1. Read pages 15-27 in your new, shiny, light World Literature textbook. Make sure you ANNOTATE and put information into CORNELL NOTES.
And... if you even consider complaining about the fact that you have such fabulous books and you are responsible to bring them to class... please check out this link: Journeys to School
2. Continue to work on your A. Bibs. Make sure that you have thoroughly reviewed, proofed, and edited #1 before you construct #2 and #3. They are due Monday, October 26th.
3. Quiz over reading- Wednesday!
Tuesday, October 20, 2015
Monday, October 19, 2015
Class today: October 19th
WORD FOR THE YEAR: MEMORIZE. LIVE.
Fortitude~ the strength of mind that enables one encounter adversity or difficulty with courage and grace.
Today you will be proofing the first annotation for your annotated bibliography. To do so, you will be learning how to proof efficiently and effectively. Proofreading is a critical exercise in becoming a skilled writer. As you are examining and assessing a partners work, you are forced to apply skills you have learned in this class in a high level of critical thinking. Not only does this practice reinforce these skills, it develops a sense of mastery. Writing essentially has three periods: Development, execution, proofing/editing. They are all three equal in significance. Take this practice very seriously.
1. With a partner, you will need to switch annotations.
2. Open up the following document. COPY it to your own drive. Close my copy.
Annotated Bibliography Checklist
3. Read through the annotation, utilizing the checklist for techniques, etc. to examine/spot. Identify ON THEIR PAPER the error. DO NOT CORRECT IT. For example, if they have an error in the date format. Write "MLA error" and circle date. Do not, I repeat, fix it. If there are grammatical errors, identify the error such as "comma error", "sentence fragment". Take your time with this process.
4. When it comes to checking MLA, you are not expected to have it memorized. You have access to the OWL. You ARE expected to check it against the OWL. Do not ASSUME that it is correct. CHECK it!!!
5. When you have read through the first time, go through the check list. Highlight with each question, "yes" or "no". If you are not sure, you should be referencing the paper, again, as you go through the checklist.
6. When you feel that you have exhausted the entire work, share the document with your partner so they have the copy of their own checklist.
7. When you get your own paper back, review carefully the notes and the checklist. You will be using this to perfect the first annotation and to also build the subsequent 2nd and 3rd annotations.
THE FULL ANNOTATED BIBLIOGRAPHY IS DUE: OCTOBER 26TH (Google Classroom)
Fortitude~ the strength of mind that enables one encounter adversity or difficulty with courage and grace.
Today you will be proofing the first annotation for your annotated bibliography. To do so, you will be learning how to proof efficiently and effectively. Proofreading is a critical exercise in becoming a skilled writer. As you are examining and assessing a partners work, you are forced to apply skills you have learned in this class in a high level of critical thinking. Not only does this practice reinforce these skills, it develops a sense of mastery. Writing essentially has three periods: Development, execution, proofing/editing. They are all three equal in significance. Take this practice very seriously.
1. With a partner, you will need to switch annotations.
2. Open up the following document. COPY it to your own drive. Close my copy.
Annotated Bibliography Checklist
3. Read through the annotation, utilizing the checklist for techniques, etc. to examine/spot. Identify ON THEIR PAPER the error. DO NOT CORRECT IT. For example, if they have an error in the date format. Write "MLA error" and circle date. Do not, I repeat, fix it. If there are grammatical errors, identify the error such as "comma error", "sentence fragment". Take your time with this process.
4. When it comes to checking MLA, you are not expected to have it memorized. You have access to the OWL. You ARE expected to check it against the OWL. Do not ASSUME that it is correct. CHECK it!!!
5. When you have read through the first time, go through the check list. Highlight with each question, "yes" or "no". If you are not sure, you should be referencing the paper, again, as you go through the checklist.
6. When you feel that you have exhausted the entire work, share the document with your partner so they have the copy of their own checklist.
7. When you get your own paper back, review carefully the notes and the checklist. You will be using this to perfect the first annotation and to also build the subsequent 2nd and 3rd annotations.
THE FULL ANNOTATED BIBLIOGRAPHY IS DUE: OCTOBER 26TH (Google Classroom)
Thursday, October 15, 2015
Rules of Writing
Some standards... Some reminders.. Some "For all that is Holy...."
Get these in your notes!
