INTD 170--Day 10 (Tuesday, July 29th)

In the Door (1-2 mins.)

--Check in with Miss Mundt for attendance.

--Take out a sheet of lined paper and a writing utensil.  Write your name clearly at the top of the paper.

S. the C. (1-2 mins.)

--agenda overview

--information about scoring of final research papers

On-Demand Writing -- My Summer Monomyth (20-25 mins.)

--Directions:

• After viewing the video clip below, you will complete a free-write in which you tell the story of your AOP Summer Program through the lens of the hero’s journey (monomyth) as defined in the video clip.  What was your status quo?  Who provided you with pivotal assistance?  Did you encounter a crisis?  Etc.
• As you write, I will project a screen capture of the monomyth cycle circle diagram/play a little inspirational background music!

--View the following YouTube video:
https://www.youtube.com/watch?v=Hhk4N9A0oCA

--Clarification of task (if necessary).

--Writing time (e.g., I got my letter in the mail from SUNY Geneseo and discovered that…)
*Article analysis documents returned*

--When finished/time is up, Miss Mundt and I will collect your narrative.

Discussion Activity -- Playing Devil's Advocate: They Say/I Say ("Don't Blame the Eater," "Why Sports Matter," "We, the Public, Place the Best Athletes on Pedestals," and "Cheating and CHEATING")

--stand up for your "favorite" of the four texts (forming groups)

In groups, do the following as preparation for discussion:

• spend a few minutes looking through your article analysis templates/the corresponding text and discussing in order to answer this question:
• Ultimately, what is the author of the text arguing?
• after answering the question above, discuss and form an argument that offers an alternative/opposite position
• brainstorm support for your "devil's advocate" claim (e.g., personal anecdotes)/gather support via the library's databases, Google Scholar, etc.--be prepared to share the author's claim, your devil's advocate claim, and well-reasoned validation for your devil's advocate claim
• MODELING--"2B OR NOT 2B?"
• personal experience--LCHS
• http://proxy.geneseo.edu:2077/?genre=article&issn=14614448&title=New+Media+%26+Society&volume=14&issue=8&date=20121201&atitle=Texting%2c+techspeak%2c+and+tweens%3a+The+relationship+between+text+messaging+and+English+grammar+skills.&spage=1304&sid=EBSCO:a9h&pid=
• share out/further engage in discussion for each text (as, according to Wikipedia, the purpose of playing devil's advocate is to explore an original argument further)--CLASS PARTICIPATION

Sharpening the Saw -- Conversation/Reflection/Refreshments

INTD 170--Day 9 (Monday, July 28th)

In the Door (3-5 mins.)

--Check in with Miss Mundt:

• attendance
• submit your two fully completed "Article Analysis Template for They Say/I Say" pages--discussion of these texts will occur during class today (and possibly continue tomorrow)
• submit the following:
• the first draft of your paper with my notes and your notes written on it
• the original rubric with your initial score and my notes written on it
• a copy of your final paper with all of the changes you have made highlighted (e.g., if you corrected a parenthetical citation that was initially missing a page number, highlight the citation; if you added six sentences prior to your initial introduction in order to better "hook" your reader, highlight those sentences; etc.)
• a clean copy of your final paper with no stray marks on it

S. the C. (5-8 mins.)
--agenda overview

--share "DUE ON"

Mini-Presentations -- Argumentative Research Papers (Heroism)

--preparation time

Your mini-presentation must…

• answer the following questions:
• What was the basic topic about which you began researching at the start of the research process?
• Why did you select the topic that you did?
• What do you argue in your paper?  (In other words, what is your thesis statement?)
• What is the most compelling reason presented in your paper in support of your argument/thesis statement?  Explain in detail, sharing specific evidence from a source or sources cited within your paper.
• be followed by a Q & A session so that instructors and peers can “dig deeper” if they so desire.
• be fairly polished, bearing in mind the following point made by ex-teacher and consultant Erik Palmer in his book Well Spoken: Teaching Speaking to All Students:
• Oral communication skills are tops on the list of what employers want (in recent NACE Job Outlook surveys, “the ability to verbally communicate with persons inside and outside the organization” has consistently ranked in the top four skills employers most desire in job candidates).
• last no more than five minutes including the Q & A session.

