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.

June 18

Today, we met in the library for library instruction.  Erin, our librarian, began by showing us the online research guide she set up for us.  The link is: researchguides.cpcc.edu/eng111-keaton

Follow this guide (including the tabs) to get an understanding of the activities and information we learned today.  Refer to this guide, as well, as you need help thinking about more databases or keywords (search terms) to use.  You can also use this guide to find Erin's contact information if you need help with your research.

Homework:

• Bring the following to class tomorrow:
1. "Understanding Plagiarism" (on Moodle)
2. Active Reading handouts (on Moodle)
3. At least one of your secondary sources

June 17

We began today by reflecting on our participation (see slide 91 on the PowerPoint).

Then, we responded to a quote for writing into the day (see slide 92 on the PowerPoint).
We talked about the Research Essay (see description in the syllabus).

• The first draft of this assignment is due on June 27.  It will be 30 points.  You will turn the first draft in on your blog and bring it to class for workshopping.

• The second draft of this assignment is due on July 1.  It will also be 30 points.  You will turn in this draft on your blog and on Moodle.  Megan will comment on the second draft.

• The final draft is due on July 9 (the end of the semester).  This draft will be 40 points.

We split into three groups.  Each group was assigned a section of the "Evaluating Sources" reading.  Each group created a cheat sheet for that section, wrote the information on the board and taught it to the class.  The information written on the board is as follows:

Homework:

• Post the self assessment reflection on your blog.

• Post the second draft of the Discourse Communities Comparison on your blog and on Moodle.

* We will be meeting in the library (Room 205) tomorrow. 

June 13

Today, we completed a writing into the day about our processes for writing with the Discourse Communities Comparison (See PowerPoint slide 88).  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 (header, heading, spacing, font)
3. Use of third person ONLY
4. Read assignment description
• Did the writer meet all of the requirements?

If required topics are completed, move on to optional discussion questions (see PowerPoint slide 89).

Homework:

• Post a workshop reflection
• Post a daybook reflection
  Post instructor comments reflection
• Read Research Essay assignment description
• Start thinking about a research topic
• Bring “Evaluating Sources” (on Moodle) on Monday

* The second draft of the Discourse Communities Comparison is now due on Tuesday.

June 11

For writing into the day, we responded to the quote on slide 80 on the PowerPoint.

Then, we spent the rest of class brainstorming for our Discourse Communities Comparison using slides 81-87.

Homework

• Post your first draft of the Discourse Communities Comparison on your blog.

• Bring enough hardcopies for your entire workshop group (including yourself).

June 10

 For writing into the day, we wrote a text message and email for particular purposes (see slide 70 on the PowerPoint).

We got into groups based on what we read in "Rhetorical Situations and Their Constituents" and created handouts explaining each section (see below).  Each group then taught the class using the handouts.

In these same groups, we answered the questions on slides 72-75.


Homework:

• On your blog, complete the questions on slides 76-77 (about Constraints) on the PowerPoint.

June 6

For writing into the day, we made a list of discourse communities with which we are involved (see PowerPoint slide 61).

Then, we completed the Writing Domains activity (see slides 62-64 on the PowerPoint).

These two activities are designed to help us think about what we might write about for the Discourse Communities Comparison.  When you are deciding what to write about for the Discourse Communities Comparison, you might start with the writing into the day and choose a community first.  Or, you might go to the Writing Domains activity and being with the genre of writing first.

In small groups, we wrote the “rules” for writing a text message and why these “rules” are followed.

As a class we wrote the following on the board:

We talked about which “rules” are always true regardless of the audience.  Some rules are always true simply because of the expectations of the genre and because of the device being used (be brief, for example).  Other "rules" change based on the community in which you are taking.

Then, in the same groups, we make a list of “rules” for a checklist and then answered the questions on slide 67 of the PowerPoint.