Due: Monday, October 19th
1. Pick your strongest thesis with what you feel has the strongest support sources. For that thesis/claim, you will be creating an annotated bibliography. This bibliography will contain the 3 sources you have already found, cited, and examined (in the previous class periods).
For MONDAY- You need to have your FIRST ANNOTATION completed. You need to have it both saved in a Google Doc. and bring in a hard copy.
The things you need to focus on while doing this first annotation:
1. MLA FORMAT- Make sure that your formatting matches EXACTLY the sample you were given and/or the electronic samples found under "writing links". This means double/triple check the following: Headers (last name and page numbers); Paper heading (order, spacing, date format); Title format (location, spacing); Works Cited information for your source (location, formatting, hanging indent, spacing, punctuation, necessary information); Paper margins; Block formatting that align with the hanging indent of the citation (look at the sample.. second line of the citation.. the paragraphs are lined up under)
2. Three separate paragraphs: 1st- Summary of the article/source. 2nd- Assessment of the article/source. 3rd- Reflection and utilization plan for the article/source. The writing does not have to be as extensive as our "new normal" extended paragraph structure, but you do need to be implementing the general concepts of writing we have been covering (Making a point/topic sentences, transitions, 3rd person POV, explanations of 'How' and 'Why', etc.). Remember you need to have 2 direct quotes from the source in the annotation... integrated, contextualized, and cited properly (you should already have the in-text citation information). Do not put an extra space between paragraphs.
3. No need to be formal, but sketch out a quick outline for the annotation before writing. This will help you focus your purpose of the section, stay concise, and entertain the necessary information. When you start writing, you can then focus on writing conventions and formatting... you won't have to balance ideas in there as well (this is where things go wrong).
4. Remember tips that you have been learning along the way: *Introduction to authors and how to reference them after their introductions. WATCH YOUR PRONOUNING- Rule of thumb with pronouns.. Use a pronoun.. its ANTECEDENT (the word the pronoun replaces) must be IN the sentence with the pronoun or directly in the sentence before. *Remember Cole's Rules of Writing. *When in doubt-explain. *Proof read for simple errors.
For MONDAY- You need to have your FIRST ANNOTATION completed. You need to have it both saved in a Google Doc. and bring in a hard copy.
The things you need to focus on while doing this first annotation:
1. MLA FORMAT- Make sure that your formatting matches EXACTLY the sample you were given and/or the electronic samples found under "writing links". This means double/triple check the following: Headers (last name and page numbers); Paper heading (order, spacing, date format); Title format (location, spacing); Works Cited information for your source (location, formatting, hanging indent, spacing, punctuation, necessary information); Paper margins; Block formatting that align with the hanging indent of the citation (look at the sample.. second line of the citation.. the paragraphs are lined up under)
2. Three separate paragraphs: 1st- Summary of the article/source. 2nd- Assessment of the article/source. 3rd- Reflection and utilization plan for the article/source. The writing does not have to be as extensive as our "new normal" extended paragraph structure, but you do need to be implementing the general concepts of writing we have been covering (Making a point/topic sentences, transitions, 3rd person POV, explanations of 'How' and 'Why', etc.). Remember you need to have 2 direct quotes from the source in the annotation... integrated, contextualized, and cited properly (you should already have the in-text citation information). Do not put an extra space between paragraphs.
3. No need to be formal, but sketch out a quick outline for the annotation before writing. This will help you focus your purpose of the section, stay concise, and entertain the necessary information. When you start writing, you can then focus on writing conventions and formatting... you won't have to balance ideas in there as well (this is where things go wrong).
4. Remember tips that you have been learning along the way: *Introduction to authors and how to reference them after their introductions. WATCH YOUR PRONOUNING- Rule of thumb with pronouns.. Use a pronoun.. its ANTECEDENT (the word the pronoun replaces) must be IN the sentence with the pronoun or directly in the sentence before. *Remember Cole's Rules of Writing. *When in doubt-explain. *Proof read for simple errors.
Tuesday, October 13, 2015
Due dates for the week of October 12-15
10/12- 3 solid claims developed from the 3 prompts
10/13- 3 sources PER claim found. (Total of 9 sources).
10/15- Source document completed from the source material.
- Aphorism project DUE (The handout, copy of annotated article, outline for business letter, typed business letter and bumper sticker)
10/16- No school- PD day for teachers
10/13- 3 sources PER claim found. (Total of 9 sources).
