Teaching English to Speakers of Other Languages (TESOL)
Teaching English to Speakers of Other Languages (TESOL)
Teaching English to Speakers of Other Languages (TESOL)
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ENGLISH 10M/11M—ACADEMIC LITERACIES I & II:<br />
CRITICAL THINKING, READING AND WRITING FOR MULTILINGUALS<br />
A Project<br />
Presented <strong>to</strong> the faculty <strong>of</strong> the Department <strong>of</strong> <strong>English</strong><br />
California State University, Sacramen<strong>to</strong><br />
Submitted in partial satisfaction <strong>of</strong><br />
the requirements for the degree <strong>of</strong><br />
MASTER OF ARTS<br />
in<br />
<strong>Teaching</strong> <strong>English</strong> <strong>to</strong> <strong>Speakers</strong> <strong>of</strong> <strong>Other</strong> <strong>Languages</strong> (<strong>TESOL</strong>)<br />
by<br />
Vu Tran<br />
SUMMER<br />
2012
© 2012<br />
Vu Tran<br />
ALL RIGHTS RESERVED<br />
ii
Approved by:<br />
ENGLISH 10M/11M—ACADEMIC LITERACIES I & II:<br />
CRITICAL THINKING, READING AND WRITING FOR MULTILINGUALS<br />
A Project<br />
by<br />
Vu Tran<br />
__________________________________, Committee Chair<br />
Julian Heather<br />
____________________________<br />
Date<br />
iii
Student: Vu Tran<br />
I certify that this student has met the requirements for format contained in the University format<br />
manual, and that this project is suitable for shelving in the Library and credit is <strong>to</strong> be awarded for<br />
the project.<br />
__________________________, Graduate Coordina<strong>to</strong>r ___________________<br />
Mi-Suk Seo Date<br />
Department <strong>of</strong> <strong>English</strong><br />
iv
Abstract<br />
<strong>of</strong><br />
ENGLISH 10M/11M—ACADEMIC LITERACIES I & II:<br />
CRITICAL THINKING, READING AND WRITING FOR MULTILINGUALS<br />
by<br />
Vu Tran<br />
This project is an integrated reading/writing program for freshmen multilingual students situated<br />
at California State University, Sacramen<strong>to</strong>. This course seeks <strong>to</strong> incorporate a service-learning<br />
component that aims <strong>to</strong> eliminate the issue <strong>of</strong> the “empty assignment syndrome” by having<br />
students write <strong>to</strong> real audiences beyond the classroom. This course consists <strong>of</strong> 29 detailed step-<br />
by-step lessons and will be presented as a service-learning course based on the intensive approach<br />
<strong>to</strong> reading and the process approach <strong>to</strong> writing. The reading intensive approach sees the reading<br />
<strong>of</strong> academic texts in three “interrelated” phases—Before, During, and After—with each phase<br />
containing an array <strong>of</strong> different effective reading skills and strategies <strong>to</strong> help students’ achieve<br />
maximal reading comprehension <strong>of</strong> academic texts. Similarly, the writing process approach sees<br />
writing as a series <strong>of</strong> composing stages—planning, drafting, revising, and editing—with each<br />
stage containing an array <strong>of</strong> different effective writing skills and strategies <strong>to</strong> help students’<br />
achieve mastery <strong>of</strong> academic writing. This course also seeks <strong>to</strong> use online corpora for developing<br />
students’ overall writing skills during the composing process.<br />
_______________________, Committee Chair<br />
Julian Heather<br />
_______________________<br />
Date<br />
v
DEDICATION<br />
This is for my new family—my fiancée, Elizabeth Hernandez, and our baby boy,<br />
Alexander Jeremy Tran. Without you, Elizabeth, none <strong>of</strong> this would have been possible!<br />
Thank you for sacrificing a big part <strong>of</strong> your life <strong>to</strong> stay at home and become a full-time<br />
mother <strong>to</strong> our baby so I can complete my M.A. project in a timely manner. I would also<br />
like <strong>to</strong> thank my parents, Thu Le and Thanh Tran, for making the greatest sacrifice <strong>to</strong><br />
leave their home country so that I can have a better life in America. I am forever<br />
indebted! Finally, I would like <strong>to</strong> thank my brothers and sisters, Vinh, Joe, Kristy, and<br />
Jennifer for their continual support in all <strong>of</strong> my endeavors.<br />
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ACKNOWLEDGEMENTS<br />
I would like <strong>to</strong> thank Julian Heather for his invaluable assistance and guidance he<br />
has given me throughout the course <strong>of</strong> my M.A. project. I am forever grateful for your<br />
commitment and dedication. I would also like <strong>to</strong> thank Dana Mattson, Jamie Ferrando,<br />
and Kelvyn Moran for taking the time out <strong>of</strong> their busy schedule <strong>to</strong> pro<strong>of</strong>read certain<br />
sections <strong>of</strong> my project. Finally, I would like <strong>to</strong> thank God for blessing me with the power<br />
and strength <strong>to</strong> complete such a task.<br />
vii
TABLE OF CONTENTS<br />
Dedication .............................................................................................................................. vi<br />
Acknowledgements ................................................................................................................ vii<br />
List <strong>of</strong> Tables ......................................................................................................................... ix<br />
Chapter<br />
1. INTRODUCTION ............................................................................................................. 1<br />
Overview ..................................................................................................................... 1<br />
Situational Analysis ................................................................................................... 2<br />
Course Description ..................................................................................................... 9<br />
Instructional Materials and Assessment ................................................................... 24<br />
Organization <strong>of</strong> the Project ...................................................................................... 27<br />
2. REVIEW OF THE LITERATURE ................................................................................. 28<br />
The Reading and Writing Connection ...................................................................... 30<br />
Service-Learning ...................................................................................................... 33<br />
Reading and Writing Workshops ............................................................................. 36<br />
Intensive Reading ..................................................................................................... 37<br />
Heuristic Approach <strong>to</strong> the Writing Process .............................................................. 46<br />
Building a Community <strong>of</strong> Writers (Peer Response) ................................................. 49<br />
Corpus-Based Writing Analysis ............................................................................... 51<br />
Conclusion ............................................................................................................... 52<br />
Appendix A. Course Syllabus ............................................................................................ 55<br />
Appendix B. Course Assignments....................................................................................... 68<br />
Appendix C. Course Lesson Plans & Materials .................................................................. 99<br />
Appendix D. Course Readings .......................................................................................... 248<br />
References........................................................................................................................... 254<br />
viii<br />
Page
LIST OF TABLES<br />
Tables Page<br />
1. <strong>English</strong> 10M………………………………… .……………………………….13<br />
2. <strong>English</strong> 11M……………………………….… ... ……………………………. 20<br />
3. Intensive Reading Framework… ………….…………………………………. 38<br />
4. Activities for Surveying Text……………………….…………………………40<br />
5. Bloom’s Taxonomy <strong>of</strong> Cognitive Domains………… . .………………………45<br />
6. Benefits <strong>of</strong> Peer Review………………………........... .………………………49<br />
ix
Overview<br />
CHAPTER 1<br />
INTRODUCTION<br />
Traditionally, reading and writing have always been seen as separate distinct processes.<br />
In conventional basic college-level writing classes, for example, students are simply taught how<br />
<strong>to</strong> write, and in conventional basic college-level reading classes, students are simply taught how<br />
<strong>to</strong> read. This traditional approach <strong>to</strong> teaching academic literacy still exists in many colleges and<br />
universities across the nation. Generally, at the university level incoming freshmen who are in<br />
need <strong>of</strong> remediation (primarily “at-risk” and underrepresented students) are required <strong>to</strong> enroll in<br />
separate basic reading and writing classes before enrolling in first-year written composition. This<br />
conventional route <strong>of</strong> completing first-year composition generally takes several semesters.<br />
In recent years, however, there has been a growing interest in the processes <strong>of</strong> reading<br />
and writing as being interconnected and interrelated. Various universities across the nation such<br />
as Arizona State, Boise State, and San Francisco State have taken the initiative in creating Stretch<br />
programs (two semesters-long) in which instruction in reading and writing is fully integrated and<br />
interconnected. These Stretch programs are primarily designed <strong>to</strong> develop students’ academic<br />
literacies by giving them more time <strong>to</strong> read, think, and write in a variety <strong>of</strong> academic contexts<br />
within the university setting. In the California State University (CSU) system, students who<br />
successfully complete the Stretch program will not only meet the CSU remediation requirement<br />
within the first semester, but also satisfy the first-year written composition requirement in the<br />
second semester. The implementation <strong>of</strong> the Stretch program adopted by some universities within<br />
the CSU system shows promising results <strong>to</strong> not only reduce the need for remediation, but also<br />
significantly increase retention and graduation rates among “at risk” freshmen students.<br />
1
Sacramen<strong>to</strong> State University has recently implemented a similar integrated<br />
reading/writing Stretch program with parallel ESL Stretch courses for “at-risk” multilingual<br />
students. Prior <strong>to</strong> this, all “at-risk” multilingual students were required <strong>to</strong> complete a <strong>to</strong>tal <strong>of</strong> two<br />
prepara<strong>to</strong>ry writing courses (<strong>English</strong> 86: College Language and <strong>English</strong> 87: Basic Writing for<br />
Multilingual) before enrolling in first-year composition (<strong>English</strong> 2: College Composition for<br />
Multilingual Writers). Instead <strong>of</strong> having <strong>to</strong> complete a <strong>to</strong>tal <strong>of</strong> three writing courses <strong>to</strong> fulfill the<br />
first-year written composition requirement, these students can now enroll in the year-long<br />
integrated reading/writing Stretch course specifically designed for multilingual students (<strong>English</strong><br />
10W/11W—Academic Literacies I & II), which satisfies both the CSU remediation requirement<br />
and first-year written composition requirement within the first year.<br />
This project is designed for multilingual freshman students who are enrolled in the<br />
integrated reading/writing Stretch program at California State University, Sacramen<strong>to</strong>. The main<br />
goal <strong>of</strong> the course is <strong>to</strong> develop literate readers and writers, especially in regards <strong>to</strong> their academic<br />
literacies. Students in this Stretch course will strategically learn how <strong>to</strong> incorporate a number <strong>of</strong><br />
different academic reading and writing skills/strategies <strong>to</strong> a variety <strong>of</strong> different <strong>English</strong> contexts,<br />
primarily in connection <strong>to</strong> their service-learning experience beyond the classroom.<br />
Situational Analysis<br />
Sacramen<strong>to</strong> State University is the sixth-largest campus <strong>of</strong> the twenty-three state<br />
universities in California and is located in the capi<strong>to</strong>l city <strong>of</strong> Sacramen<strong>to</strong>, California. Currently,<br />
the university has a combined <strong>to</strong>tal enrollment <strong>of</strong> approximately 29, 000 students (California<br />
State University, Sacramen<strong>to</strong> [CSUS], 2011).<br />
Institution. The Department <strong>of</strong> <strong>English</strong> serves the whole undergraduate student<br />
population, including second language learners, with a variety <strong>of</strong> college composition writing<br />
courses as part <strong>of</strong> the general education requirements. In addition, the <strong>English</strong> Department is also<br />
2
esponsible for moni<strong>to</strong>ring “at-risk” students subject <strong>to</strong> EO665 and carefully continues <strong>to</strong> address<br />
the “remedial” needs <strong>of</strong> the University’s students through the implementation <strong>of</strong> various<br />
prepara<strong>to</strong>ry writing courses (<strong>English</strong> 15/86, <strong>English</strong> 1/87), small group tu<strong>to</strong>rials (<strong>English</strong> 1X/2X),<br />
and the newly formed first-year integrated reading/writing Stretch programs. About 50% <strong>of</strong> all<br />
first-year freshmen at Sacramen<strong>to</strong> State require some sort <strong>of</strong> remediation in the area <strong>of</strong> reading<br />
and writing as identified by the university’s <strong>English</strong> Placement Test (EPT) (CSUS <strong>English</strong> Self-<br />
Study, 2006; Learning Skills Self-Study, 2006). The majority <strong>of</strong> these “at-risk” students are<br />
generally minorities and/or multilingual students (i.e., Asians, Latino, Pacific Islander, Native<br />
Americans, and African Americans). To address the needs <strong>of</strong> these “at-risk” multilingual<br />
students, the <strong>English</strong> Department <strong>of</strong>fers parallel tracks not just in the prepara<strong>to</strong>ry and first-year<br />
composition writing courses (<strong>English</strong> 15/86, <strong>English</strong> 1/87, and <strong>English</strong> 1A/2), but also in the<br />
newly developed integrated reading/writing Stretch courses (<strong>English</strong> 10/10M and <strong>English</strong><br />
11/11M).<br />
<strong>English</strong> 10M/11M (Academic Literacies I & II for Multilingual) is designed <strong>to</strong> promote<br />
academic literacies in developing critical thinking, reading and writing for multilingual students.<br />
As part <strong>of</strong> the course requirement, students are required <strong>to</strong> complete a minimum <strong>of</strong> 5,000 written<br />
words. Specific course grades are assigned at the end <strong>of</strong> each semester upon completion <strong>of</strong> all the<br />
requirements. The first semester is graded Credit/No Credit, while a final letter course grade is<br />
assigned at the completion <strong>of</strong> the second semester. This year-long course fulfills the GE Area A2<br />
requirement <strong>of</strong> first-year written composition.<br />
The Students. The demographics <strong>of</strong> the actual students in the multilingual section <strong>of</strong> the<br />
Stretch program are extremely diverse in terms <strong>of</strong> their ethnicities, background experiences, and<br />
languages. At Sacramen<strong>to</strong> State University, the ethnic pr<strong>of</strong>ile <strong>of</strong> first-year multilingual students<br />
in need <strong>of</strong> remediation ranges from Latinos, Pacific Islanders, Asians, American Indians, and<br />
3
other minority groups. Many <strong>of</strong> these students entering the multilingual Stretch program speak a<br />
language other than <strong>English</strong>. As for their educational backgrounds/experiences, the majority <strong>of</strong><br />
these students entering the Stretch program—predominantly Generation 1.5 students—have just<br />
graduated and studied <strong>English</strong> from various high schools in the U.S. (more specifically in<br />
California), while only a few students have studied <strong>English</strong> abroad in their home countries.<br />
Generally speaking, all <strong>of</strong> these students lack experience in reading and writing academic texts at<br />
the university level (H.S. Liu, personal communication, September 6, 2011). To fully address the<br />
students’ reading and writing needs in this course, we first need <strong>to</strong> carefully examine each<br />
student’s characteristics, learning styles, motivation, educational background/goals, and overall<br />
L2 language pr<strong>of</strong>iciency.<br />
International Students. Although relatively few in the Stretch program, international<br />
students have slightly different educational backgrounds/experiences, learning styles, motivation,<br />
and L2 language development compared <strong>to</strong> all other ESL students. According <strong>to</strong> Ferris (2009a),<br />
these students come from different countries <strong>to</strong> pursue their education in the United States on<br />
student visas “with the intent <strong>to</strong> return <strong>to</strong> their home countries <strong>to</strong> live and work upon the<br />
completion <strong>of</strong> their studies” (p. 12). Many <strong>of</strong> these students come from privileged and well-<br />
educated L1 backgrounds, while others rely on the meager subsistence <strong>of</strong> their families and<br />
relatives. Generally, they are highly pr<strong>of</strong>icient and literate in their L1s, and highly motivated <strong>to</strong><br />
succeed academically and/or culturally. Many <strong>of</strong> them come <strong>to</strong> the United States for several years<br />
(or sometimes more) <strong>to</strong> pursue educational degrees or athletic scholarships, while others come<br />
only for a fairly short amount <strong>of</strong> time <strong>to</strong> “broaden their cultural experience” (Ferris, 2009a, p. 12).<br />
Using Guadalupe Valdes’ (1992/2006) framework <strong>of</strong> defining the L2 audience, these students are<br />
considered elective bilinguals, in which they “choose <strong>to</strong> become bilingual for some type <strong>of</strong><br />
personal benefit—education, prestige, career advancement, or travel/cultural opportunities” (as<br />
4
cited in Ferris, 2009a, p. 9). In terms <strong>of</strong> their language learning styles, most international students<br />
would fall in the category <strong>of</strong> “eye” learners, as “they have learned <strong>English</strong> principally through<br />
their eyes, studying vocabulary, verb forms, and language rules” (Reid, 2006, p. 79). Hence, they<br />
are more likely <strong>to</strong> have acquired better formal/metalinguistic knowledge <strong>of</strong> the <strong>English</strong> language<br />
than other second language learners (Ferris, 2009a, p. 31). As Reid (2006) notes, however, many<br />
<strong>of</strong> them may lack acquired intuitions about the L2 language “<strong>to</strong> produce more target-like<br />
utterances because <strong>of</strong> their limited exposure and contact with other native <strong>English</strong> speakers” (as<br />
cited in Ferris, 2009a, p. 33). International students who have inadequate exposure with the target<br />
language are considered incipient bilinguals, for the mere fact that they are still learning and<br />
acquiring the target language.<br />
Generation 1.5 Students. Unlike international students, the rest <strong>of</strong> the students enrolled<br />
in the Stretch program have been practically living in the United States for most <strong>of</strong> their lives<br />
prior <strong>to</strong> entering the university system. This group <strong>of</strong> students also includes “U.S.-born children<br />
<strong>of</strong> first-generation immigrant parents whose primary language was not <strong>English</strong>” (Ferris, 2009a, p.<br />
17). Generally speaking, these students are labeled Generation 1.5 because <strong>of</strong> their “in-between<br />
status,” as “their experiences, characteristics, and educational needs may lie somewhere between<br />
those <strong>of</strong> first generation adult immigrants and the U.S-born second generation children <strong>of</strong><br />
immigrants” (Ferris, 2009a, p. 15). These students may identify themselves as either being fully<br />
American, or culturally affiliated <strong>to</strong> both cultures (e.g., Vietnamese-American, Chinese-<br />
American, Hmong-American, etc.). In high school, these students were likely <strong>to</strong> attend “schools<br />
in less affluent areas with fewer resources and less qualified teachers” <strong>to</strong> support their academic<br />
development and their <strong>English</strong> language acquisition in general (Pre<strong>to</strong>-Bay, 2004, p. 94).<br />
Consequentially, those who lived in impoverished environments and attended schools with less<br />
resources may have been exposed <strong>to</strong> a nonstandard variety <strong>of</strong> the <strong>English</strong> language, thereby<br />
5
further hindering their acquisition <strong>of</strong> academic <strong>English</strong> (Ferris, 2009a; Pre<strong>to</strong>-Bay, 2004; Singhal,<br />
2004). According <strong>to</strong> Reid (2006), these students “have acquired <strong>English</strong> principally through their<br />
ears: They listened, <strong>to</strong>ok in oral language (from teachers, TV, grocery clerks, friends, peers), and<br />
subconsciously begin <strong>to</strong> form vocabulary, grammar, and syntax rules, learning <strong>English</strong>…” (p.<br />
77).<br />
Because <strong>of</strong> their unique status, these students are considered functional bilinguals rather<br />
than incipient bilinguals, for the mere fact that they all can use the language fluently in a variety<br />
<strong>of</strong> everyday <strong>English</strong> settings. To further address the L2 pr<strong>of</strong>iciency levels <strong>of</strong> Generation 1.5<br />
students, Cummins (1979) made a distinction between Basic Interpersonal Communication<br />
Skills (BICS), the language needed <strong>to</strong> function successfully in everyday setting, and Cognitive<br />
Academic Language Pr<strong>of</strong>iciency (CALP), the language needed <strong>to</strong> succeed in academic or<br />
pr<strong>of</strong>essional settings. In support <strong>of</strong> Cummins’ CALP distinction, recent research indicate that it<br />
can take L2 learners at least seven years <strong>to</strong> adequately develop CALP, even under optimal<br />
learning conditions (Scarcella, 1996, p. 144).<br />
In terms <strong>of</strong> their early L2 educational experience, many Generation 1.5 students were<br />
likely <strong>to</strong> have attended bilingual or ESL programs in elementary school, and by middle school<br />
were “reclassified as <strong>English</strong> pr<strong>of</strong>icient and placed in mainstream classes with monolingual<br />
<strong>English</strong> speakers” (Ferris, 2009a, p. 20). As Ferris (2009a) notes, although many <strong>of</strong> them tend <strong>to</strong><br />
perform well in these mainstream classes, <strong>of</strong>ten times these mainstream classes “fall short <strong>of</strong><br />
providing them with the academic language skills they will need [<strong>to</strong> succeed] in college” (p. 20).<br />
Their exposure <strong>to</strong> grammar instruction in K-12 “has <strong>of</strong>ten been ignored” or vastly limited (Ferris,<br />
2009, p. 32). As a result, we can certainly assume that Generation 1.5 students entering the<br />
Stretch program will have adequately acquired BICS in the target language and not nearly enough<br />
CALP, as many <strong>of</strong> them continue <strong>to</strong> exhibit non-nativelike features in the <strong>English</strong> language,<br />
6
especially in regards <strong>to</strong> their writing abilities at the college level. On a positive note, however,<br />
having lived in the United States for most <strong>of</strong> their lives, Generation 1.5 students have by far the<br />
“greatest level <strong>of</strong> cultural awareness and assimilation” as well as more acquired L2 knowledge—<br />
more intuitions about the <strong>English</strong> language--compared <strong>to</strong> the international students (Ferris, 2009a,<br />
p. 33).<br />
Student Needs. For a variety <strong>of</strong> educational and socio-cultural reasons, nearly all “at<br />
risk” freshmen struggle with academic reading and writing at the university level (Ferris, 2009a;<br />
Petro-Bay, 2004; Singhal, 2004). One major complaint from the students in the Stretch program<br />
is that their <strong>English</strong> classes in high school did not fully prepare them for college level writing and<br />
reading (H.S. Liu, personal communication, 2011). According <strong>to</strong> Ferris (2009a), many <strong>of</strong> these<br />
students have limited experience with reading extensively, as well as limited instruction and<br />
practice in the types <strong>of</strong> intensive reading skills need for academic success (p. 38). More<br />
specifically, when it comes <strong>to</strong> academic reading tasks at the university level nearly all <strong>of</strong> them<br />
struggle with: (1) the amount <strong>of</strong> unknown or unfamiliar vocabulary in academic texts (general<br />
academic vocabulary and discipline-specific vocabulary), which negatively affects their overall<br />
reading comprehension <strong>of</strong> academic texts; and (2) the amount <strong>of</strong> academic reading required<br />
which is <strong>of</strong>ten far beyond their prior educational experiences (Ferris, 2009a, p.37). The<br />
inadequate amount <strong>of</strong> academic vocabulary knowledge (both general and discipline-specific)<br />
among L2 learners can lead <strong>to</strong> what Eskey (1986) calls the comprehension gap. As Eskey (1986)<br />
notes, the comprehension gap has a direct impact on the confidence gap, which can undermine<br />
L2 students’ reading behaviors, and ultimately lead <strong>to</strong> their dissatisfaction with reading academic<br />
texts al<strong>to</strong>gether (as cited in Hedgcock & Ferris, 2009, p. 61). As a result, many <strong>of</strong> the students<br />
entering the Stretch program may lack the confidence necessary <strong>to</strong> read academic texts.<br />
7
In terms <strong>of</strong> the students’ writing characteristics, nearly all <strong>of</strong> them exhibit non-nativelike<br />
features in their L2 writing regardless <strong>of</strong> whether or not they were born here in the United States.<br />
The primary reason for this, as noted by Ferris (2009a), is the fact that nearly all <strong>of</strong> these students<br />
“have had neither adequate prior writing instruction nor enough practice in writing in the L2,”<br />
especially in regards <strong>to</strong> academic writing (p. 40). As a result, many <strong>of</strong> these students, especially<br />
multilingual students at Sacramen<strong>to</strong> State, display language gaps in their writings. According <strong>to</strong><br />
Ferris (2009b), these language problems are <strong>of</strong> two types: (1) lack <strong>of</strong> <strong>English</strong> language<br />
knowledge that leads <strong>to</strong> grammatical and syntactical errors; and (2) inadequate knowledge <strong>of</strong><br />
<strong>English</strong> vocabulary and discourse structure that “limits their ability <strong>to</strong> write effectively and<br />
clearly in a variety <strong>of</strong> situations” (Ferris, 2009b, p.25). In addition <strong>to</strong> this, Ferrando et al. (2011),<br />
while tu<strong>to</strong>ring at the University Writing Center (UWC), consistently found that many <strong>of</strong> the<br />
Generation 1.5 students at Sacramen<strong>to</strong> State tended <strong>to</strong> incorporate idiomatic expressions and<br />
slang in<strong>to</strong> their academic writing, further complicating their ability <strong>to</strong> write academically (p. 99)<br />
Finally, all <strong>of</strong> the students in this course are entering college for the first time and have <strong>to</strong><br />
learn a new culture. Those who attended schools with fewer resources typically have more<br />
difficulty transitioning <strong>to</strong> the university system and in<strong>to</strong> the “new academic community with new<br />
linguistic and socio-cultural practices and conventions” than the typical middle class American<br />
(Petro-Bay, 2004, p. 98). The reason for this is the discrepancy between the home culture and<br />
community in which they were raised and “those <strong>of</strong> the academic community they are seeking <strong>to</strong><br />
join,” which are entirely different, and <strong>of</strong>ten times, antithetical <strong>to</strong> one another (Pre<strong>to</strong>-Bay, 2004,<br />
p. 93). Because <strong>of</strong> this, nearly all <strong>of</strong> these students entering the Stretch program lack the basic<br />
academic literacy across disciplines needed for academic success within the university system.<br />
8
Course Description<br />
This course is designed <strong>to</strong> cover two consecutive semesters (15 weeks per semester),<br />
starting in the fall and ending in spring. Students will meet twice a week for seventy-five minutes<br />
each (all in the afternoons).<br />
Guiding Principles. Currently, the existing Stretch program takes an integrated approach<br />
<strong>to</strong> teaching reading and writing. The reading process and writing process are not taught as<br />
separate independent entities, but rather explored <strong>to</strong>gether as a whole <strong>to</strong> promote students’<br />
academic literacies. In other words, the teaching <strong>of</strong> the reading process does not necessarily<br />
precede the writing process, or vice-versa. Instead, they are interconnected and interrelated. This<br />
course is guided by six main academic literacy learning goals (see reading/writing goals &<br />
objectives below), and essentially evaluated by the submission <strong>of</strong> the final portfolio at the end <strong>of</strong><br />
the second semester. While this is a year-long course, course grades are assigned at the end <strong>of</strong><br />
each semester. The first semester is graded credit/no credit. In order <strong>to</strong> receive credit at the end <strong>of</strong><br />
the first semester, students must meet the main following criteria—regular attendance, active<br />
participation, and completion <strong>of</strong> both class work and take home writing assignments in a timely<br />
manner. Finally, a letter grade is assigned at the completion <strong>of</strong> the second semester, where the<br />
majority <strong>of</strong> the points come from the submission <strong>of</strong> the Final Portfolio.<br />
The following are the first-year reading/writing goals and outcomes for<br />
<strong>English</strong>10M/11M:<br />
Goal # 1: To help students understanding the ways that readers read and writers write in and<br />
beyond the university.<br />
Outcomes<br />
Students will read and write a variety <strong>of</strong> texts for multiple purposes, audiences, and<br />
genres.<br />
Students will demonstrate intellectual curiosity and risk-taking.<br />
Students will use reading and writing for discovery, <strong>to</strong> make sense <strong>of</strong> themselves and<br />
the world around them.<br />
Students will understand extra-textual contexts that shape reading and writing.<br />
9
Students will value academic integrity and take responsibility as an engaged person<br />
in their roles as student, learner, and global citizen.<br />
Goal # 2: To help students understand processes <strong>of</strong> reading, writing, and research<br />
Outcomes<br />
Students will develop various and flexible strategies for generating, revising, editing<br />
and pro<strong>of</strong>reading.<br />
Students will set purposes and goals for reading, writing, and research.<br />
Students will give and receive constructive criticism.<br />
Students will organize their essays <strong>to</strong> support their points <strong>of</strong> view in ways that are<br />
appropriate <strong>to</strong> their <strong>to</strong>pic, audience, and purpose.<br />
Goal # 3: To help students develop a metacognitive understanding <strong>of</strong> processes <strong>of</strong> reading,<br />
writing, and thinking.<br />
Outcomes<br />
Students will moni<strong>to</strong>r and adjust their processes <strong>of</strong> reading and writing.<br />
Students will generate their own questions about texts.<br />
Students will engage in self-reflective activities assessing their reading and writing in<br />
relation <strong>to</strong> their learning goals and values.<br />
Students will internalize and apply a variety <strong>of</strong> effective reading, writing, and study<br />
strategies.<br />
Goal #4: To help students understand textual conventions<br />
Outcomes<br />
Students will develop knowledge <strong>of</strong> genre conventions ranging from structure and<br />
paragraphing <strong>to</strong> <strong>to</strong>ne and mechanics.<br />
Students will evaluate and cite sources appropriately.<br />
Students will develop syntactic maturity and sentence clarity.<br />
Students will edit their work for appropriate grammar and mechanics.<br />
Goal # 5: To help students understand and engage in reading and writing as communal processes<br />
Outcomes<br />
Students will share their reading and writing with one another.<br />
Students will integrate their own ideas with those <strong>of</strong> others.<br />
Students will work in collaborative groups <strong>to</strong> generate, critique, and revise their ideas<br />
in reading and writing.<br />
Students will use their reading and writing <strong>to</strong> engage discourse communities within<br />
and beyond the university.<br />
Goal # 6: To help students think critically about academic discourse communities as contact<br />
zones where different cultures both connect and come in<strong>to</strong> conflict.<br />
Outcomes<br />
Students will reflect on the ways that academic cultures and academic discourses<br />
connect and conflict with their home cultures and personal discourses.<br />
Students will explore the relationship between language and identity.<br />
Students will consider the politics <strong>of</strong> language use and standardization.<br />
Students will practice linguistic and cultural pluralism.<br />
Students will critically reflect on their literacy his<strong>to</strong>ries.<br />
10
Course Content. In addition <strong>to</strong> the guiding principles mentioned above, this<br />
reading/writing course will incorporate a service-learning approach for developing literate readers<br />
and writers as an alternative way <strong>to</strong> build both academic and pr<strong>of</strong>essional literacies within a<br />
variety <strong>of</strong> socioliterate communities. Johns (2006) would characterize this course as a<br />
socioliterate classroom, where “written and spoken discourses are situated within specific<br />
contexts and produced and read by individuals whose values reflect those <strong>of</strong> the communities <strong>to</strong><br />
which they [seek <strong>to</strong>] belong” (p. 285). As a result, the reading and writing materials are<br />
developed within students’ socio-educational and pr<strong>of</strong>essional contexts and constraints. Students<br />
will be required <strong>to</strong> produce meaningful writing <strong>to</strong>pics (most <strong>of</strong> which will come from their<br />
service-learning experience), as well as produce writing materials for real intended audiences<br />
