July 10

Today, we started class by writing a goal list for the class period.  The rest of class was spent working on the presentations.

Homework:

• Post your final reflection on your blog.  Copy and paste it (do not embed).  Add and check your hyperlinks.
• Print and bring the presentation rubrics on Monday.
• Bring your presentation material if you are schedule to present on Monday.

Note: The class voted to cancel class tomorrow.  You should continue working on your presentations at home.

July 9

Today, we assessed ourselves on participation again, focusing on the last half of the semester. Next, we designed a presentation rubric. (This rubric is now on Moodle.) The rest of class was spent working on the research paper, final reflections and presentations.

 Homework: 

•  Embed the research essay on your blog. 
• Bring supplies for working on your presentation tomorrow. 

 *Note: All final drafts must be posted on time to pass the course.

July 8

Today, we got our workshop groups and discussed each group member's paper.  We followed the structure we discussed previously (see slide 46 on the PowerPoint) and answered the following topics:

Required Discussion Topics

1. Authors concerns
2. Did the paper follow only one thread?
3. Is the thread supported with class activities and assignments?
4. Does the author explain how each activity and assignment affected the thread?
5. Is the paper at least three double spaced pages?

Homework:

• Embed your final draft of the Definition Essay and Discourse Communities Comparison on your blog.
• Bring supplies to work on your Research Essay, Final Reflection and presentation tomorrow.

Note: All final drafts must be turned in on time in order to pass this course.

July 3

We responded to one of three quotes about reflection for the writing into the day (see slide 171 on the PowerPoint).

Then, we went over the questions from yesterday (see slide172  on the PowerPoint).  The class answered the questions in the following ways:

• A reflection is very well put together.
• There was writing and then something else and then writing and then something else.
• There are examples.  The examples are evidence of how she became a better writer.
• She is explaining why it affected her.
• I like it as an example because of the way she links what happened before to what is happening now.

• Make statements and explain where she got the information or how she changed as a writer
• There are links to writing and pictures.
• It sounded like she was talking to herself.

What threads have you been considering? 

• Student identity
• Writing abilities
• Realization of the levels of achievement I’ve developed
• How discussion based classroom affected me

We discussed how to embed the final drafts using Scribd (see syllabus for instructions).  We also discussed how to hyperlink (creating a link that will take the reader to another post):

1. Log into blogger
2. Hit the orange pencil to create a post
3. Copy and paste your final reflection into the blog post
4. Highlight the word or words you want to turn into a hyperlink (such as “this post” or “Definition Essay”).  The highlighted words should give the reader a clue about the content that is hyperlinked.
5. Click the word “Link” (It is in line with where you can change your text font or color)
6. Open a new internet window or tab and go to the post to which you want to hyperlink.
7. Copy the URL to that post.
8. Go back to your final reflection post.
9. Next to “Web Address,“ paste in the URL that you copied.
10. Click ok.
11. Repeat Steps 4-10 for all hyperlinks you want to create for your final reflection.
12. Hit “Publish”

Important: Click “View Blog” and make sure ALL of your hyperlinks work correctly.  Working hyperlinks are part of the grade for your final reflection.

Finally, we began brainstorming for the final reflection using slides 173-178 on the PowerPoint.

Homework (due Monday):

• Post an instructor comments reflection on your blog

Note: ALL final drafts must be turned in on your blog by the due dates in order to pass the course.

Hyperlink example

This is my final reflection. I want to hyperlink to this post.

Embedded Document

Test by mkeatonteacher

July 2

For writing into the day, we wrote our own definitions of reflection.

Next, we used the Reflection handout to go over the definition we will be using for this class.  As you are completing your final reflection, you should consider the following sentences from the definition:

• “linking recent experiences to earlier ones…The thinking involves looking for commonalities, differences, and interrelations beyond their superficial elements.”
• “Meaningful reflection considers three questions: 1. What-what happened? 2. So what – what does it mean? 3. Now what – what is the next step?”

Then, we read the assignment descriptions for and talked the presentation and final reflection (in syllabus).  See slides 165-168 on the PowerPoint for due dates and grading.

Lastly, we got into groups and read through reflection examples ("Teacher as Writer - Growing as A Creative Writer" and "Teacher as Writer - Developing My Identity as Writer")  written by Megan.  http://megansreflection.blogspot.com.  We answered the questions on slide 169 on the PowerPoint in those same groups.

