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

June 20

To begin, we responded to the word cloud on slide 102 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 103.

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

• You can use it as a start to your research.  But it’s not as reliable because people can go in and change it.
• Certain information might not be true or accurate.  So you can’t believe everything that is on there.  But some stuff is true.
• The pros are it’s easily accessible.  It’s kind of reliable and informative.  The con is it’s kind of biased.  You can’t really tell if it’s factual or not because it’s got a lot of opinions.
• I know someone who is an editor of Wikipedia.  He has to double check all of the sources and verify them.  It has a list of sources at the end so you can check them.
• You can use Wikipedia as a source to get background information.  Then, you can follow the sources at the bottom of the page.  Those sources might be credible sources that you can actually use 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 99 on the PowerPoint.

Definitions:

• Taking someone’s work without giving credit.  Using another’s ideas as your own if you don’t recognize or quote the author.  Theft of ideas.
• A lazy illegal and immoral way of using someone else’s information in your paper
• Using another person’s ideas, information or expression in your paper without giving them proper credit or passing another person’s idea off as your own
• Presenting someone else’s ideas, concepts or data as your own without proper citations

Answers to questions:

• Anytime you use someone’s idea, give them proper credit.  You put it in quotations.  Even if you switch the words around, you have to give them credit.
• More importantly, you need to cite when you use information that is uncommon.  You don’t have to cite when it’s common knowledge

• No you don’t have to cite the original source.  You might not even use the sentence. You can just take the idea you got.
• We do that on a daily basis all the time anyway.  We get ideas from other’s words all the time.
• People patent and copy right ideas.  Once that idea is copy-righted, if you take it, it’s stealing.
• It’s not plagiarism because you aren’t using the words from the article.  But you could reference it.
• I automatically feel like I have to cite it and reference it.  When I expand on it, that’s when my idea comes through.
• It’s a matter of forming your own opinion.  You’re not taking anything directly from the article.  You are forming your own opinion or idea.  

• Yes, because it is the original source.
• No, because they didn’t give me the idea.
• Yes, because Rick Ross tried to use his name from a drug dealer.  The drug dealer was upset that he took it.  It’s borrowing an idea.
• You should have found it when you were doing your research. 
• The goal of a research paper isn’t necessarily to introduce new ideas.  It’s always safer to cite it. 

• No, you can’t.  It’s your work.
• Yes.  In school. you can plagiarize yourself if you’re repeating your own ideas into another paper or assignment.  If you’re reusing your ideas, you’re plagiarizing yourself.
• So, I need to cite myself?  Yes.
• How would I do that?  It’s not published. 
• You’d use the information you do have.  Use that in your citation.  Leave off what you don’t have.
• Maybe it comes from trying to pass an assignment you did for another class for the new class, it’s plagiarism.  It’s cheating.

• It’s common if most people know it.
• It’s common sense.
• Something that is the norm.
• Common sense is when it’s not a complex idea.  When it’s something that is a simple fact.
• Something that occurs in society.

• It should be because you are using other people’s ideas and words.
• Is it different because I am just a college student and other people are published?
• Workshopping isn’t rewriting a paper. It’s expanding on what they already have.
• You sort of automatically have permission to use what the people give you in workshopping because they gave you the advice.
• In published work, you can’t ask if you can take it.
• Workshopping isn’t rewriting the paper.  It’s having them expand their ideas.

Then, we went over slide 100 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.