beyond the classroom. As Johns (1993) notes, having students write for a real audience, rather<br />
than an artificial one will produce “authentic genre in real contexts” that will help students<br />
“develop their understandings <strong>of</strong> the interaction between their purposes, the interests and values<br />
<strong>of</strong> real audiences, and the genres that are appropriate for specific rhe<strong>to</strong>rical contexts” (p. 85).<br />
More importantly, the teaching <strong>of</strong> audience awareness is critical for L2 writers, especially “if we<br />
are <strong>to</strong> educate our [L2] students for [the] breadth <strong>of</strong> communicative demands they will confront in<br />
<strong>English</strong> language contexts” (John, 1993, p. 87). The teaching <strong>of</strong> real audience awareness is<br />
grounded heavily in theories <strong>of</strong> second language acquisition, where language learners must be<br />
immersed in authentic and meaningful social interaction <strong>to</strong> achieve full communicative and<br />
pragmatic competence in a variety <strong>of</strong> <strong>English</strong> language contexts. Not only will these writing<br />
assignments promote literate writers within the academic setting, but they will also develop<br />
students’ overall communicative competence in a variety <strong>of</strong> <strong>English</strong> language contexts (John,<br />
1993, p. 4).<br />
11
In the first semester, students will learn how <strong>to</strong> use an array <strong>of</strong> reading strategies and<br />
skills as they tackle each reading assignment, especially during the intensive reading workshop.<br />
According <strong>to</strong> Hedgcock & Ferris (2009), the “most important benefit <strong>of</strong> intensive reading lessons<br />
is strategy instruction” (p.175). During the reading workshop, students will develop and<br />
extensively practice key reading strategies on a variety <strong>of</strong> academic texts such as highlighting,<br />
annotating, predicting, questioning, outlining/charting, summarizing, and analyzing. These<br />
reading skills/strategies will help <strong>to</strong> increase each student’s overall reading comprehension <strong>of</strong><br />
academic and pr<strong>of</strong>essional texts.<br />
As for developing “strategic writers,” students will learn how <strong>to</strong> use an array <strong>of</strong> writing<br />
strategies and skills appropriate <strong>to</strong> each socio-cultural context and constraint <strong>of</strong> a particular<br />
writing situation. In the first semester, students will first learn how <strong>to</strong> develop a heuristic<br />
approach <strong>of</strong> a variety <strong>of</strong> invention strategies (i.e., free-writing, looping, listing,<br />
clustering/mapping, cubing, etc.) that will equip them with different ways <strong>to</strong> generate ideas. The<br />
ideas generated will then help students plan and draft each <strong>of</strong> the writing tasks encountered in the<br />
course. Students will then learn how <strong>to</strong> compose various drafts by continually revising them<br />
throughout the semester, first focusing on content (organization, focus, development) and then on<br />
editing issues (mechanics, grammar, formatting) before submitting the final version at the end <strong>of</strong><br />
the second semester. Since argumentation is commonplace in academic disciplines (Johns, 1993),<br />
the three major writing assignments in this course are argumentative in nature. The “ability <strong>to</strong><br />
identify the underlying argument, and its claims, warrants, and evidence, in reading and the<br />
ability <strong>to</strong> compose a high-quality argument, its claims, warrants, and evidence, in writing are<br />
critical skills for academic success” (Newell et al., 2011, p. 274).<br />
For the argumentative essay, students will learn how <strong>to</strong> identify and write strong thesis<br />
statements, relevant <strong>to</strong>pic sentences and supporting details/ examples, in-depth analyses, and<br />
12
strong concluding sentences. In addition <strong>to</strong> these academic writing skills, students will learn how<br />
<strong>to</strong> effectively conduct research <strong>of</strong> academic reading materials (i.e., scholarly articles, books, etc.)<br />
and critically evaluate these sources, as well as learning how <strong>to</strong> integrate these sources<br />
appropriately in<strong>to</strong> their academic writing. These basic writing and research skills will first be<br />
taught and practiced in the first semester, where students will be required <strong>to</strong> write a public policy<br />
research paper in connection with their service-learning experience. These skills will then be<br />
transferred over in<strong>to</strong> the second semester, where students will be required <strong>to</strong> complete a research<br />
grant proposal in connection with their service-learning experience. As Johns (1993) notes, it is<br />
the writing teacher’s responsibility “at every level <strong>to</strong> give students experiences writing authentic<br />
argumentative texts <strong>to</strong> real audiences” (p. 85). Writing a public policy research paper and grant<br />
proposal based upon their service-learning experience can “facilitate the understanding <strong>of</strong> some<br />
<strong>of</strong> the general, community-specific, and task-specific aspects <strong>of</strong> audience awareness and<br />
argumentation that confront writers” (p. 85).<br />
Course Sequencing. The first semester consists <strong>of</strong> detailed step-by-step lessons, starting<br />
with the course introduction on the first day and ending with the PowerPoint presentations in the<br />
final weeks (see Table 1).<br />
Table 1:<br />
<strong>English</strong> 10M<br />
Weeks Topic Assignments Due<br />
Week 1<br />
Day 1 Course Introduction/Syllabus<br />
Day 2 Multiple Literacies<br />
Week 2<br />
Day 1<br />
Day 2<br />
Ethnographic Research: Writing<br />
Field Notes<br />
Conducting Interviews<br />
Hand out Course Syllabus, Service Learning<br />
Requirement & Timeline sheet.<br />
Handout Academic & Career/Pr<strong>of</strong>essional<br />
Ethnographic Project<br />
Post SacCT Journal Entry # 1<br />
13
Weeks Topics Assignments<br />
Week 3<br />
Day 1 Intensive Reading Process<br />
Workshop<br />
Pre-Reading Activities<br />
Day 2 During-Reading<br />
Activities<br />
Week 4<br />
Day 1 Textual Organization Bring in Boudreaux et. al.(2012)<br />
Day 2<br />
Week 5<br />
Rhe<strong>to</strong>rical Situation &<br />
Strategies<br />
Post SaCT Journal Entry #2<br />
Day 1 Summarizing & Responding Handout Summary & Response Assignment<br />
Day 2 Analyzing Academic Writing<br />
Week 6<br />
Day 1 The Writing Process Workshop<br />
Invention Strategies<br />
Day 2<br />
Drafting: In-class writing<br />
Week 7<br />
Day 1 Peer Review Training<br />
Day 2 Peer Review Session<br />
Week 8<br />
Day 1 Work on Academic Discourse<br />
Project<br />
Day 2 Corpus Research<br />
Due: Summary-Response Draft A<br />
Handout Argumentative Essay (Project # 1)<br />
Write argumentative essay in-class<br />
Post SacCT Journal Entry #3<br />
Due: Summary-Response (Draft B)<br />
Bring in Project # 1 Argumentative Draft A<br />
Bring in fieldnotes & collection <strong>of</strong> artifacts<br />
Week 9<br />
Day 1 Editing Workshop I Post SacCT Journal Entry #4<br />
Day 2<br />
Unit 1: American Social<br />
Public Policy Issues<br />
Class Debate on Homelessness<br />
Handout Project # 2 Public Policy Research<br />
Paper<br />
Due: Project 1 Argumentative Essay Draft A<br />
14
Weeks Topic Assignments<br />
Week 10<br />
Day 1 Research Process: Finding a<br />
Research Topic/Question<br />
Day 2 Library Research Tour<br />
Week 11<br />
Day 1 & 2 Teacher-Student Conference<br />
Week 12<br />
Day 1 Evaluating Sources<br />
15<br />
Due: Project # 1Argumentative Essay Draft B<br />
Day 2 Integrating Sources Post SacCT Journal Entry #5<br />
Week 13<br />
Day 1 Peer-Review Session Bring in Project # 2 Public Policy Research<br />
Paper Draft 1A<br />
Day 2 Editing Workshop II<br />
Week 14<br />
Day 1 Oral Presentation & Visual<br />
Rhe<strong>to</strong>ric on PowerPoint<br />
Day 2<br />
Academic Discourse<br />
Community<br />
Week 15<br />
Day 1 Academic Discourse<br />
Community Presentation<br />
(PowerPoint)<br />
Due: Project # 2 Public Policy Research Paper<br />
Draft A<br />
1 st batch <strong>of</strong> groups present<br />
2 nd batch <strong>of</strong> groups present<br />
Day 2 (Continued) 3 rd batch <strong>of</strong> groups present<br />
Week 16<br />
End <strong>of</strong> first semester (<strong>English</strong><br />
10M)<br />
Note: Adapted from daily course agenda listed in Appendix A.<br />
Due: Summary-Response Draft C, Project #<br />
1 Draft C, & Project # 2 Draft B<br />
<strong>English</strong> 10M will begin with the notion <strong>of</strong> developing multiple literacies. In the first week,<br />
students will be required <strong>to</strong> participate in various class discussions that encourage them <strong>to</strong> bring
aspects <strong>of</strong> their home cultures in<strong>to</strong> the classroom and share them with other students. Students<br />
will have opportunities <strong>to</strong> participate in the various in-class discussions and online class<br />
discussions about the importance <strong>of</strong> multiliteracies.<br />
The second week focuses on how <strong>to</strong> conduct ethnographic research for the Academic<br />
Discourse & Career/Pr<strong>of</strong>essional Project. For this project, students will participate in two small-<br />
scale ethnographic investigations in relation <strong>to</strong> (1) their chosen academic discourse community<br />
and (2) their chosen career/pr<strong>of</strong>essional discourse community. Students will work collaboratively<br />
in groups and present their research and findings <strong>to</strong> the entire class in a two part format. In the<br />
first semester, each group will be required <strong>to</strong> join an academic discourse community <strong>of</strong> particular<br />
interest at Sac State. Each group will then be required <strong>to</strong> observe the classroom environment, its<br />
subjects, as well as interviewing the teacher and students. The lessons on how <strong>to</strong> conduct<br />
ethnographic research will provide students with the <strong>to</strong>ols needed <strong>to</strong> write observation field notes<br />
and conduct effective interviews. In the final weeks <strong>of</strong> the first semester, each group will present<br />
their research and findings for about 15 minutes in the form <strong>of</strong> a PowerPoint presentation <strong>to</strong> the<br />
whole class. As preparation for the presentations, students will be exposed <strong>to</strong> the issue <strong>of</strong> oral<br />
presentation delivery and visual rhe<strong>to</strong>ric (Week 14, day 1), where they will spend most <strong>of</strong> the<br />
class time completing a tu<strong>to</strong>rial activity on how <strong>to</strong> create an effective PowerPoint presentation for<br />
their academic discourse project. In the second semester, students will build upon this project and<br />
pick a related career/pr<strong>of</strong>ession <strong>to</strong> research and present <strong>to</strong> the entire class using PowerPoint.<br />
The third, fourth, and fifth weeks are devoted <strong>to</strong> an intensive reading workshop that is<br />
thematic in nature. For the duration <strong>of</strong> the intensive reading workshop, students will be required<br />
<strong>to</strong> read a variety <strong>of</strong> academic reading materials related <strong>to</strong> the <strong>to</strong>pic <strong>of</strong> Law and Order, and apply<br />
specific reading skills and strategies in comprehending these academic materials. In each <strong>of</strong> three<br />
16
eading phases (Before, During, After), the instruc<strong>to</strong>r will model effective reading skills and<br />
strategies, then scaffold these reading skills and strategies appropriately for each student, and<br />
finally, have students practice these reading skills and strategies independently on their own. In<br />
the first phase <strong>of</strong> the reading workshop (the before-reading phase), students will be required <strong>to</strong><br />
survey the text by using key reading strategies such as skimming, scanning, predicting, and<br />
questioning, while also looking for unfamiliar language. In the next phase <strong>of</strong> this reading<br />
workshop (during-reading phase), students will be required <strong>to</strong> read several academic texts a<br />
number <strong>of</strong> times for maximal reading comprehension by using some effective reading strategies<br />
such as highlighting, annotating, questioning/responding, and outlining/charting. In the last<br />
phase <strong>of</strong> the workshop (after-reading), students will be required <strong>to</strong>: (1) write summaries and<br />
responses; (2) think critically about what they just read; and (3) establish a reading-writing<br />
connection for elaborated discourse through the various reflective online journal entries and<br />
writing assignments. These reading skills and strategies will be recycled throughout the semester<br />
and for the remainder <strong>of</strong> the year, as students will apply some <strong>of</strong> these reading skills and<br />
strategies in future reading assignments encountered throughout the course. Finally, at the end <strong>of</strong><br />
the reading workshop, students will be required <strong>to</strong> participate in online class discussions via<br />
SacCT with each other about their overall reading experiences. The purpose <strong>of</strong> the online class<br />
discussion is meant <strong>to</strong> not only help them self-reflect on their reading experiences, but also <strong>to</strong><br />
build a classroom <strong>of</strong> community learners.<br />
Weeks six and seven are devoted <strong>to</strong> the writing process workshop and the peer review<br />
workshop in the context <strong>of</strong> developing the argumentative essay (Project 1), which is heavily<br />
based upon the academic texts provided in the reading workshop on the <strong>to</strong>pic <strong>of</strong> Law and Order.<br />
In this two-week long series <strong>of</strong> workshops, students will be required <strong>to</strong> develop not only<br />
a cognitive awareness <strong>of</strong> the process approach <strong>to</strong> writing, but also specific writing skills and<br />
17
strategies associated with each <strong>of</strong> the stages in the writing process—invention strategies,<br />
planning & drafting strategies, and revision and editing strategies. The invention strategies will<br />
cover the first day <strong>of</strong> the writing workshop, while the drafting, revising, and editing strategies will<br />
cover the rest <strong>of</strong> the workshops. As with the reading workshop, the instruc<strong>to</strong>r will model effective<br />
writing skills and strategies, then scaffold these writing skills and strategies appropriately for each<br />
student, and finally, have students practice these writing skills and strategies independently on<br />
their own in developing the argumentative essay for project 1. Similarly, during the peer review<br />
workshop students will be required <strong>to</strong> first practice appropriate models <strong>of</strong> effective feedback on<br />
previous students’ sample papers by participating in a variety <strong>of</strong> peer feedback activities, and then<br />
apply these appropriate models <strong>of</strong> effective feedback on their classmates’ argumentative papers.<br />
As for the argumentative assignment, students will be required <strong>to</strong> identify and write strong thesis<br />
statements, clear <strong>to</strong>pic sentences, relevant supporting details/examples, in-depth analysis, and<br />
concluding sentences. Students will be continually revising the argumentative paper throughout<br />
the course, and will have the option <strong>of</strong> submitting this assignment in the end-<strong>of</strong>-the year booklet<br />
for future students <strong>to</strong> read. At the end <strong>of</strong> the writing workshop, students will be required <strong>to</strong><br />
participate in an online class discussion list via SacCT with each other about their overall writing<br />
experiences in regards <strong>to</strong> the writing process and argumentative paper. Just like the reading<br />
workshop, the purpose <strong>of</strong> this online class discussion is meant <strong>to</strong> not only help them self-reflect<br />
on their writing experiences, but also <strong>to</strong> build a community <strong>of</strong> readers/writers.<br />
The next couple <strong>of</strong> class sessions are devoted <strong>to</strong> a corpus and editing workshop. In the<br />
corpus workshop, students will use computers <strong>to</strong> explore various online corpora as both a<br />
research and a reference <strong>to</strong>ol for developing discourse and metalinguistic awareness <strong>of</strong> specific<br />
academic language. In the first semester, students will use it <strong>to</strong> develop conventions and<br />
metalinguistic awareness about how <strong>to</strong> write an effective argumentative essay, as well as how <strong>to</strong><br />
18
write a problem-solution paper for the public policy research assignment. In the second semester,<br />
students will use online corpora <strong>to</strong> develop conventions and metalinguistic awareness about how<br />
<strong>to</strong> write an effective research grant proposal. In addition <strong>to</strong> this, the concordances collected from<br />
online corpora will be used for all the editing workshops encountered at various points in the year<br />
(two editing workshops per semester). At the end <strong>of</strong> the corpus and editing workshops, students<br />
will be required <strong>to</strong> participate in online class discussions via SacCT with each other <strong>to</strong> reflect on<br />
their corpus and editing experiences.<br />
Weeks nine <strong>to</strong> twelve are devoted <strong>to</strong> the <strong>to</strong>pic <strong>of</strong> Public Policy Issues, where the students<br />
will be required <strong>to</strong> complete a public policy research paper in connection with their service-<br />
learning experience. In this unit, students will watch various video clips; read articles,<br />
newspapers, magazines; as well as participate in class-debates about the issue <strong>of</strong> homelessness in<br />
America. For the public policy research paper (problem-solution pattern), students will self-<br />
select a public policy issue <strong>of</strong> interest taken from their service-learning experience and conduct<br />
in-depth research <strong>to</strong> come up with an appropriate research <strong>to</strong>pic. As part <strong>of</strong> the research process,<br />
students will visit the library and receive a library <strong>to</strong>ur by the university’s librarian. The librarian<br />
will then explain the research process, as well as what <strong>to</strong>ols are available at the CSUS library.<br />
The librarian will also show students how <strong>to</strong> use EUREKA (the library catalog) <strong>to</strong> find reading<br />
materials for their research assignments, and how <strong>to</strong> work with academic data-bases like EBSCO<br />
host & Infotrac and other specific subject data-bases. In the last week <strong>of</strong> this unit, students will<br />
learn how <strong>to</strong> critically evaluate and integrate these sources appropriately in<strong>to</strong> their public policy<br />
research paper. Like the other writing assignments encountered in this course, students will also<br />
continue <strong>to</strong> use online corpora as a reference and research <strong>to</strong>ol <strong>to</strong> develop appropriate conventions<br />
<strong>of</strong> how <strong>to</strong> write an effective paper in the specific genre, as students will continually work on<br />
revising and editing it throughout the entire course. Just like the argumentative essay, students<br />
19
will also have the option <strong>of</strong> submitting the final version in the end-<strong>of</strong>-the-year booklet for future<br />
students <strong>to</strong> read. Teacher-Student conferences will be held in week 11 <strong>to</strong> assess students’<br />
progresses, questions, or concerns, as well as provide assistance on the public policy research<br />
paper. At the end <strong>of</strong> the first semester (Week 16), students must turn in their summary-response<br />
(draft C), argumentative essay (draft C), and public policy research paper (draft B) <strong>to</strong> receive full<br />
credit and enroll in <strong>English</strong> 11M in the spring semester.<br />
Just like the unit on Public Policy in the first semester, the second semester will primarily<br />
be divided in<strong>to</strong> two different thematic units with each covering a span <strong>of</strong> at least 6 weeks (see<br />
Table 2).<br />
Table 2:<br />
<strong>English</strong> 11M<br />
Weeks Topic Assignments<br />
Week 1<br />
Day 1 Unit 2: Community & Civics<br />
Day 2 Introduction: Grant Seeking Process Handout Project # 3 Grant<br />
Proposal<br />
Week 2<br />
Day 1 Developing & Researching Proposal Idea Due: Project # 1 Draft D<br />
Day 2 (Continued) Due: Project # 2 Draft C &<br />
SacCT Journal Entry #6<br />
Week 3<br />
Day 1 Statement <strong>of</strong> Need/Problem Statement<br />
Day 2 (Continued)<br />
Week 4<br />
Day 1 Methods/Description <strong>of</strong> Project<br />
Day 2 (Continued) Post SacCT Journal Entry #7<br />
Week 5<br />
Day 1<br />
Day 2<br />
Evaluation<br />
Budget<br />
20
Weeks Topic Assignments<br />
Week 6<br />
Day 1 Proposal Summary/Abstract<br />
Day 2 Putting it all <strong>to</strong>gether Post Journal Entry #8<br />
Week 7<br />
Day 1 & 2 Teacher-Student Conference Due: SL log-in sheet<br />
Due: Project 1 Draft E & Project<br />
2 Draft D<br />
Week 8<br />
Day 1 Peer Review Session Bring in Project # 3 Grant<br />
Proposal Draft A<br />
Day 2 Editing Workshop III<br />
Week 9<br />
Day 1 Newsletter writing Handout Project # 4 Newsletter<br />
Assignment<br />
Day 2 (Continued) Handout Portfolio assignment<br />
Week 10<br />
Day 1 Unit 3: Career/Pr<strong>of</strong>ession Handout Project # 5 Resume &<br />
Cover Letter Assignment<br />
Due: Project # 3 Grant Proposal<br />
Draft A<br />
Day 2 (Continued) Post Journal Entry #9<br />
Week 11<br />
Day 1 Writing & Researching in Business &<br />
Pr<strong>of</strong>essional Settings<br />
Day 2 (Continued)<br />
Week 12<br />
Day 1 Resume & Cover Letter Writing<br />
Day 2<br />
(Continued)<br />
Due: Project # 4 Newsletter<br />
Assignment Draft A<br />
Post Journal Entry #10<br />
Week 13<br />
Day 1 Peer Review Bring in Project # 4 & # 5<br />
Day 2<br />
Editing Workshop IV<br />
Due: Project # 3 Draft B<br />
Due: Project# 4 Draft B &<br />
Project # 5 Draft A<br />
21
Weeks Topics Assignments<br />
Week 14<br />
Day 1 & 2 Student/Teacher Conference Bring in questions regarding<br />
Portfolio requirements<br />
Week 15<br />
Day 1 & 2 Career & Pr<strong>of</strong>essional Presentation<br />
(PowerPoint)<br />
Week 16<br />
Portfolio Assessment<br />
Note: Adapted from daily agenda in Appendix A.<br />
Due: Resume & Cover Letter<br />
Draft B<br />
3 polished works & additional<br />
works (summary-response and<br />
highlighting & annotating)<br />
The first unit is devoted <strong>to</strong> the <strong>to</strong>pic <strong>of</strong> Community and Civics, where students will once<br />
again be required <strong>to</strong> continue <strong>to</strong> participate in their service-learning experience throughout the<br />
semester, thereby completing the full 20 hours. As Adler-Kassner (1995) argues, service learning<br />
in writing courses should “provide students opportunities for critical and cultural analysis” while<br />
practicing academic discourse, especially as they include ‘exploring the role <strong>of</strong> writing in<br />
different contexts’” (as cited in Pine, 2008, p. 2). Using Thomas Deans’ taxonomy, the two<br />
writing assignments in this particular unit are both represented as writing-for and writing-about<br />
the community. According <strong>to</strong> Deans, in the writing-for model, “students compose documents for<br />
community organizations; the very act <strong>of</strong> composing these documents is the community service”<br />
(as cited in Pine, 2008, p. 5). In the writing-about model, on the other hand, students “perform<br />
some kind <strong>of</strong> community service—in the class, tu<strong>to</strong>ring—and then write about this experience,<br />
<strong>of</strong>ten in community-based research projects” (cited in Pine, 2008, p. 5).<br />
In the second semester, students will be required <strong>to</strong> complete the full 20 hours at a local<br />
community organization. Near the end <strong>of</strong> the service-learning experience, students will be<br />
required <strong>to</strong> write a newsletter <strong>to</strong> inform the reader about their selected community organization.<br />
While writing the newsletter, students will use two well-known online corpora-- Corpus <strong>of</strong><br />
22
Contemporary American <strong>English</strong> (COCA) and Michigan Corpus <strong>of</strong> Upper-Level Students Paper<br />
(MICUSP) –along with other in-class reading materials <strong>to</strong> develop appropriate conventions <strong>of</strong><br />
how <strong>to</strong> write an effective newsletter. Along with the major writing assignments in the first<br />
semester, students may have the option <strong>of</strong> publishing and submitting the newsletter <strong>to</strong> audiences<br />
beyond the classroom in the last week <strong>of</strong> the semester—<strong>to</strong> their selected community organization.<br />
Many educa<strong>to</strong>rs note that publishing students’ work can have a positive effect on their overall<br />
reading and writing skills (Dollieslager, 1993; Gordon, 2007; Sladky, 1994). By publishing<br />
students’ work, as Sladky (1994) states, we “engage students in genuinely communicative<br />
discourse acts that invite meaningful contributions and encourage readers <strong>to</strong> read with different,<br />
arguably more authentic, purposes” (p. 7). This is especially critical for second language writers,<br />
as writing-for-publication is heavily grounded in theories <strong>of</strong> second language acquisition that<br />
“assumes initiation in<strong>to</strong> a discourse community is linguistically a function <strong>of</strong> a speaker’s<br />
immersion in social situations where he or she can make inferences based on observed patterns <strong>of</strong><br />
linguistic interaction” (Sladky,1994, p. 19).<br />
In the early stages <strong>of</strong> service-learning, students will be required <strong>to</strong> identify a problem (or<br />
issue) encountered at their chosen community organization. This problem or issue will eventually<br />
turn in<strong>to</strong> a grant proposal project (write-about model), in which the students will be required <strong>to</strong><br />
address and provide solution(s) <strong>to</strong> the community’s problems by formally writing an effective<br />
grant proposal. In completing the grant proposal, students will be required <strong>to</strong> conduct research<br />
based upon their service-learning experience and develop a proposal idea by the third week <strong>of</strong> the<br />
second semester. The weeks after will focus on each <strong>of</strong> the sections needed <strong>to</strong> write a successful<br />
research grant proposal (i.e., problem/statement <strong>of</strong> need, solution /methods, organizational<br />
information/qualifications, evaluation, budget, conclusion, and abstract/summary). Like the<br />
newsletter assignment, students may have the option <strong>of</strong> publishing and sending out their<br />
23
final versions <strong>of</strong> the grant proposal <strong>to</strong> their selected organization. The final draft will also be<br />
submitted as part <strong>of</strong> the final portfolio requirement at the end <strong>of</strong> the second semester. Teacher-<br />
Student conferences will be held the following week (Week 7).<br />
The second unit (Weeks 8-13) is devoted <strong>to</strong> the <strong>to</strong>pic <strong>of</strong> Career and Pr<strong>of</strong>ession, an<br />
expansion <strong>of</strong> the ethnographic project in the first semester on academic discourse communities. In<br />
this unit, students will identify a potential major based upon their academic discourse<br />
communities chosen in the previous semester that will eventually lead <strong>to</strong> a potential career or<br />
pr<strong>of</strong>ession. Students will use a variety <strong>of</strong> resources (i.e., course catalogue, online websites,<br />
brochures, experts/pr<strong>of</strong>essional in the field, etc.) within the university and beyond the university<br />
<strong>to</strong> help them pick the ideal major and career/pr<strong>of</strong>ession for them. Students will then present their<br />
research and findings in the form <strong>of</strong> a PowerPoint presentation <strong>to</strong> the entire class. As part <strong>of</strong> the<br />
PowerPoint presentation, students are required <strong>to</strong> include visual representations just like the first<br />
PowerPoint presentation in the first semester. For the writing assignment, students will apply for<br />
a job position in mind by writing an effective resume and cover letter. The resume and cover<br />
letter will be revised multiple times for a letter grade, and with the student’s authorization, may<br />
be sent out <strong>to</strong> a particular company or organization <strong>of</strong> interest by the end <strong>of</strong> the semester. To pass<br />
the course, students must submit their final works in a portfolio <strong>to</strong> receive a final letter grade.<br />
Instructional Materials and Assessment<br />
Currently, there is not a specific textbook <strong>to</strong> use throughout the course that would fulfill<br />
the needs <strong>of</strong> the students. As Ferris & Hedgcock (2005) note, “A textbook’s approach, content,<br />
and tasks may not be entirely relevant or appropriate <strong>to</strong> a particular cohort <strong>of</strong> students and their<br />
educational needs” (p. 126). Furthermore, textbook reading selections, activities, exercises, and<br />
visual enhancements may lack authenticity. In order <strong>to</strong> overcome this gap, the content <strong>of</strong> the<br />
course uses a genre approach <strong>to</strong> teaching reading and writing that incorporates a variety <strong>of</strong><br />
24
authentic texts, ranging from pr<strong>of</strong>essional and academic texts <strong>to</strong> journalistic and periodical<br />
literature, and even samples <strong>of</strong> previous students’ writings gathered from online corpora. In<br />
addition, selected chapters from various different books will also be incorporated in<strong>to</strong> the<br />
curriculum at various points in each semester. Steve Thomas’ JonBenet Ramsey: Inside the<br />
Murder Investigation will be used during the reading and writing workshops in the first semester,<br />
and eventually used as a springboard for writing the argumentative essay (project 1). The Student<br />
Writing Handbook will be used frequently during the course <strong>of</strong> the year as a supplemental <strong>to</strong>ol in<br />
providing more information about the reading, writing, and research processes expected at the<br />
university level. In the second semester, Carlson’s Winning Grants Step by Step will be used as a<br />
guide <strong>to</strong> help students write an effective grant proposal (project 3). The purpose <strong>of</strong> the genre<br />
approach is <strong>to</strong> develop students’ awareness <strong>of</strong> not only academic literacies that they may<br />
encounter in the university system, but also literacies they may encounter in their pr<strong>of</strong>essional,<br />
community, and home lives.<br />
In addition, I will incorporate the use <strong>of</strong> computer as a supplement <strong>to</strong> classroom<br />
instruction. Students will frequently use online corpora as both a research and reference <strong>to</strong>ol for<br />
developing discourse and metalinguistic awareness <strong>of</strong> specific academic and nonacademic texts<br />
throughout the course. The information will come from two primary online corpora: (1) the<br />
Corpus <strong>of</strong> Contemporary American <strong>English</strong> (COCA); and (2) MICASE, developed by a team <strong>of</strong><br />
researchers at the University <strong>of</strong> Michigan in Ann Arbor in coordination with their <strong>English</strong><br />
Language Institute. These two online corpora are free <strong>to</strong> the public. The first corpus, COCA, is an<br />
online, searchable 400 + million word corpus <strong>of</strong> American <strong>English</strong> arranged by register, including<br />
academic texts, news, fiction, magazine, and spoken discourses starting from 1990 through 2009.<br />
The second corpus, MICASE is a collection <strong>of</strong> nearly 1.8 million words <strong>of</strong> transcribed academic<br />
speech along with samples <strong>of</strong> students’ written academic texts across disciplines within various<br />
25
universities across the country. The primary purpose <strong>of</strong> online corpora is essentially <strong>to</strong> help<br />
improve students’ writing in three areas—namely, register awareness, vocabulary development,<br />
and accurate grammatical features—as they continually seek <strong>to</strong> revise each writing assignment<br />
throughout this course.<br />
As for the use <strong>of</strong> sample texts, the Michigan Corpus <strong>of</strong> Upper-Level Student Papers<br />
(MICUSP), which is a part <strong>of</strong> the larger MICASE corpus, provides a collection <strong>of</strong> around 830<br />
“A” grade papers (full-texts), ranging from argumentative essays <strong>to</strong> research papers <strong>to</strong> proposals<br />
and reports in a myriad <strong>of</strong> disciplines across four major academic divisions/departments<br />
(Humanities and Arts, Social Sciences, Biological and Health Sciences, and Physical Sciences).<br />
In terms <strong>of</strong> the argumentative essay and public policy research paper, a few sample texts will be<br />
extracted from MICUSP and analyzed for both discourse and metalinguistic awareness. Since<br />
online corpora do not cover all genres <strong>of</strong> texts, a few sample texts <strong>of</strong> successful grant proposals<br />
will be taken directly out <strong>of</strong> Carlson’s Winning Grant Step by Step for the grant proposal project<br />
and analyzed, while the final two writing assignments--the newsletter and resume/cover letter--<br />
will rely on texts gathered from various reliable websites for samples <strong>of</strong> newsletter and<br />
resume/cover letter writing. Students will be exposed and limited <strong>to</strong> a minimum <strong>of</strong> two samples<br />
in each <strong>of</strong> the specified writing genre above (i.e., “good” writing and “bad” writing).<br />
In addition <strong>to</strong> using the internet <strong>to</strong> rely on sample texts, students will also be required <strong>to</strong><br />
frequently use the Internet (especially Sacramen<strong>to</strong> State online databases and other scholarly<br />
online search engines) for research purposes on the specific assigned writing projects mentioned<br />
above. Learning how <strong>to</strong> conduct effective research is an important skill in developing students’<br />
academic literacies. Finally, students will be required <strong>to</strong> participate in various online<br />
discussions via SacCT with each other about their reading, research, and writing experiences<br />
throughout both semesters.<br />
26
Organization <strong>of</strong> the Project<br />
This project consists <strong>of</strong> two chapters. Chapter 1 discusses the situational analysis<br />
(institution, course, and student needs), the course description (guiding principles, course content,<br />
