AFTER WHICH THEIR APPLICABILITY TO
NATIONAL HEALTH CARE WILL BE ANALYZED."
I'M SORRY FOR STUMBLING OVER THAT.
THE AUTHOR ALSO COMPARES THESE THEORIES TO HER
HOSPITAL, ILLUSTRATING THAT FUNCTIONALISM IS MOST
APPROPRIATE FOR THIS ORGANIZATION.
OKAY.
SO YOU'VE TAKEN A LOOK AT THIS.
I'M GOING TO GO AHEAD AND PULL UP THAT POLL
QUESTION FOR YOU.
AND EVERYONE WHO IS ABLE, IF YOU COULD GO AHEAD
AND VOTE ON THAT.
JUST VOTE ON IT BY CLICKING THE PARTICULAR OPTIONS
AND CHOOSE ANY OF THEM THAT YOU FEEL APPLY.
SO ANY OF THEM THAT YOU FEEL THAT YOU SHOULD GO
AHEAD AND REVISE.
AND I'M JUST GOING TO GIVE YOU SOME TIME.
I KNOW THAT THIS IS KIND OF A COMPLICATED
ACTIVITY. ALL RIGHT. 18
KEEP GOING.
WE HAVE ABOUT 50% OF YOU HAVE VOTED.
SO KEEP LOOKING.
TRY TO FIND AT LEAST ONE YOU WOULD REVISE IN THIS
PARAGRAPH.
AND WE'RE SLOWLY INCHING UP THERE.
ALL RIGHT.
OKAY.
IT LOOKS LIKE WE HAVE ABOUT 80% OF YOU VOTED, SO
WE'RE GOING TO GO AHEAD AND CLOSE THE POLL.
AND I'M GOING TO TAKE A LOOK AT THE RESULTS.
OKAY.
GREAT.
SO IT LOOKS LIKE MOST OF YOU PICKED OUT THE FIRST
AND THE LAST OPTION.
SO THIS SECTION EXPLORES, BECAUSE THAT'S
ANTHROPOMORPHISM.
THAT'S ABSOLUTELY CORRECT.
WE NEED TO AVOID THAT.
THEN THE LAST ONE, 33% OF YOU, THE AUTHOR, WE
SHOULD USE I INSTEAD, WHICH IS GREAT BECAUSE THOSE
ARE THE TWO THINGS THAT WE REALLY TALKED ABOUT
TODAY.
AND A LOT OF YOU ACTUALLY MENTIONED THE SECOND OPTION, WILL BE ANALYZED BECAUSE IT IS PASSIVE
19
VOICE AND THAT'S ABSOLUTELY CORRECT AS WELL.
I'M GOING TO HIDE THIS REAL QUICK SO WE CAN SEE MY
EXAMPLE OR HOW I REVISED IT AT LEAST.
NOW, THERE'S, I'M SURE, A FEW OPTIONS OF WAYS YOU
COULD REVISE THIS.
BUT THIS IS HOW I WENT ABOUT IT.
WHAT I DID IS FIRST, YOU'RE RIGHT, I REVISED THAT
ANTHROPOMORPHISM IN THE FIRST BOLDED SECTION.
SO INSTEAD OF SAYING, THIS SECTION WILL EXPLORE, I
SAID, IN THIS SECTION, I EXPLORE.
THEN LATER ON, I REPLACE THE PASSIVE VOICE WITH I
ANALYZE HERE.
AND THEN IN THAT LAST SENTENCE, I REPLACED THE
AUTHOR HERE.
THIS USED TO SAY THE AUTHOR, WITH I.
MY IS TURNED TO -- I'M SORRY -- HER IS TURNED TO
MY BECAUSE I'M TALKING ABOUT MYSELF, AND THEN MY
ORGANIZATION HERE AS WELL, INSTEAD OF "THIS."
NOW THESE TWO ARE SMALLER CHANGES THAT MAYBE, YOU
KNOW, IT'S POSSIBLE YOU DIDN'T CATCH, BUT I WOULD
ALSO SUGGEST CHANGING THESE KIND OF PHRASINGS,
TOO.
SO IF WE TAKE A LOOK AT THE EXAMPLE AGAIN, LET ME
SEE IF MY HIGHLIGHTER WILL WORK. OKAY. 20
SO, WE HAVE "THIS ORGANIZATION."
AND "HER HOSPITAL."
BUT BECAUSE I'M -- IF I'M THE AUTHOR, I'M TALKING
ABOUT MY OWN HOSPITAL HERE AND MY OWN
ORGANIZATION.
SO, I ACTUALLY LIKE REVISING BOTH OF THOSE WORD
CHOICES, TOO.
SO, LET'S GO BACK.
NEXT ONE HERE.
SO I HOPE THAT WAS HELPFUL IN JUST GIVING YOU A
SENSE OF WHAT KIND OF REVISIONS I'M LOOKING FOR,
WHAT KIND OF WAYS THAT YOU CAN USE "I."
I WANTED TO TAKE A QUESTION NOW BEFORE WE MOVE ON
TO WHEN NOT TO USE FIRST PERSON, AND SEE IF THERE
ARE ANY QUESTIONS I CAN ANSWER.
AMBER, WERE THERE ANY QUESTIONS IN THE QUESTION
BOX?
AMBER: SURE.
ONE THING, TOO, I WANTED TO MENTION, SEVERAL
PEOPLE MENTIONED THAT DURING THE POLL, THEY COULD
ONLY SELECT ONE, AND THEY WERE ITCHING TO ANSWER
MORE THAN ONE.
>> BETH: I'M SO SORRY.
AMBER: JUST SO YOU KNOW. THANK YOU, ALL OF YOU, WHO LET US KNOW THAT,
I 21
THINK THAT'S PROBABLY AN ISSUE WITH THE POLL.
>> BETH: I'M SORRY, EVERYONE.
AMBER: THAT'S OKAY.
AND THEN WE HAD A QUESTION ABOUT WHAT TO DO IF
YOUR INSTRUCTOR HAS A DIFFERENT PREFERENCE, THIS
PERSON SAID THAT THEIR INSTRUCTOR LIKES THE USE OF
"THIS AUTHOR" AND "THIS RESEARCHER" IN THE PAPERS
FOR THEIR COURSE.
>> GREAT QUESTION.
SO, IF YOUR PROFESSOR IS SAYING THAT THEY PREFER
THE PHRASES "THE AUTHOR" OR "THIS RESEARCHER,"
SOMETHING SIMILAR TO THAT, WHAT I WOULD REALLY DO
IS MAKE SURE AND KIND OF START -- ASK YOUR
PROFESSOR, I GUESS, POINT YOUR PROFESSOR TO THE
RESOURCES ON THE WRITING CENTER WEBSITE.
WE DO HAVE SOME INFORMATION ABOUT FIRST PERSON, AS
WELL AS THE A.P.A. MANUAL AND JUST ASK WHY THEY
KIND OF DIFFER FROM WHAT THOSE SAY.
AND YOUR PROFESSOR MIGHT HAVE A SPECIFIC REASON OR
MAYBE THE PROFESSOR WASN'T AWARE OF A.P.A.'S RULE
OR SOMETHING LIKE THAT.
I WOULD SAY, YOU KNOW, LET THEM KNOW ABOUT THOSE
SPECIFIC RESOURCES AND ASK WHY THEY DIFFER FROM
THAT. AND IF THEY STILL, YOU KNOW, ARE ASKING YOU
TO DO 22
THIS AUTHOR OR THE RESEARCHER, THEN THAT MIGHT BE
SOMETHING THAT YOU KIND OF HAVE TO NEGOTIATE WITH
THEM A LITTLE BIT.
AMBER, DO YOU HAVE ANY OTHER SUGGESTIONS?
MAYBE I'M NOT --
AMBER: NO, I THINK THAT'S A GOOD SUGGESTION.
I MEAN, I THINK -- WE WILL SAY, THIS IS SOMETHING
THAT'S RELATIVELY NEW IN THE ACADEMIC WORLD AND
ALSO AT WALDEN.
IT'S SOMETHING THAT, YOU KNOW, WHEN WE -- OVER
TIME, IT'S SORT OF EVOLVED TO WHERE THIS IS
BECOMING MORE STANDARD PRACTICE TO BE ABLE TO USE
PERSONAL PRONOUNS IN CASES WHERE IT'S, YOU KNOW,
NECESSARY AND WE'LL SMOOTH -- AND WILL SMOOTH OUT
THE FLOW.
BUT WE'LL STILL RUN INTO PEOPLE WHO AREN'T AWARE
OF THAT SHIFT.
SO JUST TO BE KIND OF PATIENT WITH THAT.
AND ALSO I AM THE FACULTY LIAISON FOR THE WRITING
CENTER, SO I DO CONNECT WITH FACULTY IF THERE ARE
MAYBE OUTDATED INFORMATION ANYWHERE IN THEIR
INSTRUCTIONS OR IN THE ASSIGNMENTS AND SOMETIMES
IT'S IN THE ASSIGNMENT THAT IS THEY, YOU KNOW,
DIDN'T HAVE A PART IN ACTUALLY CONSTRUCTING. SO, I'M HAPPY TO BE NOTIFIED IF YOU SEE SOMETHING
23
LIKE THAT AND I CAN REACH OUT TO THE FACULTY AND
JUST MAKE SURE THAT EVERYBODY HAS THE CORRECT
INFORMATION.
AND MY NAME IS AMBER COOK.
SO FEEL FREE TO CONNECT WITH ME.
>> BETH: GREAT.
THANKS, AMBER.
THAT WAS A GREAT QUESTION.
