ENG910 - Blog Post #12

One thing that stood out to me the most throughout each of the class presentations was what everyone suggested that their analyses bring to the table, because they were all so dfferent from one another when considering the projects themselves and the contexts for interpretation. I know that in the class prior a few of my fellow students (and myself)were a bit confused with how to navigate the question of what our research brings to the table, but as I listened to all of the presentations I found that this had become much more clear. With my own research, I found that as I narrowed down my project and started to finalize what I was going to include in my essay, the purpose and impact of my own research became much more clear. One thing that I noticed through my own research on feminism in The Lady of Shalott is that much of the analysis was based on the text itself and did not consider the impact that the images published alongside the 1857 Moxon Tennyson edition has. The images and their separate themes are what encouraged me to pursue this topic in the first place, an so as I continued my research I disovered easily what my work would add to the scholarly conversation surrounding the text, and how my own research would be different from that which has already been published. I noticed this same idea of my classmates; I found that as they each talked about their own presentations, their purpose became more clear, and it was evident that everyone was becoming dedicated in their research and what they were going to add to the conversation. I know that for me, understanding what I could add to the conversation made my purpose more clear and made me even more dedicted to this project, and I feel that this is the same case for many of my fellow students. It was interesting to see what everyone is going to bring into their own presentations, and has definitely made me consider my own and shaped some of my previous ideas as well.

Groups audience: 


Collaborative Research Process

The process of sharing preliminary findings with peers is one that all academics follow, no matter how senior. That's why I think it's important to build in that feedback loop and collaborative learning into our own processes of research, writing, discovery, and analysis. Sometimes the "aha!" moment--that moment when you finally "get" what you're doing, and why--comes very late in the process. At least, this is true for my own experiences of research, sharing, and writing.