Help with Databases

Here's a short screencast taking you through the steps of finding the articles needed for your annotated bibliography.  Don't forget that each person needs to find four articles and provide a paragraph for each.  Take a look at the sample annotated bibliography I showed in class.

Week 5-Wednesday

Presentations

We will spend the first 30 minutes of class sharing research findings and notes from the videos. Everyone should have brought their annotated bibliography; we will work on these and answer any questions that may have arisen as a result of doing this work. The finished bibliography (that includes all entries from the group) is due on Monday, June 14.

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In-Class Writing

You have now spent a couple of weeks working on a collaborative paper and are now working on adding research component to this paper. Describe your research experience so far. Point out at least one thing that you have learned from the process. Feel free to use your notes from the video presentations you watched. . Have your paper ready by the end of the period.

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Reminders

• If you have signed up for tables in Building 3, make sure to be there on time. Any cash from the event should be deposited to the bursar's office across from the tables. I have deposit slips. Please ask the cashier for a copy of the deposit slip and receipt.
• The final draft of the collaborative essay is due on Friday. Have one representative place the essay in the dropbox.  Make sure to include everyone's name and emails in the document. Have the essays in by the end of the period on Friday.
• Group annotated bibliography is due on Monday, June 14. Bring a printed copy to class and upload a copy to the dropbox.  Make sure to include everyone's names and emails in the document.
• Service-learning reports are due by Wednesday, June 16. Place the report in the dropbox by the start of our class on Wednesday.  Make sure to include everyone's names and emails in the document.

Week 5

Today we will briefly discuss the following:

• Difference between revision and editing
• The role of the topic sentence
• Developing paragraphs with examples
• Creating unity within the paragraph
• Establishing coherence

Resources

• Paragraphs 1
• Paragraphs 2

We will focus, however, on moving the text of the collaborative essay from a reflection/report of what happened to a research essay.  To do so we will spend time looking at the papers and identifying possible research themes, narrow enough to cover in a five to seven page essay.  

By the end of the period today, your group should have a research topic based on the collaborative essay.  Each member of the group will need to find at least four sources from the online databases. (I will go over how to access these.)  Each of these sources will need to be read and summarized by the next period.  Each member will bring a printed copy of their  annotated MLA styled bibliography of the four sources to class. (The databases usually provide a link with a choice of styles to paste into your paper; here is another resource that might be useful.)

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For Next Class:

1. Identify four sources for the paper.  Create an annotated bibliography using the MLA style.
2. Watch and take notes from the Tutorials for Biology Students from Purdue University. Watch all seven videos.  Bring your printed notes to class.  
3. Work on revising and editing the collaborative essay, paying special attention to the following: 

• Conciseness
• Paramedic Method
• Sentence Variety

Week 4

Collaborative Essay Update

• Using Google Docs
• Printed copies

Review Use of Quotations

• Nuts and Bolts
• In-Text Citations

Review of Semicolon

• Basic rules

Reminder about MCL

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This week we being work on on an awareness/fundraising campaign for the Nicaragua Project.  We will work together to understand the campaign from the framework of a rhetorical situation as described in the homework for this past weekend.

• Author
• Audience
• Text
• Context

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Task 1:  Help analyze the current brochure we are using for the project and provide an analysis. Work as a team to come up with a one page analysis.  

Task 2:  Work in your established groups to set up goal for the awareness/fundraising campaign.  What do you want to accomplish together?  Here are some of the things to consider that would be most helpful for the project: 

• An email list of people interested in learning more about the Nicaragua Project.  
• Children's vitamins and books (paperback/Spanish) for the upcoming August trip. 
• A team fundraising goal to reach by the end of two weeks.

Task 3:  We will have a table set up on campus to sell cooked and baked goods.  This table should work as a "text" for the group and the activity around the table will be the foundation for the rhetorical situation of the project.  Come up with a schedule for the campus tables.

Task 4:  By June 16, groups will turn in a four page report providing the following:

• An introduction describing the group effort in participating in the Nicaragua Project.
• An analysis of the group's purpose, attitude, and background.
• An analysis of the audience that the group set out to reach.
• An analysis of the context in which the project was carried out.
• An analysis of the text the group created to engage in the audience.

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Service-Learning

Remember that the course has a 10-hour service-learning requirement.  In order to receive credit for your service-learning work, you will need to complete the sign-up forms, perform your service, and provide an analysis.  The Nicaragua Project will fulfill all of these requirements.  There are other possibilities, however.  Please check with me.