I LIKED YOUR EXPLANATION OF KIND OF HOW SOME
PROFESSORS MIGHT NOT HAVE BEEN USED TO USING "I"
IN THEIR OWN ACADEMIC CAREER AND I THINK THAT'S AN
IMPORTANT THING TO KEEP IN MIND.
WAS THERE ANYTHING ELSE?
AMBER: THAT'S ALL WE'VE GOT FOR NOW.
>> BETH: GREAT.
WE'RE GOING TO KEEP PUSHING ON BUT KEEP ENTERING
THOSE QUESTIONS, IF YOU HAVE THEM, TO THE QUESTION
BOX.
SO NOW IS KIND OF WHEN NOT TO USE FIRST PERSON.
AND THIS IS, I THINK, WHERE WE GET SORT OF INTO
HOW THIS RELATES TO BIAS AND OBJECTIVITY.
SO THIS WILL KIND OF LEAD US UP TO THAT SECOND
PART OF THE PRESENTATION.
SO, SOMETIMES FIRST PERSON CAN ACTUALLY BE DETRIMENTAL OR AT LEAST DISTRACTING IN YOUR
24
WRITING.
AND THAT'S SOMETHING TO KEEP IN MIND, TOO.
SOMETIMES FIRST PERSON WEAKENS YOUR ARGUMENT
BECAUSE SOME STUDENTS USE FIRST PERSON OR FOCUS ON
THEIR OWN EXPERIENCES WITHOUT SUPPORTING THEIR
IDEAS WITH EVIDENCE.
AND FIRST PERSON SOMETIMES IF YOU USE IT TOO OFTEN
CAN MAKE YOUR TONE A LITTLE BIT MORE INFORMAL.
IT CAN KIND OF CREATE THIS IDEA THAT MAYBE YOU'RE
FOCUSING TOO MUCH ON YOUR OWN OPINIONS.
SO, SOMETIMES FIRST PERSON JUST ISN'T QUITE AS
HELPFUL AND SOMETIMES IT'S NOT EVEN NECESSARY.
AND I HOPE WE'LL SHOW SOME EXAMPLES OF THAT.
I THINK WE'LL HAVE SOME GOOD ONES FOR YOU.
AND THAT ALSO KIND OF RELATES TO THAT IDEA THAT
MAY BE PERCEIVED AS BIAS.
SO, ONE THING TO KEEP IN MIND WHEN YOU'RE USING
FIRST PERSON IS THAT YOU CAN SOMETIMES USE "I
THINK", I BELIEVE OR I FEEL TO TALK ABOUT YOUR
OPINIONS.
BUT BECAUSE WE'RE WRITING AND WE WANT TO MAKE SURE
THAT THE READER KNOWS WE'RE NOT JUST USING OUR OWN
OPINIONS, JUST THOSE OPINIONS, WE ALSO WANT TO USE
EVIDENCE TO SUPPORT THOSE IDEAS. SO, AVOID USING FIRST PERSON JUST TO TALK
ABOUT 25
YOUR OWN OPINIONS.
AND MAKE SURE YOU ALSO GROUND YOUR STATEMENTS IN
LOGIC AND EVIDENCE.
SO, IF YOU NEED TO -- IF YOU WANT TO INCORPORATE
YOUR EXPERIENCE INTO YOUR WRITING AND YOU WANT TO
TALK ABOUT, WELL, IN MY HOSPITAL, THIS IS WHAT I
HAVE SEEN, THAT'S USEFUL.
BUT THEN MAKE SURE TO ALSO BACK THAT UP WITH SOME
SORT OF EVIDENCE OR SOURCE TO SUPPORT THAT IDEA.
AND, AGAIN, I WOULD STILL KIND OF EMPHASIZE THAT
WITH ALL OF THIS, WE HAVE TO KEEP IN MIND THOSE
CONSIDERATIONS WE TALKED ABOUT WHEN WE STARTED THE
HOUR.
MAKE SURE THAT YOU KEEP IN MIND THE ASSIGNMENT
REQUIREMENTS, WHAT THE ASSIGNMENT IS ASKING FOR,
AND WHAT KIND OF -- WHERE YOU ARE IN YOUR PROGRAM
BECAUSE THAT WILL -- THAT WILL CAUSE -- I GUESS IT
CREATES A LITTLE BIT OF VARIATION IN HOW WE USE
FIRST PERSON IN THIS SENSE.
SO HERE'S AN EXAMPLE FOR YOU.
I FEEL THAT PUBLIC POLICY MAKERS' RELUCTANCE TO
TACKLE GLOBAL WARMING SHOWS HOW BEHOLDEN THEY ARE
TO CORPORATE INTERESTS.
NOW, I THOUGHT THIS SENTENCE WAS REALLY INTERESTING BECAUSE, FIRST OF ALL, IT USES
THE 26
PHRASE "I FEEL," SO IT'S OBVIOUSLY THE WRITER'S
OPINION, BUT THERE ISN'T ANY SORT OF EVIDENCE TO
SUPPORT THIS OPINION.
AND IT'S CLEAR THAT THIS IS THE WRITER'S PERSONAL
OPINION, TOO.
AND I WANTED TO NOTE ALSO THIS WORD "BEHOLDEN" IN
THE SECOND LINE.
THAT WORD SEEMS A LITTLE HARSH, IT ALMOST SEEMS
ALMOST EMOTIONAL, AND AS THE READER, I KIND OF
WONDER, WELL, IF YOU DON'T HAVE ANY EVIDENCE TO
SUPPORT THIS STATEMENT, AND YOU'RE USING THE
PHRASE "I FEEL" AND "BEHOLDEN," IT KIND OF FEELS
LIKE THIS IS JUST SOMEONE'S OPINION.
AND WHILE OPINIONS ARE USEFUL, WE WANT TO MAKE
SURE AND SUPPORT THESE OPINIONS WITH EVIDENCE LIKE
I WAS JUST TALKING ABOUT.
SO HERE'S THE EXAMPLE OR WAY YOU COULD REVISE
THIS.
THE PUBLIC SHOULD ANALYZE POLICYMAKERS'
MOTIVATIONS REGARDING GLOBAL WARMING.
AS WALKER FOUND, U.S. PUBLIC POLICY MAKERS WHO
OPPOSE EFFORTS TO LIMIT GLOBAL WARMING TENDED TO
RECEIVE SIGNIFICANTLY MORE IN CAMPAIGN
CONTRIBUTIONS FROM ENERGY COMPANIES THAN THEIR PEERS." 27
SO, YOU CAN SEE THAT IN THIS FIRST SENTENCE, WE
ACTUALLY STILL HAVE AN OPINION, "THE PUBLIC SHOULD
ANALYZE POLICYMAKERS' MOTIVATIONS REGARDING GLOBAL
WARMING."
THAT'S STILL THE STUDENT'S OPINION, BUT WE'VE
ELIMINATED THE "I FEEL" STATEMENT OR PHRASE
BECAUSE IT JUST WASN'T NECESSARY.
IT'S CLEAR THAT THIS IS STILL THE STUDENT'S
OPINION, BUT IT'S -- WE DON'T NEED THAT PHRASE "I
FEEL" BECAUSE IT ISN'T NECESSARY HERE, EVEN WHEN
YOU'RE JUST MAKING A STATEMENT LIKE THIS, THE
READER WILL KNOW IT'S YOUR OPINION.
WHAT I ALSO LIKE ABOUT THIS IS THAT WE'VE USED
EVIDENCE TO SUPPORT THIS IDEA.
WE'VE TALKED ABOUT WHAT WALKER FOUND.
AND, SO, HERE AGAIN, WE'RE SAYING OUR OPINION, BUT
THEN WE'RE SUPPORTING IT WITH EVIDENCE TO SHOW
THAT I'M NOT THE ONLY ONE WHO THINKS THAT, THAT
SOMEONE HAS ACTUALLY DONE RESEARCH ON THIS TOPIC
AND HAS PROVED THIS TO BE CORRECT.
AND I ALSO LIKE HOW WE'VE KIND OF ELIMINATED THAT
MORE EMOTIONAL LANGUAGE, THE BEHOLDEN.
THIS PARAGRAPH STILL HAS THE VOICE OF THE STUDENT
BUT WE DON'T HAVE AS MUCH KIND OF EMOTIONAL, I
GUESS, WORDING TIED TO THE LANGUAGE -- OR TO THE 28
SENTENCES.
SO, TO ME, THIS IS KIND OF A NICE WAY TO REVISE.
AND WE ACTUALLY DIDN'T EVEN NEED TO USE "I" HERE.
HERE'S ANOTHER EXAMPLE FOR YOU.
I FOUND SEVERAL STUDIES THAT POINTED TO THE
CONSUMPTION OF WHITE BREAD AS A POSSIBLE CAUSE OF
CERTAIN CANCERS.
AND I KNOW IN THE FIRST PART, WE TALKED ABOUT
USING "I" WHEN YOU DID SOMETHING.
AND THAT WAS OKAY.
YOU CAN USE "I" TO SAY THAT YOU DID SOMETHING IN A
PAPER, YOU COMPLETED SOME SORT OF ACTION.
BUT THIS IS ACTUALLY AN EXAMPLE OF WHEN YOU DON'T
NEED TO SAY "I" BECAUSE IT'S ALREADY IMPLIED
BECAUSE WE CAN REVISE THIS STATEMENT TO SAY,
RESULTS OF SEVERAL RECENT STUDIES SUGGESTED A LINK
BETWEEN WHITE BREAD CONSUMPTION AND CERTAIN
CANCERS.
