Literary Practices Assignment
If I were to write a research paper on this, I would start by determining what kind of research the assignment needed. Is it an argumentative research, or is it a literature review kind of paper? Or is it just like a book report? The type of assignment it is determines the kind of sources I would need to look for. After that, I would make a Google Doc or a Word Doc and first make an outline of what points I’d be making in the paper. If it’s argumentative, I’d list out what points I’m making for or against the piece. If it’s a literature review I’d list out what features/details that can be found in the piece, with space to list the sources that would back up those points once I found the sources. Next, I’d find the sources themselves, using online sources. I don’t really use physical sources from a library anymore. In my experience, physical sources don’t ever have the information that I need, it’s very rare that I’ll find a book with relevant and important information. If it’s an older type of topic, then physical books would help, but that doesn’t happen much anymore.
For finding the online sources, since I’m a college student, I have access to many databases through the library. I mostly use EBSCOHost, and occasionally use the Literary Reference Center or Literature Resource/Criticism Center. I’d use broad but important search words, such as words used in my assignment sheet or what type of assignment I’m doing. If I can’t find any good sources from those databases, I’ll venture to Google Scholar. There have been times when I’ve run into the wall of having to pay for an article in order to use it, since my university doesn’t cover that journal or database. Instead I move on since I can’t afford to pay, but I’d get frustrated because it was a really great resource.
When it comes to reading the sources, however, that’s where the problems arise. As Carr says, I’ll “power skim” or when I do read, it’s parts I’ve skipped to and find relevant to my source. Once I’ve done this for however many sources I need, I’ll go back to my outline and list them under my points, color coding them to help keep them straight in my mind. If it’s a lit review, I’ll make sure to note specific parts two sources have in common or both discuss. I’ll make sure to copy and paste links or keep the articles open in my browser in order to refer back to them as needed. At this point, I’m ready to start writing my paper.
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I really identify with Carr’s article, it really did sum me up in both my reading and research habits. Just like in the first quote from his article on the assignment sheet, I used to be able to tear through novels and series of books in elementary and middle school. I could easily keep up with reading for classes and for homework. Now, I can really only get a semblance of how I used to be if I’m reading for pleasure. If it’s an assigned reading for a class and it’s over, say, 5–7 pages? It’s going to be “power skimmed” or I’ll be looking up a summary/analysis online. Just like Carr describes, my concentration as well as my motivation starts to go after it reaches a certain length. And if the reading is dense, like an academic journal per say? It takes even less time for me to lose my motivation. Further, my reading speed has slowed tremendously since I was younger and could inhale a 700 page novel in a week or less. Now, do I enjoy being like this? Of course I don’t. I wish I could retain my concentration and motivation so I can put in good, quality effort and work into my assignments. I don’t like having to cut corners and do the bare minimum, I hate it.
I’ve put a lot of thought into this problem before this assignment, due to the fact that I’m not the only “burnt out gifted kid” out there. I went through Honors and AP classes starting in the 8th grade up through highschool. In those classes, they don’t really teach you how to read or write well, they just shove long, extensive readings in your face and expect you to absorb it all for the exams, to help boost the schools test scores. I choose to be an English major because I got good at writing from all the practice exams they put us through. But when you shove a 20+ page reading assignment into a kids face and expect them to have it read by the next day? No, they’re not going to be able to do it. Along with writing skills (that I basically taught myself), I also learned how to “research” just enough to get what you need for an assignment, mostly through “power skimming” that Carr describes. I learned what the bare minimum was, and was praised for it when it got me good grades. That made me develop this problem now, of not being able to read lengthy works (unless I’m interested in it already, like reading for pleasure), and for beating myself up for only being able to do the bare minimum anymore. So yes, I’m exactly the kind of person Carr describes in his article. I’m actually relieved that someone else, someone that isn’t around my age, has this problem. I’ve only seen this affect the Millenial and Gen Z generations, and not anyone else. Maybe that says something about the pressures put on these people as they went through school?
