Tuesday 18 March 2014 for Periods 2, 5, & 6 and Wednesday 19 March 2014 for Periods 1 and 7
Devotional Text: Hebrews 12: 5-6
Students had until the end of the period to submit their second and third body paragraphs.
Mr. Stone emphasized the importance of including parenthetical citations while drafting. He also reviewed the nature of expository commentary, noting that students should not be expressing there personal feelings in this paper. Rather, they should use sentences of commentary to explain how the examples they provide fit the generalization they have made in the paragraph's topic sentence.
Students had most the period to continue drafting using laptop computers in the classroom. Students were expected to have completed the fourth body paragraph during this time.
Homework: Finish the fourth body paragraph if not completed during class time and complete the fifth body paragraph.
Wednesday, March 19, 2014
Monday, March 17, 2014
Avoiding "Dummy Subjects"
Many student writers ineffectively begin sentences with "dummy subjects," such as "there" or "it." The website Daily Writing Tips provides a good explanation of "dummy subjects."
A professor from John A. Logan College, a community college in Illinois, also provides a helpful handout to assist students in understanding how to revise their sentences to avoid "dummy subjects."
A professor from John A. Logan College, a community college in Illinois, also provides a helpful handout to assist students in understanding how to revise their sentences to avoid "dummy subjects."
Drafting Second and Third Research Body Paragraphs
Monday 17 March 2014 for Periods 1, 2, 5 and 6 and Tuesday 18 March 2014 for Period 7
Devotional Text: Hebrews 11: 13-16
Student submitted a rough draft of their first body paragraph for their research papers at the beginning of class.
The class used the period to continue drafting using the classroom laptop computers. Students were expected to complete the second body paragraph during class.
Mr. Stone reviewed the difference between a topic sentence, a sentence of concrete detail, a sentence of commentary, and a closing sentence with a color-coded example.
While students were drafting, Mr. Stone worked with students individually reviewing the quality of their thesis and topic sentences.
Homework: Finish the second body paragraph if not yet completed and draft the third body paragraph. Both typed paragraphs should be submitted at the beginning of the next class period.
Devotional Text: Hebrews 11: 13-16
Student submitted a rough draft of their first body paragraph for their research papers at the beginning of class.
The class used the period to continue drafting using the classroom laptop computers. Students were expected to complete the second body paragraph during class.
Mr. Stone reviewed the difference between a topic sentence, a sentence of concrete detail, a sentence of commentary, and a closing sentence with a color-coded example.
While students were drafting, Mr. Stone worked with students individually reviewing the quality of their thesis and topic sentences.
Homework: Finish the second body paragraph if not yet completed and draft the third body paragraph. Both typed paragraphs should be submitted at the beginning of the next class period.
Sunday, March 16, 2014
Integrating a Source Practice #1: A Single Author Print Book
A Single Author Book
Bibliography Card
Note Card
ACCEPTABLE ANSWERS
GOOD
Jill Ker Conway, critically acclaimed author,says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*technically acceptable, however, the interrupting appositive construction after "Conway" and before "says" makes the sense choppy with so many commas
BETTER
Critically acclaimed autobiographer Jill Ker Conway says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*A smoother grammatical construction can sometimes be created by placing the information before the author's name in a manner that does not create the appositive construction that requires the commas.
BEST
Critically acclaimed autobiographer Jill Ker Conway suggests in When Memory Speaks: Exploring the Art of Autobiography, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*Names the author
*Creates further context for the reader by naming the title of the source
*lists a credential of the author (an achievement, qualification, or aspect of a person's background that makes him/her particularly suitable for something)which provides the reader with a sense of the source's authority on the subject
*correctly uses a direct quote grammatical construction (a tag verb (e.g., says) immediately followed by a comma, a space, opening quotation marks, the exactly copied words,closed with a second pair of quotation marks)
*indicates the end of the sources "speaking" by the parenthetical in-text citation
*provides the correct information inside the parenthetical citation
*places the period after the parenthetical citation because the citation is considered a part of the sentence
UNACCEPTABLE ANSWERS
POOR
In the book When Memory Speaks: Exploring the Art of Autobiography, Jill Ker Conway tells us, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176). As an acclaimed author of three books on autobiography three books on autobiography, Conway knows what she is talking about.
*inefficiently provides all the required information, but in more than one sentence
POORER
Jill Ker Conway says that "If we see our past as a moral and spiritual journey in time our imagined future will continue that quest" (176).
