Day 12: Citation Styles

We will finish up paraphrasing and quoting from the last class period.

You will be able to:

-Learn about the conventions of each of the citation styles listed above from the presentations prepared by their groupmates in class.
-Become familiar with sample citations of a variety of sources used in the academic writing.
-Practice group work and presentation skills while working on their mini presentations in class.

I will introduce citation styles with THIS POWERPOINT.

You will then get into groups according to the citation style you want to use on your final research paper.

Preparing Presentations
Each group will prepare a Powerpoint presentation illustrating what an in-text citation looks like AND what a references page entry looks like according to your groups style. You should also tell what basic information needs to be included in an in-text citation and what information should be included in a references page entry.

I will grade the reference list and in-text citations of your literature review and final research paper based on the information provided in these PPTs, so make sure that the information provided is correct.

Style Guides
IEEE
ACS
APA
MLA
Chicago

SAMPLE IN-TEXT CITATIONS AND REFERENCES PAGE ENTRIES

If there is time left, groups will begin presenting today. If not, presentations will begin on Thursday.

Day 11: Group Critique, Paraphrasing, and Quoting

We will finish up work from the previous class and begin with task 4.

Task 4: Critiquing the Article
Read the SUMMARY CRITIQUE ARTICLE. In small groups, decide whether you want to prepare a positive review, negative review, or a mixed review then develop critique of the article. You will then present your critique to the class. Each member should present a critique of one part of the article. Each critique should consist of two parts: opinion and support for that opinion.

We will then move onto today's lesson in which you will learn to:
— Quote a passage when necessary, according to appropriate punctuation rules
— Paraphrase/summarize a passage when necessary, using various strategies

We will work through this HANDOUT ON PARAPHRASING AND QUOTING.

For the activity on signal phrases and reporting verbs, we will refer to the APA HANDBOOK.

Day 10: Summary Critique Writing

You will be able to:
-Understand the components and format of a summary-critique essay
-State your own positions in response to an academic source following the format of a summary-critique essay

We will begin by finishing up the summarizing activity from the previous class. The powerpoint on summarizing can be found HERE.

Today's lesson will be about writing the summary critique. You can follow along on THIS POWERPOINT.

Task 1: Forming Opinions
You will have 30 Seconds to look at each of the following pictures. During that 30 seconds, briefly write down your opinion about the picture.

Task 2: Supporting Opinions
In small groups/partners, pick one of the images to critique. Write down:
-What you think the author’s purpose was?
-Did the author succeed in this purpose? Why or why not?
-Your reaction to this piece
-A justification for your reaction

Task 3: Concessive Contrast
You will work in groups to complete the CONCESSIVE CONTRAST WORKSHEET.

Task 4: Critiquing the Article
Read the SUMMARY CRITIQUE ARTICLE. In small groups, decide whether you want to prepare a positive review, negative review, or a mixed review then develop critique of the article. You will then present your critique to the class. Each member should present a critique of one part of the article. Each critique should consist of two parts: opinion and support for that opinion.

Paper 2: Summary Critique

Read THIS ARTICLE.

Your summary critique of this article should be 2-3 pages long. Minimally, it must include the following:
1. Introduction
2. Summary of the article
3. Critique of the article
4. Conclusion

While you are critiquing the article, be sure you focus on the content of the article itself, not the author's style of writing (unless there was something about the style that affected your ability to understand the content).

Final Version
Due
4/3/12
Filename
Critique_Firstname_Lastname_2.doc
Value
50 Summary Critique Points

Draft 1
Due
2/28/12
Filename
Critique_Firstname_Lastname_1.doc
Value
5 Summary Critique Points

Day 9: Avoiding Plagiarism Part 1

We will start off by reviewing the Powerpoint on coherence from last class.

Warm-Up Activity
Today, I will pass around a sheet of paper. You must fill in the blank on the paper with a noun that had not been written.

Defining Plagiarism
Plagiarism can be defined in many different ways. I want to know what your current understanding of plagiarism is. In your group come up with a definition (the definition should not be plagiarized) and write it on the white board.

Diana Hacker's definition of plagiarism is, “Three different acts are considered plagiarism: (1) failing to cite quotations and borrowed ideas, (2) failing to enclose borrowed language in quotation marks, and (3) failing to put summaries and paraphrases in your own words.”

Working with Plagiarism
In your groups, you will work together to complete this PLAGIARISM WORKSHEET. You can use any resources you have to complete this worksheet.

Acknowledge or Not
In your groups you will work together to complete this WORKSHEET ON ACKNOWLEDGING SOURCES. It can sometimes be difficult to decide if some information must be cited. Remember that it is always better to be safe than sorry, so if you are unsure, cite the source.

Summarizing
This POWERPOINT ON SUMMARIZING provides basic techniques for making good summaries.

Practice
You will have the opportunity to practice summarizing. In your groups select one person to be "the eyes." The others must turn their backs to the front of the room and close their eyes. "The eyes" will watch a video and share the main points with the rest of his/her group. The rest of the group must work together to construct a summary of the video based on the information that "the eyes" provided.