and course organization), and instructional materials and assessment. Chapter 2 contains a review<br />
<strong>of</strong> the literature on teaching academic reading and writing at the university level for multilingual<br />
students. In addition, this project includes four appendices. Appendix A contains the course<br />
syllabus, which also includes the course requirements, policies, grading criteria, and daily agenda.<br />
Appendix B contains detailed outlines <strong>of</strong> each <strong>of</strong> the seven major course assignments—(1)<br />
academic discourse community presentation, (2) summary-response writing, (3) argumentative<br />
essay, (4) public policy research paper, (5) grant proposal, (6) newsletter, and (7) resume/cover<br />
letter. Appendix C contains twenty-nine lessons, which consist <strong>of</strong> step-by-step lesson plans along<br />
with relevant materials, handouts, and PowerPoint slides specifically design for the first semester<br />
<strong>of</strong> the course. Appendix D contains summaries <strong>of</strong> the reading materials students will read over the<br />
course <strong>of</strong> the year.<br />
27
CHAPTER 2<br />
REVIEW OF THE LITERATURE<br />
The Stretch program is a two-semester sequence that “stretches” first year <strong>English</strong><br />
composition over two semesters, primarily for students who are “at risk” or underrepresented<br />
(i.e., Asian, Hispanic, Blacks, Native Americans, etc.) at the university level. The research on<br />
stretch programs at the university level shows significantly positive results on students’ retention<br />
and pass rates, cumulative grade point average, reading comprehension, critical reasoning, and<br />
writing portfolios (Glau, 2007; Goen & Gillotte-Tropp, 2003; Peele, 2010; Goen-Salter, 2008).<br />
More than ten years after the existence <strong>of</strong> the first basic writing Stretch program at Arizona State<br />
University (ASU), Glau’s (2007) most recent statistical data <strong>of</strong> students enrolled in the Stretch<br />
program continues <strong>to</strong> indicate that the program helps a range <strong>of</strong> “at-risk” students succeed<br />
academically, especially underrepresented students who comprise nearly 40% <strong>of</strong> Stretch program<br />
students. According <strong>to</strong> Glau (2007), underrepresented Stretch students consistently pass first year<br />
<strong>English</strong> composition at a higher rate (90% passing rate) than underrepresented students who take<br />
the conventional route (85% passing rate) (p. 10). Similarly, Peele’s (2010) assessment <strong>of</strong> the<br />
Boise State Stretch program (based on Glau’s ASU Stretch Program) shows that students who<br />
complete the Stretch program perform significantly better in all areas studied—retention and pass<br />
rates, portfolio assessment, and cumulative GPA—compared with the control group (students<br />
who take the conventional route for satisfying the first year composition requirement) (p. 51).<br />
According <strong>to</strong> Peele (2010), 80% <strong>of</strong> Stretch students continued on <strong>to</strong> enroll in first year<br />
composition as opposed <strong>to</strong> the 59% <strong>of</strong> students who <strong>to</strong>ok the traditional route <strong>to</strong> enroll in first<br />
year composition. In addition, students who completed the Stretch program achieved portfolio<br />
assessment results “largely indistinguishable from students who enrolled in Mainstream <strong>English</strong>”<br />
(p. 62).<br />
28
In response <strong>to</strong> the need <strong>to</strong> eliminate or limit remediation in the California State University<br />
(CSU) system, San Francisco State University (SFSU) has also implemented the Stretch sequence<br />
in<strong>to</strong> its program. Unlike the Stretch programs before where instruction was primarily on learning<br />
how <strong>to</strong> write (and not on learning how <strong>to</strong> read), San Francisco State University has taken the<br />
initiative in creating the first Stretch Program in which instruction in reading and writing is fully<br />
integrated. Rather than requiring the conventional two basic writing classes, two reading classes,<br />
and another first-year composition class required <strong>of</strong> all “at-risk” students, the new integrated<br />
reading/writing program (IRW) places these students in<strong>to</strong> a single year-long course in which<br />
instruction in reading and writing are explicitly interconnected. Students who successfully<br />
complete the new year-long course not only meet the CSU remediation requirement, but also<br />
satisfy SFSU’s first-year written composition requirement, completing in one year what would<br />
traditionally take three semesters <strong>to</strong> accomplish. As Goen-Salter (2008) reveals, the results for the<br />
first three years show that Stretch students had higher retention rates, completed the remediation<br />
requirement at a higher rate, received higher ratings on their writing portfolios, and passed<br />
second- year composition courses at a higher rate than the control group who <strong>to</strong>ok the traditional<br />
route <strong>of</strong> enrolling in second-year composition (p. 88).<br />
While all <strong>of</strong> the literature pertaining <strong>to</strong> the Stretch program focuses primarily on “at-risk”<br />
and underrepresented students, none fully addresses the needs <strong>of</strong> multilingual students in separate<br />
tracks. The research studies presented did not differentiate between students in the normal tracks<br />
and the multilingual tracks, nor did they differentiate between native speakers and non-native<br />
speakers in the data. Instead, the data in these research studies applies <strong>to</strong> all “at-risk” students<br />
(native speakers and non-native speakers) and those in all tracks. However, one ESL instruc<strong>to</strong>r,<br />
Vik<strong>to</strong>rija Todorovska, did present her perspective on the Stretch program at the Annual Meeting<br />
<strong>of</strong> the Conference on College Composition and Communication. In her paper titled “An ESL<br />
29
Instruc<strong>to</strong>r’s Perspective on the Stretch Program” (1996), she describes how Stretch 107, a first-<br />
year composition course for international students at Arizona State University, is designed <strong>to</strong><br />
provide international students with various strategies for writing acceptable prose in <strong>English</strong>. The<br />
Stretch program not only gives ESL students more time <strong>to</strong> work on their assignments by<br />
providing ample opportunities <strong>to</strong> generate ideas and revise their writings, but also makes it<br />
possible for these students <strong>to</strong> “improve their overall speaking, listening, reading, and grammar in<br />
addition <strong>to</strong> their writing skills” (p. 7). She mentions how she is able <strong>to</strong> put forth a great deal <strong>of</strong><br />
time working with students on an individual basis, “pointing out the kinds <strong>of</strong> errors they make,<br />
and finding ways <strong>to</strong> eliminate those errors one at a time” (p. 7). In addition, students develop a<br />
sense <strong>of</strong> community since the Stretch classes are relatively small and the students spend two<br />
semesters working with the same instruc<strong>to</strong>r (p. 8) As Todorovska (1996) notes, “they start <strong>to</strong> feel<br />
more comfortable working with me and with their peers as the semester progresses and come <strong>to</strong><br />
see me as somebody who understands the kinds <strong>of</strong> problems that they are facing” (p. 8). Although<br />
Todorovska does shed some light on the ESL experience in the existing Stretch program at ASU,<br />
she only focuses on one specific group <strong>of</strong> ESL students—namely, the international students.<br />
There needs <strong>to</strong> be more research done on ESL students as a whole in these existing Multilingual<br />
Stretch programs, particularly in regards <strong>to</strong> Generation 1.5 students.<br />
The Reading and Writing Connection<br />
Overwhelming research on L1 and L2 writing instruction shows that one cannot<br />
successfully teach writing without also simultaneously teaching reading (Belcher & Hirvela,<br />
2001; Beach & Liebman-Kleine, 1986; Ferris & Hedgcock, 2005; Hedgcock & Ferris, 2009;<br />
Kroll, 2001; Hyland, 2002; Zamel, 1992). In order for one <strong>to</strong> become a skilled writer, one also<br />
needs <strong>to</strong> develop a host <strong>of</strong> literacy skills, “including the ability <strong>to</strong> comprehend written text<br />
efficiently—fluently and accurately” (Ferris & Hedgcock, 2005, p. 31). In effect, reading and<br />
30
writing are essentially an integral part <strong>of</strong> the literacy process. Literacy then consists <strong>of</strong> both the<br />
development <strong>of</strong> cognitive abilities and knowledge <strong>of</strong> various sociocultural structures and<br />
ideologies (Cope & Kalantzis, 2000; Eskey, 1993; Hyland, 2002). Current L2 research<br />
predominantly aligns with the bidirectional model <strong>of</strong> the reading and writing relationship (an<br />
interactive approach), where “practice in writing promotes the development <strong>of</strong> reading skills, just<br />
as improved reading pr<strong>of</strong>iciency can enhance writing skills” (Zamel, 1992, p. 465). Unlike the<br />
directional model, where reading skills must precede writing skills, the reading and writing<br />
processes in the bidirectional model are not sequential in nature, but rather recursive, capable <strong>of</strong><br />
influencing each other at any point in the reading and writing processes (Grabe & Stroller, 2002;<br />
Heller, 1999). In essence, the bidirectional model focuses on the multiple relations and<br />
interrelated processes that seem <strong>to</strong> constitute the reading and writing relationship, thereby<br />
supporting the literacy aspects <strong>of</strong> reading and writing as always being situated in sociocultural<br />
contexts (Cope & Kalantzis, 2000; Fairclough, 2000; Hyland, 2002; Zamel & Spack, 1998).<br />
Street’s (1995) ideological model <strong>of</strong> literacy <strong>of</strong>fers educa<strong>to</strong>rs better opportunities for<br />
working with students <strong>of</strong> diverse backgrounds. In this model, literacy is viewed as a social<br />
construction, “as sets <strong>of</strong> practices shaped and carried out by different groups <strong>of</strong> people” (as cited<br />
in Au, 2006, p. 39). Consequently, essayist literacy, or the argumentative reading and writing<br />
practices reflected by the university system, is viewed as only one type <strong>of</strong> literacy (although this<br />
type <strong>of</strong> literacy is seen as the most dominant form <strong>of</strong> reading and writing within American<br />
universities) (Au, 2006). In accordance with this socioliterate model <strong>of</strong> the reading and writing<br />
connection, recent research suggests that L2 writing teachers should “adopt an approach <strong>to</strong><br />
writing instruction that nurtures learners’ participation in a rich diversity <strong>of</strong> academic and<br />
nonacademic literacies,” in addition <strong>to</strong> developing their pr<strong>of</strong>iciency in producing appropriate<br />
writing genres (Hedgcock & Ferris, 2009, p. 47). Literacy must also include digital literacy<br />
31
(digital texts) such as those found on the Web, which we associate with “technologically<br />
mediated textual, communicative, and informational practices” (Eagle<strong>to</strong>n & Dobler, 2007;<br />
Ingraham, et al., 2007). More importantly, within the realm <strong>of</strong> academic literacy instruction, L2<br />
reading and writing instruc<strong>to</strong>rs should equip L2 learners with specific reading and writing<br />
skills/strategies <strong>to</strong> master the discourse patterns <strong>of</strong> the academic community in general and <strong>of</strong> the<br />
specific-disciplines they wish <strong>to</strong> join (Hyland, 2002; Johns, 1997; Lewis, 2001; Mavor &<br />
Trayner, 2001). The teaching <strong>of</strong> L2 composition should be seen as an opportunity <strong>to</strong> build<br />
“students’ academic, vocational, pr<strong>of</strong>essional, social, and cultural literacies, which clearly are<br />
multiple and informed by numerous types <strong>of</strong> expertise” (Ferris & Hedgcock, 2009, p. 33).<br />
In aligning with the teaching <strong>of</strong> L2 composition for developing students’ academic and<br />
pr<strong>of</strong>essional literacies, all <strong>of</strong> the writing materials in this course will be developed and intended<br />
for real audiences within the academy and beyond (by being situated in their particular socio-<br />
cultural and educational contexts). Not only will all the writing assignments in this course be<br />
submitted <strong>to</strong> the instruc<strong>to</strong>r for a final grade, but students will also have the option <strong>of</strong> submitting<br />
their works <strong>to</strong> audiences situated beyond the classroom. Students will have the option <strong>of</strong><br />
submitting their own argumentative essay (project 1) and public policy research paper (project 2)<br />
in the end-<strong>of</strong>-the year booklet for future students <strong>to</strong> see, as well as optionally submitting their<br />
grant proposal research paper (project 3) and newsletter assignment (project 4) <strong>to</strong> real local<br />
organizations in connection <strong>to</strong> their service-learning experience. In addition, students will also<br />
have the option <strong>of</strong> submitting their own resume/cover letter writing (project 5) <strong>to</strong> various local<br />
companies and organizations for career/pr<strong>of</strong>essional job advancements. Because <strong>of</strong> the distinct<br />
nature <strong>of</strong> the different writing genres presented in this course, students will be immersed in<br />
authentic and meaningful social interaction/transactions with real audiences, thereby enhancing<br />
their communicative competence within a variety <strong>of</strong> academic and pr<strong>of</strong>essional settings.<br />
32
Service-Learning<br />
The authentic and meaningful nature <strong>of</strong> the different writing genres is further increased<br />
by the implementation <strong>of</strong> the service-learning experience. In a service-learning course, students’<br />
community service experiences are essentially integrated with the academic learning objectives <strong>of</strong><br />
the course. In this integrated model, “service and learning are reciprocally related; the service<br />
learning experiences inform and transform the academic learning, and the academic learning<br />
informs and transforms the service learning experience” (Howard, 1998, p. 22). The literature<br />
review on service-learning in higher education has shown exceedingly positive results. Students<br />
participating in service-learning have consistently shown academic improvements in critical<br />
thinking and writing skills, increased motivation, higher retention and passing rates, and greater<br />
civic engagement and responsibility within the community (Hertzberg, 1994; Kincaid & Sotiriou,<br />
2004; Kraemer, 2005; Rochford & Hock, 2010). Similarly, the literature on service-learning<br />
pertaining <strong>to</strong> students in first-year composition or basic writing courses has essentially achieved<br />
the same positive results. More specifically, research studies on these service-learning writing<br />
courses have shown notable outcomes in developing students’ basic writing and research skills<br />
(Adler-Kassner, et al., 1997; Brack & Hall, 1997; Hertzberg, 1994; Howard, 1998; Rochford &<br />
Hock, 2010; Stavrianopoulos, 2008; Thomas, 2000; Weigert, 1998).<br />
A primary motive among first-year writing instruc<strong>to</strong>rs for incorporating service-learning<br />
in<strong>to</strong> their classrooms is the fear <strong>of</strong> “isolating” student writing—what Thomas (2000) labels as the<br />
“empty assignment syndrome,” where writing activities are seen as purely academic exercises (p.<br />
93). Universities such as Stanford and San Francisco State have incorporated service-learning<br />
programs in<strong>to</strong> their freshman <strong>English</strong> courses as a mean <strong>to</strong> solve the “empty assignment<br />
syndrome” by providing “meaningful writing tasks with audience beyond the classroom” (Bacon,<br />
1997, p. 39). Similarly, the service-learning writing program at Arizona State University (ASU)<br />
33
has consistently found “in community service the source <strong>of</strong> promising <strong>to</strong>pics for student writing”<br />
(Thomas, 2000, p. 94). In Service-Learning <strong>English</strong> 102 at ASU, for example, students complete<br />
two synthesis assignments (argumentative & problem-solution) in which they must incorporate<br />
their service-learning experience with the reading assignments (Brack & Hall, 1997, p. 149).<br />
Along with the two synthesis assignments, students must also conduct semester-long research on<br />
<strong>to</strong>pics relevant <strong>to</strong> their service-learning experience. As Brack & Hall (1997) note, the research<br />
papers encourage “students <strong>to</strong> consider their [service-learning] experience as it relates <strong>to</strong> their<br />
research and <strong>to</strong> demonstrate effective analysis and synthesis <strong>of</strong> both” (p. 149).<br />
Although the literature on service-learning focuses primarily on the needs <strong>of</strong> basic writers<br />
in either first-year composition or basic writing courses, none fully addresses the needs <strong>of</strong><br />
multilingual students situated within these courses, particularly Generation 1.5 students.<br />
Generally, the literature makes no distinction between the writing and research improvements <strong>of</strong><br />
native and non-native speakers participating in community service at the college level. However,<br />
there are some documented instances <strong>of</strong> writing benefits gained by the recipients <strong>of</strong> service-<br />
learning, <strong>of</strong>ten times ESL college students. For example, Kincaid and Sotiriou (2004) discovered<br />
that when first year composition students men<strong>to</strong>red intermediate ESL writers within the same<br />
college, both groups reported (a) an improvement in their basic writing skills, (b) a greater<br />
awareness <strong>to</strong> attend <strong>to</strong> details in their own writing, and (c) the need for developing an array <strong>of</strong><br />
effective editing strategies. Beside these few documented instances where college ESL students<br />
have been paired with service-learning students, the literature for service-learning regarding<br />
college-level ESL students, specifically Generation 1.5 students enrolled in either first-year<br />
composition or a basic writing course, is essentially absent. Rather, service-learning as a<br />
pedagogy for language teaching--both for <strong>English</strong> as a Second Language and Foreign Language<br />
for native <strong>English</strong> speakers--has gained precedence in recent years. ESL instruc<strong>to</strong>rs who have<br />
34
incorporated service-learning in the classrooms have noted linguistic gains not only in their<br />
student’s acquisition <strong>of</strong> the language in all four areas--listening, speaking, reading, and writing--<br />
but also a significant increase in their motivation <strong>to</strong> learn the target language through community<br />
work (Heuser, 1999; Marlow, 2007; Minor, 2001; Mullaney, 1999; Steinke, 2009). In essence, the<br />
purpose <strong>of</strong> <strong>to</strong>day’s ESL service-learning courses/programs is <strong>to</strong> provide second language learners<br />
ample opportunities outside <strong>of</strong> the classroom <strong>to</strong> practice authentic dialog with native speakers in<br />
the community as a means <strong>to</strong> improve their overall language pr<strong>of</strong>iciency, and not necessarily <strong>to</strong><br />
develop academic literacies.<br />
One particular study among the ESL literature, however, does reveal some promising<br />
results for college-level ESL students participating in service-learning. Elwell and Bean (2001)<br />
incorporated a service-learning component in<strong>to</strong> an ESL reading course at a public two-year<br />
college, detailing how the students participated in a collection drive <strong>to</strong> help the plight <strong>of</strong> migrant<br />
farm workers. The outcome <strong>of</strong> the community service was extremely positive as “the amount <strong>of</strong><br />
supplies gathered by this one class was greater than that gathered by the rest <strong>of</strong> the college’s<br />
entire student body” (Elwell & Bean, 2001, p. 57). Academically, the students noted that the<br />
community experience connected them more closely <strong>to</strong> their reading <strong>of</strong> Steinbeck’s novel and the<br />
related reflective assignments. As a result, not only did the students improve on their basic<br />
reading and writing skills by the end <strong>of</strong> the semester, but they also learned how <strong>to</strong> effectively<br />
conduct library research—particularly in using the “library’s on-line catalog and accessing,<br />
navigating, and retrieving information” for their in-class writing assignments (p. 57-58). On a<br />
personal level, these students began <strong>to</strong> view themselves as important members and valuable<br />
human beings who could make substantial contributions <strong>to</strong> society, even with their “less than<br />
fluent <strong>English</strong> skills” (p. 58). In the end, they saw Steinbeck’s reading and writing assignments<br />
35
not merely as isolated academic exercises, but as a “community service-project that possessed<br />
real-world relevance on several levels: academic, personal, and societal” (p. 59).<br />
As for this course, the service-learning experience will also be integrated in<strong>to</strong> the<br />
academic learning objectives as it seeks <strong>to</strong> remedy the “empty assignment syndrome” that is so<br />
prevalent among first-year composition and other basic writing courses. Nearly all <strong>of</strong> the research<br />
<strong>to</strong>pics for the writing assignments in this course will come directly from the students’ service-<br />
learning experience. In the first semester, students will use their service-learning experience <strong>to</strong><br />
develop a pertinent research <strong>to</strong>pic for the public policy research paper (Project 2). As a<br />
requirement for this assignment, they will be required <strong>to</strong> use the data gathered at their community<br />
site as a primary source in completing the research paper. In the second semester, students will<br />
once again use their service-learning experience <strong>to</strong> complete another research project—the grant<br />
proposal. For the grant proposal assignment, students will be required <strong>to</strong> collaborate with the site<br />
supervisor and come up with one potential project proposal (or idea). In completing this<br />
assignment, students must include the theoretical underpinnings or abstractions learned in class<br />
about how <strong>to</strong> write an effective research grant proposal appropriate <strong>to</strong> the specific discourse<br />
communities (i.e. the selected organization & potential fundraising agencies). Finally, students<br />
will end their service-learning experience by writing a newsletter about their selected<br />
organization. In sum, the service-learning component is meant <strong>to</strong> provide these students with a<br />
context that is meaningful and authentic, where the writing assignments are seen as genuine tasks,<br />
and not merely artificial academic exercises.<br />
Reading and Writing Workshops<br />
Recent research on reading and writing workshops reveal how useful these workshops<br />
can be for developing both L1 and L2 students’ reading and writing skills/strategies, especially at<br />
the university level (Au, 2006; Ferris & Hedgcock, 2005; Hedgcock & Ferris, 2009; Ransdell,<br />
36
2001). More specifically within the L2 community, classroom activities that are group oriented<br />
align greatly with current second language acquisition principles about the importance <strong>of</strong><br />
interaction for L2 development and pr<strong>of</strong>iciency. Beside developing L2 pr<strong>of</strong>iciency in general,<br />
workshops on reading and writing can provide L2 learners with the following 3 types <strong>of</strong> learning<br />
experiences: (1) learning by engaging in the full processes <strong>of</strong> reading and writing for an extended<br />
period <strong>of</strong> time; (2) learning by developing and practicing certain reading and writing<br />
skills/strategies; and (3) learning by using authentic texts for discourse awareness (An, 2006;<br />
Elbow & Belan<strong>of</strong>f, 1995; Lawrence & Sommers, 1996; Miller & Higgins 2008 ; Ransdell, 2001).<br />
As a result, the first semester <strong>of</strong> the course relies heavily on various reading and writing<br />
workshops. The reading and writing workshops are divided in<strong>to</strong> the following three components<br />
for building students’ overall reading and writing skills/strategies: (1) intensive reading<br />
workshop; (2) heuristic workshop approach <strong>to</strong> the writing process; and (3) peer review workshop.<br />
Intensive Reading<br />
In regards <strong>to</strong> developing effective reading strategies in order <strong>to</strong> aid in reading<br />
comprehension <strong>of</strong> academic texts, researchers note that intensive reading is by far the<br />
“predominant approach <strong>to</strong> L2 academic reading instruction, as well as language and literacy<br />
courses that feature reading as a major component (Grabe & Stroller, 2001; Hedgcock & Ferris,<br />
2009). The framework <strong>of</strong> the intensive reading model is conceptualized in<strong>to</strong> three distinct<br />
phases—namely, pre-reading, during-reading, and after-reading (Grabe & S<strong>to</strong>ller, 2001;<br />
Hedgcock & Ferris, 2009). Most L2 reading experts agree that one <strong>of</strong> the most important benefits<br />
<strong>of</strong> intensive reading is teaching effective reading strategies (Aebersold & Field, 1997; Grabe &<br />
Stroller, 2001; Hedgcock & Ferris, 2009) In fact, one <strong>of</strong> the primary goals <strong>of</strong> intensive reading is<br />
not overt attention <strong>to</strong> specific texts, but <strong>to</strong> build “strategy readers” by “developing and improving<br />
reading skills that will help them throughout their academic, pr<strong>of</strong>essional, and personal lives”<br />
37
(Hedgcock & Ferris, 2009, p. 69). The development <strong>of</strong> these reading strategies and skills are<br />
adopted within the California State University Exposi<strong>to</strong>ry Reading and Writing Task Force ‘s<br />
(2008) framework, which “outline[s] crucial academic reading skills and strategies for intensive<br />
reading” needed for L2 learners <strong>to</strong> succeed in the academic setting (Hedgcock & Ferris, 2009, p.<br />
163). In this framework (see Table 3), each discrete skill is neatly categorized within each <strong>of</strong> the<br />
three reading phases (e.g. pre-reading, during-reading, post-reading).<br />
Table 3:<br />
Intensive Reading Framework<br />
Pre-Reading During-Reading After-Reading<br />
1. Getting ready <strong>to</strong> read<br />
2. Surveying the text<br />
3. Introducing language<br />
1. First reading<br />
2. Re-reading the text<br />
3. Looking at language<br />
4. Considering the<br />
structure <strong>of</strong> the text<br />
Note: Adapted from Hedgcock & Ferris, 2009, p. 163<br />
1. Summarizing and<br />
responding<br />
2. Thinking critically<br />
3. Reading-Writing<br />
connection<br />
Like the intensive reading framework shown in Table 3, this course will also<br />
conceptualize the reading process in<strong>to</strong> three distinct phases (pre-reading, during-reading, and<br />
after-reading) with each discrete skill organized accordingly within each <strong>of</strong> the three reading<br />
components. By organizing the reading process this way, this course hopes <strong>to</strong> develop strategic<br />
readers by providing a meaningful context for reading that can be transferable <strong>to</strong> a variety <strong>of</strong><br />
different contexts, rather than learning these strategies in isolated incidents and in<br />
decontextualized situations.<br />
38
Pre-Reading<br />
Scanning and Skimming. In the “surveying the text” component <strong>of</strong> the pre-reading<br />
phase, several reading strategies are commonly employed. Most research studies suggest that<br />
scanning and skimming are highly effective reading skills in facilitating reading comprehension<br />
prior <strong>to</strong> reading the text (Grabe & S<strong>to</strong>ller, 2001; Hedgcock & Ferris, 2009; Mikulecky & Jeffries,<br />
1996). According <strong>to</strong> Mikulecky and Jeffries (1996), the purpose <strong>of</strong> scanning is <strong>to</strong> examine a text<br />
before reading with a purpose in mind; whereas, the purpose <strong>of</strong> skimming is <strong>to</strong> get an overall<br />
meaning <strong>of</strong> the text (p. 15). Scanning and skimming give the reader a “quick sense <strong>of</strong> the text’s<br />
main ideas and macrostructure” by strategically looking at the title, information on the author,<br />
subtitles or subheadings, and visual aids (e.g. pictures, graphs, tables), as well as the different<br />
typography before the actual reading <strong>of</strong> the text at hand (Grabe & Stroller, 2002; Hedgcock &<br />
Ferris, 2009; Mikulecky & Jeffries, 1996). Both L1 and L2 reading studies consistently indicate<br />
that comprehension is enhanced by gaining an overview <strong>of</strong> a text prior <strong>to</strong> reading it (Aebersold &<br />
Field, 1997; Eskey, 1986; Grabe & S<strong>to</strong>ller, 2001, 2002; Hedgcock & Ferris, 2009). Throughout<br />
the years, teachers and educa<strong>to</strong>rs have identified some common activities for surveying the text<br />
(see Table 4), which highly incorporate both scanning and skimming techniques prior <strong>to</strong> reading<br />
the text for increased overall reading comprehension (Aebersold & Field, 1997; Grabe and<br />
Stroller, 2001; Hedgcock & Ferris, 2009).<br />
Since these skimming and scanning activities have been proven <strong>to</strong> build reading<br />
comprehension, students in this course will also practice these activities on a variety <strong>of</strong> academic<br />
texts, more extensively during the reading process workshop (Weeks 3 <strong>to</strong> 5). Before the actual<br />
reading <strong>of</strong> the texts, students will perform nearly all <strong>of</strong> the pre-reading activities for surveying the<br />
text (as shown in Table 4) as ways <strong>to</strong> increase overall reading comprehension <strong>of</strong> the various<br />
39
academic texts they will encountered in the first semester. Students will reflect on their scanning<br />
and skimming experiences with other students online via SacCT.<br />
Table 4:<br />
Activities for Surveying Texts<br />
1. Examine the title; identify and define key words; paraphrase title.<br />
2. Read the introduction.<br />
3. Read the conclusion.<br />
4. Sample the first sentence <strong>of</strong> each body paragraph <strong>to</strong> get an overview.<br />
5. Skim the entire text for overall meaning.<br />
6. Scan the text for specific details that could assist overall comprehension.<br />
7. Outline the macrostructure <strong>of</strong> the text (e.g. introduction, body, and conclusion).<br />
Note: Adapted from Hedgcock & Ferris, 2009, p. 167<br />
Making Prediction and Asking Questions. Making reasonable predictions and asking<br />
questions before reading a text have been proven <strong>to</strong> increase student’s overall comprehension <strong>of</strong><br />
the text (Hedgcock & Ferris, 2009; Grabe & Stroller, 2001). Students take information gathered<br />
from surveying the text <strong>to</strong> make reasonable predictions or form questions about the text at hand.<br />
According <strong>to</strong> Hedgcock & Ferris (2009), the more that students’ predictions are later confirmed,<br />
the more confidence they can develop in terms <strong>of</strong> building their comprehension skills. On the<br />
other hand, if students’ predictions and questions prove <strong>to</strong> be inaccurate, then “the mismatches<br />
teach learners that careful reading, not just quick assumptions or guessing, is critical” <strong>to</strong> the<br />
overall comprehension <strong>of</strong> the text (p.168). In addition, many L2 experts mention the need for<br />
teachers <strong>to</strong> guide students on how <strong>to</strong> formulate reasonable predictions so that the students<br />
themselves can turn those predictions in<strong>to</strong> relevant questions. A number <strong>of</strong> studies and reviews<br />
have shown that one <strong>of</strong> the best ways <strong>to</strong> teach students these effective reading strategies is<br />
through explicit modeling (Aebersold & Field, 1997; Grabe & Stroller, 2001; Janzen, 1996). In<br />
40
Janzen’s (1996) strategic reading course, for example, she explicitly modeled these reading<br />
strategies through a reading-and-thinking-aloud technique. In the reading-and-thinking aloud<br />
activity, students were required <strong>to</strong> predict and ask certain questions before embarking on the<br />
reading task, as well as predicting and asking questions about what would come next after reading<br />
a small portion <strong>of</strong> the text. Similarly, students in this course will use a reading-and-thinking-aloud<br />
technique <strong>to</strong> come up with predictions and questions during the reading workshop. Before<br />
embarking on the specific reading task, students will share their predictions and questions aloud<br />
<strong>to</strong> the students next <strong>to</strong> them. This pre-reading activity will be modeled and practiced during the<br />
weeks <strong>of</strong> the reading process workshop, in the hope that students will use this strategy throughout<br />
the semester as they continue <strong>to</strong> read a variety <strong>of</strong> other academic texts. Students will also reflect<br />
on this particular experience with other students online via SacCT.<br />
During-Reading<br />
Highlighting & Annotating. Many L2 reading experts have noted the importance <strong>of</strong><br />
highlighting and annotating during the “during-reading” phase, especially in regards <strong>to</strong> the re-<br />
reading <strong>of</strong> the text for a more careful examination (Aeberersold & Field, 1997; Grabe & Stroller,<br />
2001; Hedgcock & Ferris, 2009). Hedgcock & Ferris (2009) point out that reading the text a<br />
second time can “ensure student comprehension” and provide opportunities <strong>to</strong> “teach and practice<br />
effective reading strategies” (p. 175). Highlighting and annotating are valuable intensive reading<br />
skills, both for “comprehension moni<strong>to</strong>ring while reading and for review after reading”<br />
(Hedgcock & Ferris, 2009, p. 176). However, most incoming freshmen are unclear about what <strong>to</strong><br />
highlight and annotate when reading most academic texts. Effective highlighting should focus<br />
primarily on key ideas and quotations in a passage; whereas, effective annotations give readers<br />
the opportunity <strong>to</strong> “jot notes, comments, and questions in the margins <strong>of</strong> texts as they read them”<br />
(Hedgcock & Ferris, 2009, p. 176). In addition, effective annotations should vary “according <strong>to</strong><br />
41
one’s purpose(s) for reading, the genre, and individual text” (Hedgcock & Ferris, 2009, p. 177).<br />
Most research studies and reviews suggest that both teacher modeling and structured practice can<br />
be helpful in providing students with effective highlighting and annotating skills. They<br />
recommend that teachers can help students develop highlighting and annotating strategies by<br />