IT'S ALREADY -- IT'S ALREADY ASSUMED FROM THE
READER THAT YOU HAVE FOUND THESE STUDIES BECAUSE
YOU'RE INCLUDING THEM AND YOU'RE WRITING ABOUT
THEM.
SO WE REALLY DON'T NEED TO STATE OUTRIGHT THAT "I
FOUND SOMETHING." INSTEAD WE CAN JUST TALK ABOUT THE STUDIES
BECAUSE 29
THE READER WILL ALREADY KNOW THAT YOU READ AND YOU
FOUND THEM.
SO, IN THIS INSTANCE, THIS IS JUST ANOTHER EXAMPLE
OF WHERE YOU -- IT REALLY JUST ISN'T NECESSARY TO
USE "I."
AND I THINK THIS ALSO HELPS CREATE JUST A LITTLE
BIT MORE OF A FORMAL TONE TO THE SENTENCE, WHICH
IS HELPFUL AS WELL.
AND WE ACTUALLY -- IT LOOKS LIKE I HAD ANOTHER
STOP FOR QUESTIONS HERE BECAUSE OUR NEXT SECTION
IS ABOUT BIAS.
AND I JUST WANTED TO MAKE SURE THERE WEREN'T ANY
OTHER ONES.
AMBER, DID YOU HAVE ANYTHING ELSE?
AMBER: NO, BUT WE DID HAVE -- WE DID HAVE A
STUDENT WITH AN EAGLE EYE NOTICED THAT IN THAT
PREVIOUS SENTENCE THAT THE AUTHORS SHOULD HAVE
BEEN IN ALPHABETICAL ORDER.
SO WE GIVE KUDOS TO PEOPLE REALLY PAYING CLOSE
ATTENTION TONIGHT.
>> BETH: THAT WAS GREAT.
YEAH.
THAT'S EXACTLY RIGHT.
YEAH, I HADN'T CAUGHT THAT EITHER. GOOD POINT. 30
AMBER: WE PUT THAT IN THERE TO TEST YOU.
>> BETH: YES, CERTAINLY.
OKAY.
I'LL KEEP GOING AND GO ON TO OBJECTIVITY AND BIAS.
I THINK -- WE TALKED ABOUT FIRST PERSON, AND WE'VE
KIND OF SEGUED INTO TONE A LITTLE BIT, AND THAT
REALLY HAS TO DO WITH BIAS.
AND I THINK WHAT'S SO HARD ABOUT OBJECTIVITY AND
BIAS IS THAT YOU KNOW IT WHEN YOU SEE IT.
RIGHT?
IT'S REALLY HARD TO DEFINE EXACTLY WHAT THIS IS.
SO, HOPEFULLY THE EXAMPLES I TALK ABOUT TODAY WILL
GIVE YOU KIND OF A SENSE OF WHAT YOU SHOULD BE
LOOKING FOR.
SO TECHNICALLY, WHEN WE TALK ABOUT OBJECTIVITY,
OBJECTIVITY IS JUST -- IT'S A STANDARD FOR SOCIAL
SCIENCE PUBLICATION.
IT'S WHAT WE NEED TO WORK TOWARDS IN SOCIAL
SCIENCE.
AND I SAY SOCIAL SCIENCE HERE SPECIFICALLY BECAUSE
IT IS SOMETHING THAT IS NOT UNIQUE, BUT IT'S
REALLY IMPORTANT IN SOCIAL SCIENCES, AND MORE SO
THAN IN SOME OTHER SORTS OF FIELDS.
OBJECTIVITY IS MAYBE LESS OF AN ISSUE IN MY FIELD,
ENGLISH, THAN IT IS IN MAYBE A NURSING PAPER OR 31
SOMETHING LIKE THAT.
BUT IT'S ALSO DIFFERENT THAN NONACADEMIC SOURCES.
SO, IF YOU'RE READING A MAGAZINE ARTICLE, LET'S
SAY EVEN A "TIME" MAGAZINE ARTICLE, THERE ISN'T
GOING TO BE AS MUCH OBJECTIVITY IN THOSE SORTS OF
ARTICLES THAN THERE IS IN THE TYPE OF WRITING THAT
YOU'RE WORKING ON HERE.
WITH ACADEMIC WRITING, WE JUST WANT TO CREATE AS
MUCH OBJECTIVITY AS POSSIBLE.
MEANING THAT WE'RE JUST BEING AS FAIR AS POSSIBLE
TO THE IDEAS AND THE PEOPLE THAT WE'RE TALKING
ABOUT IN OUR PAPERS.
BUT I WANT TO STRESS THAT OBJECTIVITY DOESN'T MEAN
THAT YOU DON'T HAVE A VOICE, THAT YOU'RE NOT
WRITING IN A -- IN A UNIQUE WAY.
IT'S NOT GOING TO BE PASSIONLESS OR ROBOTIC.
YOU SHOULD STILL BE ABLE TO ASSERT YOUR UNIQUE
PERSPECTIVE AND USE YOUR OWN PHRASING.
THAT'S ALL YOUR OWN.
SO WE'RE NOT WORKING FOR YOU TO ERASE ANY OF THE
SORT OF UNIQUENESS OF YOUR OWN VOICE IN YOUR
WRITING.
SO, WE MAINTAIN OBJECTIVITY BY USING THE FIRST
PERSON APPROPRIATELY, LIKE I'VE ALREADY TALKED ABOUT, BUT THEN ALSO BY AVOIDING BIAS IN YOUR
32
WRITING.
AND WHEN I TALK ABOUT BIAS, BASICALLY WHAT I MEAN
IS SORT OF THIS DEFINITION FROM A.P.A., AND THIS
IS FROM THE A.P.A. MANUAL, SO IT'S IMPLIED
IRRELEVANT -- I'M SORRY -- I CANNOT TALK TODAY --
IRRELEVANT -- IRRELEVANT EVALUATION OF THE GROUP
OR GROUPS BEING STUDIED.
AND, REALLY, WHAT I LIKE HERE IS THE WORD "IMPLY,"
AND IT'S ESSENTIALLY IMPLIED JUDGMENT OF A GROUP
OR GROUPS.
YOU'RE JUDGING THOSE GROUPS OR YOU'RE ASSUMING
SOMETHING ABOUT THEM TO BE TRUE.
I THINK THAT'S ANOTHER IMPORTANT WORD TO KEEP IN
MIND, ASSUMING.
SO WE WANT TO MAKE SURE THAT WHEN WE'RE WRITING,
WE AVOID BIAS BY NOT ASSUMING TOO MUCH ABOUT A
PARTICULAR GROUP OF PEOPLE.
SO, HERE'S AN EXAMPLE FOR YOU.
THE FIRST MAIN THING THAT WE SEE THAT OFTEN CAUSES
BIAS IS GENERALIZATIONS.
SO GENERALIZATIONS ARE STATEMENTS THAT
OVERSIMPLIFY A SITUATION OR IGNORE OUTLIERS AND
JUST A GENERAL KIND OF SYNONYM FOR THIS IS BLANKET
STATEMENT. SO, IF WE LOOK AT THIS EXAMPLE, OUR FIRST
33
SENTENCE, WE HAVE "PEOPLE FROM TENNESSEE ARE
OBSESSED WITH FOOTBALL."
NOW, JUST FROM LOOKING AT THIS, IT DOESN'T SEEM
LIKE THAT SENTENCE IS THAT BAD.
RIGHT?
IT'S NOT DEROGATORY, WE'RE NOT, YOU KNOW, WE'RE
NOT SAYING SOMETHING HORRIBLE ABOUT ANYONE.
BUT IT REALLY IS OVERSIMPLIFYING THE SITUATION.
SO PEOPLE FROM TENNESSEE, WELL, WHICH PEOPLE FROM
TENNESSEE?
IT DOESN'T SEEM LOGICAL THAT ALL PEOPLE FROM
TENNESSEE ARE OBSESSED WITH FOOTBALL, RIGHT?
AND ALSO THE WORD "OBSESSED, OBSESSED KIND OF
SEEMS TO IMPLY A REALLY SORT OF, LIKE, MANIC OR
NEGATIVE CONNOTATION.
IT SEEMS LIKE THAT'S ALL THEY THINK ABOUT IS
FOOTBALL.
AND THAT'S PROBABLY NOT VERY ACCURATE AS WELL.
SO, INSTEAD WHAT WE WOULD WANT TO DO IS JUST
REVISE THIS AND SAY, MANY TENNESSEANS ARE AVID
FANS OF FOOTBALL.
AND NOTICE A FEW THINGS HERE.
LET ME SEE IF I CAN GET MY HIGHLIGHTER BECAUSE
THIS MIGHT BE HELPFUL. SORRY, GUYS. 34
WHEN I TRIED TO USE THE HIGHLIGHTER, MY
GOTOWEBINAR KIND OF FREAKED OUT THERE.
BUT, INSTEAD, TAKE A LOOK AT THE FIRST PART OF THE
SENTENCE.
SO WE HAVE MANY TENNESSEANS, WHAT'S IMPORTANT HERE
IS THAT WE'RE ALLOWING THE POSSIBILITY THAT THERE
ARE SOME PEOPLE FROM TENNESSEE WHO JUST DON'T LIKE
FOOTBALL OR THEY'RE NOT AVID FANS OF FOOTBALL.
SO BY USING "MANY" WE'RE SORT OF QUALIFYING THIS
STATEMENT.
I ALSO LIKE THAT THIS WORD "AVID" IS A LITTLE MORE
ACCURATE AS OBSESSED.
AVID DOESN'T HAVE AS MANY NEGATIVE CONNOTATIONS AS
OBSESSED MIGHT HAVE AND IT SEEMS TO BE MORE
ACCURATE.
