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:

• 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 presentation at home instead.

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 final reflections and presentations. 

 Homework: 

• Copy and paste (do not embed) your final reflection on your blog.  Create and check all hyperlinks.
• Bring supplies for working on your presentation tomorrow. 

 *Note: The final reflection 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 Research Essay on your blog.
• Bring supplies to work on your Final Reflection and presentation tomorrow.

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

Hyperlink

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

July 3

We responded to one of three quotes about reflection for the writing into the day (see slide 168 on the PowerPoint).

Then, we went over the questions from yesterday (see slide169  on the PowerPoint).  The class answered the questions in the following ways:

• Looking for revision and feedback and responding to it
• Learning what you have done in the past by asking questions and getting feedback
• Reflection looks like moving through certain activities and how they affected her.
• One overall thread – writer
• Shows how assignment and projects affect that thread
• Links to show different writing examples
• Using past experiences having an impact on who she was (both as a person and a writer)
• She took the class and all the other things and kept going back to her as a writer

• We can use the model to understand exactly what is expected
• The paper really wasn’t all that long
• It’s more about detail than about being complicated
• It was a good example of how to write a reflection that is all attached to each other

What threads have you been considering?

• Writer
• Student
• How I have changed as an academic writer
• How this class affected me professionally
• How this class helped me decide on my major
• How this class has affected how I interact with people
• How this class helped me get my priorities in order

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 170-175 on the PowerPoint.

Homework (due Monday):

• Post an instructor comments reflection on your blog
• Embed the final drafts of the Definition Essay and Discourse Communities Comparison on your blog (used Scribd)

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

Two Embedded documents

Test by mkeatonteacher

Test by mkeatonteacher

Embedded Document

Test by mkeatonteacher

July 2

For writing into the day, we wrote our own definitions of reflection.  Here are some of the definitions the class wrote:

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 definitions:

• “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 162-165 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 166 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

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, in groups, we read 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:

• Post an instructor comments reflection
• 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, we wrote in group a paraphrase 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.  

• 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:

• Post the reflection on instructor comments
• 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:

• Wikipedia is the McDonalds of the internet.  Fast, easy, entertaining but bad for you.
• Lots of information.  But it might not be credible or accurate.
• Easily searchable.  Find anything.  It can be changed.  It’s not necessarily credible.
• It’s a good source if you want quick information.  There are moderators.  It’s a good start.  There are sites and sources you can use at the bottom.
• It’s a good reference.
• It can be used as a backup source to check against other sources.

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.  We switched members of the small groups and discussed the questions again.



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:

• 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 switched 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.