giving them a reading purpose(s) and multiple opportunities <strong>to</strong> practice throughout the semester.<br />
In line with this approach, the instruc<strong>to</strong>r will first model some appropriate ways <strong>to</strong> annotate and<br />
highlight specific academic texts. Students will then have ample opportunities <strong>to</strong> practice these<br />
effective highlighting and annotating skills throughout the course with many <strong>of</strong> the reading<br />
materials presented in the class. Finally, students will be required <strong>to</strong> submit one example <strong>of</strong> their<br />
best highlighting and annotating skills in the final portfolio submission.<br />
Graphic Organizer (GO). As a comprehension <strong>to</strong>ol, graphic organizers have been highly<br />
recommended by many L2 reading experts in reading and writing courses (Hedgcock & Ferris,<br />
2009; Grabe & Stroller, 2001; Jiang & Grabe, 2007). Using a graphic organizer for text structure<br />
(how texts are structured rhe<strong>to</strong>rically) will facilitate the understanding <strong>of</strong> meaning and ideas in a<br />
particular text. In the “during-reading” phase, students can create graphic organizers as ways <strong>to</strong><br />
discern text structure and organization, as well as <strong>to</strong> pull “out key facts and relationships and <strong>to</strong><br />
record them in a visual format different from the information contained in potentially dense and<br />
lengthy paragraphs” <strong>of</strong> many academic texts (Grabe & S<strong>to</strong>ller, 2001). In the study by Jiang<br />
& Grabe (2007), the authors found that use <strong>of</strong> GOs “facilitate comprehension <strong>of</strong> macrostructures<br />
and recall <strong>of</strong> main ideas” <strong>of</strong> different discourse texts (p. 34). They also found that different texts<br />
require a different GO depending on the “discourse structure <strong>of</strong> the text” (p. 34). The most<br />
common types <strong>of</strong> GOs are definitions, compare-contrast, cause-effect, process and sequence,<br />
problem-solving, classification, argument, and for-against. More importantly, they discovered<br />
that GOs constructed by students themselves were found <strong>to</strong> be more effective than those<br />
42
constructed by teachers. As Jiang & Grabe (2007) note “The active involvement <strong>of</strong> readers in<br />
constructing a GO, even simply finishing a partially complete graph, provides them with an<br />
opportunity for deeper processing <strong>of</strong> the materials than studying GO produced by others” (p. 42).<br />
Most L2 reading experts, including Jiang & Grabe (2007), suggest the need for teachers <strong>to</strong> model<br />
appropriate GOs for students so that they can eventually learn how <strong>to</strong> do it independently.<br />
During the reading workshop, the instruc<strong>to</strong>r will first model appropriate GOs for students <strong>to</strong><br />
analyze and evaluate. Students will then receive the opportunity <strong>to</strong> practice constructing GOs<br />
independently throughout the semester as they tackle new reading materials.<br />
After-Reading<br />
Summary and Response Writing. Summary and response-writings are excellent<br />
“comprehension check <strong>to</strong>ols” for the after-reading phrase. An important element <strong>of</strong> summary<br />
writing is that it “requires the writer <strong>to</strong> express the main points <strong>of</strong> a text she [or he] has read<br />
succinctly and in her [or his] own words” (Hedgcock & Ferris, 2009, p. 185). As noted by many<br />
L2 reading experts, the summary writing activity is a perfect springboard for the response writing<br />
activity (Aebersold & Field, 1997; Grabe & Stroller, 2001; Hedgcock & Ferris, 2009). In the<br />
response writing activity, students have the opportunity <strong>to</strong> react <strong>to</strong> the text based on their personal<br />
experiences and beliefs. But more importantly, as noted by Ferris & Hedgcock (2009), the<br />
response activity “is a necessary precursor <strong>to</strong> critical evaluation <strong>of</strong> textual content, as our own<br />
emotional responses and prior experiences impact our ability <strong>to</strong> analyze an author’s ideas and<br />
arguments objectively” (p. 186). As a result, these writing activities can aid in the development <strong>of</strong><br />
students’ critical thinking skills. In addition, many L2 reading experts have noted that<br />
summarizing is a complex skill <strong>to</strong> master and suggest teachers should train students by modeling<br />
this process repeatedly throughout the entire course (Grabe & S<strong>to</strong>ller, 2001; Mikulecky, 1990). In<br />
Robb’s (2001) reading course, for example, during the first three weeks he trained his<br />
43
students how <strong>to</strong> write effective summaries by providing several models <strong>of</strong> “good” summary<br />
writings and “bad” summary writings, while also using a guided checklist <strong>to</strong> evaluate these<br />
writings. He repeatedly evaluated each student’s summary writing with this guided checklist<br />
throughout the course.<br />
Similar <strong>to</strong> Robb’s reading course, students in this course will be trained how <strong>to</strong> write an<br />
effective summary and response paper during the reading process workshop (in week 5) by<br />
analyzing several models <strong>of</strong> “good” and “bad” summary-response writings, while also using a<br />
rubric. Students will continue <strong>to</strong> use this rubric as a checklist throughout the semester, as they<br />
continually seek <strong>to</strong> revise the summary-response paper for submission in the final portfolio. In<br />
addition, students will transfer these writing skills in<strong>to</strong> other writing assignments encountered<br />
throughout the course, as they are required <strong>to</strong> present a brief summary <strong>of</strong> their chosen public<br />
policy issue in their public policy research paper, as well as <strong>to</strong> write an abstract section in their<br />
grant proposal project.<br />
Thinking Critically. Although this may be a new experience for some L2 students who<br />
have grown up in cultures that never criticize or disrespect authority, helping students <strong>to</strong> think<br />
critically is a major part <strong>of</strong> succeeding in U.S. postsecondary education (Aebersold & Field,<br />
1997; Hirvela, 2004). As a result, it is essential for both reading and writing teachers <strong>to</strong> help<br />
develop L2 students’ critical thinking skills. Bloom’s Taxonomy <strong>of</strong> Cognitive Domains has<br />
proven <strong>to</strong> be a useful framework for describing these critical thinking skills. According <strong>to</strong><br />
Bloom’s framework, there are six different types <strong>of</strong> cognitive abilities---namely, Knowledge,<br />
Comprehension, Application, Analysis, Synthesis, and Evaluation. Of these cognitive abilities,<br />
the analysis, synthesis, and evaluation domains are essential for developing students’ critical<br />
skills (see Table 5).<br />
44
Table 5:<br />
Bloom’s Taxonomy <strong>of</strong> Cognitive Domains<br />
Competence Demonstrated Skills<br />
Analysis (making<br />
connections among details)<br />
Synthesis (combining<br />
elements in<strong>to</strong> a new coherent<br />
whole)<br />
Evaluation (judging the<br />
adequacy <strong>of</strong> materials or<br />
ideas for a given purpose)<br />
Seeing patterns; organization <strong>of</strong> parts; and recognition <strong>of</strong><br />
components.<br />
Note: Adapted from Singhal, M. (2004). p. 5-6.<br />
Use old ideas <strong>to</strong> create new ones; generalize from given<br />
facts; and relate knowledge from several areas; predict,<br />
draw conclusions.<br />
Compare and discriminate between ideas; assess value<br />
<strong>of</strong> theories, presentations; make choices based on<br />
reasoned argument; verify value <strong>of</strong> evidence; recognize<br />
subjectivity; and apply logos, ethos, & pathos.<br />
A variety <strong>of</strong> in-class activities can help students <strong>to</strong> think critically about a text in the post-<br />
reading stage. For example, in-class debates are extremely helpful in developing students’ critical<br />
thinking skills, especially when a text presents two sides <strong>of</strong> an issue. In addition, students can<br />
respond in writing or in a whole class discussion <strong>to</strong> questions about the text at hand, or even<br />
compose an argumentative essay in which they take a position on the issues presented in the text.<br />
Generally speaking, thinking critically about the text not only “promotes deeper comprehension<br />
and good reading strategies but should also give students ideas and models for their own writing”<br />
(Hedgcock & Ferris, 2009). Like the in-class activities mentioned above, this course will also<br />
incorporate some <strong>of</strong> the same post-reading activities <strong>to</strong> develop students’ critical thinking skills as<br />
well. For example, in all <strong>of</strong> the reading assignments encountered in the first semester, students<br />
will first be required <strong>to</strong> critically analyze and evaluate the author’s point <strong>of</strong> view, his/her<br />
45
he<strong>to</strong>rical situation (purpose, persona, and audience), and his/her rhe<strong>to</strong>rical strategies (logs,<br />
pathos, ethos). Students will then synthesize these elements in which they must take position <strong>of</strong><br />
the ideas/issues presented in<strong>to</strong> a coherent piece <strong>of</strong> academic prose acceptable at the university<br />
level for the argumentative essay and public policy research paper. For the unit on Public Policy,<br />
students will be required <strong>to</strong> participate in debates pertaining <strong>to</strong> certain social issues in order <strong>to</strong><br />
further develop their critical thinking skills needed <strong>to</strong> tackle the public policy research paper.<br />
Heuristic Approach <strong>to</strong> the Writing Process<br />
L2 students need <strong>to</strong> develop specific writing strategies and skills for composing fluently<br />
and accurately, especially in postsecondary education in the United States (Ferris & Hedgcock,<br />
2005; Hyland, 2002; Kroll, 2001). Broadly speaking, the composing process is essentially made<br />
up <strong>of</strong> the following three broad phrases—namely, the invention phase, the planning and drafting<br />
phase, and the revising and editing phase. As research shows, the composing process is highly<br />
recursive and interactive, and not sequential in nature (Ferris & Hedgcock, 2005; Flower &<br />
Hayes, 1981; Zamel, 1983). In addition, depending on the writing situation, some writing<br />
strategies and skills will be more appropriate, and more relevant than others within the particular<br />
socio-cultural context and constraint <strong>of</strong> the writing situation. As a result, teachers should equip<br />
students with an array <strong>of</strong> heuristics and writing strategies, as some strategies will be a better fit <strong>to</strong><br />
the particular composing writing task at hand than will others, especially in regards <strong>to</strong> academic<br />
writing (Hedgcock & Ferris, 2009; Flower & Hayes, 1981). In essence, a heuristic procedure <strong>to</strong><br />
writing uses an array <strong>of</strong> writing strategies and skills during the composing process appropriate <strong>to</strong><br />
the socio-cultural context and constraint <strong>of</strong> the particular writing situation.<br />
Invention Strategies. Unstructured prewriting techniques such as freewriting,<br />
brains<strong>to</strong>rming, and listing are all important invention strategies <strong>to</strong> the process <strong>of</strong> writing. These<br />
unstructured prewriting techniques aim <strong>to</strong> stimulate creative thought and invention under<br />
46
uninhibited conditions (Elbow & Belan<strong>of</strong>f, 1995; Glenn et al., 2003) Structured prewriting tasks,<br />
on the other hand, such as loop-writing, clustering, cubing, and reflective writing (i.e., journal<br />
logs) tend <strong>to</strong> be more systematic in nature. These structured prewriting tasks help students<br />
“explore <strong>to</strong>pics, generate ideas, gather information, relate new knowledge <strong>to</strong> existing knowledge,<br />
and develop strategies” as preparation for the planning and drafting processes (Ferris &<br />
Hedgcock, 2005, p. 150). Regardless <strong>of</strong> their differences, these invention strategies can <strong>of</strong>fer<br />
students ideas for focusing on a broad <strong>to</strong>pic and can provide a direction for their writing,<br />
especially as scaffolding processes <strong>to</strong> the planning and drafting stages <strong>of</strong> the writing process.<br />
However, L2 researchers caution teachers <strong>to</strong> respect their students’ divergent learning styles by<br />
having students practice a variety <strong>of</strong> these prewriting tasks rather than strictly adhering <strong>to</strong> one or<br />
the other (Hillocks, 1986; Ferris & Hedgcock, 2005). The main objective <strong>of</strong> the writing process<br />
workshop in this course is <strong>to</strong> provide students with a variety <strong>of</strong> pre-writing activities so that they<br />
can use them in their argumentative essay (project 1), public policy research paper (project 2),<br />
grant proposal (project 3), and newsletter assignment (project 4). Students will practice a host <strong>of</strong><br />
unstructured and structured pre-writing activities such as free-writing, listing, loop-writing,<br />
clustering/mapping, and cubing <strong>to</strong> help generate ideas before the writing the first draft <strong>of</strong> each <strong>of</strong><br />
the major assignments.<br />
Planning & Drafting Strategies. Research on the composing processes have shown that<br />
planning and drafting occurs simultaneously and recursively during the writing event, as<br />
“planning does not necessarily precede drafting, nor does drafting begin only after a definitive<br />
‘plan’ for a piece <strong>of</strong> writing has been formalized” (Ferris & Hedgcock, 2005, p.155). In fact,<br />
many skillful L1 and L2 writers plan as they move though the different stages <strong>of</strong> the drafting<br />
processes (Bamberg, 2003; Clark, 2003; Flower & Hayes, 1981; Zamel, 1983). In effect,<br />
successful planning processes can take a variety <strong>of</strong> different forms, as writers’ initial tentative<br />
47
plans are changed, altered, modified, or essentially revised throughout the drafting stage <strong>of</strong> the<br />
composing process. As a result, teachers should provide students with a host <strong>of</strong> planning<br />
techniques, as well as ample opportunities for practicing these techniques (Clark, 2003).<br />
Outlines, whether written on paper or developed internally, can serve as an effective prewriting<br />
and planning <strong>to</strong>ol for many skilled writers. As Ferris & Hedgcock (2005) note, preparing an<br />
outline gives the writer “a sense <strong>of</strong> the hierarchical and linear structure <strong>of</strong> the themes,<br />
propositional content, and rhe<strong>to</strong>rical links that bind the prose text on which the outline is based”<br />
(p. 157). In other words, outlines can serve as advanced organizers for the writer as he/she begins<br />
<strong>to</strong> create his/her draft.<br />
As for the drafting phase, many composition specialists recommend guiding novice L1<br />
and L2 writers though more than one drafting phase, especially within the classroom environment<br />
(Flowerdew, 1993; Kroll, 2001; Zamel, 1982). The purpose is <strong>to</strong> provide students with ample<br />
practice, as well as explicit examples <strong>of</strong> how skilled writers benefit from multidrafting. Many<br />
writing experts have sought <strong>to</strong> categorize the drafting component in<strong>to</strong> several manageable stages<br />
(Ferris & Hedgcock, 2005; Kroll, 2001; Tarvers, 1993). Tarvers (1993), for example, reduced the<br />
multi-drafting stage in<strong>to</strong> five incremental stages <strong>of</strong> development: (1) zero draft; (2) shaping draft<br />
(focus on organization, audience, and voice); (3) style draft (focus on paragraphing, syntax, and<br />
diction); (4) editing draft (focus on grammatical, mechanical, and formatting features); and (5)<br />
final draft (submit in final portfolio for teacher’s evaluation). As Ferris & Hedgcock (2005) note,<br />
a multistage drafting sequence such as Tarvers (1993) should not be seen as a “prescription for<br />
rigid sequencing,” but rather a multistage drafting sequence that can be “reduced or expanded<br />
according <strong>to</strong> students’ pr<strong>of</strong>iciency levels, features <strong>of</strong> the writing task, and amount <strong>of</strong> class time<br />
available” (Ferris & Hedgcock, 2005, p. 161). During the writing process workshop <strong>of</strong> the<br />
course, students will receive the opportunity <strong>to</strong> create a zero draft in-class <strong>of</strong> the first writing<br />
48
assignment (argumentative essay). Students will then receive the opportunity <strong>to</strong> revise and edit<br />
the same paper multiple times in-class, first focusing on the content (organization, focus, and<br />
development) and then on the mechanical features (grammar, sentence structure, etc.). Students<br />
will also pay careful attention <strong>to</strong> revising/editing their thesis statements, <strong>to</strong>pic sentences,<br />
supporting details/examples, analysis, and concluding sentences.<br />
Building a Community <strong>of</strong> Writers (Peer Response)<br />
As Ede (1989) states, revision is “the heart <strong>of</strong> the writing process,” as we are able <strong>to</strong><br />
create a community <strong>of</strong> writers through this process (p. 95). Both teachers and peers work <strong>to</strong>gether<br />
<strong>to</strong> provide feedback at various points in the writing process. As agreed by many writing teachers,<br />
peer response activities in the classroom fit extremely well “with the increased emphasis on<br />
cognitive processes and social constructionism in composition teaching” (as cited in Ferris &<br />
Hedgcock, 2005, p. 225). As research on peer response has consistently shown, there are many<br />
benefits for using peer response in the writing classroom (see Table 6), which highly aligns with<br />
Second Language Acquisition (SLA) principles <strong>of</strong> interaction for language learning development.<br />
Table 6:<br />
Benefits <strong>of</strong> Peer Review<br />
1. Students become active learners.<br />
2. Students can revise their writing in response <strong>to</strong> their peers’ feedback.<br />
3. Students receive feedback from a real audience.<br />
4. Students receive a better understanding <strong>of</strong> the reader’s expectations.<br />
5. Responding <strong>to</strong> peers’ texts build critical thinking skills.<br />
6. Students gain confidence by witnessing peers’ weaknesses in writing.<br />
7. Peer response activities build a community environment within the classroom.<br />
Note: Adapted from Ferris & Hedgcock. (2005). p. 225-26<br />
49
As for effective instructional implications on peer response, Mittan (1989) suggests<br />
“integrating and weaving peer review” throughout the writing course, rather than treating it in<br />
isolated situations (as cited in Ferris & Hedgcock, 2005, p.233). In regards <strong>to</strong> L2 students, most<br />
research on peer response stress the importance <strong>of</strong> teacher input and modeling before peer<br />
response sessions (Carson & Nelson, 1996; Liu & Hansen, 2002). As a result, it is extremely<br />
important for teachers <strong>to</strong> model appropriate feedback patterns for their students through a variety<br />
<strong>of</strong> peer review activities. Studies dealing with training in peer review have consistently found<br />
that students’ performance and attitudes improve if they are carefully prepared for such peer<br />
review activities (Berg, 1999; Rothschild & Klingenberg, 1990). The basic format and structure<br />
<strong>of</strong> peer review should remain consistent throughout the entire writing course. As Ferris &<br />
Hedgcock (2005) note, the reader should “<strong>of</strong>fer a positive, encouraging response <strong>to</strong> the writer,<br />
identify the purpose or main point or points <strong>of</strong> the sample being reviewed, direct questions <strong>to</strong> the<br />
writer, and <strong>of</strong>fer concrete suggestions for revising or expanding the text” (p. 235). As for the<br />
editing stage, a variety <strong>of</strong> peer response activities can be useful for “helping students develop<br />
self-editing skills and metalinguistic awareness” (Ferris & Hedgcock, 2005, p. 240). The teacher,<br />
for example, can ask students <strong>to</strong> mark any errors or look for specific error patterns. This process<br />
can eventually lead students <strong>to</strong> identify their own errors, thereby helping them become more<br />
au<strong>to</strong>nomous and independent, specifically in regards <strong>to</strong> developing self-editing skills. Because <strong>of</strong><br />
its numerous benefits, this course has implemented a peer review workshop (during week 8),<br />
where students are trained <strong>to</strong> provide appropriate feedback on other students’ papers. In addition,<br />
regular peer review sessions throughout the year will be an integral part <strong>of</strong> the course, as students<br />
will be required <strong>to</strong> provide feedback on other students’ major writing assignments.<br />
50
Corpus-Based Writing Analysis<br />
Literature on corpus linguistics has contributed <strong>to</strong> a wealth <strong>of</strong> research addressing both<br />
discourse and metalinguistic awareness (Biber, 1988; Conrad, 1996; Hyland, 2002; Reppen,<br />
2010). The various genres <strong>of</strong> written authentic texts (i.e. academic prose, newspaper articles,<br />
fiction, biographies, <strong>of</strong>ficial documents, academic published work, etc.) s<strong>to</strong>red in the corpus data<br />
have allowed researchers <strong>to</strong> “describe regularities in the use <strong>of</strong> discoursal, sytntactic, lexical,<br />
semantic, and collocational features <strong>of</strong> language” (Hyland, 2002, p.10). These analyses have<br />
resulted in the inclusion <strong>of</strong> “specific linguistic features, lexis, and collocations in learner<br />
dictionaries, textbooks, and other instructional materials,” as well as comprehensive grammar<br />
volumes and learner workbooks (Hyland, 2002, p.10). According <strong>to</strong> Hyland (2002), online<br />
corpora can be used as reference <strong>to</strong>ols “<strong>to</strong> be consulted for examples when problems arise while<br />
writing, or as research <strong>to</strong>ols “<strong>to</strong> be systematically investigated as a means <strong>of</strong> gaining greater<br />
awareness <strong>of</strong> language use” (p. 122).<br />
By using online corpora as a research <strong>to</strong>ol, students can focus on the range <strong>of</strong> academic,<br />
business, legal, fiction, and newspaper genres. This kind <strong>of</strong> research has been useful in assisting<br />
learners <strong>to</strong> compare features <strong>of</strong> their own writing with the types <strong>of</strong> writing by experts in the field<br />
<strong>of</strong> study (Mil<strong>to</strong>n & Hyland, 1999). In addition, the online corpora can be used <strong>to</strong> generate KWICs<br />
(key word in context indexes) and provide information about the context <strong>of</strong> use for particular<br />
words or phrases (Hyland, 2002; Reppen, 2010). As Hyland (2002) notes, “L2 writers need <strong>to</strong><br />
know what is typical rather than what is possible,” and a concordance can provide invaluable<br />
information about the use <strong>of</strong> a particular word or phrase within a specific discourse, thereby<br />
assisting “novice writers in controlling more text-level features <strong>of</strong> their writing” (p. 123). In<br />
Gilmore’s (2000) study <strong>of</strong> Japanese university writing classes, the author incorporated the use <strong>of</strong><br />
online corpora in<strong>to</strong> a process writing approach <strong>to</strong> help develop students’ writing skills. After only<br />
51
a 90-minute training session, the majority <strong>of</strong> the students in the study were able <strong>to</strong> significantly<br />
improve the “naturalness <strong>of</strong> their writing.” In addition, the majority <strong>of</strong> the students believed that<br />
an online corpus was beneficial in helping <strong>to</strong> make their essays sound more natural (both<br />
grammatically and syntactically) (p. 368-9). Similarly, Varely’s (2009) study on “concordancers”<br />
reveals that students demonstrated an increased awareness <strong>of</strong> grammatical usage, specifically in<br />
regards <strong>to</strong> vocabulary acquisition and collocational use <strong>of</strong> frequent words. Clearly, online corpora<br />
have proven <strong>to</strong> be an effective research <strong>to</strong>ol as well as a reference <strong>to</strong>ol for not only bringing about<br />
discourse and metalinguistic awareness, but also in helping <strong>to</strong> improve students’ overall writing<br />
skills during the writing process. Similarly, students in this course will be trained how <strong>to</strong> use<br />
online corpora as a reference and research <strong>to</strong>ol in order <strong>to</strong> develop discourse and metalinguistic<br />
awareness <strong>of</strong> certain academic texts during week 8 (in the first semester) <strong>to</strong> improve the<br />
naturalness <strong>of</strong> their writing. Throughout the course, students will continue <strong>to</strong> use online corpora<br />
as part <strong>of</strong> the revision process on nearly all writing assignments.<br />
Conclusion<br />
Improving each student’s overall reading and writing skills/strategies, which are essential<br />
for academic success at the university level and beyond, is a critical component <strong>of</strong> this integrated<br />
reading/writing Stretch program. The various reading and writing workshops should not only<br />
equip students with an array <strong>of</strong> academic reading and writing skills/strategies, but more<br />
importantly, should make these students become better strategic readers and writers ready <strong>to</strong><br />
confront the variety <strong>of</strong> situations they will encounter in their future education, pr<strong>of</strong>ession,<br />
community, and home lives. In other words, the ultimate purpose <strong>of</strong> this course (as explained by<br />
the six main learning goals and supported by the literature review) is <strong>to</strong> create self-sufficient, life-<br />
long literate readers and writers among multilingual students. As the old Chinese proverb goes,<br />
“Give a man a fish and you feed him for a day. Teach a man <strong>to</strong> fish and you feed him for a<br />
52
lifetime.” All <strong>of</strong> the reading and writing skills/strategies acquired by the students in the first part<br />
<strong>of</strong> the course are meant <strong>to</strong> transfer over in<strong>to</strong> the writing genres <strong>of</strong> the second part <strong>of</strong> the course<br />
and beyond the classroom in connection with their service-learning experience.<br />
53
APPENDICES<br />
54
APPENDIX A<br />
COURSE SYLLABLUS<br />
55
Instruc<strong>to</strong>r: Vu Tran<br />
Office: Calaveras XXX<br />
Office Hours: 12:00-1:00<br />
<strong>English</strong> 10M & 11M—Academic Literacies I & II<br />
Critical Thinking, Reading, & Writing for Multilinguals<br />
Section 01, MW 1:30-2:45, Calaveras XXX<br />
Office Phone: 278-XXXX<br />
E-mail: mr.tran.rfdc@gmail.com<br />
“If you don't have the time <strong>to</strong> read, you don't have the time or the <strong>to</strong>ols <strong>to</strong> write.”--Stephen King<br />
“No skill is more crucial <strong>to</strong> the future <strong>of</strong> a child, or <strong>to</strong> a democratic and prosperous society, than<br />
literacy.” –Los Angeles Times<br />
Course Description<br />
<strong>English</strong> 10M/11M (Academic Literacies I & II) is an intensive one-year, six-unit course designed<br />
<strong>to</strong> help multilingual students use reading, writing, discussion, and research for discovery,<br />
intellectual curiosity, and personal academic growth. Within this literary framework, students (1)<br />
engage in reading and writing as communal and diverse processes; (2) read and write effectively<br />
in and beyond the university; (3) develop metacognitive understanding <strong>of</strong> their reading, writing,<br />
and thinking processes; and (4) understand that everyone develops and uses multiple discourses.<br />
Moreover, students work collaboratively <strong>to</strong> share, critique, and revise their reading and writing<br />
throughout the program. <strong>English</strong> 10M is credit/no credit, while a final letter course grade will be<br />
assigned at the end <strong>of</strong> <strong>English</strong> 11M. This year-long course fulfills the GE Area A2 requirement <strong>of</strong><br />
first-year written composition.<br />
First-Year Reading/Writing Program Goals<br />
Students should be able <strong>to</strong>:<br />
1) Understand processes <strong>of</strong> reading, writing, and research.<br />
2) Develop a metacognitive understanding <strong>of</strong> processes <strong>of</strong> reading, writing, and thinking.<br />
3) Understand textual conventions.<br />
4) Understand and engage in reading and writing as communal processes.<br />
5) Understand the ways that readers and writers write in and beyond the university.<br />
6) Think critically about academic discourse communities as contact zones where different<br />
cultures both connect and come in<strong>to</strong> conflict.<br />
Course Texts<br />
Carlson, M., & O’Neal-McElrath, T. (2008). Winning Grants: Step by Step (3 rd Ed.). San<br />
Francisco, CA: Jossey-Bass<br />
CSUS Student Writing Handbook (available at Kinko’s/FedEx on J st)<br />
Thomas, S. (2000). JonBenet: Inside the Ramsey Murder Investigation. New York, NY: St.<br />
Martin’s Press.<br />
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Course Requirements<br />
1. Attendance<br />
Attendance is required for passing this course. You are expected <strong>to</strong> be prepared and<br />
attend class on a regular basis. More than four absences per semester will result in a<br />
failing grade for the course, while two tardies will be counted as an absence. If you are<br />
unable <strong>to</strong> attend a class, please notify me in advance either by e-mail or phone.<br />
2. Participation<br />
You are expected <strong>to</strong> actively participate in all class discussions, group activities, peer<br />
reviews, and workshops throughout the entire year. In addition, you will be required <strong>to</strong><br />
complete a service-learning component by volunteering at a pre-approved organization or<br />
agency <strong>of</strong> your choice. Participation for the service-learning component is necessary <strong>to</strong><br />
complete most <strong>of</strong> the writing projects in this class. Non-participation <strong>of</strong> the service-<br />
learning project will result in an au<strong>to</strong>matic failing grade for writing projects 2, 3, & 4,<br />
which make up about 70% <strong>of</strong> the materials needed in the final portfolio submission. As a<br />
result, non-participation for the service-learning component will ultimately result in a<br />
failing grade for the course.<br />
3. Service-Learning Component & Requirements<br />
Through your service-learning experience, you will have the opportunity <strong>to</strong> apply<br />
concepts, ideas, and issues learned in class <strong>to</strong> “real-world” settings. In conjunction with<br />
the goals <strong>of</strong> the course, the service-learning experience will enhance your academic and<br />
pr<strong>of</strong>essional literacies by directly affecting your classroom experience as well as the<br />
community in which you live and work. As a result, you will come <strong>to</strong> understand and<br />
value the different discourse communities that exist not only within the university, but<br />
also in your community, pr<strong>of</strong>ession, and personal life.<br />
You will be required <strong>to</strong> complete several service-learning projects by participating in a<br />
pre-approved organization or agency <strong>of</strong> your choice. You will observe, research, and<br />
collect in-depth data from a variety <strong>of</strong> sources (i.e. interviews, field notes, and artifacts,<br />
etc.) about your selected agency or organization during the entire service-learning<br />
experience and use the data <strong>to</strong> complete a great deal <strong>of</strong> the writing assignments in this<br />
course (see service-learning requirements & timeline sheet).<br />
4. Assignments<br />
Academic & Career/Pr<strong>of</strong>essional Ethnographic Project & Presentation (20%)<br />
Part I: Academic Discourse Community (Group PowerPoint Presentation)<br />
Each group will be required <strong>to</strong> conduct a mini-ethnography study on campus <strong>of</strong><br />
an academic discourse community <strong>of</strong> their choice. Your group will be required <strong>to</strong><br />
carefully observe the classroom setting as well as interview the teacher about the<br />
different types <strong>of</strong> reading and writing commonly used in that specific academic<br />
discourse community. During weeks 14 &15 (in the 1 st semester), each group<br />
will be required <strong>to</strong> share what they found <strong>to</strong> the class using PowerPoint (see<br />
assignment handout on SacCT).<br />
57
Part II: Career/Pr<strong>of</strong>essional Discourse Community (Individual PowerPoint Presentation)<br />
Based upon the selected academic discourse community in the first project, you<br />
will then pick an academic major that will lead <strong>to</strong> a potential career/pr<strong>of</strong>ession.<br />
Once you choose the major and career/pr<strong>of</strong>ession, you will conduct a miniethnography<br />
study about the specific discourse community in your chosen<br />
career/pr<strong>of</strong>essional field. During week15 (in the 2 nd semester), you will be<br />
required <strong>to</strong> share your information <strong>to</strong> the classing using PowerPoint (see<br />
assignment handout on SacCT).<br />
Summary-Response Paper (included in final portfolio)<br />
After reading Thomas’ JonBenet: Inside the Ramsey Murder Investigation, you<br />
must write a summary-response paper in which you choose a chapter in the book<br />
<strong>to</strong> (1) summarize and (2) respond <strong>to</strong> any idea or issue expressed by the author in<br />
his book. The final version <strong>of</strong> your summary-response paper will be submitted in<br />
your portfolio as part <strong>of</strong> your final grade (see assignment handout on SacCT).<br />
Project 1: Argumentative Essay (included in final portfolio)<br />
You must write a 3 - 4 page argumentative essay in which you take a<br />
position/stance regarding a specific issue or idea presented in Thomas’ JonBenet:<br />
Inside the Ramsey Murder Investigation. The final version <strong>of</strong> your essay will be<br />
submitted in your portfolio as part <strong>of</strong> your final grade (see assignment handout<br />
on SacCT). In addition, you will have the option <strong>of</strong> publishing the final version<br />
<strong>of</strong> your essay in the end-<strong>of</strong>-the year booklet for future freshmen <strong>to</strong> read who are<br />
planning <strong>to</strong> enroll in this course<br />
Project 2: Social Public Policy Research Paper (included in final portfolio)<br />
You must write a 5-7 page research paper about a social public policy issue <strong>of</strong><br />