--mini-presentations delivered (order established via a drawing of cards)

5-MINUTE BREAK--RETURN PROMPTLY (CLASS PARTICIPATION)
*Article analysis documents returned*

Discussion Activity -- Playing Devil's Advocate: They Say/I Say ("Don't Blame the Eater," "Why Sports Matter," "We, the Public, Place the Best Athletes on Pedestals," and "Cheating and CHEATING")
--stand up for your "favorite" of the four texts (forming groups)

In groups, do the following as preparation for discussion:

• spend a few minutes looking through your article analysis templates/the corresponding text and discussing in order to answer this question:
• Ultimately, what is the author of the text arguing?
• after answering the question above, discuss and form an argument that offers an alternative/opposite position
• brainstorm support for your "devil's advocate" claim (e.g., personal anecdotes)/gather support via the library's databases, Google Scholar, etc.--be prepared to share the author's claim, your devil's advocate claim, and well-reasoned validation for your devil's advocate claim
• MODELING--"2B OR NOT 2B?"
• personal experience--LCHS
• http://proxy.geneseo.edu:2077/?genre=article&issn=14614448&title=New+Media+%26+Society&volume=14&issue=8&date=20121201&atitle=Texting%2c+techspeak%2c+and+tweens%3a+The+relationship+between+text+messaging+and+English+grammar+skills.&spage=1304&sid=EBSCO:a9h&pid=
• share out/further engage in discussion for each text (as, according to Wikipedia, the purpose of playing devil's advocate is to explore an original argument further)--CLASS PARTICIPATION

INTD 170--Day 8 (Thursday, July 24th)

In the Door (3-5 mins.)

--Check in with Miss Mundt:

• attendance
• submit your two fully completed "Article Analysis Template for They Say/I Say" pages--discussion of these texts will occur either on Monday or Tuesday of next week (sorry, again, for the delay!)

S. the C. (5-8 mins.)

--a note about no grammar/no public speaking :,(
--agenda overview

• a few notes about paper drafts returned today
• making sense of the numbers

--share "DUE ON"

Writer's Workshop -- Argumentative Research Paper (Heroism) Notes/Mini-lessons/Feedback Analysis
*Start actual revisions/Office Hours no later than 10:00 AM*
--take notes/complete mini-lessons as per categorized items listed on board--this information will prove helpful when revising your papers!:

• Basic rules of citing in APA format revisited
• Citing a source within a source
• Methods of quotation integration from...
• a language use standpoint (avoiding the "dropped quote")
• a conventions standpoint (, vs. : vs.   )
• Blocked quotes
• Writing conclusions

--oral reading of segments of a writing piece that, overall, is solid--jot down "pros" in notebook for discussion
--briefly discuss sample writing piece

--Transition--pick up the document titled "Final Paper Draft--Feedback Analysis" from the front of the classroom

--scored paper drafts returned--on the document you just picked up, make a list of "pros" and "grows" as you reread your paper and process through my feedback--need me to model?

--feedback processing/revision time

OFFICE HOURS BEGUN DURING THIS BLOCK OF TIME VIA RANDOM ORDER ESTABLISHED ON THE FRONT BOARD (5-MINUTES--I'M SETTING A TIMER!):

• Our discussions will revolve around your questions: Can you clarify this note for me?  What do you mean by this?  Can you show me how to do this?  We'll accomplish as much as we can in the time allotted.

--share out (approximately halfway through meetings--11:00 AMish)--add to categories on the front board/on-the-fly mini-lessons (if necessary)

• What questions do you still have?  I want to make sure that you are set up for success!

DUE ON MONDAY, JULY 28TH:

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:

• "We, the Public, Place the Best Athletes on Pedestals" (pages 545-552)
• "Cheating and CHEATING" (pages 553-559)

Both of your article analysis pages will be checked in at the beginning of class and submitted.  Also, be prepared to engage in discussion about both of the texts either on Monday or Tuesday.

--Take a look at pages 141-173 of They Say/I Say with the following focusing question in mind: How can this information help me craft a meaningful final paper for submission on Monday?  As you finish revising your final paper, incorporate your learnings from TS/IS within what you write.   

--Finish revising your final paper.  As you do so, seriously consider all of the following (not necessarily in this order):

• the scoring document and in-text feedback provided by me on your first draft
• the feedback provided by your peer during class on July 22nd
• pages 185-220 of The Curious Researcher
• pages 55-173 of TS/IS

--Your final paper is due at the beginning of next class.  In order for your final paper to be accepted, you must come prepared to carefully follow these directions:

• resubmit your first draft with my notes and your notes written on it
• resubmit the original rubric with your initial score and my notes written on it
• submit a copy of your final paper with all of the changes you have made highlighted (e.g., if you corrected a parenthetical citation that was initially missing a page number, highlight the citation OR if you added six sentences prior to your current introduction in order to better "hook" your reader, highlight those sentences)
• submit a clean copy of your final paper with no stray marks on it

--Please be aware that on Monday, informal presentations of your final paper will occur in class.  You will have a little bit of time in class to prepare.