*fails to provide information about the authority of the source
*incorrectly uses indirect quotation construction (note the use of "that")for a direct quote
POOREST
Jill Ker Conway acknowledges that, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest." (When Memory Speaks 176)
*fails to provide information about the authority of the source
*incorrectly mixes indirect and direct quotation constructions (note how the writer uses both "that" and a comma instead of using just one or the other)
*places the period inside the quotation marks instead of after the citation
*puts the wrong information inside the parenthetical citation
Bibliography Card
Note Card
ACCEPTABLE ANSWERS
GOOD
Jill Ker Conway, critically acclaimed author,says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*technically acceptable, however, the interrupting appositive construction after "Conway" and before "says" makes the sense choppy with so many commas
BETTER
Critically acclaimed autobiographer Jill Ker Conway says, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*A smoother grammatical construction can sometimes be created by placing the information before the author's name in a manner that does not create the appositive construction that requires the commas.
BEST
Critically acclaimed autobiographer Jill Ker Conway suggests in When Memory Speaks: Exploring the Art of Autobiography, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176).
*Names the author
*Creates further context for the reader by naming the title of the source
*lists a credential of the author (an achievement, qualification, or aspect of a person's background that makes him/her particularly suitable for something)which provides the reader with a sense of the source's authority on the subject
*correctly uses a direct quote grammatical construction (a tag verb (e.g., says) immediately followed by a comma, a space, opening quotation marks, the exactly copied words,closed with a second pair of quotation marks)
*indicates the end of the sources "speaking" by the parenthetical in-text citation
*provides the correct information inside the parenthetical citation
*places the period after the parenthetical citation because the citation is considered a part of the sentence
UNACCEPTABLE ANSWERS
POOR
In the book When Memory Speaks: Exploring the Art of Autobiography, Jill Ker Conway tells us, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest" (176). As an acclaimed author of three books on autobiography three books on autobiography, Conway knows what she is talking about.
*inefficiently provides all the required information, but in more than one sentence
POORER
Jill Ker Conway says that "If we see our past as a moral and spiritual journey in time our imagined future will continue that quest" (176).
*fails to provide information about the authority of the source
*incorrectly uses indirect quotation construction (note the use of "that")for a direct quote
POOREST
Jill Ker Conway acknowledges that, "If we see our past as a moral and spiritual journey in time, our imagined future will continue that quest." (When Memory Speaks 176)
*fails to provide information about the authority of the source
*incorrectly mixes indirect and direct quotation constructions (note how the writer uses both "that" and a comma instead of using just one or the other)
*places the period inside the quotation marks instead of after the citation
*puts the wrong information inside the parenthetical citation
Thursday, March 13, 2014
More Integrating a Source Practice
Thursday 13 March 2014 for Periods 5 & 6 and Friday 14 March 2014 for Periods 1, 2, & 7
Devotional Text: Philippians 2:5
Students continued to practice integrating a source using a teacher-provided note card and bibliography card.
Mr. Stone reviewed the pattern for the body paragraphs of the research report:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing Sentence/Transitional Sentence
Homework: Draft one body paragraph for the research report. Revise Citation Practice #1 and/or Citation Practice #2 if necessary.
Devotional Text: Philippians 2:5
Students continued to practice integrating a source using a teacher-provided note card and bibliography card.
Mr. Stone reviewed the pattern for the body paragraphs of the research report:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing Sentence/Transitional Sentence
Homework: Draft one body paragraph for the research report. Revise Citation Practice #1 and/or Citation Practice #2 if necessary.
Wednesday, March 12, 2014
Practicing In-text Citation
Wednesday 12 March 2014 for Periods 5 & 6 and Thursday 13 March 2014 for Periods 1, 2, & 7
Students practiced integrating source material into a sentence using MLA in-text citation. Mr. Stone provided sample note and bibliography cards. Students used their style manuals to assist them.
No homework.
Students practiced integrating source material into a sentence using MLA in-text citation. Mr. Stone provided sample note and bibliography cards. Students used their style manuals to assist them.
No homework.
Tuesday, March 11, 2014
Integrating Sources and Composing a Body Paragraph
Students complete an open-book quiz over pp. 108-116 of Diana Hacker and Nancy Sommers' A Pocket Style Manual.
Mr. Stone highlighted aspects of Section 33a: MLA in-text citations (122-130)and distributed the grading rubric for the research report and began reviewing the requirements.
The body paragraphs for the research report have a different ratio of concrete detail to commentary than the earlier essays students have written for the course. Instead of a ratio of one sentence of concrete detail to two or more sentences of commentary (1 CD:2+ CM), the research report will have a ratio of two sentences of concrete to one or more sentences of commentary (2CD:1+ CM).
Each body paragraph will generally have the following pattern:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing/Transitional Sentence
Homework: Read pp. 122-130 of Diana Hacker and Nancy Sommers' A Pocket Style Manual.
Mr. Stone highlighted aspects of Section 33a: MLA in-text citations (122-130)and distributed the grading rubric for the research report and began reviewing the requirements.