your choice based upon the data gathered from your pre-approved agency or<br />
organization as part <strong>of</strong> the service-learning experience. In this paper, you must<br />
first present the social issue or problem in its entirety (his<strong>to</strong>rically and currently),<br />
and then advocate for a change by providing concrete solutions (using research<br />
evidence/support) <strong>to</strong> either reduce or eliminate the issue/problem. The final<br />
version <strong>of</strong> your research essay will be submitted in your portfolio as part <strong>of</strong> your<br />
final course grade (see assignment handout on SacCT). In addition, you will have<br />
the option <strong>of</strong> publishing the final version <strong>of</strong> this assignment in the end-<strong>of</strong>-the<br />
year booklet for future freshmen students <strong>to</strong> read who are planning <strong>to</strong> enroll in<br />
this course.<br />
Project 3: Grant Proposal (included in final portfolio)<br />
You must write a 5-10 page grant proposal based upon the particular<br />
organization you are going <strong>to</strong> volunteer for as part <strong>of</strong> the service-learning project<br />
in the 2 nd semester. The final version <strong>of</strong> your grant proposal will be submitted in<br />
your portfolio as part <strong>of</strong> your final course grade (see assignment handout on<br />
SacCT). In addition, you will have the option <strong>of</strong> publishing the final version <strong>of</strong><br />
this assignment <strong>to</strong> your pre-approved agency or organization in hopes that they<br />
58
find the right funding agency.<br />
Project 4: Newsletter (included in final portfolio)<br />
You must write a 2-3 page newsletter in which you inform the public about the<br />
organization you are volunteering for as part <strong>of</strong> the service-learning project in the<br />
second semester. The final version <strong>of</strong> your newsletter will be submitted in your<br />
portfolio as part <strong>of</strong> your final grade (see assignment handout on SacCT). In<br />
addition, you will have the option <strong>of</strong> publishing your newsletter and sending it<br />
directly <strong>to</strong> your selected organization.<br />
Project 5: Resume & Cover Letter (10%)<br />
You must write a resume and cover letter based on an actual job listing from a<br />
company or organization <strong>of</strong> your interest. The final version <strong>of</strong> your resume and<br />
cover letter will not be included in the final portfolio, but graded separately as<br />
part <strong>of</strong> the final grade (see assignment handout on SacCT). In addition, you will<br />
have the option <strong>of</strong> sending out the final version <strong>of</strong> your resume and cover letter<br />
<strong>to</strong> a company or organization <strong>of</strong> your interest.<br />
<br />
Journal Entries (10%)<br />
You must log on<strong>to</strong> SacCT and complete all 10 journal entries over the course <strong>of</strong><br />
the year. To receive full credit for each online journal posting, you must (1)<br />
critically reflect on what you have learned about the <strong>to</strong>pic assigned for each unit,<br />
and (2) respond or comment <strong>to</strong> at least two other classmates’ journal entries on<br />
the same <strong>to</strong>pic. During the first week, you will be grouped up with four other<br />
students in the classroom. This group will remain with you for the rest <strong>of</strong> the<br />
year.<br />
5. Formatting/Citation<br />
All writing projects must be typed and must follow the formatting guidelines outlined<br />
either in the 7 th edition <strong>of</strong> the MLA Publication Manual or in the 6th edition <strong>of</strong> the APA<br />
Publication Manual. Each <strong>of</strong> the writing assignments will specifically adhere <strong>to</strong> one <strong>of</strong><br />
the two formatting guidelines. Nearly all <strong>of</strong> the writing assignments in the first semester<br />
will require the use <strong>of</strong> MLA formatting; while a great deal <strong>of</strong> the writing assignments in<br />
the second semester will require the use <strong>of</strong> APA formatting (see each assignment handout<br />
on SacCT for more details).<br />
6. Peer Review<br />
In-class peer review will be required for some <strong>of</strong> the major writing assignments. Failure<br />
<strong>to</strong> participate in these peer review sessions will result in a 1-point deduction <strong>to</strong>wards your<br />
final grade.<br />
7. Student/Teacher Conference<br />
You are required <strong>to</strong> attend several manda<strong>to</strong>ry student/teacher conferences throughout the<br />
year. Failure <strong>to</strong> attend will result in an absence. In the first semester, student/teacher<br />
59
conferences will be held in week 11, while in the second semester student/teacher<br />
conferences will be held first in week 7 and later in week 14.<br />
8. Final Portfolio<br />
You will be required <strong>to</strong> submit a portfolio at the end <strong>of</strong> the second semester for a final<br />
letter grade. Throughout the year (for 2 semesters-long) you will draft, revise, and edit<br />
essays and research papers for audiences and purposes not just within the classroom<br />
setting, but beyond the classroom setting. The final drafts <strong>of</strong> your writing materials<br />
included in the portfolio must be thoughtfully developed, well supported, and carefully<br />
edited. The portfolio will be assessed as a whole <strong>to</strong> largely determine whether or not you<br />
will ultimately pass the course. Your portfolio is 50% <strong>of</strong> your final grade. The final<br />
submission <strong>of</strong> the portfolio will include these assignments:<br />
Final Portfolio Assignments Evaluation<br />
(I) Polished Works (choose the best three) (see portfolio handout)<br />
Polished work # 1 (final version and all<br />
drafts included)<br />
Polished work # 2 (final version and all<br />
drafts included)<br />
Polished work # 3 (final version and all<br />
drafts included)<br />
Course Grading<br />
(II) Additional work<br />
Summary-Response<br />
Highlighting & Annotating<br />
<br />
(see portfolio handout)<br />
Assignments Course Grade (100 points possible)<br />
Service Learning Log-In Hours 10 points<br />
SacCT Journals 10 points<br />
PowerPoint Presentations (I & II) 20 points<br />
Resume & Cover Letter 10 points<br />
Final Portfolio 50 points<br />
Total 100 points<br />
Course Policies<br />
A = 93-100 C- = 69-72<br />
A - = 89-92 D = 63-68<br />
B = 83-88 D- = 59-62<br />
B- = 79-82 F = 0-58<br />
C = 73-78<br />
1. Deadlines/Late Papers<br />
All papers are due by the assigned day and time listed on the daily schedule and<br />
assignment handout sheets. Late papers will be penalized a 1 point deduction <strong>to</strong>wards the<br />
final course grade for each day they are late unless actual documentation <strong>of</strong> an emergency<br />
is provided <strong>to</strong> me before the deadline.<br />
60
2. SacCT<br />
All class materials (handouts & readings) will be available through SacCT. You are<br />
responsible for downloading all assigned class materials from SacCT prior <strong>to</strong> each class<br />
session. You will also use the online discussion <strong>to</strong>ol on SacCT <strong>to</strong> complete all <strong>of</strong> the 10<br />
assigned writing journals.<br />
3. Plagiarism<br />
When you quote, paraphrase, or use facts from another source, you must give that source<br />
credit for his or her material in your paper. You will receive a failing grade on the<br />
particular assignment if you are caught plagiarizing. As a CSUS student, you are<br />
responsible for knowing the policies regarding the use <strong>of</strong> another person’s work or<br />
materials and for documenting sources appropriately within the university setting. Please<br />
read the CSUS policy on cheating and plagiarism.<br />
.<br />
4. Disability Accommodation<br />
If you have a disability and need accommodations, you need <strong>to</strong> provide this information<br />
<strong>to</strong> SSWD, Lassen Hall 1008, (916) 278-6955. For specific accommodations pertaining <strong>to</strong><br />
the classroom environment, please discuss it with me as soon as possible so that your<br />
needs can be met.<br />
5. Academic Resource<br />
The CSUS University Writing Center is available for your assistance and is located in<br />
CLV 128. Qualified writing tu<strong>to</strong>rs will help you with all stages <strong>of</strong> your writing process<br />
(i.e., planning stage, drafting stage, and revision stage).<br />
Daily Schedule<br />
<strong>English</strong> 10M (Fall 2012):<br />
Weeks Topic Assignments<br />
Week 1<br />
Day 1 Course Introduction/Syllabus<br />
I. Service Learning (SL)<br />
Experience<br />
61<br />
Handout Course Syllabus, Service Learning<br />
Requirement & Timeline sheet, and Time-log.<br />
Day 2 Multiple Literacies Read Linda S. Bausch’s (2003) “ Just Words:<br />
Living and Learning the Literacies <strong>of</strong> Our<br />
Student’s Lives”<br />
Week 2<br />
Day 1 Ethnographic Research<br />
Field Notes<br />
Handout Academic & Career/Pr<strong>of</strong>essional<br />
Ethnographic Project<br />
Post SacCT Journal Entry # 1
Day 2 Conducting Interviews<br />
Week 3<br />
Day 1 Intensive Reading Process<br />
Pre-Reading Activities<br />
(Survey/Preview, Prediction<br />
& Questioning)<br />
Day 2 During-Reading Activities<br />
(Annotating/Highlighting,<br />
Exploring Vocabulary)<br />
Week 4<br />
Day 1 Textual Organization<br />
Graphic Organizer,<br />
Charting, Outlining<br />
Day 2 Rhe<strong>to</strong>rical Situation (Purpose,<br />
Audience, and Context) &<br />
Strategies (Ethos, Pathos, and<br />
Logos)<br />
Read Kajornboon’s (2005) “Using<br />
Interviews as Research Instrument”<br />
Read Student Writing Handbook (SWH)<br />
Watch “Ana<strong>to</strong>my <strong>of</strong> an Investigation”<br />
Read Smith’s “Part One: Little Miss<br />
Christmas” (pp.1 -42)<br />
Read C.F. Johnson’s (2000)<br />
Read Smith’s “Part One: Little Miss<br />
Christmas” (pp. 43-84)<br />
Bring in Boudreaux et. al.(2012)<br />
62<br />
Read Smith’s “Part Two: A Gathering S<strong>to</strong>rm<br />
(pp. 85-115)<br />
Read SWH, pp.28-33<br />
Read Smith’s “Part Two: A Gathering<br />
S<strong>to</strong>rm” (pp. 116-156)<br />
Post SaCT Journal Entry #2<br />
Week 5<br />
Day 1 Summarizing & Responding Handout Summary & Response Assignment<br />
Day 2 Analyzing Academic Writing<br />
Week 6<br />
Day 1 The Writing Process Workshop<br />
Unstructured Pre-Writing<br />
Activities<br />
Structured Pre-Writing<br />
Activities<br />
Read Smith’s “Part Three: Rocky Road <strong>to</strong><br />
Nowhere”<br />
Due: Get teacher’s approval for selected<br />
academic discourse community project<br />
Read SWH (pp. 18-23, pp.34-38)<br />
Read Smith’s “Part Four: Not So Grand<br />
Jury”<br />
Due: Summary-Response Draft A<br />
Read Smith’s “Part Five: Laying Down the<br />
Case”<br />
Handout Argumentative Paper Assignment<br />
(Project # 1)
Day 2 Drafting: In-class writing<br />
Week 7<br />
Day 1 Peer Review Training<br />
Day 2 Peer Review Session<br />
Week 8<br />
Day 1 Work on Academic Discourse<br />
Project<br />
Day 2 Corpus Research (Computer<br />
Lab)<br />
Week 9<br />
Day 1 Editing Workshop I<br />
Sentence Boundaries (i.e.<br />
fragments, run-on, and comma<br />
splice.)<br />
Day 2 Unit 1: American Social Public<br />
Policy Issues<br />
Class Debate on Youth<br />
Homelessness<br />
Week 10<br />
Day 1 Research Process: Finding a<br />
Research Topic/Question<br />
Day 2 Library Research Tour<br />
Week 11<br />
Day 1 &<br />
2<br />
Teacher-Student Conference<br />
63<br />
Write first draft <strong>of</strong> Argumentative paper in-class<br />
Post SacCT Journal Entry #3<br />
Read SWH, pp. 49-51<br />
Due: Summary-Response (Draft B)<br />
Bring in Project # 1 Argumentative Draft A<br />
Bring in fieldnotes & collection <strong>of</strong> artifacts<br />
Post SacCT Journal Entry #4<br />
Handout Public Policy Research Paper (Project<br />
# 2)<br />
Watch “Voices From the Street: Homeless<br />
Youth Speak Out on State Policy”<br />
(www.youtube.com/watch?v=ZmHHcv-<br />
SLVE&feature=relmfu)<br />
Read “Fundamental Issues <strong>to</strong> Prevent and End<br />
Youth Homelessness (YH)”<br />
Read Colby (2011)<br />
Due: Project # 1 Argumentative Essay (Draft A)<br />
Read SWH, pp. 79-93<br />
Bring in research question and preliminary<br />
bibliography<br />
Bring in service learning log-in sheet<br />
(completion <strong>of</strong> at least 10 <strong>of</strong> the 20 hours<br />
requirement)<br />
Due: Project # 1Argumentative Essay (Draft B)
Week 12<br />
Day 1 Evaluating Sources<br />
Read SWH, pp.94-105<br />
Day 2 Integrating Sources Post SacCT Journal Entry #5<br />
Week 13<br />
Day 1 Peer-Review Session Bring Project # 2 Public Policy Research<br />
Paper (Draft 1A)<br />
Day 2 Editing Workshop II<br />
Subject-Verb agreement<br />
Week 14<br />
Day 1 Oral Presentation Delivery &<br />
Visual Rhe<strong>to</strong>ric on PowerPoint<br />
Day 2 Academic Discourse Community<br />
64<br />
Due: Project # 2 Public Policy Research Paper<br />
(Draft A)<br />
Read SWH(Visual Rhe<strong>to</strong>ric), pp. 58-66<br />
1 st batch <strong>of</strong> groups present<br />
Week 15<br />
Day 1 Academic Discourse Community<br />
Presentation (PowerPoint)<br />
2 nd batch <strong>of</strong> groups present<br />
Day 2 (Continued) 3 rd batch <strong>of</strong> groups present<br />
Week 16<br />
End <strong>of</strong> first semester (<strong>English</strong><br />
10M)<br />
Due: Summary-Response (Draft C)<br />
Due: Project # 1 Argumentative Essay (Draft<br />
C)<br />
Due: Project # 2 Public Policy Research<br />
Paper (Draft B)<br />
<strong>English</strong> 11M (Spring 2013):<br />
Weeks Topic Assignments<br />
Week 1<br />
Day 1 Unit 2: Community & Civics<br />
Day 2 Introduction: An Overview <strong>of</strong> the Grant<br />
Seeking Process<br />
Week 2<br />
Day 1 Developing and Researching Proposal<br />
Idea<br />
Read SWH’s “Writing &<br />
Researching in the Social<br />
Sciences,” pp. 118-137<br />
Handout Project # 3 Grant<br />
Proposal Assignment<br />
Read Carlson & O’Neal-<br />
McElrath’s “Winning Grants: Step<br />
by Step,” pp. 1-11<br />
Read Carlson’s & O’Neal-<br />
McElrath’s Step 1 “Developing the<br />
Proposal Idea,” pp.11-17<br />
Due: Project # 1 Argumentative<br />
Essay (Draft D)\
Day 2 (Continued) Due: Project # 2 Public Policy<br />
Research Paper (Draft C)<br />
Post SacCT Journal Entry #6<br />
Week 3<br />
Day 1 Statement <strong>of</strong> Need/Problem Statement Read Carlson’s & O’Neal-<br />
McElrath’s Step 3 “Writing a<br />
Compelling Need Statement,” pp.-<br />
28-37<br />
Day 2 (Continued)<br />
Week 4<br />
Day 1 Methods/Description <strong>of</strong> Project Read Carlson’s & O’Neal-<br />
McElrath’s Step 5 “Developing the<br />
Methods,” pp. 44-51<br />
Day 2 (Continued) Post SacCT Journal Entry #7<br />
Week 5<br />
Day 1 Evaluation Read Carlson’s & O’Neal-<br />
McElrath’s Step 6 “Preparing the<br />
Evaluation Component,” pp. 51-62<br />
Day 2 Budget Read Carlson’s & O’Neal-<br />
McElrath’s Step 8 “Preparing the<br />
Program Budget,” pp. 68-77<br />
Week 6<br />
Day 1 Proposal Summary/Abstract Read Carlson’s & O’Neal-<br />
McElrath’s Step 10 “Writing the<br />
Proposal Summary,” pp. 85-90<br />
Day 2 Putting it all <strong>to</strong>gether Read Carlson’s & O’Neal-<br />
McElrath’s Step 11 “Putting the<br />
Package Together,” pp. 91-96<br />
Post SacCT Journal Entry #8<br />
Week 7<br />
Day 1 & 2 Teacher-Student Conference Completion <strong>of</strong> the full 20 hours<br />
requirement for SL<br />
65<br />
Due: Argumentative Essay Draft E<br />
Due: Public Policy Research Draft<br />
D<br />
Week 8<br />
Day 1 Peer Review Session Bring in Project # 3 Grant<br />
Proposal Draft A
Day 2 Editing Workshop III<br />
Verb Tenses<br />
Phrasal Verbs<br />
Week 9<br />
Day 1 Newsletter writing Handout Project # 4 Newsletter<br />
Assignment<br />
Day 2 (Continued) Handout Portfolio assignment<br />
Week 10<br />
Day 1 Unit 3: Career/Pr<strong>of</strong>ession Handout Project # 5 Resume &<br />
Cover Letter Assignment<br />
Due: Project # 3 Grant Proposal<br />
(Draft A)<br />
Day 2 (Continued) Read Occupational Outlook<br />
Handbook, 2010-11 Edition<br />
(http://www.bls.gov/oco/)<br />
Week 11<br />
Day 1 Writing & Researching in Business &<br />
Pr<strong>of</strong>essional Settings<br />
Post SacCT Journal Entry #9<br />
Read SWH, pp. 152-157, pp.167-<br />
168<br />
Due: Project # 4 Newsletter<br />
Assignment (Draft A)<br />
Day 2 (Continued) Read Nancy Martin-Young’s<br />
“Communication Skills in the<br />
Workplace: Employers Talk Back”<br />
Week 12<br />
Day 1 Resume & Cover Letter Writing Read “Career Directions: Resume<br />
& Cover Letter Writing Tips”<br />
Day 2 (Continued) Read Schullery, N. M, Ickes, L., &<br />
Schullery, S.E (2009)<br />
Post SacCT Journal Entry #10<br />
Week 13<br />
Day 1 Peer Review Bring in Project # 4 Newsletter &<br />
Project # 5 Resume & Cover letter.<br />
Day 2 Editing Workshop IV<br />
Articles<br />
Prepositions<br />
66<br />
Due: Project # 3 Grant Proposal<br />
(Draft B)<br />
Due: Project# 4 Newsletter<br />
Assignment (Draft B) &Project # 5<br />
Resume & Cove Letter (Draft A)
Week 14<br />
Day 1 & 2 Student/Teacher Conference Questions regarding Portfolio<br />
requirements<br />
Week 15<br />
Day 1 & 2 Career & Pr<strong>of</strong>essional Presentation<br />
(PowerPoint)<br />
Week 16<br />
Due: Resume & Cover Letter (Draft<br />
B)<br />
Portfolio Assessment Portfolio Submission (3 polished<br />
works & additional works included)<br />
______________________________<br />
Optional<br />
* Final Drafts <strong>of</strong> Project 1 & 2 submit<br />
in the end-<strong>of</strong>-year booklet.<br />
67<br />
*Final Drafts <strong>of</strong> Project 3 & Project 4<br />
sent out <strong>to</strong> selected organization or<br />
agency.<br />
*Final Draft <strong>of</strong> Project 5 Resume &<br />
Cover Letter sent out <strong>to</strong><br />
Company/Organization <strong>of</strong> interest.
APPENDIX B<br />
COURSE ASSIGMENTS<br />
68
Phase 1: Getting Started (Weeks 1-2)<br />
Service Learning Requirements & Timeline<br />
Weeks 1 -2: Students complete Online Service Learning Survey (Pre-Service) and Risk<br />
Management Forms<br />
Step 1: You must complete manda<strong>to</strong>ry online service learning orientation. Orientations will<br />
last about 20 minutes. For more details visit http://www.csus.edu/cec/sl_admin.stm<br />
Step 2: Complete and submit the required service learning forms. During the online<br />
orientation, you will be required <strong>to</strong> print out the Emergency Contact and Information form<br />
and service-learning Time Log. Students over the age <strong>of</strong> 18 will electronically submit the<br />
required Student Guidelines and Limitations, Informed Consent, Agreement, Release, Waiver<br />
<strong>of</strong> Liability, and Assumption <strong>of</strong> Risk forms.<br />
Note: Students who are under 18 will need <strong>to</strong> print out and submit the Minor Release form<br />
completed by a legal parent or guardian <strong>to</strong> the Community Engagement Center prior <strong>to</strong><br />
starting service-learning. For questions regarding these forms or the online orientation, please<br />
contact me or the Community Engagement Center at (916)278-4610 or email<br />
cecenter@csus.edu.<br />
Phase 2: Pick a Community Partner (Weeks 2-3)<br />
The Community Engagement Center partners with organizations that provide service <strong>to</strong><br />
underserved and underrepresented populations through the Sacramen<strong>to</strong> Region.<br />
Weeks 2-3: In order for you <strong>to</strong> be placed with a community partner, the Community Partner<br />
Pr<strong>of</strong>ile (CPP) and Service-Learning Agreement (SLA) must be complete and submitted <strong>to</strong> the<br />
Community Engagement Center by the end <strong>of</strong> the 3 rd week.<br />
Step 1: Pick a Community Partner (see List <strong>of</strong> Community Partner below)<br />
Step 2: Complete and submit the Service Learning Agreement (SLA) and Community<br />
Partner Pr<strong>of</strong>ile (CPP) <strong>to</strong> the Community Engagement Center. Download forms at<br />
www.csus.edu/cec/sl_forms.stm. If you have any questions or concerns, please contact<br />
the Community Engagement at (916) 278-4610 or email cecenter@csus.edu.<br />
Phase 3: Beginning Service Learning (Weeks 4-14)<br />
Weeks 4-5: Students must attend one onsite orientation<br />
Note: Some service learning placement sites may require background checks,<br />
fingerprinting and/or pro<strong>of</strong> <strong>of</strong> a recent TB test. The agency will let you know at the onsite<br />
placement orientation whether fingerprinting and TB testing are required before<br />
beginning service. For more information about these requirements please visit<br />
www.cusus.edu/cec/tb.stm<br />
Weeks 5-14: Students participate in regular ongoing service.<br />
69
Step 1: You must complete at least 10 hours at the placement site by the end <strong>of</strong> 12 week<br />
in the first semester during teacher-student conference. You are responsible for tracking<br />
the actual hours served at the placement site in your time log-in sheet.<br />
Step 2: You must complete at least 20 hours by the 7 th week during teacher-student<br />
conference in the second semester.<br />
Note: Once service-learning hours have been completed, you must obtain<br />
verification/approval signatures from your placement site supervisor.<br />
Phase 4: Service Learning Connected w/ Writing Assignments<br />
Project 2 Public Policy Research Paper (Starting Week 9 and Beyond)<br />
You must write a 5-7 page research paper about a social public policy issue <strong>of</strong> your<br />
choice based upon the data gathered from your pre-approved agency or organization as<br />
part <strong>of</strong> the service-learning experience. In this paper, you must first present the social<br />
issue or problem in its entirety (his<strong>to</strong>rically and currently), and then advocate for a<br />
change by providing concrete solutions (using research evidence/support) <strong>to</strong> either reduce<br />
or eliminate the issue/problem. You will have the option <strong>of</strong> choosing <strong>to</strong> publish this<br />
assignment in the end-<strong>of</strong>-the-year booklet.<br />
Project 3 Grant Proposal Paper (Starting Week 2 and Beyond)<br />
You must write a 6-10 page grant proposal based upon the data/information collected<br />
from your particular organization as part <strong>of</strong> the service-learning experience in the 2 nd<br />
semester. You will have the option <strong>of</strong> publishing your grant proposal and sending it<br />
directly <strong>to</strong> your pre-approved agency or organization in hopes that they find the right<br />
funding agency.<br />
Project 4 Newsletter Assignment (Starting Week 9 and Beyond)<br />
You must write a 2-3 page newsletter in which you inform the public about the<br />
organization you are volunteering for as part <strong>of</strong> the service-learning project in the 2 nd<br />
semester. You will have the option <strong>of</strong> publishing your newsletter and sending it directly<br />
<strong>to</strong> your selected organization.<br />
Note: You will plenty <strong>of</strong> time <strong>to</strong> revise and edit all <strong>of</strong> these writing assignments throughout<br />
the course.<br />
Phase 5: Finishing Up<br />
Weeks 14-15 (2 nd semester): Students end service-learning and turn in time-logs with site<br />
supervisor and faculty signatures and submit <strong>to</strong> Engagement Community Center, Library 4208.<br />
Students will submit a copy <strong>of</strong> the time-log <strong>to</strong> the instruc<strong>to</strong>r for grading purposes.<br />
Weeks 14-15: Students complete Online Service Learning Survey (Post-service) after time-<br />
logs are submitted<br />
70
City <strong>of</strong> Sacramen<strong>to</strong><br />
Department <strong>of</strong> Parks and Recreation<br />
Ethel MacLeod Hart Senior Center<br />
Neighborhood Services Divisions<br />
Youth Development Network<br />
Community-Based Organizations (CBOs)<br />
Service Learning Community Partners<br />
Alliance Francaise de Sacramen<strong>to</strong><br />
Asian Resources Inc.<br />
A Touch <strong>of</strong> Understanding<br />
Boys and Girls Club <strong>of</strong> Greater Sacramen<strong>to</strong> (Lemon Hill)<br />
Elder Options Inc.<br />
Eska<strong>to</strong>n Properties Incorporated<br />
Family Youth Connection<br />
Folsom Cordova Community Partnership<br />
Freedom Bound Center/Sol Collective<br />
Greater Sacramen<strong>to</strong> Vietnamese American Chamber <strong>of</strong> Commerce<br />
Hank Fisher Properties: Chateau at Rivers Edge<br />
Hank Fisher Properties: Leisure Manor<br />
Health Education Council<br />
Lilliput Children's Services<br />
My Sisters House<br />
NCADD National Council on Alcoholism and Drug Dependence, Inc.<br />
NorCal Services for Deaf & Hard <strong>of</strong> Hearing<br />
Our Kids Community Breakfast Club<br />
Placer Nature Center<br />
People Reaching Out<br />
Project R.I.D.E.<br />
Sacramen<strong>to</strong> Children's Home<br />
Sacramen<strong>to</strong> Children's Home: Sacramen<strong>to</strong> Crisis Nurseries - North/South<br />
Sacramen<strong>to</strong> Food Bank & Family Services<br />
Sacramen<strong>to</strong> Food Bank & Family Services: Saca Community Center<br />
Sacramen<strong>to</strong> Mutual Housing Association (SMHA)<br />
Sacramen<strong>to</strong> Philharmonic Orchestra<br />
Sacramen<strong>to</strong> Tree Foundation<br />
Sisters <strong>of</strong> Nia Incorporated<br />
Soil Born Farms<br />
Stanford Home for Children<br />
St. Johns Shelter Program for Women and Children<br />
Strategies for Change<br />
Valley Hi Family Resource Center<br />
Washing<strong>to</strong>n Neighborhood Center<br />
71
WEAVE Inc.<br />
Wellspring Women's Center<br />
Faith-Based Organizations<br />
Salvation Army<br />
Loaves & Fishes: Maryhouse<br />
Loaves & Fishes: Mustard Seed School<br />
Hospitals<br />
Sutter Medical Center Child Life Program<br />
Elk Grove Unified School District (EGUSD)<br />
Anna Kirchgater Elementary School<br />
After School Education & Safety Program (ASES):<br />
Charles Mack Elementary School - ASES<br />
David Reese Elementary School – ASES<br />
Florin Elementary - ASES<br />
Herman Leimbach Elementary – ASES<br />
Prairie Elementary – ASES<br />
Union House Elementary School - ASES<br />
Cal-SAFE Adult Education with Elk Gove Unified<br />
CW Dillard Elementary School<br />
Edward Harris Jr. Middle School<br />
EGACE Even Start Family Literacy Program EGUSD<br />
Healthy Start:<br />
David Reese<br />
Prairie Elementary<br />
Valley High School<br />
Jessie Baker Elementary School<br />
Na<strong>to</strong>mas Unified School District (NUSD)<br />
Discovery High School<br />
Westlake Charter School<br />
Sacramen<strong>to</strong> City Unified School District (SCUSD)<br />
Abraham Lincoln Elementary School<br />
A.M. Winn Elementary<br />
Breakthrough Sacramen<strong>to</strong> at SCUSD<br />
David Lubin Elementary<br />
Ethel I. Baker Elementary<br />
Hiram Johnson High School<br />
Jedediah Smith Elementary<br />
John Morse Therapeutic Center<br />
Matsuyama Children's Center<br />
72
Sequoia Elementary School<br />
Sutter Middle School<br />
Tahoe Elementary<br />
Will C. Wood Middle School<br />
Woodbine Elementary<br />
San Juan Unified School District (SJUSD)<br />
Bridges After School Program:<br />
Del Paso Manor Elementary<br />
Dyer Kelly Elementary<br />
Howe Avenue Elementary<br />
Starr King Elementary<br />
Thomas Edison Elementary<br />
Will Rogers Elementary<br />
Whitney Avenue Elementary<br />
Greer Elementary School<br />
Twin Rivers Unified School District (TRUSD)<br />
Grant Union High School<br />
Hagginwood Elementary School<br />
Harmon Johnson Elementary School<br />
Martin Luther King Jr. Technology Academy<br />
Sacramen<strong>to</strong> State On-Campus Partners<br />
Alumni Center<br />
Associated Students Inc. (ASI) Children's Center<br />
Center for Science, Technology, Engineering and Mathematics (STEM) Excellence<br />
College Assistance Migrant Program (CAMP)<br />
<strong>English</strong> Language Institute (ELI)<br />
Educational Opportunity Program (EOP)<br />
Honors Program<br />
Multi-Cultural Center<br />
Project P.L.A.Y.<br />
Student Activities<br />
UNIQUE Programs<br />
University Enterprises Inc.<br />
73
Assignment<br />
Academic Discourse Community & PowerPoint Presentation (Part I)<br />
For this project, each group (2 students per group) will be required <strong>to</strong> observe an academic<br />
discourse community <strong>of</strong> interest on campus. You and your partner will be required <strong>to</strong> conduct a<br />
close observation <strong>of</strong> the classroom setting, as well as interview the teacher and some <strong>of</strong> the<br />
students in the classroom. During weeks 14 & 15 in the first semester, each group will present<br />
what they found about their chosen academic discourse community <strong>to</strong> the class using PowerPoint.<br />
You will have additional class time <strong>to</strong> work on this assignment as preparation for your<br />
PowerPoint presentation (see daily schedule).<br />
Task<br />
Step 1: Choose an academic discourse community at Sac State<br />
Discourse communities are social entities with share practices as a result <strong>of</strong> the communities’<br />
shared specialized vocabulary, cultural or content knowledge, traditions, values, and goals. This<br />
membership could be something that is <strong>of</strong>ficial such as belonging <strong>to</strong> a pr<strong>of</strong>essional sport team or<br />
un<strong>of</strong>ficial such as belonging <strong>to</strong> a group <strong>of</strong> people who like a certain hobby (i.e. fishing, hiking,<br />
etc.). Similarly, members within certain academic discourse communities share distinctive<br />
academic practices pertaining <strong>to</strong> the use <strong>of</strong> language, knowledge, traditions, values, and goals.<br />
For this assignment, you and your partner must choose an academic discourse community at Sac<br />
State and get the teacher’s approval by the 5 th week <strong>of</strong> the first semester. You can observe any<br />
class (on any subject) as long as it is one you are not currently enrolled in. You and your partner<br />
will get the opportunity <strong>to</strong> work on this project in class during weeks 8 (day 1) & 14 (day 1) as<br />
preparation for the PowerPoint presentation at the end <strong>of</strong> the first semester.<br />
Step 2: Mini-Ethnographic Research<br />
Once the class has been approved by the teacher, you will be required <strong>to</strong> conduct a miniethnography<br />
study in which you will attend at least three class sessions and perform the following<br />
duties:<br />
I. Observe & Write Fieldnotes<br />
Record specific observations you see in the classroom environment. Ethnographers<br />
must learn how <strong>to</strong> take useful and reliable notes regarding the details <strong>of</strong> life in their<br />
research context. These fieldnotes will constitute a major part <strong>of</strong> the data on which<br />
you will draw your results or conclusion for the PowerPoint presentation.<br />
A) Observe the natural setting (i.e. classroom environment).<br />
How is the classroom organized? Is there anything posted on the walls <strong>of</strong> the<br />
classroom? Does the classroom have a whiteboard/chalkboard, or a projec<strong>to</strong>r?<br />
What other kinds <strong>of</strong> equipments are available in the classroom?<br />
B) Observe the participants in the natural setting<br />
What type <strong>of</strong> language and/or thinking is commonly used or expressed by the<br />
teacher and students?<br />
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How does the teacher interact with his or her students? And how do the students<br />
interact with the teacher?<br />
How do the students interact with one another?<br />
II. Conduct Interview<br />
In addition <strong>to</strong> observing the culture <strong>of</strong> the classroom, you must also interviews these<br />
members—the teacher and the students. Interviewing your research subject allows<br />
you <strong>to</strong> obtain an in-depth perspective <strong>of</strong> the members in the classroom.<br />
A) Interview the instruc<strong>to</strong>r about the relationship between the assignments in the<br />
class and the nature <strong>of</strong> literacy in the field. Here are some examples <strong>of</strong> questions<br />
<strong>to</strong> ask the instruc<strong>to</strong>r:<br />
1. What is the role <strong>of</strong> research, reading, and writing in your discourse community?<br />
2. What kinds <strong>of</strong> reading and writing assignments do you usually assign in this field?<br />
3. What type <strong>of</strong> writing style is most valued in this field?<br />
4. What type <strong>of</strong> language and/or thinking is most valued in this field?<br />
5. What skills or qualifications are needed in your discourse community?<br />
B) Interview at least two students in the class about their reading and writing<br />
experience in this field. Here are some examples <strong>of</strong> questions <strong>to</strong> ask the students:<br />
1. What kinds <strong>of</strong> reading skills/strategies do you use most <strong>of</strong>ten when reading a text for this<br />
class and/or in this field?<br />
2. What kinds <strong>of</strong> writing skills/strategies do you use most <strong>of</strong>ten when writing an assignment<br />
for this class and/or in the field?<br />
3. What kinds <strong>of</strong> reading and writing assignments do you commonly encounter in this field?<br />
4. What type <strong>of</strong> language and/or thinking is most valued in this field?<br />
5. What skills or qualifications are needed <strong>to</strong> become successful in this field?<br />
III. Collecting & Analyzing Artifacts<br />
You are required <strong>to</strong> collect at least 3 artifacts: (1) a reading material—any book,<br />
article, or journal in the field, (2) a writing/research assignment sheet, and (3)<br />
relevant samples <strong>of</strong> students’ writings that pertain <strong>to</strong> that particular writing/research<br />
assignment sheet.<br />
A) Analyzing artifacts<br />
When analyzing artifacts, consider the following rhe<strong>to</strong>rical situations:<br />
Audience Awareness: Who is the targeted audience?<br />
Purpose: What do you think is the purpose <strong>of</strong> the reading and/or writing<br />
material?<br />
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Language, Style, & Tone: What specific discourse-community words are used?<br />
What is the <strong>to</strong>ne and style? How are the sentences and paragraph organized?<br />
Step 3: Prepare a PowerPoint presentation<br />
During weeks 14 & 15, each group will have 15 minutes <strong>to</strong> share information about their<br />
chosen academic discourse community with the rest <strong>of</strong> the students in the class (with<br />
another 2-3 minutes for questions and discussions). Each group will be required <strong>to</strong> signup<br />
for the day in which they would like <strong>to</strong> present.<br />
Your PowerPoint presentation must include:<br />
o A brief summary <strong>of</strong> what you have learned through your observation, fieldnotes,<br />
interviews, and collection <strong>of</strong> artifacts.<br />
o Examples <strong>of</strong> the types <strong>of</strong> reading and writing commonly used in the field<br />
o A separate handout for your classmates that summarizes the presentation<br />
o A minimum <strong>of</strong> 2 visual aids in PowerPoint presentation itself<br />
Guidelines & Presentation Dates<br />
PowerPoint presentation (5-8 slides)<br />
A minimum <strong>of</strong> 2 visual aids in the PowerPoint presentation itself<br />
Separate presentation handout<br />
Fieldnotes, interview questions, and collection <strong>of</strong> reading and writing artifacts included<br />
for submission<br />
All group members must contribute equally <strong>to</strong> the presentation.<br />
Weeks 14 & 15 In-class Presentation (includes submission <strong>of</strong> PowerPoint Slides,<br />
handouts, fieldnotes, interview questions, and artifacts)<br />
Grading<br />
