INTD 170--Day 4 (Tuesday, July 15th)

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 two fully completed "Article Analysis Template for They Say/I Say"  pages--discussion of these texts is tentatively postponed until next class
• pick up an index card
• pick up your argument about belonging from Day 1/Day 2
• pick up a copy of the "Argumentative Research Paper (Heroism) Grading Document" (both pages)

--If possible, sit next to someone with whom you're comfortable sharing (your work, your thoughts, your deepest and darkest secrets [okay...not really that last one], etc.).
--On your index card, jot down notes in response to the following question: What are the key elements of a tightly written paragraph?  Be prepared to share your responses in a few minutes.

S. the C. (5-8 mins.)

--Reality Check: At this point, you should have...

• a viable topic and an idea (though, perhaps, vague) of what you might argue
• a series of inquiry questions and, better yet, one strong question that your research is aiming to answer
• a working knowledge of your topic developed via some preliminary research
• , maybe, a credible/reputable journal source or two under your belt

--agenda overview
--share "DUE ON"

Instruction #1 -- Basic Paragraph Structure/Building Out to an Outline and Essay (15-20 mins.)

--this quick bit of instruction is based on an exposed need--if you need more focused instruction, make sure to make arrangements with Miss Mundt and/or me

--basic paragraph template created via answers to the question from "In the Door" time--this basic paragraph structure will work every single time you write a purpose-driven paragraph (a paragraph's a paragraph's a paragraph)!

--some modeling (also emphasizing the importance of planning/outlining, a link to instruction occurring later today):

Sample #1:

• Give me a topic (e.g., heroism)
• Give me a claim about the topic
• Give me a reason for the claim
• Notice that explanations tie back to paragraph's purpose, explaining how?/why?

Sample #2 (if necessary):

• heroism paragraph exemplar from Day 1 shared

--now if Sample #1 was actually an argumentative ESSAY......

Instruction #2 -- Creating a General Outline (30-35 mins.)
--From past experiences with scholarly writing/our work with Bruce Ballenger's The Curious Researcher, what do you know about outlining (purpose, how to, etc.)?

--share out as per question--get notes started on the white board
--view the following video titled "How to Write an Essay Outline" for a quick overview of the outlining process--take notes (important take-aways): 

https://www.youtube.com/watch?v=lXWMPbfKtUI
--share important take-aways--add to notes on the white board
--a rough/preliminary thesis statement needs to exist in order to get an outline started:

• What is a thesis statement again?
• Do you have one yet?  (Don't panic if you don't!  Because, well......)
• LET'S DO THIS (rough/preliminary thesis statement work time)!
• See the following pages in The Curious Researcher if you are entirely lost: 157 & 158
• MISS MUNDT AND I WILL CIRCULATE AND ASSIST

5-MINUTE BREAK--RETURN PROMPTLY (CLASS PARTICIPATION)

Instruction #2 (cont.) -- Creating a General Outline (5-10 mins.)
--check out the following link in order to distinguish between a topic (general) outline and a sentence (expanded) outline:
http://writingcenter.cos.edu/2011/10/making-an-outline/
--At the beginning of next class, you must submit a topic (general) outline in APA format.  Your general outline must be typed, and your heading should look like the first page (NOT the title page) of a properly formatted APA paper.  Remember the power of Appendix B in The Curious Researcher.
--Q & A

Activity -- Crafting an Argument, APA Format Overview, and the Final Paper Grading Document (Remainder of class)

• share the basic considerations for any argument (my notes crafted during assessment of argument pieces about belonging):
• What are you trying to argue/get your reader to see, understand, and/or believe?
• What are your key reasons?
• What quality/credible evidence helps "prove" your argument?
• How can you clearly explain via your own commentary how your evidence "proves" your argument?
• So what?!  Why should anyone even care to read what you have written?
• share Ballenger's advice for beginning to outline an argument (pages 152 & 153)
• share APA overview (PowerPoint)
• oral reading of the grading document (sorry...I just don't want you to miss anything!)--familiarization with the grading document/defining the rigor of the final paper assignment
• honestly score your own or a peer's (preferred) argument about belonging using the grading document (time permitting)
• How did you do?
• What do you need to do in terms of APA format and argument before submitting your final paper of this course?
• My check system is defined below--if the score I gave you is way off base when compared to a score given to your work using the rubric, schedule a block of time during Office Hours

Homework Check System (INTD 170-E)

·         /+ (A/95%) = Exceptional achievement (though not necessarily “perfect”)

·         / (B-/80%) = Slightly above average achievement (perhaps due to lack of complete effort, lack of complete understanding, several errors in one or multiple aspects of the assignment, etc.)

·         /- (D/64%) = Not quite passable achievement (perhaps due to lack of effort, significant aspects of the assignment left incomplete, errors in various aspects of the assignment that hinder professor’s understanding, etc.)

·         0 (E/0%) = Assignment not submitted

STAY FOR OFFICE HOURS TODAY (5-MINUTE-ISH APPOINTMENTS) IF:

• YOU HAVE YET TO SUBMIT YOUR SIGNED CONTRACT FROM DAY 1
• YOU HAVE ALREADY SCHEDULED AN APPOINTMENT
• YOU NEED ME FOR ANY OTHER REASON
• Order:
• Appt. #1: Brandon P.
• Appt. #2: Geoff M.
• Appt. #3:
• Etc. 

DUE ON THURSDAY, JULY 17TH:

Mandatory assignments:

--Finish your two APA long form annotated bibliography entries, which are due at the beginning of class next time.  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.  

• PLEASE ATTACH A COPY OF THE FIRST FEW PAGES OF EACH OF YOUR TWO SOURCES.
• IF YOU SUBMIT THIS ASSIGNMENT TO ME BEFORE 3 PM TOMORROW VIA EMAIL (ATTACH YOUR WORK AND INFORMATION ABOUT ACCESSING THE ARTICLE), I WILL AWARD YOU WITH EXCELLENCE POINTS (SO LONG AS YOUR WORK IS COMPLETED TO A B-LEVEL OR HIGHER).

--Craft a topic (general) outline in APA format for your final paper.  Your general outline must be typed, and your heading should look like the first page (NOT the title page) of a properly formatted APA paper.  Remember the power of Appendix B in The Curious Researcher.  I AM AWARE THAT DUE TO A LACK OF SOURCES BECAUSE OF WHERE WE ARE IN THE PROCESS, THIS OUTLINE WILL BE ROUGH, BUT THE OUTLINE SHOULD STILL BE AN ACCURATE DEPICTION OF WHERE YOU CURRENTLY THINK YOU'RE HEADING RIGHT NOW IN THE PROCESS.
--If you have a laptop, bring it to class next time.  MORE IMPORTANTLY, BRING VARIOUS SOURCES SO THAT YOU CAN CRITICALLY READ.  We will have Writer's Workshop on Thursday, the main objective being moving your general outlines to expanded outlines.
Optional (but highly encouraged!) assignment:

--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.