THE LAST THING TO KEEP IN MIND IS THAT WE HAVE
THIS SOURCE HERE, TOO, SO NOT ONLY IS THE LANGUAGE
HERE LESS BIAS BUT WE'RE USING A SOURCE TO SUPPORT
THIS IDEA, SAYING THAT MANNING ACTUALLY STUDIED
THIS AND HAS SAID THIS IS TRUE.
SO ALL THREE OF THESE THINGS ARE REALLY GREAT WAYS
TO AVOID GENERALIZATIONS.
OH, AND I THINK THE LAST THING THAT I PROBABLY
SHOULD HAVE MENTIONED FIRST, TOO, GENERALIZATIONS, WHEN WE'RE TALKING ABOUT OVERSIMPLIFICATION,
JUST 35
SEASONS THAT WE'RE GIVING A GENERAL IDEA, SOME
SORT OF INFORMATION.
HERE YOU CAN SEE IN THE SECOND SENTENCE THAT WE'RE
BEING MUCH MORE SPECIFIC AND PRECISE SO WE'RE
INCLUDING DETAILED INFORMATION.
AND ONE REALLY GREAT WAY TO AVOID BIAS IN YOUR
WRITING IS INCLUDING THOSE DETAILS.
DETAILS CAN -- ARE USUALLY VERY HELPFUL IN YOUR
WRITING TO MAKE SURE THE READER KNOWS EXACTLY WHAT
YOU'RE TALKING ABOUT.
AND, AS I SAID, I'VE TALKED ABOUT USING EVIDENCE
THROUGHOUT THE PRESENTATION TONIGHT, AND, SO, I'LL
TALK ABOUT IT JUST ONE MORE TIME.
USING EVIDENCE IS REALLY HELPFUL BECAUSE IT MAKES
YOUR WRITING MORE SPECIFIC, LIKE I JUST TALKED
ABOUT, AND IT HELPS ANSWER THE QUESTIONS.
SAYS WHO OR ACCORDING TO WHO.
SO IF WE LOOK AT THIS EXAMPLE, THIRD GRADE BOYS
ARE CHRONICALLY DISRUPTIVE, WHILE THE GIRLS ARE
ALWAYS EAGER TO PLEASE.
WELL, THIS SENTENCE IS A LITTLE BIT CONFUSING
BECAUSE I AS THE READER WOULD SAY, WELL, WHO SAYS
THAT THIRD GRADE BOYS ARE ALWAYS DISRUPTIVE?
WHAT INFORMATION ARE YOU BASING THIS OFF OF? NOTICE ALSO THAT THIS SENTENCE USES THE WORD
36
"ALWAYS" SO IT DOESN'T ALLOW THE POSSIBILITY THAT
GIRLS SOMETIMES ARE NOT EAGER TO PLEASE.
SO ALSO MAKES A GENERALIZATION HERE.
INSTEAD, WE COULD SAY SOMETHING LIKE, IN CLOONEY'S
STUDY OF KANSAS CITY THIRD GRADERS, 35% OF THE
BOYS AND 68% OF THE GIRLS WERE ABLE TO COMPLETED
INSTRUCTIONS FOR A TEDIOUS ASSIGNMENT WITHOUT
SHOWING SIGNS OF AGITATION.
NOW, HERE, WE'RE INCLUDING A SOURCE, WE'RE USING
EVIDENCE IN ANSWERING THAT QUESTION, SAYS WHO OR
ACCORDING TO WHO, BUT WE'RE ALSO INCLUDING MORE
SPECIFICS, WE HAVE ACTUAL PERCENTAGES, 35% OF THE
BOYS AND 68% OF THE GIRLS, AND WHAT'S GREAT ABOUT
THIS IS IT SHOWS THAT NOT ALL OF THE GIRLS WERE
ABLE TO COMPLETE THOSE INSTRUCTIONS.
JUST 68% OF THEM.
THAT'S STILL A SIGNIFICANT NUMBER AND IT'S MUCH
MORE THAN THE BOYS BUT WE'RE GETTING THAT SPECIFIC
DETAILED INFORMATION.
SO, WE ALSO WANT TO DO A FEW MORE THINGS TO AVOID
BIAS.
AND ONE THING I WOULD ENCOURAGE YOU TO DO IS WHILE
YOU'RE WRITING, ASK YOURSELF KIND OF WHAT YOUR
BACKGROUND IS AND HOW THAT RELATES TO THE TOPIC
THAT YOU'RE WRITING ABOUT. 37
SO, EITHER THE IDEAS OR MAYBE THE POPULATION OR
THE PEOPLE OR EVEN JUST THE TOPIC IN GENERAL, HOW
DO YOU RELATE TO THAT TOPIC?
FOR EXAMPLE, IF I WAS WRITING ABOUT WRITING
CENTERS, I WOULD HAVE TO KEEP IN MIND THAT I WORK
IN A WRITING CENTER.
AND I WORK IN AN ONLINE WRITING CENTER.
SO I MIGHT HAVE SOME SORT OF BIAS TOWARDS ONLINE
EDUCATION, ONLINE WRITING CENTERS, THAT SORT OF
THING.
AND I HAVE LESS EXPERIENCE WORKING AT A WRITING
CENTER THAT'S IN A PHYSICAL LOCATION.
SO, THOSE ARE TWO THINGS THAT I NEED TO KEEP IN
MIND AS I'M WRITING AND READING ABOUT THAT
PARTICULAR TOPIC.
BUT KNOWING ABOUT THOSE BIASES CAN REALLY HELP
MAKE SURE THAT YOU DON'T THEN TRANSFER THOSE
BIASES TO YOUR WRITING.
SO, WE NEED TO MAKE SURE THAT WE DON'T MAKE
ASSUMPTIONS ABOUT PROFESSIONS, SO I WOULDN'T WANT
TO ASSUME SOMETHING ABOUT A BRICK AND MORTAR
INSTITUTION BECAUSE I DON'T WORK AT ONE, I WORK AT
AN ONLINE INSTITUTION.
BUT I ALSO WOULDN'T WANT TO ASSUME THAT MY READER
WORKS AT AN ONLINE INSTITUTION EITHER. 38
I WOULD WANT TO MAKE SURE THAT I DON'T MAKE ANY
ASSUMPTIONS THAT THEY SHARE THE SAME PROFESSION AS
I DO.
WE ALSO WANT TO BE CAREFUL ABOUT BELIEFS ABOUT
SPECIFIC POPULATIONS.
SO, IN THAT PREVIOUS EXAMPLE, WE WERE MAKING KIND
OF AN OVERALL STATEMENT ABOUT TENNESSEANS.
WE WANT TO MAKE SURE NOT TO DO THAT.
WE WANT TO ALLOW FOR THOSE DIFFERENCES WITHIN A
POPULATION.
AND MAKE SURE THAT WE'RE NOT SORT OF
OVERGENERALIZING THAT AS WELL.
AND WE ALSO WANT TO MAKE SURE WE DON'T HAVE SOME
SORT OF PREFERENCE FOR FAMILIAR PEOPLE OR
SITUATIONS.
WE ALL COME FROM OUR BACKGROUNDS AND THOSE
BACKGROUNDS ARE GOING TO INFLUENCE US.
BUT WE JUST NEED TO BE AWARE THAT THEY AREN'T
OVERINFLUENCING US.
SO, I COME FROM WISCONSIN.
BECAUSE I COME FROM WISCONSIN, I MIGHT BE, YOU
KNOW, THINKING THAT WISCONSIN IS JUST LIKE THE
BEST STATE EVER BECAUSE I'M FROM WISCONSIN.
BUT I HAVE TO BE CAREFUL JUST TO REMAIN OBJECTIVE AND REMAIN UNBIASED ABOUT WISCONSIN, YOU KNOW,
39
ACKNOWLEDGE THAT THAT'S PROBABLY NOT TRUE, THAT'S
PROBABLY SOMETHING THAT'S COMING FROM MY
BACKGROUND.
AND, LAST, AND I THINK THIS IS SOMETHING THAT WE
SORT OF FORGET ABOUT, IS THE IDEA -- WE ALSO DON'T
WANT TO OVERSYMPATHIZE WITH A POPULATION.
I WORK WITH, YOU KNOW, YOU AS STUDENTS, WALDEN
STUDENTS, AND WALDEN STUDENTS ARE BUSY.
THEY HAVE FAMILIES, YOU HAVE WORK LIVES, AND
YOU'RE ALSO TRYING TO GO TO SCHOOL.
SO YOU GUYS ARE VERY BUSY PEOPLE.
AND IF I WAS TALKING ABOUT MY WORK AT WALDEN, I
WOULD BE VERY TEMPTED TO REALLY SYMPATHIZE WITH
THE AMOUNT OF WORK THAT YOU GUYS HAVE TO DO AND
THE AMOUNT OF EFFORT YOU PUT INTO YOUR EDUCATION.
AND JUST HOW MOTIVATED YOU ARE.
BUT I HAVE TO BE REALLY CAREFUL ABOUT THAT BECAUSE
I DON'T WANT TO OVERSYMPATHIZE WITH WALDEN
STUDENTS WITHOUT ACKNOWLEDGING THAT THEY ALSO ARE
A POPULATION THAT HAS BOTH POSITIVE AND NEGATIVE
THINGS ABOUT IT.
I HOPE I'M CLEARLY EXPLAINING THAT.