The body paragraphs for the research report have a different ratio of concrete detail to commentary than the earlier essays students have written for the course. Instead of a ratio of one sentence of concrete detail to two or more sentences of commentary (1 CD:2+ CM), the research report will have a ratio of two sentences of concrete to one or more sentences of commentary (2CD:1+ CM).
Each body paragraph will generally have the following pattern:
Topic Sentence
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Concrete Detail
Concrete Detail
Commentary
Closing/Transitional Sentence
Homework: Read pp. 122-130 of Diana Hacker and Nancy Sommers' A Pocket Style Manual.
Monday, March 10, 2014
"Sources Have Feelings Too"
Monday 10 March 2014 for Periods 1, 2, 5 & 6 and Tuesday 11 March 2014 for Period 7
Journal Entry: "Introductions"
Describe a time someone forgot to introduce you. How did you feel? What happened?
OR
Describe a time someone messed up your name when introducing you. How did you feel? What happened?
(Utilize the description techniques we discussed earlier this year: naming, detailing, and comparing. Be sure you answer the basic questions: who, what, when, where, why, and how.)
Mr. Stone shared a haiku deck created by Danelle Taylor-Johnston titled "Introductions: Sources Have Feelings Too." Students took notes on the presentation using the two-column note format. After the presentation, students practiced the concepts presented in the right column of the notes in the left column using their bib cards and note cards.
Homework: Read Sections 30 to 31b in Sommers' A Pocket Style Manual(108-116).
A quiz will be given at the beginning of the next class period.
Journal Entry: "Introductions"
Describe a time someone forgot to introduce you. How did you feel? What happened?
OR
Describe a time someone messed up your name when introducing you. How did you feel? What happened?
(Utilize the description techniques we discussed earlier this year: naming, detailing, and comparing. Be sure you answer the basic questions: who, what, when, where, why, and how.)
Mr. Stone shared a haiku deck created by Danelle Taylor-Johnston titled "Introductions: Sources Have Feelings Too." Students took notes on the presentation using the two-column note format. After the presentation, students practiced the concepts presented in the right column of the notes in the left column using their bib cards and note cards.
Homework: Read Sections 30 to 31b in Sommers' A Pocket Style Manual(108-116).
A quiz will be given at the beginning of the next class period.
Thursday, March 6, 2014
Editing Devotional
The handwritten prewriting for the rough outline and the typed draft of the outline were collected at the beginning of class.
Copies of the students' revised drafts of their devotionals were returned to them. Students were given a peer editing sheet and directed to peer edit a classmate's devotional.
Homework: Complete a final draft of the devotional. Submit it to TurnItIn.com and bring a printed copy to the next class for grading.
Publishing Opportunity
Students have the opportunity to submit their devotionals for possible publication in the English Department's summer devotional book to be titled The Hand of God. For consideration, devotionals must be between 200-250 words in length. Student may need to revise their devotional in length to meet this criteria.
Students who wish their devotional to be considered for publication need to complete the following three additional steps:
1. Submit your devotional to devotional@lla.org.
2. Complete Entry Release Form/permission form and give to Mr. Stone.
3. Print an extra copy of your devotional and give it to Mr. Stone.
Copies of the students' revised drafts of their devotionals were returned to them. Students were given a peer editing sheet and directed to peer edit a classmate's devotional.
Homework: Complete a final draft of the devotional. Submit it to TurnItIn.com and bring a printed copy to the next class for grading.
Publishing Opportunity
Students have the opportunity to submit their devotionals for possible publication in the English Department's summer devotional book to be titled The Hand of God. For consideration, devotionals must be between 200-250 words in length. Student may need to revise their devotional in length to meet this criteria.
Students who wish their devotional to be considered for publication need to complete the following three additional steps:
1. Submit your devotional to devotional@lla.org.
2. Complete Entry Release Form/permission form and give to Mr. Stone.
3. Print an extra copy of your devotional and give it to Mr. Stone.
Wednesday, March 5, 2014
Note Cards
Mr. Stone will be checking next week for students completed note cards. Each student should have made a minimum of forty note cards and five bibliography cards.
Each note card should have the following five elements:
1. Source letter
2. Key word
3. Page number/medium for non-print sources
4. Note (paraphrase, quote, or summary)
5. Student's name (on back)
Each bibliography card should provide the publishing information for the source in MLA format. Use the directory to MLA works cited models in Diana Hacker and Nancy Sommers' A Pocket Style Manual to locate the details for specific types of sources (131).
Each note card should have the following five elements:
1. Source letter
2. Key word
3. Page number/medium for non-print sources
4. Note (paraphrase, quote, or summary)
5. Student's name (on back)
Each bibliography card should provide the publishing information for the source in MLA format. Use the directory to MLA works cited models in Diana Hacker and Nancy Sommers' A Pocket Style Manual to locate the details for specific types of sources (131).
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