Week 4

Collaborative Essay Update

• Using Google Docs
• Printed copies

Review Use of Quotations

• Nuts and Bolts
• In-Text Citations

Review of Semicolon

• Basic rules

Reminder about MCL

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This week we being work on on an awareness/fundraising campaign for the Nicaragua Project.  We will work together to understand the campaign from the framework of a rhetorical situation as described in the homework for this past weekend.

• Author
• Audience
• Text
• Context

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Task 1:  Help analyze the current brochure we are using for the project and provide an analysis. Work as a team to come up with a one page analysis.  

Task 2:  Work in your established groups to set up goal for the awareness/fundraising campaign.  What do you want to accomplish together?  Here are some of the things to consider that would be most helpful for the project: 

• An email list of people interested in learning more about the Nicaragua Project.  
• Children's vitamins and books (paperback/Spanish) for the upcoming August trip. 
• A team fundraising goal to reach by the end of two weeks.

Task 3:  We will have a table set up on campus to sell cooked and baked goods.  This table should work as a "text" for the group and the activity around the table will be the foundation for the rhetorical situation of the project.  Come up with a schedule for the campus tables.

Task 4:  By June 16, groups will turn in a four page report providing the following:

• An introduction describing the group effort in participating in the Nicaragua Project.
• An analysis of the group's purpose, attitude, and background.
• An analysis of the audience that the group set out to reach.
• An analysis of the context in which the project was carried out.
• An analysis of the text the group created to engage the audience.

Collaborative Essay

You have until Friday to turn in draft 1 of your collaborative essay.  Use MCL to do so.  Make sure that the essay is organized and developed.  Don't just drop your part in and walk away.  At the end of the paper, provide a table of contents of sorts explaining who did what in the paper.  Be specific.  Each person should take credit for the paragraphs that he or she wrote.  Have this work in by Friday afternoon.

Note: This first draft will be evaluated mostly on its organization and structure.  The evaluation of the second draft will focus primarily on the content and clarity of the writing.

Please read the following pages:

The Rhetorical Situation   

• Introduction
• Audience
• Context
• Example 1
• Example 2
• Conclusion

Week 3-Wednesday

The Essence of the Paper

Today we take one more step toward organizing the collaborative essay.  Please share your individual pieces with each other.  Take time to ask each other questions and begin to figure out how each section works individually and together.  After reading each of the pieces come up with one sentence that captures the essence of the paper. 

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Outlining

Use the sentence to tease out the main points of the essay.  Identify each point and then the supporting details.  Develop a formal outline before you leave class today.  Use the outline so that each person has a clear idea of what to focus on and turn in by Friday.  Remember that this first draft will be graded.  It should look, smell, taste, feel, and sound like an essay.  Aim for that 95! 

Week 3

Today we begin working on the collaborative essay based on the teaching/learning experiment from last week.   The paper should cover the following:

      A description of the experience emphasizing key moments

      What was learned about the learning and teaching process

      A recommendation or two based on the experience

      Pictures

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Here's the process I'd like for you to use to come up with the paper:

1. Have one person serve as the recorder for the group.  This person will jot down the main points of the discussion within the group. 
2. Have each person in the group share her notes.  These should first be read aloud.  Later, they should be emailed to everyone in the group. Upload the notes to the Imagination Federation site.  Name your file using the following protocol:  First Name Last Name Notes1
3. Have two people in the group act as artists/visualizers.  The role of these individuals is to provide a visual that takes into account what the group is discussing.  This can take the form of a drawing, a cluster, a diagram of some sort, or some other visual means.
4. Discuss the main points of each of the notes and determine what the group would want to focus on in this essay. Have one person keep the group on task in the discussion.
5. Come up with a thesis statement and working outline. (Review thesis statements.  Complete MCL exercise together).
6. Assign each person a section of the outline.
7. Each person will then bring their section to class on Wednesday.

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Resources for Organizing

Mindmapping

Class Activities

Today we keep exploring the notion of education.  I'd like for you to look at a classic in rock history, Pink Floyd's "We Don't Need No Education."

Take a quick shot at writing a response to the images and music in this piece.  What does the video have to say to you?  Any connections with the other readings you have done?  Where is Raquel?  Write four paragraphs.  Start your introduction with an anecdote.  Include an interesting quote in the second paragraph.  Use at least one semi-colon in the third paragraph.  Conclude with a startling last thought.

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Sharing Writing

Take time to share your writing with your group.  Provide some feedback.  Use the following questions as a guideline (Allegheny):

***Be sure to read through the entire essay-and the draft workshop sheet-before you begin the critique. 
1. Does the opening paragraph 'grab' you? Does it begin energetically, with plenty of active verbs? How else could it be improved?

