[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598848-105":59,"doc-detail-598848-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-realideal-research-project-fostering-students-emotional-literacy","The Real/Ideal Research Project - Fostering Students’ Emotional Literacy","","The Real/Ideal Research Project advances three connected components that move students from lived emotion to researched reasoning and then to concrete action. Students begin by writing a personal narrative about an inequity they have experienced or witnessed, foregrounding emotional ties and mindful awareness. They then deepen inquiry by adding researched claims that explain the ideologies sustaining the inequity. Finally, students identify tangible steps to build a more “Ideal” space.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":15,"@type":76,"position":81},"https://docshare.wps.com/document/literature/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-realideal-research-project-fostering-students-emotional-literacy/598848/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-realideal-research-project-fostering-students-emotional-literacy/598848.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the three components of the Real/Ideal Research Project?","Question",{"text":112,"@type":113},"The project includes three purposeful stages: students write a personal narrative about an inequity, supplement emotional reflections with researched claims about ideologies, and then identify tangible actions to construct a more “Ideal” space.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does component one support emotional literacy?",{"text":117,"@type":113},"Component one asks students to spotlight personal connections and emotional ties to the inequity, writing honestly about emotional impact and increasing mindfulness through giving emotional experiences written presence.",{"name":119,"@type":110,"acceptedAnswer":120},"What does component two add beyond personal emotion?",{"text":121,"@type":113},"Component two brings reason into the equation by having students research the specific ideologies that allow the inequity to persist, helping them see emotional experiences in social, cultural, and historical terms.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598848,1792611583,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":14,"category_name":15,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 34, Summer 2016  \nThe Real/Ideal Research Project: Fostering Students’ Emotional Literacy  \nChristine Martorana  \nAbstract: The Real/Ideal Research Project is comprised of three components, ordered in purposeful succession, designed to emphasize the interconnectedness of emotion, reason, and action. In the first component, students compose a personal narrative focused on a specific inequity they (have) experience(d) or witnessed. Here, students are encouraged to spotlight their personal connections and emotional ties to the inequity. In the second component, students continue exploring the inequity from component one; however, they supplement their emotional reflections with researched claims, researching the specific ideologies that allow the inequity to persist. Finally, in the third component, students reflect on the first two components of the research project—what we can think of as the “Real” components—in order to identify at least one tangible action they could take to construct a more “Ideal” space.  \nThis assignment takes as its starting point Shari Stenberg’s call for us to see emotion “as one feature of meaning making equal to other features, and thereby deserving of a legitimate role in pedagogical settings”(360) . Although Iam not the first to answer Stenberg’s invitation, our field as a whole has been slow to respond. Within most college writing classrooms, reason “rather than emotion, the mind rather than the heart” occupies a position of privilege (Bump 5) . While I am not advocating that we promote emotion over reason, I am suggesting that we conceptualize the two as equally important. More specifically, my point is that by highlighting the interconnectedness of emotion and reason within the composition classroom, we can better support our students’ development as emotionally literate writers—that is, as writers capable of using their emotional experiences to discursively interact with the world around them. To offer a step in this direction, I present the following assignment: the Real/Ideal Research Project (see Appendix) . Laura Micciche’s observation that both emotion and reason are “necessary to incite and achieve action” (164; added emphasis) offers a useful lens through which to conceptualize this tripartite research project. The Real/Ideal Research Project is comprised of three components, ordered in purposeful succession, designed to move students from emotion to reason, and finally, to action.{1}  \nIn the first component, students compose a personal narrative focused on a specific inequity/injustice they (have) experience(d) or witnessed.{2} The inequities may stem from a variety of personal factors, including gender, race, religion, family, class, and/or physical appearance/ability. In this component of the project, students are encouraged to spotlight their personal connections and emotional ties to the inequity, writing honestly about their experience and its emotional impact in their lives. In an effort to approach emotional literacy “in ways that value individual students’agency and awareness”(Winans 152), this first component invites students to give their emotional experiences written presence and thus interact with these experiences from a place of increased mindfulness.  \nBarbara Kamler’s discussion of “writing as a representation”(61) helps us better appreciate this aspect of the project. As Kamler makes clear, students are never simply putting personal experiences into words. Rather, writing is always an interpretative endeavor; thus, in asking students to narrate their personal experiences with an inequity, we are inviting students to (re)present and (re)see these experiences. The goal is that, in the act of putting the experience into words, students will visualize and understand their experience in a new way, and the (re)presented experience will b","cbCaivxKTjYaQ4NW","https://ap.wps.com/l/cbCaivxKTjYaQ4NW","pdf",42256,"English","# The Real/Ideal Research Project: Fostering Students’ Emotional Literacy\n## Three Components of the Project: From Real to Ideal\n## Component One: Personal Narrative and Emotional Ties\n## Component Two: Researching Ideologies and Rhetorical Context\n## Component Three: Translating Understanding into Action","[{\"question\":\"What are the three components of the Real/Ideal Research Project?\",\"answer\":\"The project includes three purposeful stages: students write a personal narrative about an inequity, supplement emotional reflections with researched claims about ideologies, and then identify tangible actions to construct a more “Ideal” space.\"},{\"question\":\"How does component one support emotional literacy?\",\"answer\":\"Component one asks students to spotlight personal connections and emotional ties to the inequity, writing honestly about emotional impact and increasing mindfulness through giving emotional experiences written presence.\"},{\"question\":\"What does component two add beyond personal emotion?\",\"answer\":\"Component two brings reason into the equation by having students research the specific ideologies that allow the inequity to persist, helping them see emotional experiences in social, cultural, and historical terms.\"}]","The Real/Ideal Research Project - Fostering Students’ Emotional Literacy | PDF",1792087711]