IT'S KIND OF A COMPLICATED THING BECAUSE WE ALWAYS
WANT TO BE SYMPATHETIC TO A PARTICULAR GROUP, BUT
WE DON'T WANT TO OVERSYMPATHIZE OR REALLY, YOU 40
KNOW, GIVE A GROUP -- I GUESS GIVE A GROUP OF
PEOPLE A PASS ON SOMETHING JUST BECAUSE WE REALLY
LIKE THEM OR WE'VE WORKED WITH THEM A LOT,
SOMETHING LIKE THAT.
I'M NOT SURE THAT I AM CLEARLY ARTICULATING THAT,
SO LET ME KNOW IF YOU STILL HAVE QUESTIONS.
ABOUT THAT PARTICULAR PART OF THIS.
AND, SO, WE TALKED ABOUT DIFFERENT EXAMPLES OF
WAYS TO AVOID BIAS, WHAT TO NOT LOOK AT, WHAT TO
AVOID.
BUT I ALSO WANTED TO TALK ABOUT WHY IT'S IMPORTANT
TO AVOID BIAS.
AND THE FIRST THING IS YOU DON'T WANT TO OFFEND
YOUR READER.
YOU WANT TO MAKE SURE THAT YOUR READER DOESN'T SEE
SOMETHING AND TOTALLY FEEL LIKE YOU'RE BEING
BIASED OR YOU'RE NOT, I GUESS, PRESENTING YOUR
INFORMATION IN AN ACCURATE WAY.
SOMETHING LIKE THAT.
AND, SO, YOU DON'T WANT TO PUT OFF THE READER.
YOUR GOAL WITH WRITING IS TO REACH THAT READER AND
TO CONVINCE THEM THAT WHAT YOU'RE SAYING IS TRUE
AND THAT WHAT YOU'RE SAYING, YOUR PERSPECTIVE IS
THE ONE THAT THEY SHOULD BELIEVE IN. SO WE WANT TO MAKE SURE THAT WE DON'T KIND
OF 41
ALIENATE OR OFFEND THE READER IN THAT WAY.
YOU ALSO WANT TO MAKE SURE THAT YOUR READER SEES
YOU AS AN AUTHORITY.
WHEN YOU'RE WRITING, YOU ARE THE AUTHOR OF THAT
PAPER AND YOU WANT THE READER TO SEE YOU AS
SOMEONE WHO IS VERY KNOWLEDGEABLE ABOUT YOUR
TOPIC.
AND IF WE'RE BIAS, THE READER MIGHT START TO
QUESTION WHETHER YOU REALLY KNOW WHAT YOU'RE
TALKING ABOUT.
IF YOU'VE REALLY DONE YOUR RESEARCH, IF YOU REALLY
KNOW AS MUCH AS YOU SAY YOU KNOW.
AND THAT KIND OF GOES INTO THE IDEA OF TRUST, TOO.
I REALLY THINK THAT FOR A GOOD PAPER, YOU HAVE TO
BUILD A CERTAIN AMOUNT OF TRUST BETWEEN YOURSELF
AND THE READER.
AND THAT MEANS THAT THE READER CAN TRUST THAT YOU
ARE PRESENTING INFORMATION ACCURATELY, THAT YOU
ARE NOT IGNORE INFORMATION, THAT YOU'RE JUST BEING
OBJECTIVE IN YOUR WRITING.
SO THAT'S IMPORTANT AS WELL.
AND, OF COURSE, WE ALWAYS WANT TO BE AND APPEAR TO
BE OPEN-MINDED.
I THINK THIS IS TOUGH BECAUSE WE CAN'T ALWAYS BE
COMPLETELY OPEN-MINDED BECAUSE WE DO HAVE 42
BACKGROUNDS THAT AFFECT US, BUT, AS I SAID BEFORE,
IF YOU'RE REALLY TRYING TO BE AWARE OF THE
DIFFERENT KIND OF -- THE DIFFERENT INFLUENCES, I
THINK, MAYBE THAT'S WHAT I SHOULD SAY, THE
DIFFERENT INFLUENCES ON HOW YOU THINK AND HOW YOU
VIEW THE WORLD, I THINK THE BETTER, YOU KNOW, YOU
CAN ACCURATELY PRESENT YOUR INFORMATION AND YOUR
IDEAS.
SO, A FEW FURTHER SUGGESTIONS.
ONE THING TO KEEP IN MIND TO AVOID BIAS IS ALSO TO
USE PREFERRED LABELS.
AND WHAT I MEAN BY THAT IS, USE LABELS FOR GROUPS
OF PEOPLE THAT THEY PREFER YOU TO USE.
AND THAT SOMETIMES CHANGES.
SOME PEOPLE CALL THAT POLITICALLY CORRECT LANGUAGE
AND, YOU KNOW, SOMETIMES THAT IS SORT OF WHAT WE
MEAN HERE, BUT ESSENTIALLY WHEN YOU'RE TALKING
ABOUT A GROUP OF PEOPLE, MAKE SURE YOU USE THEIR
PREFERRED LABELS.
AND I BELIEVE THAT A.P.A. HAS A LIST OF WHAT THEY
SUGGEST YOU USE ON THEIR STYLE BLOG.
AND THAT CAN BE HELPFUL JUST BECAUSE THOSE CAN
SOMETIMES CHANGE OFTEN.
SO IF THAT IS SOMETHING YOU'RE CONCERNED ABOUT, I
THINK YOU CAN FIND A LIST OF THAT ON THE A.P.A. 43
STYLE BLOG.
BUT WE ALSO WANT TO MAKE SURE WE AVOID
OBJECTIFICATION IN SLURS, BY THAT I JUST MEAN
GENERALLY ACCEPTABLE LANGUAGE.
WE WANT TO MAKE SURE, AGAIN, WE'RE NOT OFFENDING
ANYONE.
AND THE LAST ONE IS USE PEOPLE FIRST LANGUAGE, AND
THIS WASN'T SOMETHING I WAS REALLY AWARE OF UNTIL
I STARTED READING THE A.P.A. MANUAL.
AND WHAT I MEAN BY PEOPLE FIRST LANGUAGE, IS USING
PHRASES LIKE PERSON WITH AUTISM, RATHER THAN
AUTISTIC PERSON.
AND THE IDEA HERE IS THAT WE WANT TO ACKNOWLEDGE
THAT THIS IS A PERSON FIRST.
THIS PERSON ALSO HAPPENS TO HAVE AUTISM AND THAT,
YOU KNOW, MAKES THEM PART OF YOUR DISCUSSION, BUT
THEY'RE A PERSON FIRST.
AND I ACTUALLY REALLY LIKE THE KIND OF SPIRIT OF
WHAT THIS PEOPLE-FIRST LANGUAGE KIND OF SUGGESTS.
YOU KNOW, REALLY IS SUGGESTING THAT NO MATTER
WHAT, THIS IS STILL A PERSON, WE NEED TO
ACKNOWLEDGE THAT FIRST.
AND I KNOW THAT A LOT OF THESE SUGGESTIONS SOUND
SMALL, THEY SOUND PICKY, THEY CAN BE KIND OF TOUGH
TO GET USED TO AT FIRST, BUT I REALLY WANT TO 44
STRESS THAT PART OF USING UNBIASED LANGUAGE IS
ABOUT THE SPIRIT OF WHAT YOU'RE WRITING AND IF YOU
REALLY STRIVE TO USE UNBIASED LANGUAGE, LIKE
PEOPLE-FIRST LANGUAGE, I THINK YOU'RE GOING TO
REALLY START TO CREATE A SPIRIT OF KIND OF
INCLUSION IN YOUR WRITING.
AND THE READER WILL REALLY BE ABLE TO IDENTIFY
WITH THAT AND KNOW THAT YOU'RE TRYING TO BE AS
OBJECTIVE AS POSSIBLE.
AND MAYBE THAT SOUNDS JUST A LITTLE BIT HOKEY, BUT
I DO FEEL LIKE THAT'S REALLY USEFUL WHEN YOU'RE
WORKING ON YOUR WRITING.
NOW, I KNOW IT'S ABOUT 45 AFTER.
AND I HAVEN'T BEEN LOOKING AT THE QUESTION BOX.
SO, I'M GOING TO ASK REAL QUICK, BEFORE I ASK FOR
QUESTIONS, I WANTED TO NOTE THAT PLEASE ENTER YOUR
QUESTIONS IN THE QUESTION BOX NOW.
WE HAVE ABOUT 15 MINUTES AND I'D LOVE TO TALK MORE
ABOUT THIS AND ANSWER QUESTIONS.
EITHER ABOUT WHAT WE'VE TALKED ABOUT TODAY OR SHOW
YOU MORE RESOURCES, WHERE YOU CAN GET HELP, WHERE
YOU CAN LEARN MORE ABOUT THIS, MAYBE YOU'RE
INTERESTED IN HELP FROM THE WRITING CENTER AND
YOU'RE NOT SURE HOW, ASK A QUESTION AND I WOULD BE
HAPPY TO ANSWER THOSE. 45
BUT I WANTED TO ALSO SAY THAT IF YOU HAVE
QUESTIONS LATER, AFTER THE WEBINAR, MAKE SURE AND
E-MAIL US, TOO, WRITINGSUPPORT@WALDENU.EDU AND, OF
COURSE, WE ARE RECORDING THE WEBINAR, TOO.
SO, AMBER, WAS THERE ANY QUESTIONS THAT YOU COULD
SEND MY WAY?
>> BETH: SURE.
WE DID HAVE A COUPLE.
AND ONE OF THEM WAS JUST A LOGISTICAL QUESTION OF
WHERE THE RECORDING WILL BE HOUSED OF THIS
SESSION?
>> BETH: SURE.
LET ME TAKE YOU THERE RIGHT NOW.
