Friday, June 11, 2010
Help with Searching for Articles
Here's a short screencast taking you through the steps of finding the articles needed for your annotated bibliography. Don't forget that each person needs to find four articles and provide a paragraph for each. Take a look at the sample annotated bibliography I showed in class.
Monday, June 7, 2010
Week 5
Today we will briefly discuss the following:
- Difference between revision and editing
- The role of the topic sentence
- Developing paragraphs with examples
- Creating unity within the paragraph
- Establishing coherence
Resources
We will focus, however, on moving the text of the collaborative essay from a reflection/report of what happened to a research essay. To do so we will spend time looking at the papers and identifying possible research themes, narrow enough to cover in a five to seven page essay.
By the end of the period today, your group should have a research topic based on the collaborative essay. Each member of the group will need to find at least four sources from the online databases. (I will go over how to access these.) Each of these sources will need to be read and summarized by the next period. Each member will bring a printed copy of their annotated MLA styled bibliography of the four sources to class. (The databases usually provide a link with a choice of styles to paste into your paper; here is another resource that might be useful.)
For Next Class:
- Identify four sources for the paper. Create an annotated bibliography using the MLA style. Bring a printed copy of this text to class on Monday
- Watch and take notes from the Tutorials for Biology Students from Purdue University. Watch all seven videos. Bring your printed notes to class.
- Work on revising and editing the collaborative essay; paying special attention to the following:
- Turn in the finished draft of the essay by Friday. Have one person email it to me. Make sure everyone's emails are included the document.
Wednesday, June 2, 2010
Week 4
Collaborative Essay Update
- Using Google Docs
- Dropbox
Review Use of Quotations
Review of Semicolon
Reminder about MCL
This week we being work on on an awareness/fundraising campaign for the Nicaragua Project. We will work together to understand the campaign from the framework of a rhetorical situation as described in the homework for this past weekend.
Service-Learning
- Author
- Audience
- Text
- Context
Task 1: Help analyze the current brochure we are using for the project and provide an analysis. Work as a team to come up with a one page analysis.
Task 2: Work in your established groups to set up goal for the awareness/fundraising campaign. What do you want to accomplish together? Here are some of the things to consider that would be most helpful for the project:
- An email list of people interested in learning more about the Nicaragua Project.
- Children's vitamins and books (paperback/Spanish) for the upcoming August trip.
- A team fundraising goal to reach by the end of two weeks.
Task 3: We will have a table set up on campus to sell cooked and baked goods. This table should work as a "text" for the group and the activity around the table will be the foundation for the rhetorical situation of the project. Come up with a schedule for the campus tables.
Task 4: By June 16, groups will turn in a four page report providing the following:
- An introduction describing the group effort in participating in the Nicaragua Project.
- An analysis of the group's purpose, attitude, and background.
- An analysis of the audience that the group set out to reach.
- An analysis of the context in which the project was carried out.
- An analysis of the text the group created to engage in the audience.
Service-Learning
Remember that the course has a 10-hour service-learning requirement. In order to receive credit for your service-learning work, you will need to complete the sign-up forms, perform your service, and provide an analysis. The Nicaragua Project will fulfill all of these requirements. There are other possibilities, however. Please check with me.
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