Day 8: Formal Writing Style

You will be able to:

-Understand the difference between formal and informal tone in academic writing
-Apply formal tone to your own papers
-Understand how unity makes their writing smoother
-Identify and practice using coherence devices

Verbs

Which is more formal?

1. According to some biologists, coming up with clear proof of the decreasing numbers of frogs has been difficult.

2. According to some biologists, offering clear proof of the decreasing number of frogs has been difficult.

Often in lectures and everyday spoken English, (verb + preposition) is used. (E.g. goes up, figure out, bring up). However, there is a tendency for academic writers to use a single verb whenever possible.

This same principle can be applied to other categories of words:

1. Crash test dummies are really important for automotive crash tests.
“really important for” →“an integral part of”

2. In Hong Kong there is one cell phone for just about every two people.
“just about” → “nearly”

3. We got encouraging results using structural bamboo rather than timber.
“got” → “obtained”

4. There has been a lot of interest in how background sounds, such as music, affects an individual’s ability to concentrate.
“a lot of “→ “considerable”

5. Consumer interest in electronic billing and payment is getting bigger and bigger.
“getting bigger and bigger ” → “increasing”

In groups, work through THESE PRACTICE EXERCISES.

Next review these guidelines for FORMAL GRAMMAR. Afterward, revise the sentences as a group for formal grammar.

Coherence

Below is a powerpoint on coherence devices that can be used in writing.

COHERENCE

Unity
Unity refers to the idea that each idea must be related to the main idea of the whole piece of writing. In other words, each sentence in a body paragraph must relate to the topic sentence of that paragraph in some way, each topic sentence must be related to the thesis statement, and the thesis statement must be related to the topic of your essay.

Homework 2: Peer Review of the Diagnostic

Reviewer's Job
Email the peer review document and essay with comments to your partner before midnight tonight (Thursday, February 9th).

Name the files
Peer Review Diagnostic Essay Document
PeerReviewer'sName_Diagnostic_Sheet_1.doc
Peer Review Diagnostic Essay
PeerReviewer'sName_Diagnostic_1.doc



Writer's Job
Once you receive the peer review document and the peer review essay of your diagnostic essay, YOU MUST UPLOAD THESE DOCUMENTS TO YOUR SHARED DROPBOX FOLDER. You will then assign a score of 0-5 to your partner based on the quality and the amount of feedback that he/she gave you. Write this at the bottom of the Peer Review Diagnostic Essay Document. Also, write five sentences to justify your score. This will determine your partner's peer review score. Keep the same file name the same of the Peer Review Diagnostic Essay Document that your partner sent.

Note: I will still change peer review scores if I believe it is necessary.

Value
5 Homework Points: Peer Review Document
5 Homework Points: Peer Review Commented Essay
5 Homework Points: Writer Assessment of Reviewer

Due
2/10/12

Day 7: Diagnostic Peer Review

You will be able to:

-Use skills taught in training day to effectively review peer paper(s)
-Discuss feedback given

Step 1
Look at the lists below. Find your partner (or group) and sit next to each other. At this time you should exchange email addresses.

Section N1
Sijie/Cesarina
Tingting/Si-On
Danlin/Hae Won
Ki Bum/Phuong
Maryam/Fatih/Chen-En

Section J
Weiwei/Sohye
Jonglo/Zehua
Duc/Nuri
Santiago/Xilu
Frank/Hao
Min Xiong/Yu
Min Zhu/Jingchen/Fardin

Step 2
Open up your REVISED DIAGNOSTIC ESSAY and the DIAGNOSTIC PEER REVIEW SHEET.

Step 3
Switch seats with someone in your group.

Step 4
Follow the directions on the PEER REVIEW SHEET and begin your peer review.

Day 6: Peer Review Training

You will be able to:

-Understand the goals of peer review
-Understand elements on which to comment in peer’s paper
-Understand what constitutes effective feedback
-Give effective feedback to a peer

Discussion
You will get into groups and consider the following questions:

1. Have you ever done peer review before?
2. What did you like about your previous peer review experiences?
3. What did you NOT like about your previous peer review experiences?
4. What do you think the goals of peer review are?

Giving Feedback
Read THIS ESSAY. When you are finished, you and your group should:

-Try to state the main idea and underline the thesis statement
-Identify the writer’s strength(s), weakness(es)
-Question anything you do not understand
-Leave comments for the writer about (3) and (4).

Evaluating Feedback Part 1
Each group will be assigned one sample paper to read.
SAMPLE 1
SAMPLE 2
SAMPLE 3
SAMPLE 4

Each group will need to present the sample they evaluated. Each member will need to explain one reason that they believe that the feedback given on the essay is either good or bad.

Brainstorm
As a class we will brainstorm qualities that you believe make feedback good based on the samples presented to the class.

Evaluating Feedback Part 2
As a group, take some time to work through this worksheet. We will go over the answers as a class afterward.

Be sure to look over this PEER REVIEW SHEET. You will be working with this on Thursday when you actually peer review.

Day 5: Argumentative Structure

We will begin by spending 10 minutes in groups to prepare for group presentations.

After that each group will present. As the groups are presenting. The audience should identify the purpose of the group that is presenting and explain what they did or said that supports your answer.

