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.
• Bring supplies to work on your presentation tomorrow.

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 47 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 drafts of the Defintion 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 172 on the PowerPoint).

Then, we went over the questions from yesterday (see slide 173 on the PowerPoint).  The class answered the questions in the following ways:

• Reflection looks like creativity
• Writing about the advice you’ve gotten from other people
• Making sure you stay on the same narrative
• Go into detail
• Used example from other people – like someone told her about writing 600 words a day and how it helped
• Take the examples that everyone gave and use those to write the story
• Look at the development aspect of the writing
• Connecting all the points as you are developing yourself as a writer
• The whole paper is a reflection because she was explaining her style and her process
• Everything you did up to that point to make you a better writer.  All the examples were reflections.  Reflecting on what you did or what you were told.

• Tell a story from start to finish.  Tell a story like a before and after.
• I can now understand how I can write my own reflection.
• I used it as a model for preparing my own reflection.  I have come into contact that will be beneficial for me.  I can write about the professional aspect of the writing.
• This class is helping in my other classes (like Communication)
• The different things we learned will help us go forward.
• You learn from your mistakes.  You can look back and figure out what you should have done.  Then you can apply that to the next class.
• I can see how this class is preparing us.  It’s a gateway class.
• It helps to be open to suggestions and information.
• I haven’t been learning things that I’m not going to use again.  So it will be easy to reflect on.

What threads have you been considering?

• The progression of one assigmment
• Development of my writing

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 174-179 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

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

Embeded File

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 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 166-169 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 started to answer the questions on slide 170 on the PowerPoint in those same groups.

Tomorrow, we will answer the questions in whole group.

Homework:

• Answer the questions on slide 170 on your blog before class tomorrow
• 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 158).  In our workshop groups, we discussed each group member's paper.  We followed the structure we discussed previously (see slide 47 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 159).

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 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 148 on the PowerPoint).

Then, in groups, we read CARS.  To apply the reading to our research papers, we used slide 149 on the PowerPoint.

For brainstorming, we used slides 150-155 on the PowerPoint.

We also talked about the expectations for the conclusion (see slide 156 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 131-133, we talked about three different ways a person can synthesize the sources.

Next, we used slides in the PowerPoint 134-144 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 117-123 on the PowerPoint.  To practice paraphrasing, in groups, 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 124-125.  We answered the questions on slide 123 on the PowerPoint in the following ways:

• You might take away the value of the block quote if you don’t paraphrase.  If the writer says it better, it might make more sense to block quote.

• There have a limited audience.  The average person might not know what a block quote is.
• You might start using so many block quotes that you aren’t using your own words.

• Use the quote when the author uses information that is so good you can’t put it in your own words.
• If I can’t personally paraphrase it, I probably would use a block quote.
• If you feel like something doesn’t need to be paraphrases.

Finally, we discussed punctuation to be used with direct quotations (see slides 127-129 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 104 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 105.

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 99 on the PowerPoint).  Then, we had the following discussion:

• You can get a lot of information.  It’s constantly updated.  It might not be right.  It can be edited by anybody.
• It might not be credible.
• It’s easy to access.  Everyone knows about it.
• It might be opinionated.

• It’s not good.
• Yes, if you can validate the source.  There is some information on some things that might be credible.
• No because it’s not generally credible.
• No because teachers have always said we can’t use.

• Verify the sources.
• Check the sources.
• Use the sources at the bottom of the page.  If they are credible, you can use those sources in your paper.

In groups, we read “Understanding Plagiarism” and defined plagiarism in our own words.  In those same groups, we discussed the questions on slide 101 on the PowerPoint.

Then, we went over slide 102 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.