INTD 170--Day 7 (Tuesday, July 22nd)

In the Door (3-5 mins.)
--Check in with Miss Mundt:

• attendance
• submit one copy of the first draft of your final paper
• Between now and Thursday, I will be working like a madman so as to return your work on Thursday with ample feedback and a score.  You'll then use the feedback provided and the scoring document to help you improve your paper before submitting your final on Monday of next week.
• pick up the following: 
• your two "Article Analysis Template for They Say/I Say" pages
• your annotated bibliographies

--Find the index card with your initials on it and sit in the corresponding chair.

S. the C. (5-8 mins.)
--agenda overview
--share "DUE ON"

Discussion -- The Course Theme Re-visited: They Say/I Say ("The Good, the Bad, and The Daily Show" and "Hidden Intellectualism") (20-25 mins.)
--spend a few minutes looking through your article analysis templates with special attention given to the following question for each text: How does this text relate to the theme of INTD 170 ("Heroism: Finding Your Inner Hero")?
--engage in small-group discussion through the lens of the aforementioned question, referencing specific aspects of each text
--whole-group share out 
(CLASS PARTICIPATION)
--Transition

• How did you use the information from pages 19-51 of They Say/I Say when crafting your first draft?

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

Writer's Workshop -- Peer Editing (Remainder of class)

--view the following video for A.) inspiration?, B.) a laugh or two?, and C.) key ideas for the rest of today's work:

http://www.youtube.com/watch?v=MSYw502dJNY

--key ideas for today's work:

• Your thesis statement/argument must present a meaningful and complex idea.
• The evidence gathered via active/critical/purposeful reading of your sources must be both strong and thorough.
• The explanations about the significance of these pieces of evidence in terms of your thesis/argument must be both clear and convincing.
• Overall, the final papers that you are currently working on, in their finished forms, must communicate complex ideas effectively. No barriers should exist between you and your audience.

--questions/directives for today's peer feedback block:

• Is the thesis statement both meaningful and complex, or does the thesis statement seem pretty straightforward or as if it's "missing something"?  IF THE THESIS STATEMENT NEEDS IMPROVEMENT, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S PAPER (e.g., "Your thesis statement is making me think 'so what?'  Parents are heroic figures.  I agree with you, and most people would.  Who cares?  What am I supposed to do with this knowledge?  Is there anything else that you want me to understand by the time I finish reading your paper?").
• Are the pieces of evidence selected both strong and thorough?  Can you think of a piece of evidence or two that your peer could/should use in order to improve the quality and/or thoroughness of his/her details?  AGAIN, WRITE IN SPECIFIC FEEDBACK ON YOUR PEER'S PAPER (e.g., "You might want to consider using...").
• Are the tiebacks written both clear and convincing?  If, as the reader, you are at all confused or skeptical, this becomes a communication breakdown/unnecessary barrier for which the writer is responsible, but you as the reader can help!  IF YOU ARE CONFUSED BY A TIEBACK, WRITE "I am confused?" ON YOUR PEER'S PAPER NEXT TO THE TIEBACK.  AT THE VERY LEAST, THIS WILL RAISE YOUR PEER'S AWARENESS OF WHERE WORK IS NEEDED.  ALSO, WRITE IN ANY ADDITIONAL SPECIFIC FEEDBACK THAT YOUR PEER COULD USE TO MAKE HIS/HER TIEBACKS LESS CONFUSING AND MORE CONVINCING (e.g., "You should probably add one more sentence here--I get that this quote shows that love is important to families, but how so?).

--trade paper copies with a neighbor--engage in purposeful reading of your peer's work by attending to the three bullets above
--in partnerships (or threesomes), meet and discuss feedback--help each other be better!
--independent work time--begin revising papers

OFFICE HOURS BEGUN DURING THIS BLOCK OF TIME (5-MINUTE-ISH APPOINTMENTS)--ESTABLISH AN ORDER ON THE FRONT BOARD

DUE ON THURSDAY, JULY 24TH:

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:

• "Don't Blame the Eater" (pages 391-394)
• "Why Sports Matter" (pages 489-511)

Both of your article analysis pages will be checked in at the beginning of class and submitted.  Also, be prepared to engage in discussion about both of the texts sometime in the near future.  Remember that engaging in actual discussion is meant to help you engage in "discussion" on the pages of your final paper.
--Read pages 55-138 of They Say/I Say with the following focusing question in mind: How can this information help me craft a meaningful final paper for submission next week?  As you finish revising your final paper, incorporate your learnings from TS/IS within what you write.   
--Work on revising your final paper.  In addition to pages 55-138 of TS/IS, consider the following when revising:

• the feedback provided by your peer during today's class
• pages 185-220 of The Curious Researcher

Optional 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.