Tomorrow, we will answer the questions in whole group.

Homework:

• Start revising your final drafts
• Bring a computer or a good pen/pencil tomorrow
• We will be doing a brainstorm for the final reflection

Because we only need 2 days (instead of 4) for presentations, we decided as a class to change the schedule in the following ways:

• July 8 - Workshop Final Reflection
• July 9 - Definition Essay and Discourse Communities Comparison Final Drafts Due (Embedded on blog)
• July 10 - Research Essay Final Draft Due (Embedded on blog)
• July 11 - Final Reflection Due (Copy and Pasted on blog)
• July 15 and 16 - Presentations
• July 17 - Class cancelled

June 27

Today, we completed a writing into the day about our processes for writing with the Research Essay (See PowerPoint slide 157).  In our workshop groups, we discussed each group member's paper.  We followed the structure we discussed previously (see slide 48 on the PowerPoint) and answered the following topics:

Required Discussion Topics

1. Author's concerns
2. MLA format and citations
3. Read the assignment description
• Did the writer meet all of the requirements?

If required topics are completed, move on to optional discussion questions (see PowerPoint slide 158).

Homework due Monday by normal class time:

• Post a self assessment reflection
• Post your second draft of the Research Essay on Moodle and on your blog

 Homework due Tuesday:

• Post a workshop reflection
• Post a daybook reflection
• Bring computers/tablets and the Reflection Handout (on Moodle) on Tuesday

*Note: Class on Monday, July 1 is cancelled.

June 26

For writing into the day, we responded to a Snoopy comic (see slide 147 on the PowerPoint).

Then, individually, we read Move 1 in "CARS."  To apply the reading to our research papers, we used slide 148 on the PowerPoint.

For brainstorming, we used slides 149-154 on the PowerPoint.

We also talked about the expectations for the conclusion (see slide 155 on the PowerPoint).

Homework:

• Post your first draft to your blog
• Bring enough hardcopies for your workshop group

Note: You will receive 25 points for workshop.  10 of those points are now going to be dedicated to showing up on time.  Those who are tardy will lose those 10 points.

June 25

For writing into the day, we wrote a list of goals for that we want to accomplish during the rest of the semester.

Then, in groups, we read page 247-250 in Models for Writers.  Megan used the following pictures to explain synthesis.

If your sources, discuss some of the same solutions or causes, you can use synthesis of sources.  Take, for example, this drawing.

Some of the sources discuss the same solutions as others.  As such, you can write your paper in two ways.

In the example (below) on the left, the writer has not used synthesis.  The writer has chosen to represent only one source for each solution.  In the example on the left, the writer has combined (synthesized) information from multiple sources for solutions 2 and 3.

Using PowerPoint slides 130-132, we talked about three different ways a person can synthesize the sources.

Next, we used slides in the PowerPoint 133-134 to talk about the Works Cited page.

Finally, we took the rest of class to begin writing our own Works Cited pages.

Homework:

• Bring “Creating a Research Space (CARS)” (on Moodle) tomorrow
• Bring all sources and dialogic journals tomorrow.

 *Note: We will have a brainstorming day tomorrow.

June 24

For writing into the day, we wrote what we believe to be the differences between paraphrasing and summarizing.

We defined summary (a shortened version of the text that addresses all of the main or important points).  Then, we write a summary of one of our sources.

Next, we discuss paraphrasing with slides 114-120 on the PowerPoint.  To practice paraphrasing, in groups of 3, we paraphrased the first paragraph on page 243 in Models for Writers.   That paraphrase was read aloud to the class.

Next, we talked about block quotes with slides on the PowerPoint 121-122.  We answered the questions on slide 123 on the PowerPoint in the following ways:

• You are not supposed to use your own opinion in your paper.  As such, your research essay will need to be a mixture of direct quotation, paraphrases and summaries.

Finally, we discussed punctuation to be used with direct quotations (see slides 124-126 on the PowerPoint). 

• Use ellipses when you are removing information from the middle of a quotation.  Do not use ellipses at the beginning or end of a direct quote.
• Use brackets if you are adding or changing words in the direct quote.
• Use single quotation marks where the original sources used double quotations marks.
• If a word is misspelled in the original text, you can use [sic] in the direct quote.  So, if the original sentence is “She threuw the ball” you can write “She threuw [sic] the ball.”  This tells your reader that you did not have a typo.