This assignment is worth 10% <strong>of</strong> your final grade.<br />
An “A” grade (9-10 points) for this research project & presentation will meet the following<br />
criteria.<br />
o PowerPoint Presentation slides, handout, fieldnotes and interview questions submitted by<br />
deadline<br />
o Handout follows specifications and is clearly written and well edited.<br />
o PowerPoint presentation adheres <strong>to</strong> requirements specified by the assignment (i.e.,<br />
number <strong>of</strong> visuals, number <strong>of</strong> slides, essential contents, etc.).<br />
o Oral presentation is well prepared and effectively delivered: clear, good use <strong>of</strong> time<br />
management, well organized, good volume and energy, and good eye contact.<br />
o Teamwork: All members contribute equally<br />
A “B” paper (or below) will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Career/ Pr<strong>of</strong>essional Discourse Community & PowerPoint Presentation (Part II)<br />
Assignment<br />
In this assignment, you will build upon the first field research assignment and pick an academic<br />
major within the same academic discourse community (chosen in the first semester) that will lead<br />
<strong>to</strong> a potential career/pr<strong>of</strong>ession. During week 15 in the second semester, you will present the<br />
information about your chosen pr<strong>of</strong>essional discourse community <strong>to</strong> the class using PowerPoint.<br />
Tasks<br />
Step 1: Chose an academic major and potential career/pr<strong>of</strong>ession<br />
You will select an academic major within the same academic discourse community you had<br />
chosen for the first PowerPoint presentation. You may use the course catalogue (as well as other<br />
resources on campus) <strong>to</strong> assist you in finding an academic major <strong>of</strong> interest. Once you have<br />
decided on an academic major, you will pick a potential career/pr<strong>of</strong>ession that is related <strong>to</strong> your<br />
selected academic major.<br />
Step 2: Mini-Ethnographic Research<br />
Once the academic major and career/pr<strong>of</strong>ession have been chosen, you will be required <strong>to</strong><br />
conduct another mini-ethnography study in which you will perform the following duties:<br />
A) Research more about the academic major and career/pr<strong>of</strong>ession by using a host <strong>of</strong><br />
resources available on campus and <strong>of</strong>f campus (i.e. course catalogue, internet websites,<br />
information gathered from actual company or organization, etc.)<br />
B) Interview experts/pr<strong>of</strong>essionals in the field (in-person or through e-mail). Here are some<br />
questions <strong>to</strong> ask when conducting the interview:<br />
1. What is your job title?<br />
2. What are your job duties? Expectations?<br />
3. What kinds <strong>of</strong> benefits do you receive? Salary?<br />
4. What degree/certification or experience has helped you <strong>to</strong> get <strong>to</strong> where you are at now?<br />
5. What type <strong>of</strong> education is required <strong>to</strong> attain a position within this field?<br />
6. What qualities or experience do you need <strong>to</strong> be successful in this field?<br />
7. What kinds <strong>of</strong> materials do you read in this field?<br />
8. What types <strong>of</strong> writing is required in this field?<br />
9. What type <strong>of</strong> thinking and/ or language is valued most in this field?<br />
C) Collect & analyze artifacts (i.e. reading and writing samples)<br />
When you analyze the artifacts, you will need <strong>to</strong> consider the following rhe<strong>to</strong>rical situations<br />
below:<br />
Audience Awareness: Who is the targeted audience?<br />
Purpose: What do you think is the purpose <strong>of</strong> the reading and/or writing material?\<br />
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Language, Style, & Tone: What specific discourse-community words are used? What is<br />
the <strong>to</strong>ne and style? How are the sentences and paragraph organized?<br />
Step 3: Prepare a PowerPoint Presentation<br />
During week 15 in the second semester, you will have 5-7 minutes <strong>to</strong> share some<br />
information about your chosen academic major and potential career/pr<strong>of</strong>ession with the<br />
rest <strong>of</strong> the students in the class (with another 1-2 minutes for questions and discussions).<br />
Each group will be required <strong>to</strong> sign-up for the day in which they would like <strong>to</strong> present<br />
(Week 15, day 1 & 2)<br />
Your presentation must include:<br />
o A brief summary <strong>of</strong> what you have learned through your research, observation, and<br />
interviews about your potential academic major and career/pr<strong>of</strong>ession (i.e., required<br />
degree/education, job duties, expectations, salary, benefits, etc.)<br />
o What types <strong>of</strong> degree, certification or experience are required in the field<br />
o Examples <strong>of</strong> the types <strong>of</strong> reading and writing commonly used<br />
o A separate handout for your classmates that summarizes the presentation<br />
o A minimum <strong>of</strong> two visual aids in the PowerPoint presentation itself<br />
Due Date<br />
PowerPoint presentation (5-8 slides)<br />
A minimum <strong>of</strong> 2 visual aids in the PowerPoint presentation itself<br />
Separate presentation handout<br />
Research notes, interview questions, and artifacts included for submission<br />
Week 15 In-class Presentation (includes submission <strong>of</strong> PowerPoint Slides,<br />
handouts, research notes, interview questions, and artifacts)<br />
Grading Criteria<br />
This assignment is worth 10% <strong>of</strong> your final grade.<br />
An “A” grade (9-10 points) for this research project & presentation will meet the following<br />
criteria.<br />
o PowerPoint Presentation slides, handout, observation notes, and interview questions<br />
submitted by deadline.<br />
o Handout follows specifications and is clearly written and well edited.<br />
o PowerPoint presentation adheres <strong>to</strong> requirements specified in this assignment (i.e.<br />
number <strong>of</strong> slides, number <strong>of</strong> visual aids, essential contents, etc.).<br />
o Oral presentation is well prepared and effectively delivered: clear, good use <strong>of</strong> time<br />
management, well organized, good volume and energy, and good eye contact.<br />
A “B” paper (or below) will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Assignment<br />
Summary-Response Assignment<br />
For this assignment, you will develop your critical thinking skills by (1) summarizing and (2)<br />
responding <strong>to</strong> one <strong>of</strong> the chapters in Thomas’ JonBenet: Inside the Ramsey Murder Investigation<br />
as preparation for the Argumentative Essay (Project 1).<br />
Task<br />
Step 1: Choose one chapter that interests you from Thomas’ JonBenet: Inside the Ramsey<br />
Murder Investigation . The chapters are listed below.<br />
1) “Part One: Little Miss Christmas”<br />
2) “Part Two: A Gathering S<strong>to</strong>rm”<br />
3) “Part Three: Rocky Road <strong>to</strong> Nowhere”<br />
4) “Part Four: Not so Grand Jury”<br />
5) “Part Five: Laying Down the Case”<br />
Step 2: Write a summary-response paper in which you perform the following tasks in the exact<br />
order below:<br />
I. Summarize the chapter in a concise manner (target length = ½-1 page)<br />
Guiding tips for writing an effective summary:<br />
A summary is a condensed or reduced version <strong>of</strong> a text. It is written in paragraph form and<br />
contains all <strong>of</strong> the most essential information. A well-written summary should:<br />
A) Identify the author’s name and the title <strong>of</strong> the text<br />
B) State the overall main idea <strong>of</strong> the selection<br />
C) Identify only the most important examples and supporting details.<br />
D) State the author’s main conclusion<br />
II. Discuss your reactions <strong>to</strong> one or two issues or ideas presented in the selected<br />
chapter (target length = 1<strong>to</strong> 1 ½ page)<br />
Guiding tips for writing an effective response:<br />
A response is your critical reaction <strong>to</strong> the text. You may have positive or negative reactions <strong>to</strong> a<br />
text, but you must support those reactions with reasons and examples. A well-developed<br />
response, for example, describes why you liked (or disliked) the text or why you agree (or<br />
disagree) with the author’s points presented in the text. A thoughtful response should:<br />
A) State your reaction <strong>to</strong> one or more <strong>of</strong> the author’s ideas.<br />
B) Express your opinion on the writer’s point <strong>of</strong> view and explain why you agree or disagree<br />
with that point <strong>of</strong> view.<br />
C) Include your interpretation <strong>of</strong> the text (i.e. what it means <strong>to</strong> you)<br />
D) Make connections <strong>to</strong> your personal experience.<br />
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Submission Guidelines & Deadlines<br />
o All papers should be typed and double-spaced.<br />
o All papers must use Times New Roman 12-point font with 1 inch margins.<br />
o Use either MLA or APA style for this paper.<br />
o Your final grade will be lowered by 1/2 point each day the assignment is late.<br />
Summary-Response Drafts Due Dates<br />
Draft A Week 5, Day 2<br />
Draft B Week 7, Day 1<br />
Draft C (Final Version) Week 16<br />
Grading Criteria<br />
This assignment will be submitted in your final portfolio.<br />
An “A” paper will meet the following criteria:<br />
o Fully addresses all requirements <strong>of</strong> the writing assignment (i.e., length requirements, 12<br />
point font, 1 inch margin)<br />
o Each section is clearly written and well-organized<br />
o Each section contains essential information—and nothing extra.<br />
o Follow either MLA or APA specifications.<br />
o Spell-checked and carefully pro<strong>of</strong>read and edited<br />
A “B” or below paper will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Assignment<br />
Project 1 Argumentative Essay<br />
In this assignment, you will write a 3-5 page essay in which you argue for a position/stance on a<br />
specific issue presented in Steve Thomas’ JonBenet: Inside the Ramsey Murder Investigation.<br />
Once you take a position/stance, you will need <strong>to</strong> support it. To support your position/stance, you<br />
must use and integrate relevant evidence and examples from (1) Thomas’ JonBenet: Inside the<br />
Ramsey Murder Investigation; (2) related articles assigned in class for this unit; and (3) any<br />
relevant personal examples or observations. No outside sources will be necessary other than the<br />
ones assigned for this unit!<br />
Audience<br />
You will have the option <strong>of</strong> publishing the final version <strong>of</strong> this assignment in the end-<strong>of</strong>-the year<br />
booklet for future freshmen students who are planning <strong>to</strong> enroll in this course. If you willingly<br />
chose <strong>to</strong> do so, your research paper will be published for a specific group <strong>of</strong> members within the<br />
university discourse community (i.e. CSUS’ students).<br />
Topic & Essay Prompt<br />
Steve Thomas, a former Boulder detective, takes us on a step-by-step investiga<strong>to</strong>r’s journey and<br />
reveals facts and information about the six-year old beauty queen JonBenet Ramsey known only<br />
<strong>to</strong> detectives and cops closest <strong>to</strong> the case. In JonBenet: Inside the Ramsey Murder Investigation<br />
(2000), Thomas describes the mistakes made during the crucial early hours, and then details<br />
where the subsequent investigation led and where it went wrong. In the end, Thomas believes that<br />
there existed reasonable evidence <strong>to</strong> arrest Patsy Ramsey in connection with the death <strong>of</strong> her<br />
daughter, but because <strong>of</strong> a careless investigation from the beginning, the Ramseys successfully<br />
hid behind a group <strong>of</strong> at<strong>to</strong>rneys, where Mrs. Ramsey was never arrested and charged <strong>of</strong> the<br />
murder.<br />
Essay Question Prompt:<br />
Do you agree with Thomas’ position that there exists reasonable evidence <strong>to</strong> arrest Pat Ramsey <strong>of</strong><br />
the murder connected <strong>to</strong> her daughter’s death?<br />
In a well-organized, well-developed essay, explain Thomas’ position on the JonBenet Ramsey<br />
case and explain whether or not you agree with him. In your essay you must discuss at least two<br />
<strong>of</strong> his specific arguments as well as other arguments (from assigned readings for this unit) <strong>to</strong><br />
support your position.<br />
Tasks<br />
Step 1: Read-<strong>to</strong>-Write<br />
Read Steve Thomas’ JonBenet Ramsey: Inside the Murder Investigation<br />
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Annotate Articles:<br />
Read “Part One: Little Miss Christmas”<br />
Read “Part Two: A Gathering S<strong>to</strong>rm”<br />
Read “Part Three: Rocky Road <strong>to</strong> Nowhere”<br />
Read “Part Four: Not so Grand Jury”<br />
Read “Part Five: Laying Down the Case”<br />
Read and annotate C.F. Johnson’s (2000) “Death from Child Abuse and Neglect”<br />
Read and annotate Boudreaux et al.’s (2012) “Child Abduction: An Overview <strong>of</strong><br />
Current and His<strong>to</strong>rical Perspectives.”<br />
Step 2: Write-<strong>to</strong>-Read (Writing an Argumentative Essay)<br />
After you have read the book and annotated the articles above, read the question prompt again<br />
and write an essay in which you agree (or disagree) with Thomas’ arguments and analyses.<br />
Explain Thomas’s position in your own words and discuss the extent <strong>to</strong> which you agree or<br />
disagree with his arguments and analyses. In addition <strong>to</strong> Thomas’s arguments, also support your<br />
position by providing reasons, evidence, and examples from (1) the articles assigned for this unit<br />
and (2) any <strong>of</strong> your own personal experiences and/or observations.<br />
When writing your argumentative essay, you must include the following major components:<br />
I. Introduction<br />
Attention grabber or hook<br />
Introduce <strong>to</strong>pic and provide background<br />
Clear thesis<br />
II. Body <strong>of</strong> Essay (3-5 paragraphs)<br />
Body Paragraph # 1 Body Paragraph # 2, # 3, etc.<br />
(A). Topic sentence (Major point) “ ”<br />
(B). Evidence/support “ ”<br />
(C). Analysis/commentary “ ”<br />
(D). Concluding sentence “ ”<br />
Note: Evidence and support must come from (1) Thomas’ JonBenet: Inside the Ramsey Murder<br />
Investigation ; (2) related articles assigned for this unit; and (3) relevant personal examples and/or<br />
observations. <strong>Other</strong> outside sources will not be necessary, and should not be included in this<br />
essay!<br />
III. Conclusion<br />
Restate your argument<br />
Call for action<br />
Concluding sentence<br />
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Guidelines & Deadlines<br />
o Length 3- 5 pages<br />
o All papers must be typed and double-spaced.<br />
o All papers must use Time New Roman12-point font with 1 inch margins.<br />
o Use MLA style for this paper.<br />
o Your course grade will be lowered by 1-point each day the assignment is late.<br />
First semester Assignment Drafts<br />
Week 9, Day 2 Argumentative Essay Draft A<br />
Week 11<br />
(Student/Teacher<br />
Conference)<br />
Argumentative Essay Draft B<br />
Week 16 Argumentative Essay Draft C<br />
Second semester Assignment Drafts<br />
Week 2, Day 1 Argumentative Essay Draft D<br />
Week 7<br />
(Student/Teacher<br />
Conference)<br />
Argumentative Essay Draft E<br />
Week 16 Final Draft for Portfolio Submission<br />
Grading Criteria<br />
This assignment will be included in your portfolio.<br />
Content, Organization, Language Use & Mechanics<br />
Excellent paper<br />
o Carefully follows all instructions for this writing assignment (i.e. use <strong>of</strong> required<br />
sources/texts, essay formatting, number <strong>of</strong> pages etc.)<br />
o Each section is clearly organized and carefully written.<br />
o Effective thesis statement and clear <strong>to</strong>pic sentences<br />
o Evidence has been carefully selected and integrated, supporting the thesis statement<br />
throughout the paper.<br />
o Effective use <strong>of</strong> analysis<br />
o The paper is carefully spell-checked, pro<strong>of</strong>read, and edited. MLA is used correctly<br />
throughout the paper.<br />
Strong paper<br />
o Consistently follows instructions for this writing assignment (i.e. use <strong>of</strong> required<br />
sources/texts, essay formatting, number <strong>of</strong> pages etc.)<br />
o Contains a few minor flaws in organization and style.<br />
o Clear thesis statement and <strong>to</strong>pic sentences<br />
o Selection and integration <strong>of</strong> evidence contain only a few minor weaknesses.<br />
o Analysis is consistently effective, with perhaps a few minor weaknesses.<br />
o A few minor flaws in grammar, punctuation, and spelling. MLA is consistently used<br />
correctly, with perhaps a few minor flaws.<br />
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Adequate paper<br />
o Adequately follows instructions for this writing assignment (i.e. use <strong>of</strong> required<br />
sources/texts, essay formatting, number <strong>of</strong> pages etc.)<br />
o Contains more than a few minor flaws in organization and style, but is satisfac<strong>to</strong>ry.<br />
o Thesis statement and <strong>to</strong>pic sentences is clear, with perhaps a few weaknesses.<br />
o Selection and integration <strong>of</strong> evidence contains more than a few minor weaknesses.<br />
o Analysis contains more than a few minor weaknesses, but is adequate.<br />
o The paper is adequately spell-checked, pro<strong>of</strong>read, and edited. MLA is adequately used<br />
correctly throughout the paper<br />
An “inadequate” paper will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Assignment<br />
Project 2 Public Policy Research Paper<br />
As part <strong>of</strong> your service learning experience, you will use the information gathered from your<br />
selected organization <strong>to</strong> research a social public policy issue within the community, write a 4-6<br />
page paper in which you first address the social issue from a his<strong>to</strong>rical perspective, and then<br />
provide concrete solutions as possible ways <strong>to</strong> reduce or eliminate the social problem. Your<br />
solutions and evidence must come from (1) the ethnographic research/data gathered from your<br />
pre-approved agency or organization and (2) research evidence gathered from a variety <strong>of</strong><br />
academic texts-- articles, journals, and books, etc.<br />
Topic<br />
Your chosen <strong>to</strong>pic for this research paper must deal with current social issues that affect the<br />
community in which your pre-approved agency or organization serves. It must deal with an issue<br />
in one <strong>of</strong> the areas <strong>of</strong> health care, human services, criminal justice, inequality, education, and<br />
labor. For example, if you plan <strong>to</strong> complete your service learning experience for an organization<br />
such as St. Johns Shelter Program for Women and Children, which dedicates a lot <strong>of</strong> their<br />
resources <strong>to</strong> supporting and assisting homeless women and children in the Sacramen<strong>to</strong> region,<br />
then you might want <strong>to</strong> pick a <strong>to</strong>pic regarding homelessness, especially for homeless women and<br />
children living in Sacramen<strong>to</strong>, and from there develop a potential research question based on that<br />
chosen <strong>to</strong>pic.<br />
Audience<br />
Your social public policy research paper will be submitted in your portfolio for a final grade. In<br />
addition, you will have the option <strong>of</strong> publishing the final version <strong>of</strong> this assignment in the end-<strong>of</strong>the<br />
year booklet for future freshmen students <strong>to</strong> read who are planning <strong>to</strong> enroll in this course. If<br />
you willingly choose <strong>to</strong> do so, your research paper will be published for a specific group <strong>of</strong><br />
members within the university discourse community (i.e. CSUS’ students).<br />
Task<br />
Step 1: Identifying a research <strong>to</strong>pic<br />
Your research <strong>to</strong>pic must be approved by me before you start writing the first draft <strong>of</strong><br />
your social public policy research paper. Upon approval <strong>of</strong> your <strong>to</strong>pic, you must complete<br />
the first assignment in which you will turn in your proposed research <strong>to</strong>pic along with a<br />
works cited page (4-6 sources) as part <strong>of</strong> your preliminary bibliography investigation.<br />
Bring this part <strong>of</strong> the assignment with you during our student/teacher conference in week<br />
11.<br />
Step 2: Writing your Public Policy Research Paper<br />
I. Social Policy His<strong>to</strong>ry & Development (Length 2-3 pages)<br />
You must describe and discuss the his<strong>to</strong>rical aspect <strong>of</strong> your chosen social issue, specifically in<br />
regards <strong>to</strong> its political, social, and cultural climate.<br />
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Guiding questions <strong>to</strong> help you write this section:<br />
What is the policy his<strong>to</strong>ry <strong>of</strong> your problem/issue?<br />
What agents, institutions, and organizations have played a big role in the past and present<br />
in regards <strong>to</strong> your problem/issue?<br />
Has Congress passed laws? Did the Supreme Court rule on this issue? What has<br />
been the impact <strong>of</strong> the government on the process?<br />
What has been the impact <strong>of</strong> organizations/foundations (especially your selected<br />
organization) and institutions on the process thus far?<br />
Where do we stand currently on this issue?<br />
II. Policy Solutions & Alternative Solutions (Length 2-3pages)<br />
This section requires you <strong>to</strong> critically analyze not only the current policy that is in place, but also<br />
propose some alternative policy solutions (using both the ethnographic research/data gathered<br />
from your selected agency or organization as well as relevant research evidence from a variety <strong>of</strong><br />
academic texts—articles, journals, books, etc.) as possible ways <strong>to</strong> either reduce or eliminate the<br />
issue or problem.<br />
Guiding questions <strong>to</strong> help you write this section:<br />
Is there an already existing policy in place? If so, what is it?<br />
What is your agency or organization doing <strong>to</strong> solve or reduce this issue?<br />
Are there any alternative solutions beside the current policy in place? What are they?<br />
What are the strengths and weaknesses <strong>of</strong> each alternative solution?<br />
Who are the agents in support <strong>of</strong> each solution? Who are against it?<br />
What approaches/methods are being used <strong>to</strong> enact the solution (e.g. lobbying Congress or<br />
state legislature, bringing lawsuits, creating grass-root networks, promoting media<br />
campaigns, making campaign contributions, etc.)?<br />
How might it be implemented and who will be in charge?<br />
Is this solution politically feasible? Does this solution have a chance <strong>of</strong> being enacted<br />
given the political, social, and economic climate?<br />
Guidelines & Deadlines<br />
o Length 4-6 pages.<br />
o All paper must be typed and double-spaced.<br />
o All paper must be Time New Roman 12-point font with 1 inch margins.<br />
o Use MLA style for this paper.<br />
o A minimum <strong>of</strong> 4 sources.<br />
o Late paper will be penalized 1 point deduction <strong>to</strong>wards the final grade every day that it is<br />
late.<br />
First semester Assignment Drafts<br />
Week 11 (Teacher-<br />
Student Conference)<br />
Research <strong>to</strong>pic, preliminary bibliography, and log-in sheet<br />
Week 14, Day 1 Social public policy research paper Draft A<br />
Week 16 Social public policy research paper Draft B<br />
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2 nd semester Assignment Drafts<br />
Week 2, Day 2 Social public policy research paper Draft C<br />
Week 7<br />
Social public policy research paper Draft D<br />
(Student/Teacher<br />
Conference)<br />
Week 16 Final Draft for Portfolio Submission<br />
Grading Criteria<br />
This assignment will be included in your portfolio.<br />
Content, Organization, Language Use & Mechanics<br />
Excellent paper<br />
o Carefully follows all instructions for this writing assignment (i.e. number <strong>of</strong> required<br />
sources, number <strong>of</strong> pages, major sections included, etc.)<br />
o Each section is clearly organized and carefully written.<br />
o Evidence has been carefully selected and integrated<br />
o The paper is carefully spell-checked, pro<strong>of</strong>read, and edited. MLA<br />
is used correctly throughout the paper.<br />
Strong paper<br />
o Consistently follows instructions for this writing assignment (i.e. number <strong>of</strong> required<br />
sources, number <strong>of</strong> pages, major sections included, etc.)<br />
o Contains a few minor flaws in organization and style.<br />
o Selection and integration <strong>of</strong> evidence contain a few minor flaws.<br />
o The paper is consistently spell-checked, pro<strong>of</strong>read, and edited, with perhaps a few minor<br />
flaws. MLA is consistently used correctly throughout the paper.<br />
Adequate paper<br />
o Adequately follow instructions for this writing assignment (i.e., number <strong>of</strong> required<br />
sources, number <strong>of</strong> pages, major sections included, etc.)<br />
o Contains more than a few minor flaws in organization and style, but is satisfac<strong>to</strong>ry.<br />
o Adequate selection and integration <strong>of</strong> evidence, with perhaps more than a few minor<br />
flaws.<br />
o The paper is adequately spell-checked, pro<strong>of</strong>read, and edited. MLA is adequately used<br />
throughout the paper.<br />
An “inadequate” paper will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Assignment<br />
Project 3 Grant Proposal<br />
In this assignment, you will write a 5-10 page Grant Proposal in which you persuade your<br />
intended audience (i.e. selected organization and grant funding agency) <strong>of</strong> your proposal idea as<br />
part <strong>of</strong> your service learning experience. You will collaborate closely with some <strong>of</strong> the staff<br />
members within your selected organization <strong>to</strong> come up with a proposal idea or project plan. The<br />
purpose <strong>of</strong> writing a grant funding proposal is <strong>to</strong> convince your targeted audience that your<br />
selected organization has a solid plan that meets an important need (or problem) within your<br />
particular community. In addition, your proposal idea will seek <strong>to</strong> make a positive impact on the<br />
population it will serve. Upon completion <strong>of</strong> this assignment, you will have the option <strong>of</strong> sending<br />
a copy <strong>of</strong> this assignment <strong>to</strong> your selected organization in hopes that they will find the right<br />
funder <strong>to</strong> support your proposal idea.<br />
Audience<br />
Your intended audience for this assignment will vary depending on the different types <strong>of</strong> funders<br />
available during your grant writing process. Funders typically will consist <strong>of</strong> wealthy individuals,<br />
corporations, foundations, or governmental agencies. Refer <strong>to</strong> “Resource A-F” <strong>of</strong> Carlson’s<br />
“Winning Grants: Step by Step,” pp. 105-122 for more information on funding agencies,<br />
foundations, corporations, etc.<br />
Task<br />
Step 1: Developing and Researching Proposal Idea<br />
(A) To develop a sound proposal idea you need <strong>to</strong> continue conducting ethnographic research<br />
(i.e., close observation, field notes, interviews, etc.) about your selected organization and<br />
its surrounding community during the volunteering phase <strong>of</strong> your service learning<br />
experience.<br />
(B) Collaborate closely with staff members in your selected organization <strong>to</strong> see what proposal<br />
projects and grants are worth pursuing before you decide on a proposal idea. Most likely<br />
they will already have a proposal idea or project plan already established for you <strong>to</strong> write<br />
about.<br />
(C) Once you and your selected organization have decided on a proposal idea or project,<br />
conduct a thorough research investigation by gathering relevant research materials (i.e.,<br />
scholarly articles, research studies, interview experts in the field, etc.) <strong>to</strong> see if your<br />
proposal idea is something that is entirely new or has already been previously<br />
implemented/established in the program or somewhere else.<br />
Guiding questions for developing your proposal idea:<br />
What is your community’s problem or need?<br />
What can your organization do <strong>to</strong> address this problem or need?<br />
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What would an improved community’s program look like?<br />
How will you know if your organization’s program or service will succeed based on your<br />
proposal idea?<br />
How much funding resources will it take <strong>to</strong> make your proposal idea successful?<br />
Step 2: Writing a Grant Proposal<br />
After you have developed a basic foundation <strong>of</strong> what your proposal idea will look like, follow the<br />
grant proposal’s structure and format below when writing your grant proposal.<br />
Your grant proposal should include the following major components:<br />
Section I. Need Statement (1-2 pages)<br />
A need statement sets the framework for the entire proposal, as it describes sets <strong>of</strong> conditions, or<br />
a social need affecting certain people or things in a specific place at a specific time.<br />
Here are some helpful questions <strong>to</strong> consider when writing your need statement:<br />
Is your need statement focused on your organization’s population (and not on your<br />
organization)?<br />
Does your need statement directly connect <strong>to</strong> your organization’s mission statement?<br />
Is your need statement supported by solid quantitative and qualitative data on the nature,<br />
size, and scope <strong>of</strong> the need (or problem) <strong>to</strong> be addressed?<br />
Is your need statement persuasive enough <strong>to</strong> convince any funding agency?<br />
Section II. Goals & Objectives (Length ½ <strong>to</strong> 1 page)<br />
This section shows what your organization is trying <strong>to</strong> accomplish through its program by<br />
establishing “measurable” objectives that will indicate your organizations’ progress <strong>to</strong>ward its<br />
goals.<br />
Here are some helpful questions <strong>to</strong> consider when writing your program’s goals & objectives:<br />
Are your program’s goals stated as end results?<br />
Are your organization’s objectives stated as specific outcomes that directly relate back <strong>to</strong><br />
each <strong>of</strong> your program’s goals?<br />
Can your organization’s objectives be quantified, assessed, and evaluated?<br />
Section III. Method Section (Length 1-2 pages)<br />
The method component <strong>of</strong> the proposal outlines the specific activities or methods <strong>of</strong> your<br />
proposal idea in a systematic fashion.<br />
Here are some helpful questions <strong>to</strong> consider when writing your method section:<br />
Do the methods discussed in the proposal derive logically from the program’s need<br />
statement and the goals and objectives?<br />
What specific activities or methods are needed in order <strong>to</strong> meet the program’s goals and<br />
objectives?<br />
Why did you select these specific methods or activities<br />
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Have you explained the timing and order <strong>of</strong> these specific activities?<br />
Who will perform these specific activities?<br />
Are the proposed activities feasible given the organization’s available resources?<br />
Section IV. Evaluation (1-2 pages)<br />
This section determines the effectiveness <strong>of</strong> your proposed program. You should describe how<br />
the program will evaluate its overall success and how it will go about documenting and recording<br />
these activities or methods.<br />
Here are some helpful questions <strong>to</strong> consider when writing your evaluation section:<br />
Does the evaluation section focus on assessing the program’s methods, activities, and<br />
results?<br />
Who will be evaluated and what will be measured?<br />
What information will be collected in the evaluation process?<br />
Who will be responsible for making the assessments?<br />
How will the information and results be used <strong>to</strong> improve the program’s future status?<br />
Section V. Budget (Length 1-2 pages)<br />
This section describes the program’s overall financial plan, which directly translates the methods<br />
section <strong>of</strong> the proposal in<strong>to</strong> dollars (i.e., words in<strong>to</strong> numbers). The program budget is your best<br />
“guesstimate”—a projection—<strong>of</strong> the income and expenses you anticipate for your proposal idea.<br />
Helpful questions <strong>to</strong> consider when writing your budget section:<br />
Is the budget consistent with your proposal’s program plan?<br />
Does the budget include all revenues and expenses (i.e. administrative cost, staffing,<br />
supplies and resources, etc.)?<br />
Is the budget realistic? In other words, can your organization accomplish the intended<br />
objectives with your proposed budget?<br />
Section VI. Summary/Abstract (Length 1/2-1 page)<br />
This section summarizes what your proposal is basically all about in a reduced version. The<br />
summary is a clear, one- <strong>to</strong> two-page abstract <strong>of</strong> the proposal, and is positioned at the very<br />
beginning <strong>of</strong> the grant proposal. You will write your summary/abstract only after all sections (I-<br />
V) have been completed.<br />
Helpful questions <strong>to</strong> consider when writing your summary/abstract section:<br />
Does it clearly identify the applicants(s) involved?<br />
Does it describe or address the specific need <strong>of</strong> the organization, as well as the specific<br />
objectives <strong>to</strong> be achieved?<br />
Does it mention the program’s <strong>to</strong>tal cost and the amount <strong>of</strong> funding you are requesting?<br />
Is it brief (no more than one page)?<br />
Note: Questions adapted from Carlson’s Winning Grants: Step by Step<br />
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Guidelines & Due Dates<br />
o Length between 5 <strong>to</strong> pages 10<br />
o All papers must be typed and double-spaced.<br />
o All papers must be in Time New Roman 12-point font with 1 inch margins.<br />
o Use APA style for this paper.<br />
o Your grade will be lowered by 1 point <strong>to</strong>wards the final grade each day the assignment is<br />
late.<br />
Due Dates Assignment Drafts<br />
Week 10, Day 1 Grant Proposal Draft A<br />
Week 13, Day 2 Grant Proposal Draft B<br />
Week 16 Grant Proposal Draft C (Final Version)<br />
Grading Criteria<br />
This assignment will be included in your portfolio.<br />
Content, Organization, Language Use & Mechanics<br />
Excellent paper<br />
o Fully takes in<strong>to</strong> account principles learned in this community service unit.<br />
o Each section <strong>of</strong> the grant proposal is clearly organized and carefully written.<br />
o The paper is carefully spell-checked, pro<strong>of</strong>read, and edited. APA is used correctly<br />
throughout the paper.<br />
Strong paper<br />
o Consistently takes in<strong>to</strong> account principles learned in this community service unit.<br />