INTD 170--Day 6 (Monday, July 21st)

In the Door (3-5 mins.)

--Check in with Miss Mundt:

• attendance
• submit the following:
• your remaining two APA long form annotated bibliography entries (scholarly/peer-reviewed journal articles) along with copies of the first few pages of the two sources
• your MLA short form annotated bibliography for the three required source types
• your expanded outline typed in APA format
• your two fully completed "Article Analysis Template for They Say/I Say"  pages--discussion of these texts will tentatively occur next class

--Find a good area for working and take out all of your materials.  I suggest spreading yourselves out more than you typically do, as you’ll all likely be surrounded by a mess of notes, papers, books, etc.

S. the C. (10-12 mins.)
--agenda overview
--share "DUE ON"
--a quick note about directly quoting sources in APA format
--Q & A

Instruction -- Writing the Draft--Two Pieces of Information/Tips per Content Category
--address two categories--majority rules
--information shared from PowerPoint--the remaining slides are available on myCourses

Writer's Workshop -- Writing the Draft

--work environment re-established
--Helpful FYIs/reminders: 

• A sample research paper written in APA format exists on pages 319-329 of The Curious Researcher.
• The first page of the final paper grading document essentially serves as a checklist for APA format, parenthetically citing, and referencing.
• Don't forget to convert your MLA short form citations into APA format as you put together your References page!

--work time (drafting)--BREAK HALFWAY THROUGH
MEETINGS ABOUT SOURCES AND OUTLINES/MISS MUNDT CIRCULATES

Meeting order:

• Sienna S.
• QiKai C.
• Trinity H.
• Darnisha B.
• Tori F.
• Erick H.
• Ashley S.
• Josselin L.
• Eghosa O.
• Candace P.
• Leah G.
• Ashley J.
• Michelle P.
• Tori R.
• Michael B.
• Anthony G.
• Matthew G.
• Jessica I.
• Gregory V.
• Mamta S.
• Alexander R.
• Brandon P.
• Geoffrey M.

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

• I ASSIGN YOU TO DO SO
• YOU NEED ME FOR ANY REASON
• Order:
• Appt. #1: Tori R.

DUE ON TUESDAY, JULY 22ND:
Mandatory assignments:
--Finish the first draft of your final paper, which is due at the beginning of class next time.  Please recall the following assignment parameters from Day 1 of the course:
The final paper is…

• about a topic that you choose (professor-approved) related in some way to the course theme (“Heroism: Finding Your Inner Hero”)
• argumentative/thesis-driven
• research-based, citing a variety of credible sources including the following:
• 4 peer-reviewed/scholarly journal articles (none prior to 2003)
• 1 Internet source (credible and not prior to 2007)
• 1 book or reference book (discretionary)
• 1 periodical (e.g., Time or Newsweek) and/or a quality documentary (discretionary)
• the result of an inquiry-based research process with deadlines
• supported by library instruction three times throughout the research process

What you submit next class will be scored using the rubric received in class on Day 4, and the score that you receive will be incorporated in the 20% chunk of your overall GPA devoted to your outlines and draft.  I am expecting your absolute best effort in the form of a paper within the 7-10 page range.  BRING A TOTAL OF THREE HARD COPIES OF YOUR PAPER.

--Read pages 19-51 of They Say/I Say with the following focusing question in mind: How can this information help me craft a meaningful paper for submission next class?  As you finish your draft, incorporate your learnings from TS/IS within what you write.  Be prepared to discuss next class how these pages helped you write a strong paper.   

Optional 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.

INTD 170--Day 5 (Thursday, July 17th)

In the Door (3-5 mins.)

--Check in with Miss Mundt:

• attendance
• submit your two APA long form annotated bibliography entries along with copies of the first few pages of each of your sources
• pick up your two "Article Analysis Template for They Say/I Say" pages

S. the C. (10-12 mins.)

--agenda overview

--share "DUE ON"

Looking Ahead -- Upcoming Assignment (10 mins.)