Argumentative Essays
Thesis Statements
The thesis statement for argumentative essays is called a claim. An argumentative essay must have a claim. A claim should:
-Support only one side of an issue
-Be specific
-Should be it arguable (i.e. not obvious like "the sky is blue")
-Focused on one main idea

Audience
Audience 1: Agrees with your thesis statement (Agreeing audience)
Audience 2: Neither agrees nor disagrees with your thesis statement (Neutral Audience)
Audience 3: Disagrees with your thesis statement (Disagreeing audience)

For an audience that agrees with your claim you can persuade them to take some kind of action. For an audience that is neutral towards your claim you can emphasis the importance of the issue being presented. For an audience that disagrees with your claim you can find some common opinions or perspectives with them and then try to persuade them based on logic instead of emotion.

Reasons and Evidence
Reasons
In this class the reasons you believe in that support your claim will sometimes be called main points. Do not confuse main points with the main point of the essay (the claim).

Read the following essay prompt. Some groups will develop two main points that support that teachers and students SHOULD be friends on Facebook and some groups will develop two main points that support that teachers and students SHOULD NOT be friends on Facebook.

Prompt: Do you believe that teachers and students should be friends on Facebook?

Evidence
Once your group has decided your reasons, develop three pieces of evidence for each reason that explain or support your reasons.

Example
Claim: Relaxing plagiarism rules may harm both the University's and students’ reputations.

Reason 1: If it is known that your University is lax on plagiarism, your research may not be trusted as others may think you are prone to plagiarizing.

Evidence 1: Universities with high standards have students who publish more articles (statistical data)

Evidence 2: Proper research training is essential for successful researchers (from a published source)

Evidence 3: My cousin went to such a university and he was not offered a job because of doubts about his "original" research (personal story / anecdote)

Argumentative Writing Terminology
Types of Evidence
Anecdotal(weak) – story of someone’s experience; weak; good for counterargument
Testimony(Somewhat Strong) – reference to an outside source; moderate
Statistical(Somewhat Strong) - empirical analysis or methodical scientific study; moderate
Analogical(Fairly Strong) – modeling by comparing to an already understood concept; strong

Note: an in-depth description of each type of evidence can be found HERE.

Types of Reasoning
Inductive Reasoning - Conclusion is based on several pieces of evidence
Deductive Reasoning - Conclusion is based on true statements

Inductive reasoning is like the Claim-Reason-Evidence task above. Deductive reasoning is similar to the following example.

-Popular brands of apple juice do not meet government standards for inorganic arsenic levels.
-Inorganic arsenic causes cancer
-Popular brands of apple juice can cause cancer.
Source: (Unhealthy Levels of Arsenic and Lead Found in Apple and Grape Juices–What Parents Can Do)

Responding Opposing Views
There are three ways to respond to the opposition:

Acknowledge - you admit the opposition exists and show you have considered it; admit there are some things that cannot be changed or explained or argued away

Example: Readers opposed to mandatory school uniforms may argue that a uniform requirement will not eliminate peer pressure because students will use other objects to gain status (backpacks, hairstyles, cell phones, etc.) You could acknowledge this by admitting there is no way to stop teenagers from finding ways to compete for status.

Accommodate - acknowledge your readers' concerns and accept some of them by using them in your argument

Example: In arguing for mandatory school uniforms, you might accomodate readers' view that uniforms will not eliminate peer pressure by arguing that the uniforms will eliminate one major and expensive means of competing for status.

Refute - demonstrate the weaknesses of the opposition's argument

Responding to Arguments Practice
Groups that supported that students and teachers should be friends on Facebook and groups that supported that students and teachers should not be friends on Facebook should switch computers and create counter arguments.

If you need more information on how to structure a counterargument, you can review a POWERPOINT ON COUNTERARGUMENTS.

Paper 1: The Diagnostic

You will write an essay based on THIS ARTICLE.

Revise your diagnostic test essay according to the following guidelines:

Essay Question: In Pamela Brown’s article “Should Teachers and Students Be Facebook Friends?”, the author argues that social networking sites such as Facebook have the potential for students and teachers to create relationships that will be beneficial for students both inside and outside of the classroom. However, the reality of social networking relationships between students and teachers can have both negative and positive effects. With the aid of this article and your own experience, answer the question: Do you believe that teachers and students should be friends on Facebook? Be sure to choose one side and argue that stance to the best of your abilities.

Be sure to construct a logically and structurally sound argument by writing an effective thesis and supporting it with sufficient reasons and appropriate evidence from both the article and your own insight and experience. Cite your source as best you can. Do not use sources other than the article and your own personal experience.

Your essay should be 2-3 pages long and follow THESE FORMATTING GUIDELINES.

Final Draft
Value
50 Diagnostic Essay points
Name
diagnostic_firstname_lastname_4.doc
Due
3/6/12

Draft 3
Value
5 Diagnostic Essay points
Name
diagnostic_firstname_lastname_3.doc
Due
2/17/12

Draft 2
Value
5 Diagnostic Essay Points
Name
diagnostic_firstname_lastname_2.doc
Due
2/9/2012