o A few flaws in organization and style.<br />
o A few minor flaws in grammar, punctuation, and spelling. APA is consistently used<br />
correctly, with perhaps a few minor flaws.<br />
Adequate paper<br />
o Takes in<strong>to</strong> account some principles learned in this community service unit.<br />
o Contains more than a few flaws in organization and style, but is adequate.<br />
o The paper is adequately spell-checked, pro<strong>of</strong>read, and edited. APA is adequately used<br />
correctly throughout the paper.<br />
An “inadequate” paper will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Assignment<br />
Project 4 Newsletter<br />
For this assignment, you will write a 2-3 page newsletter about your selected organization and the<br />
population it serves as part <strong>of</strong> your service learning project. There are two primary purposes for<br />
writing this assignment. The first purpose <strong>of</strong> writing this newsletter is <strong>to</strong> practice summary<br />
writing. The second purpose <strong>of</strong> writing this newsletter is <strong>to</strong> give you the opportunity <strong>to</strong> (1) work<br />
with computers and (2) develop essential skills in using Micros<strong>of</strong>t Word.<br />
Audience<br />
Your newsletter will be submitted in your portfolio and read by me at the end <strong>of</strong> the second<br />
semester for a final grade. In addition, you will have the option <strong>of</strong> publishing your newsletter for<br />
your selected organization <strong>to</strong> read, as well as its targeted population within the community. As a<br />
result, if you willingly choose <strong>to</strong> do so, your newsletter will be published for a discourse<br />
community that is more general in nature (i.e. your selected organization and the community it<br />
serves).<br />
Task<br />
Step 1: Conducting a Mini-Ethnographic Study <strong>of</strong> Program’s Site<br />
During the 20 hours <strong>of</strong> volunteer service (as part <strong>of</strong> your service learning experience),<br />
you must continue <strong>to</strong> conduct careful observation <strong>of</strong> your program’s site.<br />
Play careful attention and record notes in your notebook about the daily<br />
activities and events that are happening there, as well as future events and<br />
activities.<br />
Interview staff members and a few <strong>of</strong> the clients they serve about their attitudes<br />
or perceptions regarding the program.<br />
Read the program’s mission statement and other related information <strong>to</strong> find out<br />
more about the program’s his<strong>to</strong>ry, philosophy, and goals.<br />
Step 2: Writing the Newsletter<br />
Upon completion <strong>of</strong> the 20 hours <strong>of</strong> volunteer work, you will design the newsletter<br />
assignment with the following essential components:<br />
Section 1<br />
Section 2<br />
Summary <strong>of</strong> program’s his<strong>to</strong>ry, philosophy, and goals<br />
Inform readers about the nature <strong>of</strong> the program—its his<strong>to</strong>ry,<br />
philosophy, and goals.<br />
Daily activities/events<br />
Inform readers about the program’s daily activities/events using<br />
specific details and examples.<br />
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Section 3<br />
Guidelines & Deadlines<br />
Future events/activities<br />
Inform readers about upcoming events/activities as a mean <strong>to</strong><br />
promote more participation and interaction among the community.<br />
o Length 2–3 pages<br />
o Use MLA style for this assignment<br />
o Use a two-column format<br />
o Minimum <strong>of</strong> one visual aid (i.e. picture, table, figure, etc.)<br />
o Must have title, headings, and subheadings<br />
o Must use some bullets or numbering<br />
o Your final grade will be lowered by 1 point each day the assignment is late.<br />
Due Dates Assignment Drafts<br />
Week 11, Day 1 Newsletter Draft A<br />
Week 13, Day 2 Newsletter Draft B<br />
Week 16 Final Draft<br />
Grading Criteria<br />
This assignment will be included in your portfolio.<br />
Content, Organization, & Language Use<br />
Excellent paper<br />
o Carefully follows all instructions and requirements for this writing assignment (i.e.<br />
number <strong>of</strong> required sections, number <strong>of</strong> pages, number <strong>of</strong> visual aids, two-side columns,<br />
etc.)<br />
o Each section is clearly organized and carefully written.<br />
o The paper is carefully spell-checked, pro<strong>of</strong>read, and edited. MLA is used correctly<br />
throughout the paper.<br />
Strong paper<br />
o Consistently follows instructions and requirements for this writing assignment (i.e.<br />
number <strong>of</strong> required sections, number <strong>of</strong> pages, number <strong>of</strong> visual aids, two-side columns,<br />
etc.)<br />
o Contains a few flaws in organization and style.<br />
o The paper is consistently spell-checked, pro<strong>of</strong>read, and edited, with perhaps a few minor<br />
flaws. MLA is also consistently used correctly.<br />
Adequate paper<br />
o Adequately follows instructions for this writing assignment (i.e. number <strong>of</strong> required<br />
sections, number <strong>of</strong> pages, number <strong>of</strong> visual aids, two-side columns etc.)<br />
o Contains more than a few minor flaws in organization and style, but is satisfac<strong>to</strong>ry.<br />
o The paper is adequately spell-checked, pro<strong>of</strong>read, and edited. MLA is adequately used<br />
correctly throughout the paper.<br />
An “inadequate” paper will fail <strong>to</strong> meet these criteria in one or more areas.<br />
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Assignment<br />
Project 5 Resume & Cover Letter<br />
For this assignment, you will create a resume and cover letter based on an actual job position<br />
from a company or organization <strong>of</strong> your interest. Not only will you choose where you want <strong>to</strong><br />
apply, but you will also conduct research about your targeted company or organization as<br />
preparation for writing this assignment. Upon researching and evaluating the job position <strong>of</strong> your<br />
interest, you will then analyze your own assets and qualifications by writing an effective resume<br />
and cover letter in response <strong>to</strong> the selected job position.<br />
Audience<br />
Your resume & cover letter will be submitted <strong>to</strong> me at the end <strong>of</strong> the 2 nd semester for a final grade<br />
(and not part <strong>of</strong> the portfolio evaluation). In addition, you will have the option <strong>of</strong> sending out the<br />
final version <strong>of</strong> your resume and cover letter <strong>to</strong> any employer or organization <strong>of</strong> your interest. If<br />
you choose <strong>to</strong> do so, your resume and cover letter will be viewed by a specific discourse<br />
community within the business and pr<strong>of</strong>essional world.<br />
Tasks<br />
Step 1: Researching the company or organization <strong>of</strong> your interest<br />
o Look through the classified job section in the local newspaper (i.e. Sac Bee) and job<br />
listings posted on various career websites (i.e. career-builder.com, monster.com,<br />
craiglists.com, etc.), or through the websites <strong>of</strong> actual companies and organizations<br />
themselves <strong>to</strong> find a real job position that you would like <strong>to</strong> apply for.<br />
o Once you find the job position you would like <strong>to</strong> apply for, you must conduct in-depth<br />
research about the job position (i.e., job’s qualifications/requirements, essential duties,<br />
skills needed, salary, benefits, etc.), as well as the company or organization’s core values,<br />
beliefs, and expectations (i.e. mission statement, goals, philosophy, and his<strong>to</strong>ry, etc.) as<br />
preparation for writing your resume and cover letter.<br />
o Next, you will analyze your own qualifications, assets, and work experience and write an<br />
effective resume and cover letter in response <strong>to</strong> the actual job listing.<br />
Step 2: Resume Writing<br />
I. RESUME (Length 1-2 page)<br />
A resume is an effective marketing <strong>to</strong>ol that outlines your education, skills, and experience <strong>to</strong><br />
your potential employer. Everything in the resume needs <strong>to</strong> be exact—from how the information<br />
is presented and organized <strong>to</strong> how clearly it’s written. The purpose <strong>of</strong> writing a resume is <strong>to</strong> help<br />
you get selected for the interview process, and eventually, hired for the job position you are<br />
applying for.<br />
Make sure you include the following major components in this specific order when writing your<br />
resume:<br />
(A) Your name<br />
(B) Address<br />
(C) Contact information (i.e., e-mail, cell phones, etc.)<br />
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(D) Career Objective<br />
(E) Education<br />
(F) Work experience<br />
Optional:<br />
(G) Qualifications/skills<br />
(H) License and/or certifications<br />
(I) Achievements<br />
(J) Volunteer work<br />
Step 3: Cover Letter Writing<br />
II. COVER LETTER (Length 1 page)<br />
The cover letter is another important marketing <strong>to</strong>ol <strong>to</strong> go along with your resume. Nearly all<br />
companies/organization <strong>to</strong>day require you <strong>to</strong> send your resume along with a cover letter attached.<br />
Each cover letter must be individualized <strong>to</strong> fit the job<br />
position you are applying for. The language use in the cover letter should be polite, clear, and <strong>to</strong><br />
the point.<br />
Make sure the following components are organized in the following manner when writing your<br />
cover letter:<br />
(A) Your address, telephone number, e-mail address, and the date (in this specific order).<br />
(B) Name, title, and address <strong>of</strong> the person <strong>to</strong> whom the cover letter and resume should be<br />
sent.<br />
(C) Skip a line, write “Dear Ms./Mr./Mrs., etc, and then skip another line.<br />
(D) The body <strong>of</strong> your cover letter must consist <strong>of</strong> at least two paragraphs.<br />
You should tell your reader who you are, what position you are applying for, and<br />
why you think your assets and qualifications make you the perfect candidate for<br />
the job position. Mention only a few <strong>of</strong> your achievements/accomplishments and<br />
skills, since all this essential information is detailed in your resume.<br />
(E) The concluding paragraph should be brief, in which you request an interview and provide<br />
your contact information. Close by thanking your reader for his or her time and<br />
consideration.<br />
Guidelines & Deadlines<br />
o Times New Roman 12 point font and 1 inch margins.<br />
o Must use bold, italic type, upper-case lettering, and bullet list for emphasis on resume<br />
writing.<br />
o Must use full-block style and blank line between each paragraph for cover letter (all<br />
paragraphs and lines being flush left (no indentation)<br />
Due Dates Assignment Drafts<br />
Week 13, Day 2 Resume & Cover Letter Draft A<br />
Week 15, Day 1 Resume & Cover Letter Draft B<br />
Week 16 Final Draft sent out <strong>to</strong> company/organization<br />
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Grading Criteria<br />
This assignment is worth 10% <strong>of</strong> your final grade and will not be included in your final portfolio.<br />
Content & Organization<br />
A (9-10 points)<br />
o Carefully follows all instructions and requirements for this writing assignment (i.e. use <strong>of</strong><br />
bullet lists, boldface, italic, and uppercase letters for resume, use <strong>of</strong> full-block style for<br />
cover letter, number <strong>of</strong> pages, etc.)<br />
o Each section is clearly organized and carefully written.<br />
B (8 points)<br />
o Consistently follows instructions and requirements for this writing assignment (i.e. use <strong>of</strong><br />
bullet lists, boldface, italic, and uppercase letters for resume, use <strong>of</strong> full-block style for<br />
cover letter, number <strong>of</strong> pages, etc.)<br />
o Contains a few flaws in organization and style.<br />
C (7 points)<br />
o Adequately follow instructions for this writing assignment (i.e. use <strong>of</strong> bullet lists,<br />
boldface, italic, and uppercase letters for resume, use <strong>of</strong> full-block style for cover letter,<br />
number <strong>of</strong> pages, etc.)<br />
o Contains more than a few flaws in organization and style, but is satisfac<strong>to</strong>ry.<br />
Mechanics<br />
-0 point The paper is carefully spell-checked, pro<strong>of</strong>read, and edited.<br />
-1 point A few minor flaws in grammar, punctuation, and spelling.<br />
-2 points More than a few flaws in grammar, punctuation, and spelling.<br />
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Assignment<br />
Portfolio Requirements & Evaluation<br />
A major part <strong>of</strong> this course is the submission <strong>of</strong> a portfolio <strong>of</strong> your writing at the end <strong>of</strong> the 2 nd<br />
semester. A writing portfolio is basically a collection <strong>of</strong> a writer’s work from a given period <strong>of</strong><br />
time. Throughout the course you will draft, revise, and edit essays and research papers so that you<br />
can include them in your portfolio. At the end <strong>of</strong> the second semester, I will collect your portfolio<br />
and grade your collection <strong>of</strong> writings holistically for a final course grade (see portfolio evaluation<br />
below).<br />
Guidelines/Requirements<br />
You portfolio must be organized using a 3-ring binder with individual tab labeled for each <strong>of</strong> the<br />
sections below:<br />
Contents <strong>of</strong> portfolio<br />
□ Cover Sheet Include your name, instruc<strong>to</strong>r’s name, class/section, & date.<br />
□ Table <strong>of</strong> Contents Include page numbers for each <strong>of</strong> the following sections provided<br />
Below.<br />
□ Background Info. Consist <strong>of</strong> an introduction letter about yourself as a reader/writer and<br />
your reading/writing goals & objectives at Sac State. The introduction<br />
letter will not be evaluated for a final course grade, but is nonetheless<br />
a necessary component <strong>of</strong> the portfolio submission (without this<br />
writing piece your portfolio will not be accepted and graded).<br />
□ Polished Works Pick THREE <strong>of</strong> your best works <strong>to</strong> include in this section (final<br />
versions and all drafts and feedback must be included as well). I want<br />
<strong>to</strong> see your overall improvement from the first draft <strong>to</strong> the final draft.<br />
In addition, you must write a short report in which you tell me what<br />
significant changes you have made in each <strong>of</strong> the writing assignments.<br />
Attach this report in front <strong>of</strong> each <strong>of</strong> the polished work assignment.<br />
□ Additional Works Include Summary-Response paper (final version) and ONE <strong>of</strong> your best<br />
example <strong>of</strong> your highlighting and annotating skills on any <strong>of</strong> the class<br />
readings.<br />
Note: An incomplete portfolio with any missing section will not be accepted and graded.<br />
Due Dates/Deadlines<br />
Due Dates Portfolio Assessment<br />
Week 16 (2 nd<br />
semester)<br />
Portfolio submission (All sections and works included; any portfolio<br />
with missing section(s) and/or work(s) will not be accepted and graded.)<br />
97
Portfolio Evaluation<br />
Your portfolio is worth 50% <strong>of</strong> your final grade. I will use the following scoring criteria below <strong>to</strong><br />
assess your collection <strong>of</strong> works holistically for a final course grade.<br />
HIGH PASS<br />
Portfolio provides evidence <strong>of</strong> exceptional ability in the areas below (see pass).<br />
PASS<br />
Portfolio provides evidence <strong>of</strong> adequate ability <strong>to</strong>:<br />
FAILING<br />
o Apply a variety <strong>of</strong> effective reading and writing strategies through highlighting,<br />
annotation, and summary-response writing.<br />
o Write a variety <strong>of</strong> texts for multiple purposes, audiences and genres.<br />
o Organize essays <strong>to</strong> support the writer’s points <strong>of</strong> view in ways that are<br />
appropriate <strong>to</strong> his/her <strong>to</strong>pic, audience, and purpose.<br />
o Evaluate and cite sources appropriately.<br />
o Develop various and flexible strategies for generating and revising texts in<br />
response <strong>to</strong> constructive criticism/feedback.<br />
o Develop syntactic maturity and sentence clarity by editing and pro<strong>of</strong> reading for<br />
appropriate grammar and mechanics.<br />
Portfolio fails <strong>to</strong> provide evidence <strong>of</strong> adequate ability in the areas mentioned above.<br />
98
APPENDIX C<br />
COURSE LESSON PLANS & MATERIALS<br />
99
Materials:<br />
Course Introduction (Lesson 1)<br />
Course Syllabus<br />
Service-Learning Requirement & Timeline<br />
Homework assignment (handout 1): “Bringing Your World in<strong>to</strong> the Classroom”<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
5 min Attendance T takes attendance Whole Class<br />
25min Teacher & Students’<br />
Introduction:<br />
40min Course Introduction:<br />
5min Wrap-Up:<br />
Task 1: Teacher introduces<br />
himself <strong>to</strong> the entire class<br />
Task 2: T does an Ice Breaker<br />
Activity: “Twenty Questions”<br />
In this game, T selects<br />
a personal hobby that<br />
is not known by the<br />
Ss.<br />
Task 1: T goes over course<br />
syllabus (i.e. course<br />
description, goals,<br />
requirements, and policies)<br />
Task 2: T goes over Service<br />
Learning (SL) requirements<br />
sheet<br />
T hands out homework<br />
assignment (Handout 1)<br />
“Bringing Your World in<strong>to</strong> the<br />
Classroom” and reads it <strong>to</strong> the<br />
Ss.<br />
Task 1: Ss pay<br />
attention and listen<br />
100<br />
Task 2: During the<br />
game, Ss try <strong>to</strong> guess<br />
the hobby by asking a<br />
<strong>to</strong>tal <strong>of</strong> 20 questions<br />
which can only be<br />
answered by either a<br />
“yes” or “no” until the<br />
hobby is revealed.<br />
Task 3: After the<br />
game, Ss briefly<br />
introduce themselves<br />
(grade level, major,<br />
and hobbies)<br />
Task 1: Ss can ask any<br />
questions about the<br />
course requirements.<br />
Task 2: Ss read Service<br />
Learning (SL)<br />
requirement handout<br />
Ss follow along and<br />
ask any questions<br />
about homework<br />
assignment.
Bringing Your World in<strong>to</strong> the Classroom (Handout 1)<br />
“Our children need <strong>to</strong> know that their lives count. That their cultures count. That their literacies<br />
count. We must place value on who they are and where they are from, and we must navigate the<br />
course, <strong>to</strong>gether, <strong>to</strong> where they are going” --- Linda S. Bausch<br />
Literacy His<strong>to</strong>ries<br />
Task 1: Read Linda S. Bausch’s (2003) “Just Words: Living and Learning the Literacies <strong>of</strong> Our<br />
Students’ Lives.”<br />
Task 2: After reading Bausch’s article, complete the following activities below <strong>to</strong> research more<br />
about your literacy practices at home and/or within the community:<br />
Going on an Archaeological Dig:<br />
Task 3: Reflection<br />
101<br />
Collect information/data about various literacy practices that you encounter<br />
in your home and/ or within your community.<br />
Home: Choose areas in your home from which <strong>to</strong> collect data—on<br />
your refrigera<strong>to</strong>r, kitchen counter, living room, bedrooms, etc. Also<br />
examine household items as well as personal items (i.e. decorations,<br />
purse, wallets, album pictures, etc.).<br />
Community: Choose areas in your community from which <strong>to</strong> collect<br />
data—local grocery s<strong>to</strong>res, friend’s houses, restaurants, etc. Examine<br />
flyers, advertisements, menus, and other items within your<br />
community.<br />
Once you have gathered some information about your literacy practices at home and/or within the<br />
community, take out a separate piece <strong>of</strong> paper and answer the following questions below:<br />
What type <strong>of</strong> literacy activities do you participate in on a regular basis at<br />
home and/or within your community? (Explain in 2-3 sentences)<br />
What type <strong>of</strong> language and/or thinking is most valued within these specific<br />
literacy activities (i.e. formal versus informal, written versus spoken, what<br />
knowledge is most valued, etc.)? (Explain in 2-3 sentences)<br />
Are any types <strong>of</strong> reading and writing involved? If so, what kinds?<br />
How are these literacy activities similar or different <strong>to</strong> academic literacies<br />
encountered in school? (Explain in 3-5 sentences)<br />
____________________________________________________________________________<br />
Task 4: Bring in one artifact and share it with the whole class for next class session.
SWBATS:<br />
Multiliteracies (Lesson 2)<br />
Identify and reflect on their literacy his<strong>to</strong>ries, especially in relation <strong>to</strong> their home cultures<br />
and academic discourses.<br />
Begin <strong>to</strong> develop appreciation for multiliteracy and cultural pluralism within the<br />
university setting and beyond.<br />
Materials:<br />
Bausch’s (2003) “Just Words: Living and Learning the Literacies <strong>of</strong> Our Students’ Lives”<br />
Homework Assignment: “Bringing Your World in<strong>to</strong> the Classroom”<br />
Student’s artifacts<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2 min Attendance T takes attendance Whole Class<br />
15-20min Review<br />
50min Activity #1: Artifact<br />
Sharing<br />
3min Wrap-Up:<br />
SacCT Posting # 1 (see<br />
question prompt below)<br />
Task 1: T tells Ss <strong>to</strong> get<br />
in<strong>to</strong> groups <strong>of</strong> 2 and<br />
discuss what they found<br />
interesting about Bausch’s<br />
article.<br />
Task 2: As a whole class<br />
T tells Ss <strong>to</strong> share their<br />
ideas/inputs about what<br />
they found interesting.<br />
Task 3: After the class<br />
discussion, T tells Ss <strong>to</strong><br />
stay in groups and share<br />
what they wrote down for<br />
their reflection on the<br />
homework assignment.<br />
T picks on Ss<br />
alphabetically <strong>to</strong> share<br />
their artifact <strong>to</strong> the class<br />
until everyone has<br />
participated.<br />
T tells Ss <strong>to</strong> go home and<br />
log on <strong>to</strong> SacCT and<br />
complete Posting # 1 by<br />
next class session.<br />
102<br />
Task 1 & 2: Ss bring in<br />
Bausch’s article and<br />
discuss with a partner<br />
(for 5 min) and then<br />
share their ideas/inputs<br />
with the whole class<br />
Task 3: Ss share their<br />
reflections w/ a partner.<br />
Ss will have 2-3 min<br />
each <strong>to</strong> present their<br />
artifacts <strong>to</strong> the whole<br />
class.<br />
Whole Class
SacCT Journal Entry 1<br />
Look at the Service-Learning Community Partners list on your Service Requirement & Timeline<br />
sheet. From the list, pick 3-5 potential organizations that are <strong>of</strong> interest <strong>to</strong> you and research more<br />
about each organization. You can either visit the organization online or visit the Engagement<br />
Community Center (Library, 2406) <strong>to</strong> find out more information about these organizations.<br />
Question:<br />
A. What did you learn about each organization? How are they different? Similar?<br />
B. Which <strong>of</strong> these organizations interest you the most? And Why?<br />
Note: Be sure <strong>to</strong> comment on at least two other class members’ responses.<br />
103
SWBATS:<br />
Ethnography Research (Lesson 3)<br />
Identify and practice using some effective ethnographic research methods (i.e. observing<br />
and taking field notes, analyzing data, etc.) for writing and research purposes.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> critically evaluate and analyze research data.<br />
Materials:<br />
Project # 1: Academic & Career/Pr<strong>of</strong>essional Ethnographic Investigation<br />
Ethnographic Research Slides (1-6)<br />
Handout 1: Writing Field Notes<br />
Handout 2: Analyzing Field Notes<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
5-7min Attendance/<br />
Announcements<br />
Task 1: T takes attendance<br />
Task 2: T hands out Task 1: Ss read<br />
“Academic &<br />
assignment sheet and<br />
Career/Pr<strong>of</strong>essional” Project<br />
Assignment<br />
ask questions if needed<br />
10-13min Presentation:<br />
Introduction <strong>to</strong><br />
Ethnography Research<br />
50min Practice Activity # 1:<br />
Writing Field Notes<br />
(Handout 1)<br />
5min Wrap-Up: Homework<br />
Task 3: T answers any<br />
question about assignment<br />
T presents Ethnography<br />
Research Slides (1-6)<br />
T gives Ss handout 1 and<br />
takes Ss outside <strong>of</strong> class <strong>to</strong><br />
observe the Union Center on<br />
campus.<br />
Task 1: T passes out<br />
“Analyzing Field Notes”<br />
sheet (see Handout 2). T<br />
tells Ss <strong>to</strong> complete<br />
assignment for homework<br />
and bring it back <strong>to</strong> next<br />
class session for a whole<br />
class discussion.<br />
Task 2: T also tells Ss <strong>to</strong><br />
Read A.B. Kajornboon’s<br />
(2005) “Using Interviews as<br />
Research Instruments”<br />
104<br />
Ss use the slides<br />
handout <strong>to</strong> take notes<br />
Ss take notes using the<br />
chart in handout 1 and<br />
write down what they<br />
observe at the site.<br />
Task 1: Ss analyze data<br />
and complete questions<br />
on Handout 2 for<br />
homework.
Introduction <strong>to</strong> Ethnographic<br />
Research<br />
Overview<br />
*What is Ethnography? (Slides 3 & 4)<br />
Data Collection Methods<br />
How <strong>to</strong> Write Field Notes (Slides 5 & 6)<br />
Conducting Interviews (discussed in detail<br />
next class session)<br />
What is Ethnography?<br />
• Involves participating in people’s daily lives<br />
• Observing what happens<br />
• Listening <strong>to</strong> what is said<br />
• Taking field notes & collecting data<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
105
How <strong>to</strong> write Field Notes<br />
• Write what you observe as soon as possible<br />
after leaving the fieldsite.<br />
• Should plan <strong>to</strong> leave a block <strong>of</strong> time for<br />
writing (may be very time-consuming)<br />
• Organize your field notes in<strong>to</strong> categories or<br />
sections.<br />
What <strong>to</strong> include?<br />
1. Date, time, and place <strong>of</strong> observation<br />
2. Specific facts, numbers, details<br />
3. Sensory impressions: sights, sounds, textures,<br />
smells, taste<br />
4. Personal responses<br />
5. Specific words/phrases <strong>of</strong> conversations<br />
6. Questions about people or behaviors for future<br />
investigation<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
106
Writing Field Notes (Handout 1)<br />
You will observe a specific place on the campus. As you observed, be sure <strong>to</strong> write down as much<br />
information (or data) on the setting and its subjects (people). Use the four columns below <strong>to</strong> help<br />
you organize your observation as you complete your field notes.<br />
Date, Time, & Place<br />
<strong>of</strong> Observation<br />
Description<br />
(Specific facts &<br />
details <strong>of</strong> what<br />
happens at the site)<br />
Personal<br />
Reponses/Reactions<br />
(Observer’s<br />
Comments)<br />
107<br />
Future Questions<br />
(about people or<br />
behaviors at the site<br />
for future<br />
investigation)
Analyzing Field Notes (Handout 2)<br />
Use your field notes chart <strong>to</strong> answer the following questions below:<br />
1. What kinds <strong>of</strong> activities and events are distinct <strong>to</strong> this site?<br />
2. What kind <strong>of</strong> people (and age groups) did you observe the most at this site?<br />
3. How did they behave? What type <strong>of</strong> language did they use?<br />
4. How did they dress? Was it similar or different <strong>to</strong> each other?<br />
5. What themes or patterns can you begin <strong>to</strong> identify based on your data collection (i.e. what<br />
you observed at the specified site)?<br />
108
SWBATS:<br />
Conducting Interviews (Lesson 4)<br />
Identify, understand, and use the interviewing process as a research method.<br />
Conduct and practice using some effective interviewing techniques for data<br />
collection purposes.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> analyze interviews for their overall<br />
effectiveness.<br />
Materials:<br />
PowerPoint Presentation Sign-Up Sheet<br />
Handout 1 (Helpful Guide): Conducting Interviews<br />
Video Clip (5:25min): 20/20 Interview <strong>of</strong> JonBenet Ramsey’s Parents<br />
(http://www.youtube.com/watch?v=Nltc6UeKigw)<br />
Handout 2: Analyzing T.V. Interview<br />
Handout 3: Evaluating Interview Questions<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
5- Attendance/ Task 1: T takes attendance<br />
7min Announcements<br />
Task 1: Ss briefly<br />
Task 2: T selects groups for the introduce themselves <strong>to</strong><br />
“Academic Ethnographic<br />
Investigation” Project<br />
their group members.<br />
Task 2: Each group then<br />
Task 3: T passes out sign-up sheet for discusses and picks a<br />
the PowerPoint presentation in weeks day <strong>to</strong> sign up for the<br />
14 & 15.<br />
PowerPoint presentation<br />
in weeks 14 & 15.<br />
5min Review As a whole class T reviews<br />
Ss share what they wrote<br />
homework assignment (Analyzing<br />
Field Notes) w/ Ss.<br />
down.<br />
20min Presentation: How<br />
<strong>to</strong> Conduct an<br />
Interview<br />
Note: Handout<br />
adapted from<br />
Davies &<br />
Beaumont, 2007<br />
Task 1: T hands outs “Conducting an<br />
Interview” helpful sheet (Handout 1)<br />
and asks Ss a question:<br />
“What do you think are the steps<br />
needed <strong>to</strong> conduct an effective<br />
interview?”<br />
Task 2: T summarizes the handout<br />
and shows that there are 5 critical<br />
steps <strong>to</strong> conducting an effective<br />
interview.<br />
Task 1: Ss share their<br />
ideas/inputs.<br />
109<br />
Task 2: Ss follow along<br />
on the handout
20min Activity # 1:<br />
Analyzing a T.V.<br />
Interview<br />
20min Activity # 2:<br />
Evaluating<br />
Interview Question<br />
2min Wrap-Up:<br />
Homework<br />
Task 1: T passes out “Analyzing a<br />
T.V. Interview” (Handout 2) and<br />
plays a video clip (20/20 Interview <strong>of</strong><br />
JonBenet Ramsey’s Parents.<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
necessary<br />
Task 3: As a whole class T asks Ss <strong>to</strong><br />
share what they wrote down.<br />
Task 1: T passes out “Evaluating<br />
Interview Question” (Handout 3) as<br />
preparation for Academic Discourse<br />
Project.<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
necessary.<br />
T tells Ss <strong>to</strong> read SWH (pp. 67-75)<br />
and Smith’s “Part One: Little Miss<br />
Christmas” for next class session.<br />
Task 1: Ss watch video<br />
and analyze it by<br />
completing the<br />
questions on Handout<br />
2.<br />
110<br />
Task 2: Ss share what<br />
they wrote down <strong>to</strong> the<br />
whole class.<br />
Task 1: Ss get in<strong>to</strong><br />
groups and create a<br />
question they might ask<br />
for their academic<br />
discourse project using<br />
Handout 3.<br />
Task 2: Ss then<br />
evaluate their own<br />
question using the<br />
checklist attached in<br />
Handout 3.<br />
Whole Class
1. Designing Questions<br />
Conducting Interviews (Handout 1)<br />
Closed questions<br />
Are easy <strong>to</strong> answer and lead <strong>to</strong> “yes” or “no” response, or lead <strong>to</strong> some other brief reply.<br />
Begin with whom, where, when, which, does or did.<br />
Can be a disaster for qualitative data collection because they limit the data being<br />
collected. Use open-ended follow-ups <strong>to</strong> avoid this problem!<br />
Open-ended questions<br />
Cannot be answered with a simple “yes” or “no” response.<br />
Encourage the interviewee <strong>to</strong> provide more information, leading <strong>to</strong> rich and useful data.<br />
Begin with such words as what, how or tell me.<br />
Problems <strong>to</strong> avoid when designing questions<br />
1. Ambiguous questions: Questions where there is more than one meaning will lead <strong>to</strong> confusion<br />
and/or misleading data. Example: “Describe the best way <strong>to</strong> get <strong>to</strong> the airport?” (Does “best<br />
way” mean quickest or cheapest?)<br />
2. Double-barreled questions: These ask for more than one response. Example: “Do you think<br />
that this company is operating efficiently or does it just need more employee commitment?”<br />
3. Leading questions: These lead the answer in the way they are asked: “Many senior employees<br />
think that X. I suppose this is your view as well. Is it?”<br />
4. Negative questions: Questions that use the word “not” and can be hard <strong>to</strong> answer. Example:<br />
“Why is it not easy <strong>to</strong> do a master’s degree?” Compare: “What are the fac<strong>to</strong>rs that cause<br />
difficulties for master’s students?” Always phrase questions in the positive form!<br />
6. Denial questions: These will almost certainly lead <strong>to</strong> denial, understatement, or some form <strong>of</strong><br />
socially acceptable answers. Some questions have “socially acceptable” answers that may<br />
misrepresent subjects’ beliefs and actions. For example, respondents may understate or falsify<br />
their age, level <strong>of</strong> prejudice, etc.<br />
7. Artificial opinion questions: These questions create an opinion on a <strong>to</strong>pic on which the<br />
interviewee really may have no opinion. Example: “Do you think everyone is happy working in<br />
this company?”<br />
II. Starting and Finishing the Interview<br />
Always ensure your interviewee is clear about your purpose and objectives. Here are some<br />
appropriate guidelines for opening and closing an interview:<br />
To open an interview:<br />
*introduce yourself<br />
*state the purpose <strong>of</strong> the interview<br />
*explain that brief notes will be taken (or a tape recording will be made) and shared with the<br />
interviewee after they have been organized<br />
111
To close an interview:<br />
*Signal a closing statement after the last question<br />
*In closing, you must thank the interviewee for his/her time<br />
IV. Conducting the Interview<br />
When conducting the interview, your aim is three-fold:<br />
1. Keeping the interviewee at ease and comfortable <strong>to</strong> maximize their responses.<br />
2. Ensuring that the interview proceeds smoothly in a structured way.<br />
3. Maintaining an efficient way <strong>of</strong> recording the information collected.<br />
Things <strong>to</strong> keep the interviewee at ease using both verbal and non-verbal communication<br />
Body language & posture.<br />
Eye contact.<br />
Facial expressions.<br />
Tone <strong>of</strong> voice<br />
V. Managing Data Collected During the Interview<br />
Managing the data you collect during an interview is critical. You need <strong>to</strong> decide on how<br />
information is <strong>to</strong> be recorded.<br />
• Note taking<br />
• Taping an interview<br />
• Video recording<br />
You must ask the person you are going <strong>to</strong> interview whether or not he/she feels comfortable with<br />
how the information will be recorded and with the type <strong>of</strong> instrument you will be using.<br />
Note: Adapted from Davies, W. M., & Beaumont, T. J. (2007). Conducting An Interview. [PDF<br />
document]. Retrieved from http://tlu.fbe.unimelb.edu.au/<br />
112
Analyzing a T.V. Interview (Handout 2)<br />
Use the Handout “Conducting Interviews” <strong>to</strong> assist you in answering the following questions<br />
