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.

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.)  Finally, we adjusted the schedule because we only need three days for presentations.  Here is what the class decided:

Wednesday, July 10 - Work Day
Thursday, July 11 - Class Cancelled
Monday, July 15 - Presentations
Tuesday, July 16 - Presentations
Wednesday, July 17 - Presentations

The rest of class was spent working on final reflections and presentations.

Homework:

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

*Note: The final reflection must be turned in on time in order 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.

July 3

We responded to one of three quotes about reflection for the writing into the day (see slide 186 on the PowerPoint).

Then, we went over the questions from yesterday (see slide 187 on the PowerPoint).  The class answered the questions in the following ways:

• Reflection is a measuring stick.  How you measure your growth in the classroom as it relates to how much you learned about writing
• To reflect back to past reflection she had in the blog and that she had experienced that relate to what she wants to talk about
• She tied it into her personal life.  It wasn’t just academic.  It was stuff that shaped her academic career – like how her dad shaped her academic career by talking about writing
• A summary of her classroom experience and then supporting details like conversations or blog posts

• She would link to the people who inspired her
• She gave links to her blog

• It helped me get a better understanding of what she was expecting.
• It was a great model of reflection.
• She wasn’t depicting what she would like to do. She pointed out what she learned and what experiences happened.  She was very detailed about it.
• It’s not necessarily conclusive.  She was still asking new questions.

• It’s all about the process of where you are now.  It’s not necessarily something that gives you all the answers.
• It’s about being honest.

• It’s my measuring stick.
• It’s for me.
• It’s about how much I learned.

What threads have you been considering?

• Writer
• Personal growth
• How my writing has improved
• Discussion – how to interact with class
• How peers influenced 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 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.

Embed document

Test by mkeatonteacher

Hyperlink

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

July 2

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

• Has to do with your inner self.  Going back on what you’ve done and what you will be doing.  Getting together conclusions
• Image of something else.  Involves all senses and communication
• Recalling information that you have experienced or learned and thinking about what you think of it
• Image of ourselves

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 an example reflection 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 46 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 133-143 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 114-120 on the PowerPoint.  To practice paraphrasing, we individually paraphrased the first paragraph on page 243 in Models for Writers.  We read them in groups of 5 and chose the best paraphrase from each group.  That paraphrase was read aloud to the class.

Next, we talked about block quotes with slides on the PowerPoint 121-122.  We answered the questions on slide 123 on the PowerPoint in the following ways:

• Using block quotes instead of paraphrasing might be quicker because you want to say something that is directly from the source.
• The length of what you’re trying to quote.  If you are using a one-sentence quote, it might be easier to paraphrase.  But if you want a large portion of the work, you might block quote. 
• The reader might have a better understanding if you use the block quote instead of putting it in your own words.
•  
• You might use too many.
• You might get the format wrong and confuse the reader.
• Depending on what the assignment is, you might not want to use a block quote.  You might have to use your own ideas more than the source’s ideas.
•  
• It would be up to the writer.
• As a writer, I would use what I am stronger with.  If I am weak at paraphrasing, I might want to block quote.
• If there’s a point in the information you want to use and you think paraphrasing would be ineffective, you should block quote. 
• You might want the reader to understand it better and the block quote is the best way to do it because then you can ensure that all of the writer’s information is included.

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