Writing Resources

One of the key writing skills in 201 is a technique we call "framing." Frame is a word we use to describe a text that provides the student with concepts or theories that can be used to analyze some issue, topic, or other text. The textual material that explains or discusses the issue or topic we call a "case" or case material.

Why do we use this weird language for seemingly simple concepts? After all, we could simply tell you that 201 teaches you how to use theories or concepts to analyze your research topic. The reason we use this language is because we think that the language of "framing" is a useful language for students once they understand the concepts and the technique. If it makes more sense to you to think of it as "theorizing" your topic or "analyzing" your issue sources, you can do so. Remember:

Frame=Theory=Concept
Case=Material on a Topic or Issue=Case Material

As you work on your early essays, and your research essay, keep in mind that academic writing involves analyzing or theorizing (framing) a relatively narrow topic of some interest to the author (you). As you identify your topic, and find sources that give you information about your topic, remember to ask yourself, "what do I have to say about this information, or how can I analyze it? What kinds of concepts might help me say something interesting about the topic?"

The Case.Now that you know something about the "frame," let's turn to the "case." The "case" is a nebulous concept because just what constitutes a "case" for your project depends on the project itself. One way to simplify matters a bit is to think of different kinds of research projects.

First, there is the "case text" research essay. This approach to the research project involves the extended analysis (framing) of a single source. Usually, this single source will be a book (a novel, autobiography, or other rich text). In other sections it might take the form of a film, photograph, television show, or other "non-text" case.

Second, there is the "issue essay." This research project is one in which you decide to examine a particular issue. Here you do not have a case text, so to speak. You have "case material" that you assemble as sources in your essay in a way that illuminates and analyzes (frames) the issue.

Keep in mind that all this happens with "text," which means quotes! You need to be able to identify "frame" quotes and "case" quotes, and framing involves using a frame quote to help you say something about your case.

Non-Textual Sources. One of the perks of the technology and society section is that it allows students to work with non-textual material like software, futuristic films like Bladerunner, and or Star Trek episodes. Students are often more excited about their projects when working with material that does not look like a 'text' because they can approach that material as an authority figure. Students can be more confident about, and more willing to tell the instructor, what they think about what they have seen.

There are specific difficulties working with non-textual media that need to be addressed early in the semester. In many ways, these problems are no different from the work students must do with actual texts. Instructors sometimes help students work with non-textual media by looking at short films, websites, and other artifacts of 'technology' in class. These 'texts' are examined using concepts introduced through a theoretical, "framing" reading. The instructor will then spend time in class discussion helping students to 'read' a particular artifact or to talk about the software in terms of the issues in class. This helps students focus on the job of analyzing a medium for what it might reveal about 'ideology', for example, rather than writing drafts which summarize 'text' in detail. With television, identifying television formulae has also been important: the end of an episode often reveals more than what went on in it.

The most successful papers and paragraphs are those in which the student uses a frame quote to provide a reading of an artifact of technology: the discussion of the artifact needs to identify or demonstrate a key term or idea in the 'frame'. This work really helps cut down on over-generalization or instances of 'here is everything I can think to say about the software.' In a way, this work is an effort in close reading or analysis.

Character analysis is a particularly helpful tool. It allows students to cut down on the overwhelming amount of information a film can provide by focusing on only one or two characters. It is also very helpful for students working with shows that are off the air. Another difficulty is the small number (or even lack) of sources available to the student who wants to work on a show or movie that has not yet caught an academic's eye. Although frustrating, it is exciting to be involved in a project which may well be the 'first' to tackle the topic.

Quoting is essential. Quoting from non-textual media is often a problem when writing. Setting the VCR, taking close notes when re-viewing a film, or acquiring a screenplay become a priority. The Kilmer Library has an extensive media library and may be a useful resource for some research projects.

Keep in mind that technology and society does not require the use of non-text material in the research essay. The topic is open to a wide range of interesting projects that take more traditional forms.

