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

---

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.