Research Assignment

Assignment: Annotated Bibliography

Topic: Public Discussion Topic or Own Choice (but please discuss with me)

Particulars: Choose 4-6 “academic” resources that are highly relevant to your topic. Give full reference information for each source and thoroughly explain why each resource is appropriate and relevant to your topic. Additionally, include how each resource was found (include keywords used in any Google searching). Each annotated entry should contain three critical writing tasks: summary (an overview of the main points), analysis (logic and effectiveness of the argument) and evaluation (ethos, reliability of the author and argument).

Purpose: Learn basic methodologies of research, learn how to locate and evaluate information, learn how to find appropriate resources

Length: Each annotation should consist of at least one fully-formed paragraph with complete reference information in MLA style. Total length should be 2.5-4.5 pages.


DUE: 1st December 2009

EXAMPLE ANNOTATION

Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York:

Anchor Books, 1995.

Lamott's book offers honest advice on the nature of a writing life, complete with its insecurities and failures. Taking a humorous approach to the realities of being a writer, the chapters in Lamott's book are wry and anecdotal and offer advice on everything from plot development to jealousy, from perfectionism to struggling with one's own internal critic. In the process, Lamott includes writing exercises designed to be both productive and fun.

Lamott offers sane advice for those struggling with the anxieties of writing, but her main project seems to be offering the reader a reality check regarding writing, publishing, and struggling with one's own imperfect humanity in the process. Rather than a practical handbook to producing and/or publishing, this text is indispensable because of its honest perspective, its down-to-earth humor, and its encouraging approach.

Chapters in this text could easily be included in the curriculum for a writing class. Several of the chapters in Part 1 address the writing process and would serve to generate discussion on students' own drafting and revising processes. Some of the writing exercises would also be appropriate for generating classroom writing exercises. Students should find Lamott's style both engaging and enjoyable.

Notice the indentation of all the text except for the first line of the reference?

For more information and style guidelines, visit the Online Writing Centre: http://owl.english.purdue.edu/owl/resource/614/01/

Lecture 16: Midterm - Focus on Summaries

MIDTERM today. As you know we`ll be focussing on summary writing for the midterm.

Also, in preparation of next week's public discussions, see below for the rubric which the class (and I) shall use to assess each group.

Lecture 15: Summary Review and Practise

Outline:
Reading Review
Summary Preparation
Reading
Practise Summary
Homework

In Class Practise:

• Write a well-formed paragraph summary of “Borderland”
• Include at least two quotations and one paraphrase (refer to 182-190 in Handbook for Writers)
• Be sure that this summary is in your own words
• Post your own summary to the blog as a comment to Lecture 15 (this post). 
• Include a link to an image that helps summarise the main ideas.

*****HOMEWORK*****

Post your summary of “Borderland” to the blog.


Review Chapter 9 and all class work on summaries in preparation for the Midterm next class (29th October)

FINAL EXAM

The final exam schedule has been finalised. Please note the different room:


ENGL-111-41 Communications Exam CAC 152 17-Dec-2009 9:00 - 12:00

Lecture 14: MLA Quiz and Introduction to Summaries

Outline:
MLA Quiz
Pre-Reading Activity
Summary Activity
Summary Activity
Homework


Basic Steps to Follow:
Look for a title
So, if that’s the title, what might you read about in the selection?
Read the first sentence
Read the last sentence: highlight similar words, that’s (usually) the main idea of the paragraph
That’s also (usually) the topic of the paragraph/selection


*****HOMEWORK*****
Read 9J-K (190-194) in Handbook for Writers

For participation, add either of your summary paragraphs (“Japan” or “Little Bear”) to the Lecture 14 blog post (this one).



If you'd like to read more about the summary process, have a look at these handouts.


Here is an sample essay and how one might summarise it.

Lecture 13: Student Pronoun Presentations

Everyone who presented on Tuesday did an excellent job. Each group not only clearly explained information, but incorporated questions and quizzes to faciliate understanding. Kudos to Brandy, Andrea and Maikki who created a fun game. A special thank you to David for his musical interludes during "English Feud."

Thanks too to the class for participating in each presentation and noticing groups' typographical errors (those abhorrent apostrophes!).

 

Lecture 13: Student Presentations

Today each group will present their section of Chapter 23 (pronouns).

NOTE: The MLA quiz will be next class (Thursday). Come prepared for the short quiz (multiple choice). You will need to know how to reference texts (books, journals and web pages) and also be aware of how to properly quote to avoid plagiarism. Re-read the "Avoiding Plagiarism" article here.

Don't forget to hand in your essays. Essays should be stapled and follow appropriate MLA format.

Remember too, for your essays, I have requested that you each do a cover page rather than include your title etc... in the top left margin of your first page. Please do, however, include your surname and page number in the top right header of each page.

MLA Review (note, follow the link in the side-bar to more MLA formatting information)

In-Text Citations
Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings" (263). Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth 263). Wordsworth extensively explored the role of emotion in the creative process (263).

Both citations in the examples above, (263) and (Wordsworth 263), tell readers that the information in the sentence can be located on page 263 of a work by an author named Wordsworth. If readers want more information about this source, they can turn to the Works Cited page, where, under the name of Wordsworth, they would find the following information:

Wordsworth, William. Lyrical Ballads. London: Oxford U.P., 1967. Print.

Short Quotations

To indicate short quotations (fewer than four typed lines of prose or three lines of verse) in your text, enclose the quotation within double quotation marks. Provide the author and specific page citation (in the case of verse, provide line numbers) in the text, and include a complete reference on the Works Cited page. Punctuation marks such as periods, commas, and semicolons should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quoted passage but after the parenthetical citation if they are a part of your text. For example:

1. According to some, dreams express "profound aspects of personality" (Foulkes 184), though others disagree.
2. According to Foulkes's study, dreams may express "profound aspects of personality" (184).
3. Is it possible that dreams may express "profound aspects of personality" (Foulkes 184)?
4. Mark breaks in short quotations of verse with a slash, /, at the end of each line of verse: (a space should precede and follow the slash)

Cullen concludes, "Of all the things that happened there / That's all I remember" (11-12).