Additionally, this section has recently opened itself to the use of new technology in the actual writing of the research project. Students are beginning to construct their research essays on their own web pages. While analysis and textual support for a student's position in the essay will always be critical in the success of these emerging projects, in the near future we are certain to visit a research project web page where we will be treated to an interactive research experience. This development is very exciting for the Writing Program because it enables us to explore ways to stretch the bounds of the traditional research essay while still adhering to the analytic approach of the scholarly essay.

Let's see framing in action. Framing is a technique we use in 201 to help us analyze our research topic. As we know, a "framing" source is a text (book or article) that provides some theoretical or conceptual material. Framing helps us avoid a summary, "report" type essay in our research project.

Framing involves discussion of a concept, term, or idea in a text and its application to a specific passage from case material. Generally, we cannot actually "frame" in a paragraph unless we have the following elements in the paragraph (or the paragraph before the one in question):

• Quote from framing source - For example, "Groups construct their cultures in many ways which involve mainly the reconstruction of historical culture, and the construction of new culture… Cultural construction and reconstruction are ongoing group tasks in which new and renovated cultural symbols, activities, and materials are continually being added to and removed from existing repertoires"(Nagel, 251-2).

• Explain key concepts in quote - For example, "'Cultural reconstruction' involves an effort to look back on historically significant activities for guidance in reviving or 'reconstructing' elements of a culture," might work as an explanation.

• Apply to specific case material for topic - For example, in an essay on recent efforts to revive Scottish identity in NYC, one might write: "In recent years there have been numerous efforts to reconstruct Scottish identity through a revival of Scottish customs and practices, including the decision by some Scottish-Americans to wear kilts."

• Use a specific passage in support of effort to frame Scot identity - Find and include a quote from a journal article/book that discusses the presence of kilts in NYC, or even a news article on the presence of kilts. For example, "individuals seeking to reconnect with their identity participate in reenactments of the 79th Infantry's involvement in the Civil War. The group shows its 'Scottish' heritage by participating in several Scottish games and other Celtic events throughout the year. This gives members the opportunity to 'don the kilts' and 'listen to the pipes' in true Scottish fashion" (National Civil War Association's 79th infantry website. http://www.ncwa.org/79th-ny.html).

The resulting paragraph looks like the following:

Scots in the US are involved in a conscious effort to reconstruct Scottish American identity through a revival of their historic role in the US Civil War. "Groups construct their cultures in many ways which involve mainly the reconstruction of historical culture, and the construction of new culture… Cultural construction and reconstruction are ongoing group tasks in which new and renovated cultural symbols, activities, and materials are continually being added to and removed from existing repertoires" (Nagel, 251-2). As Nagel explains, cultural reconstruction involves an effort to look back on historically significant activities for guidance in reviving or "reconstructing" elements of a culture. This is notable in the example of the 79th Infantry in the Civil War. In recent years there have been numerous efforts to reconstruct Scottish identity through a revival of Scottish customs and practices, including the decision by some Scottish-Americans to wear kilts on a daily basis. Individuals seeking to reconnect with their identity participate in reenactments of the 79th Infantry's involvement in the Civil War. The group "shows its 'Scottish' heritage by participating in several Scottish games and other Celtic events throughout the year. This gives members the opportunity to 'don the kilts' and 'listen to the pipes' in true Scottish fashion" (National Civil War Association's 79th infantry website. http://www.ncwa.org/79th-ny.html). Through events such as these it is clear that Scottish Americans are working to reconstruct their own identities in the New York area.

How do I look for framing in my peers' essays?

To check on the effectiveness of "framing" in a peer's essay you need to locate the framing quotes, the case quotes, and the actual discussion of how the frame relates to the case. All of these elements should be found in a paragraph (or two at the most):

• Framing quote - ask, "does the peer explain the quote?" If not, offer an explanation for the peer.

• Case quote - ask, "can the framing quote be applied to the case quote?" If not, then write that the peer needs a case quote that will do so, and suggest the kind of quote that can work.

• Actual discussion - ask, "on the basis of the discussion in this paragraph (or two), is it clear to me how the peer is applying the ideas in the framing quote to the case quote?" If the answer is no, then write a sentence or two about how the peer can better make the connection.