2. Journal Prompt
Take a look at your data. Then, write:
What have you learned by conducting your
fieldwork? Is this different from what you thought
you would learn? How so?
3. Results
Introduction (from your lit review)
Lit Review
Methods
Results: Give an overview of what you found
through your data (this is where you might add
charts or graphs)
Argument heading
Argument heading (you can have as many or few
of these as you need)
Conclusion: What’s the point? What could you do
differently?
4. Data analysis
Find a focus
You can’t pay attention to everything
Out of 25 questions, 5 may have something
relevant to add
5. Synthesis of information
Choose what questions and responses are useful
Choose what part of your observation will be
useful
Use only what is relevant to your argument. This
doesn’t mean to not use data that counters what
you thought you would find.
6. Interpreting Data
Use your observations/ surveys/ interviews to
make an argument
You asked the questions for a reason: identify
what your answers means
7. In your research groups
1) Using the sample data, come up with 3-4 “headings”
for your results and discussion section, just like you did in
your lit review. Decide what you will argue, and make
these arguments your headings.
EX:
Music Helps Students in the Writing Classroom
Music Allows Students to Generate Ideas when
Writing
Different Genres of Music that Help Students
Write
Music does not Help all Students
8. Now, read through your own data
Make a list of arguments (which could be your
headings)
Underneath each heading or argument, list the
evidence that you will use to support that
argument
Example:
Music Helps student in the writing
classroom
--answers to survey question 3 (34/40
said yes)
9. Start drafting
One of your sections or arguments. If you are not writing an academic
paper, start working on how you will present your argument.
“Consider Yourself Part of the Family!”
Out of all of the theatre students that I surveyed, the one thing they all
agree on was that their involvement in drama gives them a family within
their high school. The students all expressed how being a part of a
theatre group helped them meet friends who love them unconditionally
and understand them. They all agree that they are more comfortable
with who they are because they can identify with others who are both
different from them and alike, and they all expressed a heightened
sense of outgoingness within themselves. In the student response that I
find most interesting he says, “ through theatre I have been exposed to
many different kinds of people and I feel I can approach most anyone
because of it. You also have to learn to deal with people.” This response
is significant because it points out that drama teaches an important
social skill which most people forget about: Tolerance. He says, “You
have to learn to deal with people.” He makes a good point because
theatre participation puts you in a situation where you have to cooperate
with people. You don’t get to choose who you work with; you just need
to work with them. Tolerance is a constructive trait that students are
usually able to attain through being part of a theatre family.