10/15- Source document completed from the source material.
- Aphorism project DUE (The handout, copy of annotated article, outline for business letter, typed business letter and bumper sticker)
10/16- No school- PD day for teachers
Monday, October 12, 2015
Class Today: October 12th
Class on Monday:
1. You are now going to need to find THREE SOURCES of support for EACH thesis/claim. Here are two LMC databases that will be ideal in evidence retrieval.
Opposing Viewpoints Database
Global Issues in Context Database
2. Next, in the Google DOC I have created, do the following:
- Write down your THESIS for the first prompt.
- Write down the proper WORKS CITED INFORMATION for EACH SOURCE that you found for this specific THESIS.
- You will also write down the proper way to do an IN-TEXT/Parenthetical Citation for this source. Utilize the OWL Link, found under Schu-Cole links. (The great thing is once you figure it out once.. it should be close to the same for the remaining sources)
- Follow the line of questioning that will guide you through source evaluation and application.
- Do this for EACH source... For EACH THESIS.
- It will be a good idea to SAVE your article to a Google folder so you will have access to these articles in the future.
This will be: 3 thesis statements, 9 works cited citations, and 9 in-text citations
Google doc for sources
- Copy this document to your own drive- DO NOT WRITE ON IT!
- I have only done the list of questions for thesis #1... you will need to copy the questions for thesis 2 and 3.
Please reference the PURDUE OWL LINK- for the proper way to cite the source choice.
Purdue OWL- MLA Citation Style Guide
Welcome, My Little Pop Tarts to the beautiful, yet maddening world of research!
Here are some reminders to help guide you as you make your way into this labyrinth..
1. Research is where the learning is now designed to occur. This is WHY it will be the staple in your classes/courses from this point forward. It demands you synthesize information. Remember, what you have been taught in this class, "The product is for the teacher/professor... the process is for the student" . Embrace this. If you think that research is 'hide and seek', you will be missing the purpose of research and often will be missing the research itself.
2. Do not look for your thesis/ when you research. Your thesis/claim is the conclusion, or the top of the ladder. You are looking for the rungs that lead you to the top.
3. Research will have a dual purpose for you for a while: A) Gather knowledge B) Secondary support for your argument. Know the difference in purpose in the sources you are gathering. Both will have to be cited.
4. When researching you will have to implement the ability to think abstractly at your argument before it is made concrete. What can help you is the "filing system". When you are writing an argument about Homeland Security, what other "file cabinets" may that topic be found? Immigration? Patriotism? Religion? Travel? Education? What about healthcare? Having the ability to have a 'shot gun' approach to research will help you broaden your perspectives.
5. This level of research (and beyond) is not a REPORT. Say that with me: "Researching no longer leads to a report". The shift in product demands a shift in approach to research. You are not reporting on the major exports of China. This is easy research. You are now researching the impact of technological exports of China on its agricultural importing. (Much different approach, huh? Think Bloom's)
6. Look to the BIBLIOGRAPHIES of the EXPERTS on the TOPIC! Once you find a fabulous source... look to their sources!
7. Remember your research QUESTION... your thesis/claim may become compromised as you research.. Researching can be a never ending process.. keep focused.
8. Set an end date on researching... meaning.. "I will be done with researching on this date".
9. To break down research, look at your thesis/claim in sections. You should have a broken down topic (do you need to address anything larger? anything smaller?). You have a distinct argument (What is the opposite side? What are the reasons for your argument? Data? Statistics? Reasons?) You have a blueprint? (This direction in itself can often give you a new framework to look at your topic, so look at it in isolation, too).
10. Remember: 2 things. Audience awareness. Cite everything that is not your original idea.
1. You are now going to need to find THREE SOURCES of support for EACH thesis/claim. Here are two LMC databases that will be ideal in evidence retrieval.
Opposing Viewpoints Database
Global Issues in Context Database
2. Next, in the Google DOC I have created, do the following:
- Write down your THESIS for the first prompt.
- Write down the proper WORKS CITED INFORMATION for EACH SOURCE that you found for this specific THESIS.
- You will also write down the proper way to do an IN-TEXT/Parenthetical Citation for this source. Utilize the OWL Link, found under Schu-Cole links. (The great thing is once you figure it out once.. it should be close to the same for the remaining sources)
- Follow the line of questioning that will guide you through source evaluation and application.
- Do this for EACH source... For EACH THESIS.
