When I first hear the word research I think of, many books, computers, and an accumulation of notes. As noted in the prologue, I thought of the typical scientist or library setting. In addition, I think of research as a lot of work and time. I think that the goal of research is to share information with other people (and that's actually pretty close to the definition the book gives).
When the book first introduced the idea of "knowing the reader", I immediately began to worry that I personally won't be able to do that, because I get so focused on, well I know what I'm trying to say, and I like it this way. Turns out that's one of the concerns they mention, that I fear, "I risk losing my identity" (13). This is something I'll have to work on when I begin writing/drafting.
Random: It was disconcerting to read that "the deeper your education, the more it will change the "you" that you are or want to be" (13). I guess that could be seen as positive... I don't know that's still a bit upsetting to me.
Until I read these chapters I hadn't been that concerned with thinking of the readers. I'm used to writing and if it makes sense to me I find it sufficient. I'm already learning that that's illogical. I'll probably be thinking of this more subconsciously now when I write.
Correct me if I'm wrong, but I'm drawing the conclusion that when we write our thesis we will be writing it as though we are "experts". For #2 of the checklist, what do [the readers] expect me to do, is it okay that I want to do 3 things? I want to entertain, but also provide new factual knowledge and help them understand at the same time. I feel like providing the new information and them understanding it goes hand in hand.
On another note, I'm excited to begin this process: finally learning how to research! It's a shame we don't learn sooner (and by that I mean the correct way). I expect to soak up as much of this information as possible and apply it as much as possible. WHOO!
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