2. a) State the thesis of this paper. Does it interest you? Why or why not?
b) Does the thesis effectively link the writer's personal experience with the text s/he has chosen? How could the writer improve thesis focus?

3. a) Does the writer focus upon a pivotal incident (or incidents), and offer a thoughtful parallel with one of the texts we have studied? How convincing does s/he make the case for the linkage between the two? Suggest some ways in which the writer could strengthen the parallels.
b) How well is the comparison supported by quotations from the text[s]? Do you find these quotes well-chosen and relevant? Are they cited correctly?

4. Does the writer vividly and clearly describe the situation in his/her own life, making it come alive for the reader? Make some suggestions aimed toward a more lively personal account.

5. How could this essay be improved on the sentence level? Mark your copies of the draft, making specific suggestions to improve sentence structure and overall clarity.

6. Does the conclusion provide closure and offer an interesting final insight that helps you to understand the significance of the experience? How could the writer make it more effective?

7. Finally, shut your eyes and think about the paper. What did you get out of it?

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A Word about Punctuation

Dependent and Independent Clauses

Comma Splices

Run-ons

Fragments

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MyCompLab Diagnostic Results

Please write a one or two paragraph report regarding your diagnostic results.  Point out which areas you plan on addressing and dates you expect to have them completed.

Remember that this Friday you are working on your educational experiment.  Make sure to take copious notes.  Bring those with you to class on Monday.

You will also have a peer review assignment in MyCompLab.  Look for that and have it done by Monday as well.

For Class on 5/19

I enjoyed our discussion this morning.  Please don't forget to bring a printout of your diagnostic grammar results.  Your response to last week's readings are due in MyComplab before class on Wednesday.  Finish reading the New York Times article.

Week 2

We continue exploring the idea of education.  You are currently working on a reflective response to the links I provided last week and the discussion we had in class.  I'd like to add another layer of information to this on-going conversation.  

The first layer comes from a recent New York Times article on the different views regarding college education.  It should come very close to home as you are engaging in one of the most life altering actions a person can take.  The questions the article raises should spark some deep thinking.

The second link is of a video interview I did two weeks ago in Nicaragua.  It's of a thirteen year old girl, the only person in her village to go to secondary school.  Her goal is to graduate and go to college.  Her effort is valiant and one to be deeply admired.  There are questions regarding her future, however, even if she gets the opportunity to complete her goal.  What might those be?  How is her story and effort connected to yours?

   New York Times

   Raquel Mendoza González

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A Word about the Diagnostic

I'm not sure if you have access to the review page pointing out each of the areas that were covered by the exam, but if you do, please print it out.  I'd like for each person to make sure to cover those areas that gave the most trouble.  I'll explain what I mean in class.

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A Word about Grading Scales

I use a very simple grading scale that takes into account just three levels.  I've used this system for some time now and it works, allowing me to create a very transparent system of grading.  Here it is:

✓+ = 95%

✓   = 77%

✓-  = 68%

Although there is no B grade in the individual grades, students can earn a B through a combination of the ✓+ and ✓.  

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Research

Library Databases

Evernote

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Other Resources

Gustavo Esteva

Unitierra

Barefoot College

We Start

“Never let school interfere with your education." ~Mark Twain

     I came across the following quote in the Barefoot College website, a school in India dedicated to working with rural children.  As I read about this school, I clearly connected the work they were doing to my experience in Nicaragua.  I then wondered what this far away effort had to do with us here in Miami.  It was then that I came across an article by Gustavo Esteva; he reminded me of the things that bring me the most pleasure when I teach well.  

     His piece pointed to the possibility that my role in the classroom as all knowing and complete authority is one of the stumbling blocks in allowing you, the so called students, to actually become engaged to the point that you become aware of the truth of Twain's statement.  Many of my years as a student were spent passively receiving whatever my teachers and schools wanted.  In the process, I often found myself bored out of my mind, twisted by the pressure and force of grades and the consequences of not playing by the rules.

     In my years of teaching, I have struggled even more with this.  I work in an institution that demands that I grade you and that I teach certain "skills" that often seem so disconnected from the reality of your own lives.  I cringe at the damage I have done and take solace in the effort I make every term to encourage creativity, joy in learning, and non-conformity in the face of institutional pressure and force.

     Please visit the three links I've made reference to in this short reflection and let's dialogue regarding the implications of a semester of exploration and profound learning.