SO, I'M AT THE HOME PAGE OF THE WRITING CENTER.
AND WHAT YOU WANT TO DO IS YOU CAN EITHER GO INTO
"ATTEND A WEBINAR" RIGHT HERE, THIS BIG YELLOW
BUTTON OR YOU CAN GO UNDER "TUTORING" AND WEBINAR,
SO I CLICK THAT.
YOU SEE THAT WE HAVE OUR CALENDAR, HERE'S OUR
SESSION HERE.
IF WE GO ALL THE WAY DOWN, IT'S A LONG CALENDAR,
LET'S SEE, WE'RE UNDER SCHOLARLY WRITING WEBINARS,
AND WE HAVE APPROPRIATE USE OF FIRST PERSON RIGHT
HERE. AND THEN IF YOU CLICK THAT, YOU'LL SEE HERE'S
OUR 46
ABSTRACT FOR TONIGHT.
AND I'LL JUST UPDATE THIS TOMORROW.
SO WE'LL HAVE THE NEW WEBINAR RECORDING, WE'LL
HAVE THE NEW POWERPOINT SLIDES RIGHT HERE.
SO THAT'S WHERE YOU FIND THE WEBINAR ARCHIVE.
AND ANY OF THE OTHER WEBINARS THAT WE'VE HAD THAT
ARE RECORDED ARE IN THIS LIST AS WELL.
YOU CAN SEE WE HAVE A LOT OF THEM.
IF YOU HAVEN'T VISITED THE WEBINAR ARCHIVE YET,
IT'S A GREAT PLACE TO VISIT, JUST CHECK OUT, SEE
WHAT WE HAVE THERE AND WHAT MIGHT BE USEFUL TO
YOU.
WAS THERE ANYTHING ELSE?
AMBER: THANKS, BETH.
YEAH, WE DID HAVE ONE QUESTION ABOUT, WHAT
PROPORTION OF THE PAPER SHOULD BE SUPPORTED BY
EVIDENCE VERSUS THE WRITER'S OWN PERSPECTIVE?
>> BETH: OH, THAT'S A GREAT QUESTION.
THAT'S A TOUGH ONE.
YOU KNOW, I WOULD SAY THAT IT OFTEN DEPENDS ON THE
TYPE OF PAPER YOU'RE WRITING AND, SO, IT'S
SOMEWHAT UNIQUE TO -- TO YOUR SPECIFIC PAPER.
BUT I WOULD SAY THAT YOU SHOULD HAVE MORE -- MORE
OF YOUR OWN EXPLANATION OF EVIDENCE THAN THE ACTUAL EVIDENCE. 47
SO, IF WE'RE LOOKING AT ONE PARAGRAPH, I CAN SEE
HOW YOU MIGHT HAVE ONE SENTENCE, IS THAT ONE OR
TWO SENTENCES FROM A SOURCE THAT INCLUDES SOURCE
INFORMATION, BUT THEN YOU'LL PROBABLY WANT TO HAVE
THREE OR FOUR SENTENCES THAT EXPLAIN, ANALYZE AND
EXPAND ON THAT EVIDENCE.
SO, REALLY, IT PROBABLY SHOULD MAYBE BE 25%
EVIDENCE AND 75% YOURSELF.
OR MAYBE YOU'RE GETTING CLOSE TO 40% EVIDENCE AND
60% YOURSELF.
IF YOU REALLY WANT TO THINK ABOUT IT IN PERCENTAGE
TERMS, IF THAT'S HELPFUL TO YOU.
BUT IT DEFINITELY WILL FLUCTUATE AND DEPEND ON
WHAT KIND OF PAPER YOU'RE WRITING.
BUT THERE SHOULD BE MORE OF YOUR OWN EXPLANATION,
ANALYSIS, YOU MAKING CONNECTIONS BETWEEN IDEAS,
ALL OF THAT SHOULD BE MORE THAN THE EVIDENCE, I
WOULD SAY.
DO YOU HAVE ANY, I GUESS, SUGGESTIONS ON THAT ONE,
AMBER?
I THINK THAT'S KIND OF -- THAT'S A TOUGH QUESTION.
AMBER: YEAH, THAT IS A TOUGH QUESTION.
TO ME, IT DEPENDS ON HOW YOU'RE DEFINING
PERSPECTIVE. WHEN YOU THINK ABOUT, SOMEONE WHO HEARD THIS
48
QUESTION RESPONDED IN THE QUESTION BOX BY SAYING
TO THINK ABOUT THE MEAL PLAN.
I'LL LET YOU TALK ABOUT THAT FOR JUST A SECOND.
I ALSO WANTED TO SAY, KEEP IN MIND WHEN WE SAY
PERSPECTIVE, WE'RE REALLY TALKING ABOUT ANALYSIS
AND, YOU KNOW, JUST REALLY WRESTLING WITH THE
IDEAS AS OPPOSED TO KIND OF HERE'S WHAT I THINK,
OR HERE'S MY -- HERE'S WHAT I CAME INTO THIS
DISCUSSION ALREADY BELIEVING.
MAYBE A DISTINCT THAT NEEDS TO BE MADE THAT, YOU
KNOW, PERSPECTIVE ISN'T JUST WHAT YOU THINK, IT'S
WHAT YOU HAVE ARRIVED UPON BASED ON THE EVIDENCE
THAT YOU'VE PRESENTED IN THAT OTHER PROPORTION OF
EVIDENCE.
>> BETH: THAT'S A GREAT POINT, AMBER.
WHEN WE SAY PERSPECTIVE, WE AREN'T JUST TALKING
ABOUT STATEMENTS THAT SAY, I THINK, OR I FEEL, OR
SOMETHING LIKE THAT.
YEAH, WE'RE TALKING ABOUT WHERE YOU EXPAND ON AND
YOU EXPLAIN AND YOU ANALYZE EVIDENCE YOU'VE
ALREADY INCLUDED.
AND, AMBER, YOU MENTIONED THE MEAL PLAN.
SO I'VE INCLUDED THAT IN THE -- I THINK YOU CAN
SEE THAT NOW, RIGHT? I HOPE SO. 49
AMBER: YEAH, WE CAN SEE IT.
>> BETH: OKAY, GREAT.
OKAY.
SO YOU CAN SEE, WHEN WE TALK ABOUT THE MEAL PLAN,
THE MEAL PLAN IS JUST A WAY TO THINK ABOUT YOUR
PARAGRAPHS.
AND IT'S REALLY USEFUL IN CREATING WELL-DEVELOPED
PARAGRAPHS, BUT IT'S ALSO REALLY USEFUL IN MAKING
SURE YOU INCLUDE BOTH EVIDENCE AND ANALYSIS OR
THAT PERSPECTIVE THAT WE TALKED ABOUT.
SO, THE REASON IT'S CALLED THE MEAL PLAN, YOU CAN
SEE THAT EACH PART HERE STARTS, M-E-A-L, SO IT'S
KIND OF FUN TO SAY, BUT ESSENTIALLY A PARAGRAPH
SHOULD HAVE A MAIN IDEA, WHICH IS FROM YOUR OWN
PERSPECTIVE.
AND WHEN I SAY PERSPECTIVE, IT'S YOU KIND OF
STATING THE OVERALL FOCUS OF YOUR PARAGRAPH.
YOU'RE NOT USING NECESSARILY SOURCES HERE, IT'S
YOU SAYING AN OVERALL FOCUS.
THEN YOU'RE GOING TO INCLUDE SOME SORT OF
COMBINATION OF EVIDENCE AND ANALYSIS.
AND WE HAVE ONE EVIDENCE HERE AND ONE ANALYSIS.
BUT THAT DOESN'T MEAN YOU'LL JUST HAVE ONE
SENTENCE OF EACH OF THESE IN A PARAGRAPH. IT'S GOING TO REALLY VARY PARAGRAPH BY PARAGRAPH.
50
YOU MIGHT HAVE ONE SENTENCE OF EVIDENCE, THEN
MAYBE THREE OF ANALYSIS, THEN MAYBE ANOTHER COUPLE
OF SENTENCES OF EVIDENCE, MORE ANALYSIS, AND SO
ON.
BUT, REALLY, IT SHOULD BE SOME COMBINATION.
AND IN THE MEAL PLAN, YOUR ANALYSIS SHOULD USUALLY
BE MORE THAN YOUR EVIDENCE.
THERE MIGHT BE A CASE WHERE YOU NEED MORE
EVIDENCE, BUT IT'S REALLY PRETTY RARE.
AND THEN YOU START -- OR YOU END OFF THE PARAGRAPH
WITH A LEADOUT OR CONCLUDING SENTENCE.
AND I'M TRYING TO SEE IF WE -- I'M NOT SURE WE
HAVE A SPECIFIC EXAMPLE HERE FOR YOU.
THIS MIGHT BE AN EXAMPLE.
BUT I KNOW THAT'S A LITTLE BIT HARD TO SEE.
HOPEFULLY THAT HELPS KIND OF CLARIFY WHAT WE MEAN
BY HOW MUCH EVIDENCE AND HOW MUCH OF YOUR
PERSPECTIVE OR ANALYSIS WE TALK ABOUT.
ANYTHING ELSE, AMBER?
THAT JUMPED OUT AT YOU?
AMBER: YEAH.
THIS ONE I THOUGHT WAS A REALLY INTERESTING
QUESTION.
AND IT WAS, WHEN YOU'RE TALKING ABOUT EVIDENCE, AND YOU'RE SORT OF WEIGHING PROS AND CONS
OF 51
DIFFERENT RESEARCH AND THERE'S ONE THAT YOU REALLY
AGREE WITH AND ONE THAT YOU DON'T, HOW DO YOU
EXPRESS YOUR, YOU KNOW, APPROVAL OR DISAPPROVAL OF
THE DIFFERENT RESEARCH WITHOUT COMING ACROSS AS
BIAS?
