{"id":47,"date":"2016-04-18T04:09:42","date_gmt":"2016-04-18T04:09:42","guid":{"rendered":"https:\/\/blogs.scu.edu\/rpendergast\/?p=47"},"modified":"2016-04-18T04:09:42","modified_gmt":"2016-04-18T04:09:42","slug":"beam-a-new-perspective-on-the-research-process","status":"publish","type":"post","link":"https:\/\/blogs.scu.edu\/rpendergast\/2016\/04\/18\/beam-a-new-perspective-on-the-research-process\/","title":{"rendered":"BEAM: A New Perspective on the Research Process"},"content":{"rendered":"

In the\u00a0article<\/a>\u00a0\u201cBEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing\u201d, Joseph Bizup offers researches a simplified method for the complex world of research. \u00a0The process is given the acronym “BEAM:” B<\/strong> – background, which refers to materials that writers use as\u00a0general or factual information. E<\/strong> – exhibit, which refers to materials that writers use for explication, analysis, or interpretation. A<\/strong> – argument, which refers to materials that a writer affirms, disputes, refines, or extends somehow. M<\/strong> – method, which refers to materials\u00a0from which a writer derives a concept or manner of working from. BEAM.<\/strong><\/p>\n

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\"images\"<\/p>\n

http:\/\/www.eventbrite.com\/e\/media-rise-festival-2014-networking-lounge-street-art-for-social-change-tickets-12986082723<\/a><\/p>\n

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As Bizup flawlessly points out, categorizing research sources as \u201cprimary\u201d or \u201csecondary\u201d automatically establishes\u00a0a\u00a0hierarchy<\/strong>\u00a0that diminishes the value of some sources. \u00a0It allows readers and researches to believe there is no or little value in\u00a0secondary and tertiary sources when in reality they can be used effectively. \u00a0They may not be a first hand account, but they certainly hold value in the world of research.<\/p>\n

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In addition to adding unnecessary ranking to sources, it causes the research paper to sound like a mechanized process. \u00a0It eliminates the freedom of exploration<\/strong>, choice of style<\/strong>, and freedom of voice<\/strong>. \u00a0It becomes formulaic and frankly dry. \u00a0Instead, we should describe how writers actually use sources rather than what level they are on the hierarchy.<\/p>\n

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It eliminates the freedom of\u00a0exploration<\/strong>, choice of\u00a0style<\/strong>, and freedom of\u00a0voice<\/strong>.<\/p>\n<\/blockquote>\n

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Thinking of this process in conjunction with my own research history, it is clear to see the benefits of BEAM as a model for analytical research. \u00a0As aforementioned, primary, secondary, and even tertiary sources have their own benefits<\/strong> when used appropriately. \u00a0There have been times in my writing career where I have used all types. \u00a0However, rather than just limiting ourselves to this hierarchy, BEAM allows us to go outside and see the research process for its complicated self. \u00a0BEAM allows writers to find background information, illustrate examples, prove a point, and even take a stance. \u00a0The process shows how every part of the research process has to work together in order to create a cohesive<\/strong> final project.<\/p>\n

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\"student1\"<\/p>\n

http:\/\/www.researchhaven.ca\/mark.htm<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

In the\u00a0article\u00a0\u201cBEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing\u201d, Joseph Bizup offers researches a simplified method for the complex world of research. \u00a0The process is given the acronym “BEAM:” B – background, which refers to materials that writers use as\u00a0general or factual information. E – exhibit, which refers to materials that writers use for explication, […]<\/p>\n","protected":false},"author":1573,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"qubely_global_settings":"","qubely_interactions":"","kk_blocks_editor_width":"","_kiokenblocks_attr":"","_kiokenblocks_dimensions":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-47","post","type-post","status-publish","format-standard","hentry","category-uncategorized","no-image","with-title"],"gutentor_comment":0,"qubely_featured_image_url":null,"qubely_author":{"display_name":"rpendergast","author_link":"https:\/\/blogs.scu.edu\/rpendergast\/author\/rpendergast\/"},"qubely_comment":0,"qubely_category":"Uncategorized<\/a>","qubely_excerpt":"In the\u00a0article\u00a0\u201cBEAM: A Rhetorical Vocabulary for Teaching Research-Based Writing\u201d, Joseph Bizup offers researches a simplified method for the complex world of research. \u00a0The process is given the acronym “BEAM:” B – background, which refers to materials that writers use as\u00a0general or factual information. E – exhibit, which refers to materials that writers use for explication,…","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/posts\/47","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/users\/1573"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/comments?post=47"}],"version-history":[{"count":2,"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/posts\/47\/revisions"}],"predecessor-version":[{"id":51,"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/posts\/47\/revisions\/51"}],"wp:attachment":[{"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/media?parent=47"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/categories?post=47"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.scu.edu\/rpendergast\/wp-json\/wp\/v2\/tags?post=47"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}