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:
- 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.
--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):
--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:
- 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.
--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.
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)
--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.