• Annotated Bibliography #2
• preview official assignment sheet (located on myCourses)
• distinguish between APA and MLA format
• share MLA format overview (PowerPoint)
• distinguish between short form and long form
• show sample MLA short form bibliography:
• http://bcs.bedfordstmartins.com/writersref6e/lmcontent/ch07/PDF/Hacker-Orlov-MLA-Biblio.pdf
• Q & A
• Remember that your final three sources (types specified on the course syllabus and on the assignment sheet) are due for submission at the beginning of our next class (Monday, 7/21--Day 6) in addition to the rest of your Annotated Bibliography #1 sources.

Preliminary Discussion Activity -- Take a Stand (10-15 mins.)

--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 or slump down in your chair.

--My first 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)
--repeat the process with the next claim
--My second claim: Some would argue that text messages are rife with abbreviations because texters are trying to save time.  In the world of academia, we could all use more time, students and professors alike.  Therefore, standard forms of SMS language (textese) such as "2" and "&"  should become allowable and even conventional in academic writing.

Preparing for Discussion (Independent Reading) -- They Say/I Say pages 139-144 (5-8 mins.)
--while reading, have this question in mind: How can I use this information during today's forthcoming discussion?
--briefly share out prior to discussion

"Circle?" Discussion -- They Say/I Say ("Small Change" and "2b") (25-20 mins. [including break])
--spend a few minutes looking through your article analysis templates in order to plan a few tentative contributions
--I say (ha...) we try to actually form something that resembles a circle!
--engage in discussion about "Small Change," bearing in mind that actual discussion is meant to help you engage in "discussion" on the pages of your final research paper (CLASS PARTICIPATION)

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

--engage in discussion about "2b"

Writer's Workshop -- The Research Process (Remainder of class)
--take out your general outline so that I can meet with each of you one-on-one to check/discuss your work before the end of class (11:15, if necessary)
--project "General vs. Expanded Outline" document (located on myCourses)
--Music okay?!  Other considerations for our work environment?
--work time (critical reading, annotated bibliographies, outlining, etc.)
MEETINGS/MISS MUNDT CIRCULATES

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

• I ASSIGN YOU TO DO SO
• YOU NEED ME FOR ANY REASON
• Order:
• Appt. #1: Geoff M.
• Appt. #2:
• Etc. 

DUE ON MONDAY, JULY 21ST:
Mandatory assignments:
--Complete your next two APA long form annotated bibliography entries (scholarly/peer-reviewed journal articles), which are due at the beginning of class next time.  I will attach both of these entries to the two you submitted today and score the combined four using the "Annotated Bibliography #1--APA Long Form--Scoring Rubric."  

• PLEASE ATTACH A COPY OF THE FIRST FEW PAGES OF EACH OF YOUR TWO SOURCES.

--Complete your MLA short form annotated bibliography for the three required sources for collection at the beginning of class next time.  This assignment will be scored in a similar fashion as the APA long form assignment.

*IN TOTALITY, THEN, YOU WILL BE SUBMITTING FIVE CITATIONS/ANNOTATIONS ON MONDAY*

--Finish your expanded outline in APA format for your final paper.  Your expanded 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.  The "General vs. Expanded Outline" document located in the "Day 4 Materials" folder on myCourses defines for you the expectations in terms of level of specificity.
--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:

• "The Good, the Bad, and The Daily Show" (pages 363-379)
• "Hidden Intellectualism" (pages 380-387)

Both of your article analysis pages will be checked in at the beginning of class and submitted.  Also, be prepared to engage in discussion about both of the texts sometime in the near future.  Remember that engaging in actual discussion is meant to help you engage in "discussion" on the pages of your final research paper.
--The bulk of Monday's class will be spent in Writer's Workshop.  Therefore, bring everything that you need in order to maximize your production (a laptop if you have one, printouts of your sources, etc.).
Optional assignments:
--If you are struggling with article analysis of the They Say/I Say texts and with making sense of your journal articles for your final paper, try closely reading the following pages from They Say/I Say: 145-155.
--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.
--Begin turning your expanded outline into an actual draft of your final paper.  

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.

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)
--Reminder:

• The blog (www.mrmartinsenglish.blogspot.com) 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

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

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)

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

• I ASSIGN YOU TO DO SO
• YOU HAVE YET TO SUBMIT YOUR SIGNED CONTRACT FROM DAY 1
• YOU NEED ME FOR ANY OTHER REASON
• Order:
• Appt. #1: Tori R.
• Appt. #2:
• Etc. 

DUE ON TUESDAY, JULY 15TH:
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.