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.