>> BETH: OH, THAT'S A GREAT QUESTION.
WHAT I LIKE TO MAKE SURE TO SAY IS THAT IF YOU'RE
GOING TO TALK ABOUT EVIDENCE THAT YOU DISAGREE
WITH, MAKE SURE YOU INCLUDE SPECIFICS AND YOU SAY
SPECIFICALLY WHY YOU DISAGREE WITH SOMETHING, SO,
I WANT TO SAY SOMETHING LIKE, THIS, YOU KNOW, IF I
FIND A SOURCE AND I DECIDE THAT THAT SOURCE REALLY
IS MAKING CLAIMS THAT THEY HAVEN'T SUPPORTED
BECAUSE THEIR POPULATION, THEIR SAMPLE THAT THEY
INTERVIEWED OR SOMETHING WAS NOT APPROPRIATE, THEN
I'M NOT GOING TO JUST SAY THAT THEY DIDN'T USE --
I'M NOT GOING TO USE INFLAMMATORY LANGUAGE, I
WOULD JUST SAY SIMPLY SOMETHING ABOUT, YOU KNOW,
HOWEVER THIS STUDY ISN'T NECESSARILY SOMETHING --
ISN'T NECESSARILY VALID BECAUSE HE INTERVIEWED
MIDDLE SCHOOL TEACHERS INSTEAD OF HIGH SCHOOL
TEACHERS OR SOMETHING IN THAT SENSE.
SO MAKE SURE THAT YOU'RE JUST KIND OF TALKING
ABOUT THE FACTS AND THAT YOU'RE USING SPECIFIC INFORMATION TO SHOW WHY YOU THINK THAT SOMETHING
52
ISN'T VALID OR WHY YOU'RE DISAGREEING WITH A
SPECIFIC SOURCE.
I THINK THAT'S REALLY IMPORTANT, TOO.
NOT JUST SAYING THAT YOU DISAGREE WITH SOMEONE,
BUT SAYING EXACTLY WHY.
AND EXPLAINING THAT TO THE READER.
MAN, THAT'S A TOUGH QUESTION, TOO.
AMBER, DO YOU HAVE ANY OTHER SUGGESTIONS?
AMBER: NO, I THOUGHT THAT WAS A REALLY -- I HAD
TO THINK ABOUT THAT FOR ONE A MINUTE.
I THINK YOUR RESPONSE MAKES PERFECT SENSE.
>> BETH: OKAY, GOOD.
ANYTHING ELSE YOU WANT TO THROW MY WAY?
AMBER: LET'S SEE, YES.
I'M TRYING TO PULL IT UP.
OH, HOW OFTEN WOULD YOU ADVISE USING DIRECT QUOTES
WHEN USING EVIDENCE?
>> BETH: OH, GREAT QUESTION.
SO, WHEN WE'RE TALKING ABOUT EVIDENCE, DO YOU
DIRECT QUOTE, MEANING, DO YOU USE THE EXACT
PHRASING FROM A SOURCE OR DO YOU PARAPHRASE,
MEANING, YOU TAKE THE IDEA FROM THE SOURCE, YOU
PUT IN YOUR OWN WORDS.
NOW, WHEN I WOULD SUGGEST IS THAT AS MUCH AS
POSSIBLE TRY TO PARAPHRASE YOUR SOURCES. 53
I THINK I PROBABLY STOLE THIS FROM MY COLLEAGUE,
BUT WHAT I LIKE TO SAY IS THAT YOU SHOULD ONLY
QUOTE A SOURCE WHEN WHAT THAT SOURCE SAID WAS SO
WELL SAID OR SO CONCISE OR SO, YOU KNOW, EVEN YOU
COULD SAY, ALMOST, EVEN BEAUTIFUL THAT YOU
COULDN'T SAY IT BETTER YOURSELF.
NOW, THAT'S SOMETIMES TOUGH BECAUSE OFTEN STUDENTS
FEEL LIKE THEY CAN'T SAY SOMETHING BETTER THAN A
SOURCE, BUT, REALLY, TRUST ME, YOU CAN.
REALLY, PARAPHRASING IS SO -- OFTEN SO MUCH BETTER
BECAUSE YOU'RE HIGHLIGHTING YOUR VOICE IN THAT
PARTICULAR PARAGRAPH, SO, LET'S SAY YOU HAVE TWO
OR THREE QUOTES IN A PARAGRAPH, WELL, THAT MEANS
THAT TWO OR THREE SENTENCES, PROBABLY, AREN'T FROM
YOUR OWN VOICE.
YOU'RE BORROWING THE VOICE OF SOME OTHER SOURCE
AND IT KIND OF CREATES A CHOPPY FEEL TO THE
PARAGRAPH.
BUT IF YOU CAN PARAPHRASE THOSE QUOTES, IT'S
REALLY HELP OF IN HIGHLIGHTING YOUR VOICE IN THE
PARAGRAPH.
WHAT'S REALLY NICE ABOUT THAT, TOO, THEN IS YOU
CAN REALLY FOCUS IN ON THE SPECIFIC INFORMATION
THAT'S USEFUL TO YOU IN THE PARAGRAPH. SO IF YOU QUOTE, SOMETIMES STUDENTS, WHEN
THEY 54
QUOTE, THEY INCLUDE A LOT MORE INFORMATION THAN
THEY NEED, AND WHEN YOU PARAPHRASE, YOU CAN REALLY
KIND OF HONE IN ON WHAT INFORMATION FROM THE
SOURCE YOU NEED TO INCLUDE.
AND, LASTLY, I WOULD ALSO SAY THAT PARAPHRASING IS
REALLY USEFUL BECAUSE IT OFTEN KIND OF ENCOURAGES
YOU TO ANALYZE OR EXPLAIN THAT INFORMATION BETTER.
IT'S KIND OF EASY SOMETIMES IF YOU INSERT A QUOTE
IN A PARAGRAPH, TO JUST LIKE LEAVE THAT QUOTE
THERE AND WE DON'T ANALYZE IT OR EXPLAIN IT FOR
THE READER.
BUT WITH PARAPHRASING, BECAUSE YOU'RE ALREADY
WRITING SOMETHING IN YOUR OWN VOICE, IT MAKES IT A
LITTLE BIT EASIER TO SORT OF THEN GO OFF FROM THAT
AND EXPLAIN IT IN MORE DETAIL.
I WOULD SAY IF YOU'RE QUESTIONING WHETHER YOU
SHOULD QUOTE, GO AHEAD AND PARAPHRASE IT.
IF AT ALL POSSIBLE, PARAPHRASE IT.
AND THE MORE YOU PARAPHRASE, THE EASIER IT WILL
GET, TRUST ME.
IT CAN BE TOUGH AT FIRST.
BUT THE MORE YOU PARAPHRASE, THE MORE -- THE
EASIER IT WILL GET AND THE SMOOTHER YOUR WRITING
WILL BE, I THINK. THAT'S MY LITTLE SPIEL ABOUT PARAPHRASING.
55
AMBER: THANKS, BETH.
YOU KNOW WHAT, WE'VE HAD A COUPLE OF QUESTIONS ON
THE THEME OF HOW DOES THE TUTORING SERVICE WORK.
COULD YOU GIVE JUST QUICK A SNAPSHOT OF WHAT
STUDENTS CAN EXPECT FROM A PAPER REVIEW?
>> BETH: SURE, CERTAINLY.
SO, IF YOU'RE NOT FAMILIAR WITH THE TUTORING
SERVICE, THE WRITING CENTER DOES REVIEW PAPERS.
SO, WHAT STUDENTS CAN DO IS THEY CAN GO TO YOUR --
YOU CAN GO TO YOUR MY WALDEN PORTAL AND IN YOUR MY
WALDEN PORTAL THERE'S A PLACE TO MAKE AN
APPOINTMENT.
I THINK IT'S SIMILAR, IN THE SAME AREA AS WHERE
YOU MAKE AN APPOINTMENT WITH, LIKE, AN ADVISOR OR
SOMETHING LIKE THAT.
AND YOU JUST MAKE AN APPOINTMENT THROUGH OUR
SCHEDULING SYSTEM.
IN THE WRITING CENTER.
AND WHAT HAPPENS IS THAT YOU UPLOAD YOUR PAPER AND
YOU JUST NEED TO UPLOAD IT BY 5:00 A.M.
SOUTHEASTERN TIME, I KNOW THAT'S EARLY, BUT 5:00
A.M. EASTERN TIME THE DAY OF THE APPOINTMENT.
SO IF YOU HAD AN APPOINTMENT WITH ME TODAY, YOU
WOULD HAVE NEEDED TO UPLOAD IT BY THIS MORNING, OFTEN STUDENTS JUST DO IT THE NIGHT BEFORE,
THIS 56
MORNING, I WOULD HAVE GONE INTO MY IN BOX, I WOULD
HAVE FOUND YOUR PAPER, AND I WOULD HAVE TAKEN A
LOOK AT IT, EMBEDDING MY FEEDBACK INTO THE ACTUAL
PAPER.
AND WHAT WE LIKE TO DO IS WE FOCUS ON IDEA
DEVELOPMENT, CLARITY, ORGANIZATION, PARAGRAPHS, WE
CAN ALSO FOCUS ON BIAS AND, YOU KNOW, USE OF FIRST
PERSON, OBJECTIVITY, WHEN WE TALKED ABOUT THE MEAL
PLAN, I TALK ABOUT THE MEAL PLAN A LOT IN MY PAPER
REVIEWS, AND, SO, WE EMBED THAT FEEDBACK INTO YOUR
PAPER AND THEN WE SEND IT BACK TO YOU VIA E-MAIL
WITHIN 48 HOURS.