Homework:

• Finish all dialogic journals
• Bring dialogic journals, sources, Easy Writer and Models for Writers to class tomorrow

June 20

To begin, we responded to the word cloud on slide 103 on the PowerPoint.  This word cloud was designed by using the information from Wikipedia’s “Quotation” page.

Then, in groups of 3, we read “Working Sources Material into Your Argument.”  We reviewed when a person should use direct quotations (see the box in the reading labeled “When to Quote”).  There are two times within the writing process that you will be choosing direct quotations.  The first is during reading.  You will be selecting quotations you believe might be beneficial to use in your paper.  The second is while writing.  During writing, you will be deciding which quotations actually work in your paper, where you might need to add more quotations and where you need to take out quotations because you’ve used too many.

Then, we talked about the Direct Quotation Oreo (a general guide for how to incorporation direct quotations in your paper.  You will introduce the quotation, include the direct quotations with inline citation and then explain or connect the quotation.  The Oreo is as follows:

Next, we read through “Examples for Using Sources” and answered the questions on PowerPoint slide 104.

Finally, we used the MLA handout to talk about inline citations.

Homework:

• Post a daybook reflection
• Keep looking for sources and completing your dialogic journals
• This should be completed by June 25 (next Tuesday)

*Note: MLA citation and format is 10% of the grade for your Research Essay.

June 19

For writing into the day, we answered questions about Wikipedia (see slide 98 on the PowerPoint).  Then, we had the following discussion:

• It’s very easy to understand.  It gives 1-3 clear, precise definitions of what you’re looking for.  It is in different languages.
• It might not be current.
• You can check the sources on the bottom.
• It says whether it’s reliable or not.
• It’s a good one-stop source.
• It’s regular people write and check it.
• You could use the sources at the bottom.

• Yes because it’s a good starting point.  You can though go to other sources that might be more reliable.
• You can’t use it as a source but you can look at it for things you can use.
• It can be used as a reference guide but not as a main source.
• I won’t cite it in a paper, but I could check the sources at the bottom.
• Wikipedia is borderline plagiarism.
• You have to be careful when you use it.

• Use the sources at the bottom.
• Use it for key words.

In groups, we read “Understanding Plagiarism” and defined plagiarism in our own words.  In those same groups, we discussed the questions on slide 100 on the PowerPoint.

Definitions:

1. Literacy theft
2. Copying someone else’s work and not giving credit where credit is due

Answers to questions:

• If it’s someone else’s ideas, words and not common knowledge
• If you aren’t referring to a source, you don’t have to cite
• Copying words to word, summarizing, copy and paste

• Yes.  It’s better to be safe than sorry
• It’s an idea.  Ideas aren’t written down so you don’t have to cite it.
• If you get an idea from the paper, you have to cite the idea because it’s not your original idea.
• If it’s two different subjects, then no you don’t have to cite the original source.
• You’re not copying anyone’s words.  It’s coincidently someone else’s words.
• Yes because it’s still usable information.
• If you find it, yes you do have to cite it.
• You don’t have to cite it because you found it after you had to idea.
• You should cite it to be on the safe side.
• It’s the same as if you never found it.
• You should search for your idea before you write it anyway.
• If someone brings it to your attention, you should go back and cite them.
• It’s technically not yours unless no one else has written it.

• Yes, but we don’t like it.
• It’s your idea so you can’t plagiarize yourself.
• You’re not going to sue yourself.
• They say you’re supposed to cite yourself.
• You can plagiarize yourself.
• Using old information it’s not right.

• If it’s in multiple places.
• If every sources say it.
• Common grade school knowledge
• Established fact
• Wildly held belief

• It’s idea.
• They aren’t credible sources.  We aren’t published.
• You have to consent with whoever you are workshoppoing with and you put it in your own words.
• Your ideas are inspiring theirs and vice versa.  It’s revision.

Then, we went over slide 101 to discuss what plagiarism is in academia.

Finally, we discussed how to complete dialogic journal and practiced with the source we brought in today.

Homework:

• Complete instructor comments reflection on your blog
• Bring "Working Source Material into Your Argument" (on Moodle)

• Bring Examples for Using Sources handout (on Moodle)

• Bring MLA handout (on Moodle)

*Note: I have switch the activities for June 20 and June 24.  We will talk about quotations on June 20 and paraphrasing/summarizing on June 24.

*Note: On June 25, you will need to have completed all dialogic journals on your three secondary sources and bring them to class.