Homework:

• Post your daybook reflection (make sure it’s from this week)
• Read “Rhetorical Situations and Their Constituents (Framing the Reading)” (on Moodle)
• Read “Rhetorical Situations and Their Constituents” based on your group number (on Moodle)
• Group 1: Rhetors
• Group 2: Audience
• Group 3: Constraints (stop at “…hope that the audience overlooks it too.”)

June 5

Today, we began by talking about the workshops.

What went well?

• Taking constructive criticism
• Everyone respond to the opinions well
• We had good input and feedback from the group interaction
• It was phenomenal.  There was a great energy in the room.  The feedback was genuine.  It felt like they were really trying to help me.  They made sure you understood why they were giving particular feedback.  It gave me a better sense of control over my writing and I also saw the vision for my paper.
• The group members helped me broaden my horizons in my commentary.
• I appreciated the energy too.  It was helpful criticism.  They pointed out where I contradicted myself.  It was useful.  We were helping each other understand what points were trying to be made.
• You can apply the suggestions made about others’ papers to your own paper.
• I enjoyed the group chemistry.
• When the group could not come to a consensus, they pulled Megan over.  That was fruitful because otherwise it could have shut down the workshop or become an argument. 
• I liked the participation.  Everyone in the group participated 110%.  It was a lot of feedback and the time disappeared.  There was so much input and so much thought put into that one paper… that one paragraph.  We lost track of time.  Everyone was focused on what we were doing.
• It opened my eyes to things because I began to look, read and dissect the paper so I could understand that relevance of the group workshop.
• It pushed me to do better in my own paper.
• There was technical help I needed and was able to get.
• Reading it aloud really helped.  It gives a mirror back on myself.  It lets me know what didn’t sound right.

We had a big debate on Monday about focus on grammar as opposed to content.  What did you focus on during the actual workshop?

• We ended up looking at content mostly.
• We looked at both.  We had different perspectives.  One person was really focused on content.  One person was also looking at structure and sentence level concerns.  We had a mix of both.
• It was spread out as far as structure and ideas.  No one person focused on one particular thing.  Collectively, we came together and we focused on all of it.
• We didn’t focus on grammar at all.  We made sure that we were answering the questions.

 Then, we completed the writing into the day (see slide on the PowerPoint 55).

Megan showed the class how to submit the second draft of the Definition Essay on Moodle.

1. Go to the week of June 3-June 6.  Under Thursday, it will say "Second draft of Definition Essay." Click it.
2. Click "Submit Assignment."
3. Click "Add"
4. Click "Browse"
5. Find the file of your second draft and double click it.
6. Click "Upload."
7. Click "Save changes."
8. Click "Submit Assignment."

We walked through each of the 6 characteristics from the reading last night and clarified what each one means:

1. A discourse community has the goals the whole community is working toward.
2. A discourse community has some way (or ways) of talking to each other.
3. The communication in a discourse community serves a purpose - to provide information about the community and to provide feedback about whether each member is fitting into the community
4. A discourse community has genres (ways of getting things done with communication) and those genres are used to work toward the goals.
5. A discourse community has specialized vocabulary.
6. A discourse community has both experts and new members.  There is always a ratio of both experts and new members.

We then discussed the next assignment, the Discourse Communities Comparison (see the syllabus for assignment description.)  The easiest way to organize it will be to describe the first community and it's writing and then move to the second community and its writing.  There will be no overt compare and contrasting.  You will let the read assume what the similarities and differences are as they read the descriptions in your paper.

• The first draft of this assignment is due on June 12.  It will be 30 points.  You will turn the first draft in on your blog and bring it to class for workshopping.
• The second draft of this assignment is due on June 17.  It will also be 30 points.  You will turn in this draft on your blog and on Moodle.  Megan will comment on the second draft.
• The final draft is due on July 8 (the end of the semester).  This draft will be 40 points.

Finally, we talked about the grading for tonight's homework (see PowerPoint slide 59).

Homework:

• Post your second draft of the definition essay to Moodle and to your blog.
• Answer the questions for the Self Assessment Reflection on your blog