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.
Tuesday, February 28, 2012
Thursday, February 23, 2012
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.
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.
Tuesday, February 21, 2012
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.
-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.
Thursday, February 16, 2012
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
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.
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.
Tuesday, February 14, 2012
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.
-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.
Thursday, February 9, 2012
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
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
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