Please NOTE: This paper is introduced as a model based on the way the author began the inquiry, (i.e. narrowing the reflection by posing a question and focusing on it). There are areas for improvement in the lump (e.g. carrying through with the author’s primarily posed question; focusing more critically
on Bodi’s argument and/or her responses to this author’s comments), however, it is suggested as a formidable example of how to originally tackle a critically reflective lump by focusing on only one point, argument, (or in this case, sentence).
I found the article written by Sonia Bodi was very informative and interesting. Albeit many of the ideas she introduced I agreed with, there were also a few points that I’d like to argue against. Very first I would like to response the question that was proposed in the title of this article: How do we bridge the gap inbetween what we ( professors) train and what they ( students) do? To pack in that gap, both sides need to work together. Students need to thrust themselves to expand their skill and help themselves become more inquisitive, critical, and reflective. Professors, on the other palm, should shove and challenge the students to become better thinkers and help them use what abilities they know to their advantage. When students and professors are thinking on the same page, they will embark to understand each other’s viewpoint, thus making researching a paper more lighter.
I agree that students do have a more difficult time to deal with the pressure of writing a research essay. “Choosing a topic and its concentrate is perhaps the most difficult task in research.” This statement is very true. I sometimes complain when I have to write an essay focusing on a specific topic that a professor has assigned, but in reality, writing an essay on a topic you can pick yourself is even tighter. Sometimes I have so many ideas to write down on paper I become shocked and stressed; even tho’ I am researching a topic that I myself have loosely chosen. This is the time where, as stated in the Bodi article, that students “practice uncertainly and confusion.” This quote was made after studying high school students’ behavior while researching topics. I thought about this statement while I read the rest of the article and came to a conclusion about the truth of this quote. Albeit I understand how to now, I was never instructed how to write a decent research paper in high school; and I am sure that many people also feel this way as well. The teachers were very lenient about the way our research essays were introduced, so it was never a big deal if I left behind to add a bibliography to the paper. This might be a possible reaction to some of Sonia Bodi’s statements about the quality of very first year students’ papers: some early year university students might just never have been trained decently.
Another problem that seems to affect students, from my practice, is the method of acquiring the information for the research paper. The Internet use to be where I got most of my information, and while I feel it is a valuable source, I know that libraries are even more beneficial. I can understand why students seem to turn away from Libraries because all that information can be breathtaking and tense. Therefore, another problem is introduced before the actual research process has even begun. I indeed liked the quote by William Blake: “You never know what is enough unless you know what is more than enough.” It seems to add to the confusion of writing a research paper: How much information should I put in my paper? What are the most significant topics and which topics should be left out?
As mentioned above, there were a few points I disagreed with. Quotes such as “students search in a haphazard, unplanned way, blessed to find whatever” and “lack of patience” were effortless for me to contradict. Albeit I have never been instructed how to write a decently finished research paper, I have been instructed how to write an outline. And tho’ I may sometimes get shocked with all the possible information I could write in my paper, I don’t search for that information haphazardly and unplanned. I write an outline to help narrow down the field of topics I wish to write in my paper, but even with that, there are still vast amounts of information that I could research on. And unlike most scholars, who get paid to research and have all the time in the world, I can’t afford to shift through all that information when I have a deadline. I don’t feel it is fair to compare students with scholars, because it makes hard working students seem uneducated. Doing research is a way for scholars to make a living, and for most students, researching a paper is simply a way to make a grade. I feel that I do attempt my best while researching a paper, but the problem is, I don’t have the time to look through all that information that scholars do have the time to look through. It is very hard to pick a concentrate that can have such vast topics. And I feel this is the main problem for many students, like myself.
I loved very much reading this article. It permitted me to critically reflect upon the way students carry out their research papers. Sonia Bodi introduced many valuable points that will help me concentrate on any future papers I will research.
SAMPLE REFLECTION PAPER
(submitted by a student in CRIM 1006E, Fall term 2003)
Please NOTE: This paper is introduced as a model based on the way the author began the inquiry, (i.e. narrowing the reflection by posing a question and focusing on it). There are areas for improvement in the chunk (e.g. carrying through with the author’s primarily posed question; focusing more critically
on Bodi’s argument and/or her responses to this author’s comments), however, it is suggested as a formidable example of how to primarily tackle a critically reflective chunk by focusing on only one point, argument, (or in this case, sentence).