Thursday, July 10, 2014

INTD 170--Day 3 (Monday, July 14th)

In the Door (3-5 mins.)
--Check in with Miss Mundt:
  • attendance
  • submit your signed contract if you have yet to do so
  • submit your "Research Proposal" form
  • pick up your paragraph writing pieces about heroism from Day 1
--Sit in your presentation groups.
S. the C. (8-10 mins.)
--communicate minor syllabus changes (posted on myCourses in "Day 3 Materials" folder)
  • The blog ( is the authority on what assignments are due.  Though the syllabus does contain all of our assignments, the blog contains more specific information and any additional assignments.
--agenda overview
--share "DUE ON"

Looking Ahead -- Upcoming Assignments (20-25 mins.)
  • They Say/I Say Article Analysis
    • assignment rationale explained--purpose of readings/discussions
    • take out "Article Analysis Template for They Say/I Say" page (document used for every text read and discussed from They Say/I Say--will always be checked in by Miss Mundt and often collected and read/assessed by me)
      • document overview--it's pretty self-explanatory!
      • clarification/modeling for "Step 3"
      • Q & A
  • Annotated Bibliography #1
    • independently/in small groups, read/discuss the following materials, preparing any clarifying questions for me:
      • "Annotated Bibliography #1--APA Long Form--Page 1"
      • "Annotated Bibliography #1--APA Long Form--Pages 2 and 3 G. Student"
      • "Annotated Bibliography #1--APA Long Form--Scoring Rubric"
    • Q & A
      • Remember that only two of your first four sources are due for submission on Thursday, 7/17 (Day 5).
Transition -- get ready to roll, Chapter 2 group!

Group Presentations -- The Curious Researcher Chapters 2, 3, 4, & 5 (45-50 mins.)
--quick review of presentation expectations:
  • presentation lasts 10 or fewer minutes
  • presentation is clear and polished
  • each group member takes on a speaking role
--presentations delivered

Chapter 2: Moore, Ragin, Lopez, Sandoval, Okungbowa, and Hargrave
Chapter 3: Pedraza, Chen, Herrera, Imayeguahi, and Fahie


Chapter 4: Greene, Buckley, Richman, Sharma, Perpall, and Graziano
Chapter 5: Vouzianas, Susko, Perez, Joseph, Guan, and Bekoe

*While you present, Miss Mundt will be recording so that I can watch the presentations outside of class, and I will be reading/commenting on proposals, which will then be returned at the end of class (unless I can't quite finish!).  If you need to stay after class today for Office Hours, I will communicate this to you.*

Instruction -- Basic Paragraph Structure (time permitting)
--What are the key elements of a tightly written paragraph?
--basic paragraph template created via answers to the previous question--this basic paragraph structure will work every single time you write a purpose-driven paragraph (a paragraph's a paragraph's a paragraph)!
--Quick modeling (also emphasizing the importance of planning/outlining)
  • Give me a topic
  • Give me a claim about the topic
  • Give me a supporting detail
  • Notice that explanations tie back to paragraph's purpose, explaining how?/why?
--heroism paragraph exemplar shared

Activity -- Take a Stand Article Anticipation (time permitting)
--explanation of the protocol for Take a Stand (a quick activity we'll likely use a few more times before the end of the course):
  • Momentarily, I will make a debatable statement:
    • If you strongly agree with the statement, stand up next to your chair and raise your right hand.
    • If you agree with the statement, stand up next to your chair.
    • If you disagree with the statement, stay seated in your chair.
    • If you strongly disagree with the statement, kneel on the floor next to your chair.
--My claim: Calling new technologies "technological advances" is a misnomer.  This is so because more new technologies actually further complicate life as opposed to improving it like a large portion of the population seems to believe.
--show your position
--cold-calling--students randomly selected to briefly explain their stand (no more than three sentences)

    • Order:
      • Appt. #1: Tori R.
      • Appt. #2:
      • Etc. 
Mandatory assignments:
--Read and fully complete an "Article Analysis Template for They Say/I Say" page for both of the following texts from They Say/I Say:
  • "Small Change: Why the Revolution Will Not Be Tweeted" (pages 312-328)
  • "2b or Not 2b?" (pages 335-346)
Both of your article analysis pages will be submitted, scored, and reported as part of your Midterm grade.  Also, be prepared to engage in discussion about both of the texts, what Graff, Birkenstein, and Durst (2012) refer to as "entering the conversation" (p. xxviii).  Engaging in actual discussion is meant to help you engage in "discussion" on the pages of your final research paper.
--If you have not already done so, make sure to email me materials (your PowerPoint slides? the link to your Prezi page?  a handout in Microsoft Word?) before the end of the day today so that I can post the materials on myCourses--what we'll essentially end up with is a condensed version of The Curious Researcher (and, thus, a condensed version of the research process that we will faithfully follow throughout INTD 170).
Optional (but highly encouraged!) assignments:
--Get to work on your two APA long form annotated bibliography entries, which are due on Thursday.  Both entries will be scored using the "Annotated Bibliography #1--APA Long Form--Scoring Rubric," and your score will be reported as part of your Midterm grade.
--Look ahead on the syllabus and see what's coming.  Staying as far ahead as possible is a wise move in both your summer program and college in general.