SO, IF YOU HAD AN APPOINTMENT WITH ME TODAY, YOU
WOULD MOST LIKELY GET YOUR PAPER, YOU KNOW, TODAY,
BUT DEFINITELY BY TOMORROW, VIA E-MAIL.
AND, SO, WHAT WE LIKE TO POINT OUT IS THAT THERE
ISN'T A TIME ASSOCIATED WITH THE APPOINTMENTS,
IT'S ALL, YOU KNOW, DONE ASYNCHRONOUSLY, WHICH IS
ACTUALLY REALLY HELPFUL FOR YOU SO YOU DON'T HAVE
TO TAKE TIME OFF WORK OR OUT OF YOUR SCHEDULE TO
MEET WITH US.
YOU CAN JUST TAKE A LOOK AT OUR FEEDBACK WHEN IT
WORKS FOR YOU.
AND THEN YOU HAVE A RECORD OF THAT APPOINTMENT VIA
THAT COMMENTS THAT YOU CAN KEEP. 57
AND I THINK THE ONLY OTHER THING I WOULD STRESS,
TOO, WITH THE WRITING CENTER APPOINTMENTS IS THAT
WE DO REALLY TRY TO POINT OUT PATTERNS IN YOUR
WRITING AND, SO, YOU KNOW, WE'RE NOT GOING TO TAKE
YOUR PAPER AND PROOFREAD AND FIX IT FOR YOU, BUT
WE'RE HAPPY TO TALK ABOUT DIFFERENT PATTERNS THAT
WE'RE SEEING AND KIND OF MODEL HOW YOU CAN IMPROVE
AND REVISE THAT.
THAT'S MY LITTLE SPIEL AGAIN.
AND YOU CAN ALWAYS GO HERE TO THE TUTORING PAGE,
IF YOU HAVE MORE QUESTIONS ABOUT HOW THAT PROCESS
WORKS.
VERY BOTTOM, WE HAVE ALL OF THESE LITTLE
DROP-DOWNS THAT KIND OF EXPLAIN THAT FOR YOU, TOO.
AMBER: THANKS, BETH.
WE HAD A COUPLE OF QUESTIONS ABOUT IF YOU HAVE A
LONGER ASSIGNMENT, SOMETHING LIKE A K.A.M. OR A
DISSERTATION, HOW SHOULD STUDENTS APPROACH
SUBMITTING THAT?
SHOULD THEY SUBMIT A WHOLE CHAPTER, A WHOLE
PROPOSAL?
>> BETH: SURE.
SURE.
WHAT I WOULD ACTUALLY SUGGEST IS THAT IF YOU HAVE
A LONGER ASSIGNMENT, I LIKE STUDENTS TO SUBMIT THE 58
WHOLE CHAPTER OR AN ENTIRE SECTION OF A K.A.M.
YOU DON'T NECESSARILY HAVE TO DO THE WHOLE
PROPOSAL, BUT IF YOU DID, THAT WOULD BE OKAY.
BUT DON'T JUST SUBMIT IT AND LET US KIND OF GO
WHEREVER WE WANT IN THE WHOLE PAPER.
SUBMIT YOUR SECTION, AND ON THE VERY TOP OF THE
PAGE, THE TOP OF THE FIRST PAGE, EITHER WRITE IN
THE DOCUMENT OR INSERT A BUBBLE COMMENT THAT TELLS
US WHAT YOU'RE MOST CONCERNED ABOUT, OR WHAT YOU
WANT US TO FOCUS OUR TIME ON, AND WHERE YOU'D LIKE
US TO START.
IT'S REALLY REALLY, I THINK THAT'S ONE OF THE MOST
HELPFUL THINGS I CAN GET AS A TUTOR, REVIEWING
SOMEONE'S PAPER IS A LITTLE DIRECTION FROM YOU, SO
THAT I KNOW THAT I'M SPENDING MY TIME ON WHAT YOU
CARE ABOUT MOST.
OFTEN WE'LL GET, YOU KNOW, PROPOSALS THAT ARE ONE
THROUGH THREE, CHAPTERS ONE THROUGH THREE AND
THERE'S NO DIRECTION.
SO I START AT CHAPTER ONE BECAUSE I'M NOT REALLY
SURE WHERE I SHOULD START.
BUT IF WE GET SOME DIRECTION FROM YOU, THAT'S
GOING TO BE THE MOST HELPFUL, I THINK.
AND I SAY THAT I LIKE TO GET THE WHOLE CHAPTERS OR
THE WHOLE PROPOSAL JUST SO I KNOW KIND OF THE 59
CONTEXT OF WHERE I'M -- WHAT I'M REVIEWING AND
WHERE IT FITS INTO YOUR PAPER.
AMBER: THANKS, BETH.
AND I WOULD ADD TO THAT, BASED ON SOME OF THE
QUESTIONS THAT WE'RE GETTING, THAT YOU DON'T HAVE
TO WAIT UNTIL YOU'VE COMPLETED A WHOLE CHAPTER.
SO IF YOU ARE JUST GETTING TATTERED AND YOU WANT
TO GET A LITTLE BIT OF FEEDBACK ON YOUR FIRST
SEVERAL PAGES, BECAUSE WE DO JUST HAVE LIMITED
TIME WITH EACH AMOUNT, WE WON'T GET THROUGH A
WHOLE CHAPTER, BUT IF YOU HAVEN'T COMPLETED IT,
DON'T FEEL LIKE YOU HAVE TO FINISH IT BEFORE YOU
SEND IT.
>> BETH: CERTAINLY, YEAH.
DRAFTS, THEY DON'T HAVE TO BE COMPLETED DRAFTS,
ANYTHING, YEAH, WORKS IN PROGRESS, WE'RE HAPPY TO
RESPOND TO THOSE, TOO, YEAH.
AMBER: AND THEN A COUPLE OF STUDENTS HAD ASKED ON
THAT NOTE, SORRY TO STAY ON THIS TOPIC, BUT
THERE'S BEEN A LOT OF QUESTIONS COMING THROUGH, IF
YOU'VE HAD FEEDBACK ON A PAPER ONCE, CAN YOU TURN
IT AGAIN FOR FEEDBACK ON THAT SAME PAPER ONCE
YOU'VE REVISED?
>> BETH: DO YOU MEAN LIKE FEEDBACK FROM THE WRITING CENTER OR FROM PROFESSORS? 60
AMBER: FROM THE WRITING CENTER.
SO IF YOU'VE LOOKED AT A STUDENT'S CHAPTER
ALREADY, WILL YOU LOOK AT IT AGAIN?
>> BETH: YEAH, CERTAINLY.
WE TUTORS WILL REVIEW YOUR PAPERS AS MANY TIMES AS
YOU FEEL IS NECESSARY.
EXCEPT I WOULD SAY, WE WANT TO MAKE SURE THAT EACH
TIME YOU'RE MAKING REVISIONS.
SO AS LONG AS YOU KEEP REVISING AND KEEP
IMPROVING, WE'RE HAPPY TO KEEP REVIEWING AND KEEP
POINTING OUT OTHER SUGGESTIONS OR THINGS THAT WE
WOULD SAY, YOU KNOW, POINTING OUT MORE FEEDBACK, I
GUESS, SO, YEAH.
AMBER: THANKS, BETH.
THAT'S ALL WE HAVE COMING THROUGH AT THE MOMENT.
>> BETH: ALL RIGHT.
WELL, IT LOOKS LIKE WE'RE AT THE TOP OF THE HOUR.
SO, WE CAN PROBABLY GO AHEAD AND BE DONE FOR THE
NIGHT.
BUT I WANTED TO SAY JUST, AGAIN, WE DO HAVE THE
E-MAIL ADDRESS, PLEASE LET US KNOW IF YOU HAVE
QUESTIONS.
AND WE'LL BE POSTING THE RECORDING.
AND OH, BEFORE EVERYONE LEAVES, ACTUALLY, I DID
WANT TO SAY ONE MORE THING, I ALMOST FORGOT TO 61
TALK ABOUT THIS, BUT I DID POST IN THE WEBINAR
CALENDAR, THIS LITTLE CHEAT SHEET THAT I CREATED.
AND I'LL POST THAT IN THE WEBINAR ARCHIVE AS WELL
AND MAYBE SEE IF I CAN INCLUDE A LINK TO E-MAIL
EVERYONE.
WE'LL SEE ABOUT THAT.
BUT GO AHEAD AND DOWNLOAD THIS, TOO, IF YOU FEEL
LIKE THIS IS SOMETHING YOU'RE REALLY CONCERNED
ABOUT, GO AHEAD AND DOWNLOAD THIS, AND MAYBE PRINT
IT OUT OR JUST KEEP IT HANDY AND TAKE A LOOK AT
IT, IT MIGHT BE HELPFUL FOR YOU AS WELL.
SO I WANTED TO POINT THAT OUT AS WELL.
AND OTHER THAN THAT, THANK YOU SO MUCH FOR JOINING
US TONIGHT.
AND I HOPE THAT EVERYONE HAS A WONDERFUL EVENING.
AND THAT YOU -- WE EITHER GET TO SEE YOU IN
ANOTHER WEBINAR SOON OR VIA, YOU KNOW, PAPER
REVIEWS OR SOMETHING LIKE THAT.
SO, THANKS, EVERYONE.