- It will be a good idea to SAVE your article to a Google folder so you will have access to these articles in the future.
This will be: 3 thesis statements, 9 works cited citations, and 9 in-text citations
Google doc for sources
- Copy this document to your own drive- DO NOT WRITE ON IT!
- I have only done the list of questions for thesis #1... you will need to copy the questions for thesis 2 and 3.
Please reference the PURDUE OWL LINK- for the proper way to cite the source choice.
Purdue OWL- MLA Citation Style Guide
Welcome, My Little Pop Tarts to the beautiful, yet maddening world of research!
Here are some reminders to help guide you as you make your way into this labyrinth..
1. Research is where the learning is now designed to occur. This is WHY it will be the staple in your classes/courses from this point forward. It demands you synthesize information. Remember, what you have been taught in this class, "The product is for the teacher/professor... the process is for the student" . Embrace this. If you think that research is 'hide and seek', you will be missing the purpose of research and often will be missing the research itself.
2. Do not look for your thesis/ when you research. Your thesis/claim is the conclusion, or the top of the ladder. You are looking for the rungs that lead you to the top.
3. Research will have a dual purpose for you for a while: A) Gather knowledge B) Secondary support for your argument. Know the difference in purpose in the sources you are gathering. Both will have to be cited.
4. When researching you will have to implement the ability to think abstractly at your argument before it is made concrete. What can help you is the "filing system". When you are writing an argument about Homeland Security, what other "file cabinets" may that topic be found? Immigration? Patriotism? Religion? Travel? Education? What about healthcare? Having the ability to have a 'shot gun' approach to research will help you broaden your perspectives.
5. This level of research (and beyond) is not a REPORT. Say that with me: "Researching no longer leads to a report". The shift in product demands a shift in approach to research. You are not reporting on the major exports of China. This is easy research. You are now researching the impact of technological exports of China on its agricultural importing. (Much different approach, huh? Think Bloom's)
6. Look to the BIBLIOGRAPHIES of the EXPERTS on the TOPIC! Once you find a fabulous source... look to their sources!
7. Remember your research QUESTION... your thesis/claim may become compromised as you research.. Researching can be a never ending process.. keep focused.
8. Set an end date on researching... meaning.. "I will be done with researching on this date".
9. To break down research, look at your thesis/claim in sections. You should have a broken down topic (do you need to address anything larger? anything smaller?). You have a distinct argument (What is the opposite side? What are the reasons for your argument? Data? Statistics? Reasons?) You have a blueprint? (This direction in itself can often give you a new framework to look at your topic, so look at it in isolation, too).
10. Remember: 2 things. Audience awareness. Cite everything that is not your original idea.
Friday, October 9, 2015
Class today: October 10th
1. Turn in ALL Steps of Writing. They will be stapled in REVERSE order. The final draft that illustrates effective paragraphing + everything else will be stapled ON the top (since it is the last thing we have done).
2. You will need to have a completed aphorism outline. We will be applying this information into the block business letter format (see side writing links). This is the template that you need to use for your aphorism project.
3. The entire aphorism project is due at the beginning of class on Thursday, October 15th.
FOR MONDAY:
1. You will need to think about the following prompts (which you notice are questions).
Three prompts for consideration:
1. Should college be free?
2. Should high schools have the right to drug test?
3. Should a crime be considered more heinous if it is against a certain population?
2. Next, please answer each prompt and format it as a thesis/claim. Go through and double check that it is arguable, topic has been minimized (if needed), and it has a direction of argument.
The prompt is considered a research question and you have now developed a workable thesis..
Have these three theses/claims DONE FOR class on MONDAY.
2. You will need to have a completed aphorism outline. We will be applying this information into the block business letter format (see side writing links). This is the template that you need to use for your aphorism project.
3. The entire aphorism project is due at the beginning of class on Thursday, October 15th.
FOR MONDAY:
1. You will need to think about the following prompts (which you notice are questions).
Three prompts for consideration:
1. Should college be free?
2. Should high schools have the right to drug test?
3. Should a crime be considered more heinous if it is against a certain population?
2. Next, please answer each prompt and format it as a thesis/claim. Go through and double check that it is arguable, topic has been minimized (if needed), and it has a direction of argument.
The prompt is considered a research question and you have now developed a workable thesis..
Have these three theses/claims DONE FOR class on MONDAY.
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