Long Quotations

For quotations that are four or more lines of verse or prose: place quotations in a free-standing block of text and omit quotation marks. Start the quotation on a new line, with the entire quote indented one inch from the left margin; maintain double-spacing. Only indent the first line of the quotation by a half inch if you are citing multiple paragraphs. Your parenthetical citation should come after the closing punctuation mark. When quoting verse, maintain original line breaks. (You should maintain double-spacing throughout your essay.)

For example:

Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:
They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)

Look here for a sample works cited page: http://owl.english.purdue.edu/owl/resource/747/12/

Here is a sample student paper. Note the information in the top left header is what should appear on your cover page. Remember, interesting titles will grab your reader's attention.

Note: top image from Leeds Metropolitan University Library. Bart Simpson image from Welcome to the Underground blog.

Lecture 12: Pronoun Postcards

Lecture 12: Pronouns

Today's Lesson Outline:
Pre-Writing Activity
Group Work
Group Teachings
Homework

For the pre-writing activity we'll do a basic review of pronouns. Following the review, students will have the opportunity to write a short piece using pronouns and strong sentence structure (remember active verbs and adjectives). Please remember to hand this exercise in so that I may post it to the class blog.

Group Presentations on Chapter 23: Pronouns

Group 1: 23 a, b, c

Tyson, Jason, Kyla, Michelle

Group 2: 23 d, e, f

Elise, Crysta, Tyler, Jina, Melissa V.

Group 3: 23 g, h, i
Christopher, Brandy, Maikki, Andrea

Group 4: 23 j, k, l, m

Kaytlynn, Jaron, Linda, David Rees

Group 5: 23 n, o, p
Colin, Marie, Laura, David Renderos

Group 6: 23 q, r, s
Glenn, Amanda, Aleisha, Mellissa W.

Objective: Become Experts of your Information

Assignment: Teach the Class your Sections

Teaching Methods: Presentation, Question Answer, Practise, Assessment of Understanding (quiz, task, activity etc...)
Length: 10 minutes
Group: Everyone in the group must participate both in the background preparation and in the teaching

Due: Tuesday 20th October

Remember you can bring in handouts for the class. Also, you can bring in a memory stick if you're using PowerPoint and we can plug it into the main computer. Remember too, it is fine to use other resources such as a YouTube video, to help illustrate your subject.

*****Homework*****

Review MLA Style for Tuesday’s Quiz: http://owl.english.purdue.edu/owl/resource/747/01/ and 195 in Handbook for Writers.

Read 556-559 (end of section 38b), 576-578 (end of section 39e), and 581-582 (end of section 40b) in Handbook for Writers.


Come to class on Thursday ready to teach your pronoun information!




Note: Images from Widgit Symbols Development.

Lecture 11: Public Discussion Practise

Outline:

Review Argument Basics
Choose Public Discussion Groups (4 per group)
Choose Public Discussion Topics
If Time Permits, Opportunity to Work on Public Discussions

Controversial?
Examples of Controversial Topics
What makes that topic controversial?
What do the terms pro and con mean?

Note, today we are debating issues as practise to our formal (graded) public discussions which will be presented on 3-5 November.

By the end of today's class:
Groups of 4 chosen and members noted
Each group to choose debate topic

DEBATE TOPICS AND GROUPS

Group 1 Members:
Brandy H.
Laura P.
Andrea M.
Michelle H.
Jaron N.

Group 1 Topic: Racism: Does it Still Exist?

Group 2 Members:
Crysta H.
Amanda V.
Melissa V.
Mellissa W.

Group 2 Topic: Capital Punishment

Group 3 Members:
Ty M.
Tyson B.
Dave R.
Glen T.

Group 3 Topic: Farmers' Hours? Why Do We Still Conform?


Group 4 Members:
Jina K.
Kaytlynn M.
Kyla H.
Christopher E.
Aleisha V.

Group 4 Topic: Genetic Engineering Animals

NOTE: Those of you who were not in today's class, please see below for your group. You can choose your topic and let me know in our next class (Thursday 15th of October).

Group 5 Members:
Elise H.
Maikki M.
David Renderos
Tracy T.
Linda W.


Group 5 Topic: Same Sex Adoption


Group 6 Members:
Colin P.
Marie Scarlett
Michelle T.
Jason C.

Group 6 Topic:




NB: The image of the two debaters is from Debate Video Blog here.

Lecture 10: Expository Essay Revision

Today, as promised, the class will receive their draft expository essays back. We shall spend the lesson time reviewing the function of an expository essay and revising your essays.

The homework for next Tuesday:

• Think of issues worth debating (for our public discussions)
  
• Review readings: page 125-127 , Reader’s Choice
• Read 167-177, 249-360 and 334-345 in Reader’s Choice

Lecture 9: Argument and Opinion

 

Today's Outline:

 

Formulating an Opinion

 

Supporting Arguments

 

Read Persuasive Essay

 

(Choice between Two)

 

Reading Activity

 

Homework

 

Lecture 8: In Defense of Graffiti Activity

For the final segment of Thursday's class, students were asked to create a persuasive poster to support Alex Boyd's view in "In Defense of Graffiti."  The assignment requirements included:

Lecture 8: Parallel Structure, Active Verbs, Repetition

 

 

*****HOMEWORK*****

Please Read Chapter 18 in Handbook for Writers and Do Not Forget to Bring Reader's Choice to Class.