below about the interview between Barbara Walters (interviewer) and the Ramsey’s parents<br />
(interviewee) on CNN.<br />
1. What kinds <strong>of</strong> questions did the interviewer asked? (For example: closed or open-ended?)<br />
How did you know? (Consider: How the interviewee responded <strong>to</strong> the questions asked?<br />
Was it a simple yes or no, or was it an elaborated response?)<br />
2. How did the interviewer open and close the interview? Did she follow some <strong>of</strong> the<br />
guidelines proposed by Kremer as specified in the “Conducting Interview” Handout?<br />
Briefly explain.<br />
3. Did the interviewer keep the interviewee(s) at ease? (Consider: verbal & non-verbal<br />
communication—body language, facial expressions, eye contact, postures, <strong>to</strong>ne and<br />
voice.)<br />
113
Evaluating Interview Questions (Handout 3)<br />
Get in<strong>to</strong> your assigned group for the Academic Discourse Project and come up with three<br />
interview questions you might want <strong>to</strong> ask your selected discourse community. Then, pick one<br />
and evaluate it using the evaluation checklist shown in Box 1. After you have evaluated your<br />
question, give your question <strong>to</strong> your partner and let him/her evaluate your question using the<br />
evaluation checklist in Box 2. Finally, revise your question based on your peer’s feedback.<br />
Possible Questions<br />
1.____________________________________________________________________________<br />
______________________________________________________________________________<br />
2.____________________________________________________________________________<br />
______________________________________________________________________________<br />
3.____________________________________________________________________________<br />
______________________________________________________________________________<br />
Box 1: Evaluate Your Own Question<br />
1. What type <strong>of</strong> question did you create? Closed or opened-end? Why?<br />
2. Do you think your question suffers from any <strong>of</strong> the problems identified in Handout 1?<br />
(e.g., ambiguous questions, double-barreled questions, leading questions, negative<br />
questions, denial questions, artificial opinion questions). If so, which one(s)? (Explain in<br />
1-2 sentences.)<br />
_____________________________________________________________________________<br />
Overall Evaluation: Effective Ineffective<br />
Check (√)________ Check-minus (√)__________<br />
114
Box 2: Classmate Evaluation<br />
1. What type <strong>of</strong> question did he/she create? Closed or opened-end? How do you know?<br />
2. Do you think his/her question suffers from any <strong>of</strong> the problems identified in Handout 1?<br />
(e.g., ambiguous questions, double-barreled questions, leading questions, negative<br />
questions, denial questions, artificial opinion questions). If so, which one(s)? (Explain in<br />
1-2 sentences.)<br />
Overall Evaluation: Effective Ineffective<br />
Check (√)________ Check-minus (√)__________<br />
Refine Your Question<br />
Now refine (revise) your question based on your partner’s suggestion(s). Make sure your new<br />
question doesn’t suffer from the problems identified in Handout 1.<br />
Revised Question:_______________________________________________________________<br />
______________________________________________________________________________<br />
______________________________________________________________________________<br />
115
SWBATS:<br />
Intensive Reading Process Workshop (Lesson 5)<br />
Before Reading Strategies<br />
Identify and practice using various effective pre-reading strategies (i.e. scanning,<br />
skimming, prediction, questioning, etc.) on a variety <strong>of</strong> academic texts.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> set purposes and goals before embarking on a reading<br />
task.<br />
Materials:<br />
Video Clip (9:31 min): JonBenet: Ana<strong>to</strong>my <strong>of</strong> an Investigation Part 1<br />
(www.youtube.com/watch?v=-cw13zZXeY)<br />
Handout 1: Reading Passage<br />
Reading Process and Strategies Slides (1-4)<br />
Handout 2: Applying Your Pre-Reading Strategies<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance T takes attendance Whole class<br />
15min Debriefing: Intro <strong>to</strong><br />
JonBenet Ramseys’ Case<br />
(unsolved mystery)<br />
Task 1: T plays video:<br />
“JonBenet: Ana<strong>to</strong>my <strong>of</strong> an<br />
Investigation” (9:31 min)<br />
Task 2: As a whole class T<br />
tells Ss that they will be<br />
writing an argumentative<br />
paper about the JonBenet<br />
Ramseys Case, and that all <strong>of</strong><br />
the reading materials will be<br />
about <strong>to</strong>pics related <strong>to</strong> this<br />
case.<br />
8 min Warm-up Activity: T hands out a reading passage<br />
without the title for Ss <strong>to</strong> read<br />
(see Handout 1)<br />
10min Presentation: Reading<br />
Process (Before reading)<br />
T goes over slides:<br />
1. What is Reading? (1-2)<br />
2. BEFORE reading strategies<br />
(2-4)<br />
Task 1: Ss watch<br />
video<br />
Ss read passage and<br />
guess at what they<br />
think the passage is<br />
about.<br />
Ss take notes using<br />
slide handout<br />
116
40min Activity # 1: Applying<br />
BEFORE reading skills<br />
2min Wrap-up:<br />
Read C.F. Johnson’s<br />
(2000) article<br />
Read Smith’s “Part One:<br />
Little Miss Christmas”<br />
Task 1: T passes out C.F.<br />
Johnson’s (2000) article and<br />
instructs Ss <strong>to</strong> use some<br />
effective pre-reading<br />
strategies <strong>to</strong> complete this<br />
activity.<br />
Task 2: T walks around,<br />
moni<strong>to</strong>rs Ss progress, and<br />
provides assistance if needed<br />
Task 3: As a whole class T<br />
tells Ss <strong>to</strong> share their<br />
predictions and questions.<br />
T reminds Ss <strong>to</strong> complete<br />
reading assignments<br />
117<br />
Task 1: Ss examine<br />
journal article and use<br />
pre-reading strategies<br />
<strong>to</strong> complete this<br />
activity.<br />
Task 2: Ss then make<br />
predictions and ask<br />
questions based on<br />
their initial<br />
examination <strong>of</strong> the<br />
article (see Handout<br />
3)<br />
Task 3: Ss discuss<br />
their predictions and<br />
questions with<br />
another class member<br />
(for 2-3 min) and then<br />
with the whole class.<br />
Whole class
Reading Passage (Handout 1)<br />
Read the passage below and then answer the following questions <strong>to</strong> figure out what the passage is<br />
about. You may re-read the passage again <strong>to</strong> help you with this process.<br />
________________?_______________________<br />
The procedure is quite simple. First you arrange things in<strong>to</strong> different groups. Of<br />
course, one pile may be sufficient depending on how much there is <strong>to</strong> do. If you have <strong>to</strong><br />
go somewhere else due <strong>to</strong> lack <strong>of</strong> facilities that is the next step. <strong>Other</strong>wise, you are<br />
pretty well set. It is important not <strong>to</strong> overdo things. That is, it is better <strong>to</strong> do <strong>to</strong>o few<br />
things at once than <strong>to</strong>o many. In the short run this may not seem important but<br />
complications can easily arise. A mistake can be expensive as well. At first the whole<br />
process will seem complicated. Soon, however, it will become just another facet <strong>of</strong> life.<br />
It is difficult <strong>to</strong> foresee any end <strong>to</strong> the necessity for this task in the immediate future, but<br />
then one can never tell. After the procedure is completed one arranges the materials in<br />
different groups again. Eventually they will be used once more and the whole cycle will<br />
then have <strong>to</strong> be repeated. However, that is part <strong>of</strong> life.<br />
Note: Taken form Bransford, J. D., & McCarrell, N. S. (1975). A sketch <strong>of</strong> a cognitive approach<br />
<strong>to</strong> comprehension. In Cognition and the Symbolic Processes. New York: Holt, Rinehart &<br />
Wins<strong>to</strong>n.<br />
Questions:<br />
1. What do you think the passage is about? (Explain in 1-2 sentences)<br />
2. How did you figure this out? (Consider: Did you have <strong>to</strong> re-read the passage? Did your<br />
background knowledge provide you with the information? What clues in the reading<br />
passage lead you <strong>to</strong> figure this out?)<br />
118
What is Reading?<br />
Add picture<br />
The Reading Process<br />
Context Text<br />
*Classroom * Academic<br />
*Workplace *Non-Academic<br />
*<strong>Other</strong> settings<br />
Reading<br />
Process<br />
Reader<br />
*Purpose, Motivation, Background<br />
Knowledge, Reading Strategies<br />
119<br />
_________________________________________<br />
_________________________________________<br />
_________________________________________<br />
_________________________________________<br />
_________________________________________<br />
_________________________________________<br />
_________________________________________<br />
______________________________________<br />
______________________________________<br />
______________________________________<br />
______________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________
Reading Strategies for Academic Text<br />
• BEFORE Reading Strategies<br />
Activities you do before you read a text <strong>to</strong><br />
facilitate comprehension.<br />
• DURING Reading Strategies<br />
Activities you do while you’re reading <strong>to</strong> further<br />
facilitate comprehension.<br />
• AFTER Reading Strategies<br />
Activities you do <strong>to</strong> assess your comprehension.<br />
Previewing Activities<br />
• Examine the title.<br />
• Skim the introduction.<br />
• Skim the conclusion.<br />
• Sample the first sentence <strong>of</strong> each body<br />
paragraph.<br />
• Skim the entire text for overall meaning.<br />
• Scan the text for specific details (i.e. tables,<br />
figures, pictures, etc.).<br />
120<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
_____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________
Applying Your Pre-reading Strategies (Handout 2)<br />
You will examine an academic text related <strong>to</strong> the <strong>to</strong>pic <strong>of</strong> children’s homicide (in relation <strong>to</strong> the<br />
Ramsey case). Use the “Text Surveying Checklist” in the box <strong>to</strong> practice your pre-reading skills.<br />
Text Surveying Checklist<br />
1. Examine the title and author.<br />
2. Read the table <strong>of</strong> contents.<br />
3. Find out the patterns <strong>of</strong> the text by skimming the subtitles or subheadings, pho<strong>to</strong>graphs,<br />
drawings, illustrations, graphs, charts, and tables.<br />
4. Skim the introduction.<br />
5. Skim the conclusion.<br />
6. Scan the first sentence <strong>of</strong> each body paragraph <strong>to</strong> get an overview <strong>of</strong> its information.<br />
7. Skim the whole text for overall meaning.<br />
Task 1: Using Your Pre-Reading Skills<br />
Use the “Text Surveying Checklist” above <strong>to</strong> examine C.F. Johnson’s (2000) article and answer<br />
the following questions in the spaces provide below:<br />
1. Is there a title and author? If so, what is the title and who is it written by?<br />
2. Are there any tables, figures, pictures, or charts? If so, what information do they present?<br />
3. What is the text’s pattern and structure? Are there subtitles or subheadings?<br />
A. Making a prediction<br />
1. What do you think this article will be about after examining the title, author, and textual<br />
structure? (Explain in1-2 sentences)<br />
Task 2: Skimming and Scanning Skills<br />
121<br />
1. Skim the introduction and summarize it in one sentence.<br />
________________________________________________________________________<br />
________________________________________________________________________
122<br />
2. Skim the conclusion and summarize it in one sentence.<br />
________________________________________________________________________<br />
________________________________________________________________________<br />
3. Scan the first sentence <strong>of</strong> each body paragraph and summarize what you found below in<br />
one sentence.<br />
________________________________________________________________________<br />
________________________________________________________________________<br />
4. Skim the whole text and summarize what you found in one sentence.<br />
________________________________________________________________________<br />
________________________________________________________________________<br />
B. Asking questions<br />
After completing the previewing activities, what do you want <strong>to</strong> know more about when you begin<br />
<strong>to</strong> read this article?<br />
Ask your questions here:<br />
1.___________________________________________________________________________<br />
_____________________________________________________________________________<br />
2.___________________________________________________________________________<br />
______________________________________________________________________________<br />
3.____________________________________________________________________________<br />
_____________________________________________________________________________
SWBATS:<br />
Intensive Reading Process Workshop (Lesson 6)<br />
During-Reading Strategies<br />
Identify and practice using effective during-reading strategies <strong>to</strong> facilitate reading<br />
comprehension, specifically in regards <strong>to</strong> developing their highlighting and annotating<br />
skills.<br />
Continue <strong>to</strong> demonstrate the ability <strong>to</strong> establish a purpose before embarking on any<br />
reading activity.<br />
Materials:<br />
PowerPoint Slides for During Reading Strategies (slides 1-3)<br />
Handout 1: Highlighting and Annotating (Key Sheet)<br />
Handout 2: The House<br />
Handout 3: Annotating What You Read<br />
Time Lesson Activity Teacher Action Participation (Student’s<br />
Action)<br />
2min Attendance T takes attendance Whole Class<br />
10min Review: Before<br />
reading<br />
Strategies<br />
(homework)<br />
10min Presentation:<br />
DURING reading<br />
strategies<br />
20min Modeling Activity:<br />
T asks 3 questions:<br />
Was your initial<br />
prediction accurate?<br />
Did the article answer<br />
your questions or<br />
concerns?<br />
What activities can you<br />
do <strong>to</strong> facilitate reading<br />
comprehension before<br />
you read?<br />
T presents slides:<br />
DURING reading<br />
strategies (slides 1-3)<br />
Task 1: T models effective<br />
highlighting & annotation skills<br />
on a sample passage using the<br />
“Highlighting and Annotating”<br />
key sheet as a<br />
guide (Handout 1).<br />
Note: During this modeling<br />
activity, T annotates the sample<br />
passage by jotting down the<br />
123<br />
Ss share their<br />
predictions, questions,<br />
and ideas/input with the<br />
whole class.<br />
Ss take notes using slide<br />
handout<br />
Task 1: Ss pay attention<br />
and take notes.<br />
Task 2: During<br />
modeling activity, Ss<br />
share their<br />
answers/inputs and help<br />
T complete modeling<br />
activity.
15-20min Activity # 2:<br />
Annotation<br />
3min Wrap-Up:<br />
Homework<br />
Read Smith’s Part<br />
Two: A Gathering<br />
S<strong>to</strong>rm(pp.85-115)<br />
author’s main points in the right<br />
margins and T’s responses/reactions<br />
in the left margins. T also takes<br />
answers/inputs from Ss, thereby<br />
making it more interactive.<br />
Task 1: T passes out “Annotating<br />
What You Read” sheet (Handout 3)<br />
and has Ss annotate an excerpt<br />
passage on the <strong>to</strong>pic <strong>of</strong> Dangers <strong>of</strong><br />
Cell Phone Use.<br />
Task 2: T walks around and<br />
provides assistance if needed.<br />
Task 3: As a whole class T<br />
discusses main points <strong>of</strong> the<br />
excerpt.<br />
T reminds Ss about homework<br />
assignments<br />
124<br />
Task 1: Ss complete<br />
handout by annotating<br />
each paragraph using the<br />
“Highlighting and<br />
Annotating” sheet as<br />
guide.<br />
Task 2: Ss share their<br />
reactions about the<br />
excerpts.<br />
Whole Class
DURING Reading Strategies<br />
DURING Reading Activities<br />
1. First Reading<br />
• <strong>to</strong> develop sense <strong>of</strong> its main points.<br />
• use skimming and scanning strategies. Do not<br />
read every single word!<br />
2. Re-reading the text.<br />
• Careful re-reading <strong>of</strong> text using effective<br />
during-reading strategies.<br />
Develop Effective Reading Strategies<br />
Highlighting<br />
• Highlight key ideas and quotations that<br />
capture the author’s main points.<br />
Annotating<br />
• Write notes, comments, and questions in the<br />
margins <strong>of</strong> texts.<br />
Outlining and Charting<br />
• Develop graphic organizer (discussed in next<br />
class session).<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
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____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
____________________________________<br />
125<br />
____________________________________
Highlighting & Annotating: Marking What You Read (Handout 1)<br />
126<br />
I. MARK TO UNDERSTAND IDEAS<br />
1. After you have previewed the article, read it through quickly and completely<br />
before marking, looking for the main idea. Then, mark the writer’s main idea <strong>to</strong><br />
make it stand out clearly <strong>to</strong> you.<br />
Options:<br />
If the main idea is directly stated, underline it and write “thesis” next <strong>to</strong> it<br />
in the margin.<br />
If it is not directly stated, write it out in your own words at the <strong>to</strong>p or<br />
bot<strong>to</strong>m <strong>of</strong> the article.<br />
2. Determine the PURPOSE <strong>of</strong> the reading. Understanding the author’s purpose<br />
will help you <strong>to</strong> decide on the best marking system for that particular article.<br />
Questions <strong>to</strong> think about:<br />
Does the reading express the author’s opinion on an issue and reasons for<br />
that opinion?<br />
Highlight each point or reason that supports the author’s opinion.<br />
Next, restate each point briefly in your own words in the margin.<br />
Does the reading explain (or compare) two or more sides <strong>of</strong> an issue?<br />
Use different color highlighters, marking each side <strong>of</strong> the argument<br />
in a different color.<br />
Does the reading explain a problem and possible causes and/or solutions?<br />
Highlight each cause <strong>of</strong> the problem discussed. Number the causes<br />
in the margins.<br />
Highlight any solutions <strong>to</strong> the problem that the author might<br />
suggest.<br />
3. Highlight important examples, quotations, or statistics that the author uses as<br />
support.<br />
4. Develop your own symbols and abbreviations <strong>to</strong> use in the text and the margins.<br />
Here are some examples:<br />
“Def”—important definition.<br />
Bracket [ ] <strong>to</strong>gether two or more paragraphs that are about the same<br />
idea.<br />
Use “Ex” in the margin <strong>to</strong> note important examples.<br />
“?” for ideas or words you do not understand.<br />
1, 2, 3: Use numbers in the margins when a series <strong>of</strong> points are listed or<br />
discussed.<br />
Circle key words and phrases.<br />
*Asterisk, arrow, lighting<br />
Determine what each symbol will mean <strong>to</strong> you and try <strong>to</strong> use the symbol<br />
consistently.<br />
5. Mark <strong>to</strong> record your own reaction <strong>to</strong> the ideas:
“!” for something you feel strongly about or something that surprises<br />
you.<br />
Short margin comments: “good point,” Hmmm...,” Never thought <strong>of</strong><br />
that!,” “interesting,” “No!,” “Where’s the pro<strong>of</strong>?,” “So What?,”<br />
“Agree,” “Disagree,” etc.<br />
When something you read reminds you <strong>of</strong> something in your own<br />
experience, write a phrase in the margin like: “Just like Uncle Bob!”<br />
Note: You will be assigned <strong>to</strong> write a Summary-Response <strong>to</strong> a reading after you have highlighted<br />
and annotated it. If your annotation has been done well, it already reflects the main ideas <strong>of</strong> the<br />
reading and your own feelings about what you have read; therefore, your summary and response<br />
should be based on your annotation <strong>of</strong> the reading. Using your own annotations <strong>to</strong> write your<br />
summary and response will give you practice in putting the ideas <strong>of</strong> other writers in<strong>to</strong> your own<br />
words, demonstrating that you understand the issues you have read about. It also helps you <strong>to</strong><br />
avoid plagiarism!<br />
Note: Adapted from Learning Skills Center (LS). (2006). Course Materials: LS 86. Sacramen<strong>to</strong>,<br />
CA: Sacramen<strong>to</strong> State University.<br />
127
Establishing a Purpose Before Reading<br />
The House (Handout 2)<br />
For this reading assignment, you must think <strong>of</strong> yourself as a robber or buyer and highlight all the<br />
things you would steal or buy at Mark’s house. This excerpt comes from a book called I read It,<br />
But I Don’t Get It.<br />
The two boys ran until they came <strong>to</strong> the driveway. “See, I <strong>to</strong>ld you <strong>to</strong>day was good for<br />
skipping school,” said Mark. “Mom is never home on Thursday,” he added. Tall hedges hid the<br />
house from the road so the pair strolled across the finely landscaped yard. “I never knew your<br />
place was so big,” said Pete. “Yeah, but it’s nicer now than it used <strong>to</strong> be since Dad had the new<br />
s<strong>to</strong>ne siding put on and added the fireplace.”<br />
There were front and back doors and a side door which led <strong>to</strong> the garage which was<br />
empty except for three parked 10 speed bikes. They went in the side door, Mark explaining that it<br />
was always open in case his younger sisters got home earlier than their mother.<br />
Pete wanted <strong>to</strong> see the house so Mark started with the living room. It, like the rest <strong>of</strong> the<br />
downstairs, was newly painted. Marked turned on the stereo, the noise <strong>of</strong> which worried Pete.<br />
“Don’t worry, the nearest house is a quarter mile away,” Mark shouted. Pete felt more<br />
comfortable observing that no houses could be seen in any direction beyond the huge yard.<br />
The dining room, with all the china, silver and cut glass, was no place <strong>to</strong> play so the boys<br />
moved in<strong>to</strong> the kitchen where they made sandwiches. Mark said they wouldn’t go <strong>to</strong> the basement<br />
because it had been damp and musty every since the new plumbing had been installed.<br />
“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as<br />
they peered in<strong>to</strong> the den. Mark bragged that he could get spending money whenever he needed it<br />
since he’d discovered that his Dad kept a lot in the desk drawer.<br />
There were three upstairs bedrooms. Mark showed Pete his mother’s closet which was<br />
filled with furs and the locked box which held her jewels. His sisters’ room was uninteresting<br />
except for the color TV which Mark carried <strong>to</strong> his room. Mark bragged that the bathroom in the<br />
hall was his since one had been added <strong>to</strong> this sisters’ room for their use. The big highlight in his<br />
room, though, was a leak in the ceiling where the old ro<strong>of</strong> had finally rotted.<br />
Note: Taken from Pichert, J. W., & Anderson, R. (2000). Taking Different Perspective on a<br />
S<strong>to</strong>ry. In Tovani, C. (Ed.), I Read it, But I Don’t Get it: Comprehension strategies for adolescent<br />
readers. Portland, ME: Stenhouse Publishers<br />
128
Annotating What You Read (Handout 3)<br />
Read the excerpt below and annotate each paragraph. On the left column write your reaction(s) in<br />
the space provided and on the right column write the author’s main point(s) in the space provided.<br />
Use the “Highlighting and Annotation” key sheet <strong>to</strong> guide you as you complete this activity.<br />
Reader’s<br />
Responses<br />
Danger <strong>of</strong> Cell Phones on The Road<br />
WASHINGTON—Nicole Dilks had two kids in the back<br />
seat, a cell phone in her hand and a lot on her mind the<br />
night last August when she slammed her minivan in<strong>to</strong> a<br />
telephone pole in Minneapolis. Amid growing concern<br />
about people who talk on the phone while they drive, more<br />
than half the states in the nation have considered<br />
regulating cell phone use in cars. But so far only New<br />
York has enacted a partial prohibition. It does not allow<br />
drivers <strong>to</strong> use hand-held phones.<br />
The National Highway Traffic Safety Administration<br />
estimates that inattention causes 20 percent <strong>of</strong> accidents,<br />
about 1.6 million <strong>of</strong> the 6.3 million wrecks last year.<br />
While the number <strong>of</strong> accidents attributable <strong>to</strong> cell phones<br />
is unknown, an NHTSA survey found that 54 percent <strong>of</strong><br />
drivers reported having a cell phone in their car and threefourths<br />
<strong>of</strong> them have talked on the phone while driving.<br />
“The cell phone…has become a significant highway safety<br />
concern.” NHTSA Executive Direc<strong>to</strong>r, Robert Shel<strong>to</strong>n<br />
said.<br />
However, some people point out that wireless phone use is<br />
by no means the biggest menace on the roads. A<br />
University <strong>of</strong> North Carolina study released by the<br />
American Au<strong>to</strong>mobile Association showed that changing<br />
a radio station or a CD in the car was eight times more<br />
likely <strong>to</strong> cause a crash than using a cell phone, which was<br />
identified as the cause <strong>of</strong> only 1.5 percent <strong>of</strong> traffic<br />
accidents between 1995 and 1999. In addition, alcoholrelated<br />
crashes accounted for 17, 448 deaths last year,<br />
while accidents involving speeding <strong>to</strong>ok 12, 850 lives<br />
according <strong>to</strong> federal statistics.<br />
129<br />
Writer’s Points<br />
Note: Adapted from Learning Skills Center (LS). (2006). Course Materials: LS 86. Sacramen<strong>to</strong>,<br />
CA: Sacramen<strong>to</strong> State University.
SWBATS:<br />
Academic Textual Organization (Lesson 7)<br />
Identify five common academic discourse patterns <strong>of</strong> organization—list, sequence,<br />
comparisons/contrast, cause /effect, and problem/solution.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> outline/chart the discourse patterns <strong>of</strong> organization in<br />
academic texts.<br />
Materials:<br />
PowerPoint Slides (1-5): Discourse patters <strong>of</strong> organization<br />
Handout 1:Academic Discourse Structure<br />
Bourdreaux et al.’s “Child Abduction: An Overview <strong>of</strong> Current and His<strong>to</strong>rical<br />
Perspectives (2012)<br />
TIME LESSON TEACHER ACTION PARTICIPATION<br />
(STUDENTS ACTION)<br />
2min Attendance T takes attendance Whole Class<br />
20min Presentation: Discourse<br />
patterns <strong>of</strong> organization<br />
40min Activity # 1: Academic<br />
Discourse Structure:<br />
Jigsaw Activity<br />
3min Wrap-Up:<br />
T presents PowerPoint Slides:<br />
Discourse patterns <strong>of</strong><br />
organization (slides 1-<br />
5)<br />
Task 1: T tells Ss <strong>to</strong> take out<br />
Boudreaux (2012), while also<br />
passing out “Academic<br />
Discourse Structure: Jigsaw<br />
Activity” assignment sheet<br />
(Handout 2).<br />
Task 2: T walks around,<br />
moni<strong>to</strong>rs Ss progress, and<br />
provides assistance if needed.<br />
Task 1: T tells Ss <strong>to</strong> complete<br />
reading Boudreaux et al.<br />
(2012) and create an outline<br />
for the entire article (see<br />
Handout 2, task 4)<br />
Ss take notes<br />
130<br />
Task 1: After receiving the<br />
handout, Ss get in<strong>to</strong> groups<br />
<strong>of</strong> four and are assigned a<br />
specific section <strong>to</strong> read<br />
from.<br />
Task 2: Ss then create their<br />
own graphic organizer <strong>of</strong><br />
the specific section using<br />
the “Academic Discourse<br />
Structure: Jigsaw Activity”<br />
assignment sheet.<br />
Task 3: Each S then<br />
summarizes his/her section<br />
<strong>to</strong> the rest <strong>of</strong> the group<br />
members using the graphic<br />
organizer as a guide.<br />
Whole class
Task 2: Read Smith’s Part<br />
Two: A Gathering S<strong>to</strong>rm<br />
(pp.116-165)<br />
Task 3: Post SacCT 2 (see<br />
question prompt below)<br />
SacCT Journal Entry 2<br />
Reading experts agree that the utilization <strong>of</strong> reading strategies on academic texts can improve<br />
reading comprehension.<br />
A. Of all the reading strategies you have used thus far in class, which one has helped<br />
improved your reading comprehension the most? What piece <strong>of</strong> text did you apply this<br />
reading strategy on? (Describe in 3-5 sentences)<br />
Note: Be sure <strong>to</strong> comment on at least two other class members’ responses.<br />
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Discourse Pattern <strong>of</strong> Organization<br />
(Outlining/Charting)<br />
Outlining/Charting<br />
1. Description<br />
Describes a <strong>to</strong>pic by listing characteristics,<br />
features, and examples.<br />
Outlining/Charting<br />
2. Sequence<br />
Lists items or events in numerical or<br />
chronological order.<br />
1. ________________________________<br />
2. ________________________________<br />
3. ________________________________<br />
4. ________________________________<br />
5. ________________________________<br />
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Outlining/Charting<br />
3. Comparison/Contrast: Explains how two or more<br />
things are alike and/or how they are different.<br />
Outlining/Charting<br />
4. Cause & Effect: Lists one or more causes and<br />
the resulting effect or effects.<br />
Outlining/Charting<br />
5. Problem & Solution: Introduce problems(s) and<br />
lists one or more solutions for the problem.<br />
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Jigsaw Activity<br />
Academic Discourse Structure (Handout 2)<br />
Task # 1: In groups <strong>of</strong> four, each member will be assigned a particular section in Boudreaux et<br />
al.’s (2012) article.<br />
Member # 1 reads the section on “Operational Definitions” (pp.64-65).<br />
Member # 2 reads the sections on “Victim Characteristics” (pp.65-66) and “Offenders<br />
Characteristics” (pp.66-67).<br />
Member # 3 reads the section on “Motivation” (pp.67-69).<br />
Member # 4 reads the “Conclusion” section (pp.69-70).<br />
Task # 2: After reading your assigned section, try <strong>to</strong> figure out your section’s discourse pattern<br />
by creating a graphic/visual representation in the box below. Remember, the five distinctive<br />
pattern <strong>of</strong> organization we discussed earlier in class when creating your graphic organizer.<br />
Task # 3: Once you have created your chart/outline, you must then summarize your section <strong>to</strong> the<br />
rest <strong>of</strong> the group using your chart/outline as a guide. The rest <strong>of</strong> your group members will also do<br />
the same, thereby completing the jigsaw activity.<br />
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Homework: Create a Chart/Outline for the Whole Article<br />
Finish reading Boudreaux et al.’s (2012) article for homework and use the box below <strong>to</strong> create a<br />
chart/outline that summarizes the whole article (not its individual sections).<br />
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SWBATS:<br />
Rhe<strong>to</strong>rical Situation & Appeals (Lesson 8)<br />
Identify and understand the rhe<strong>to</strong>rical situation <strong>of</strong> a writer’s text (i.e. the writer’s purpose,<br />
persona, and audience).<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> analyze the writer’s text in relation <strong>to</strong> his/her purpose,<br />
intended audience, persona, and context.<br />
Identify and understand some effective rhe<strong>to</strong>rical strategies done by writers—namely,<br />
Ethos, Pathos, and Logos.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> analyze the writer’s use <strong>of</strong> persuasion (or point <strong>of</strong><br />
view), specifically in regards <strong>to</strong> how the writer uses Ethos, Pathos, and Logos<br />
Materials:<br />
PowerPoint Slides (1-8): Rhe<strong>to</strong>rical Situation & Appeals<br />
Handout 1: Analyze Newspaper Advertisement<br />
Handout 2: Analyzing John Ramsey’s Letter<br />
TIME LESSON TEACHER ACTION PARTICIPATION<br />
(STUDENTS ACTION)<br />
2min Attendance Take attendance Whole Class<br />
5-7 Review T reviews homework Ss share their<br />
10min Presentation:<br />
Rhe<strong>to</strong>rical Situation<br />
(i.e. purpose,<br />
audience, persona)<br />
Rhe<strong>to</strong>rical Appeals<br />
(Ethos, Pathos,<br />
Logos)<br />
25min Activity # 1: Analyze<br />
Newspaper Ad<br />
30min Activity # 2: Analyze John<br />
Ramsey’s Letter <strong>to</strong> the<br />
Boulder Police Department<br />
assignment<br />
T shows presentation<br />
slides 1-8<br />
Task 1: T passes out<br />
“Analyzing Newspaper<br />
Advertisement” (Handout<br />
1) <strong>to</strong> Ss.<br />
Task 2: T walks around<br />
and provides assistance if<br />
needed.<br />
Task 3: T discusses the<br />
advertisement as a whole<br />
class<br />
T passes out “Analyzing<br />
John Ramsey’s Letter”<br />
(Handout 2)<br />
charts/outlines<br />
Ss take notes<br />
136<br />
Task 1: Ss analyze the<br />
newspaper advertisement<br />
and complete the questions<br />
on Handout 1.<br />
Task 2: Ss share their<br />
ideas/inputs<br />
Ss read and analyze the<br />
letter and complete the<br />
questions on Handout 2.
3min Wrap-Up: Homework<br />
Select your Academic<br />
Discourse<br />
Community<br />
Read Smith’s Part<br />
Three: Rocky Road<br />
<strong>to</strong> Nowhere<br />
T reminds each group <strong>to</strong> pick<br />
an academic discourse<br />
community by next class<br />
session.<br />
Note: Those that have not<br />
picked one will get a 1/3 point<br />
deduction <strong>to</strong>ward PowerPoint<br />
presentation grade.<br />
Whole class<br />
137
Rhe<strong>to</strong>rical Situation & Strategies<br />
Rhe<strong>to</strong>rical Situation<br />
Purpose<br />
A writer’s purpose could include:<br />
• The writer’s goals<br />
• Type <strong>of</strong> text (Academic versus Non-Academic)<br />
• Audience awareness<br />
Persona<br />
• A writer’s persona is the way she presents<br />
herself in her writing.<br />
• --Tone is the writer’s attitude.<br />
• --Voice is an expression <strong>of</strong> the writer’s<br />
personality.<br />
• --Style is the writer’s distinctive way <strong>of</strong><br />
expressing message, <strong>to</strong>ne, and voice.<br />
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Context<br />
• Writer’s context—past experience as a writer<br />
• Audience—their expertise, their ethnic<br />
background, their personal beliefs, etc.<br />
• Type <strong>of</strong> text—timed essay versus out-<strong>of</strong>-class<br />
essay.<br />
Rhe<strong>to</strong>rical Appeals<br />
• Ethos refers <strong>to</strong> the credibility <strong>of</strong> the writer or<br />
speaker.<br />
• Pathos appeals <strong>to</strong> the audience’s emotions.<br />
• Logos refers <strong>to</strong> the logic <strong>of</strong> the message and<br />
the effectiveness <strong>of</strong> its supporting evidence.<br />
Ethos (Credibility)<br />
Questions about the Writer:<br />
• Does this author have the appropriate<br />
background <strong>to</strong> speak with authority on this<br />
subject?<br />
• Is this author knowledgeable?<br />
• Does this author seem trustworthy or<br />
deceptive<br />
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___________________________________<br />
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Pathos (Emotional)<br />
Questions about Emotions:<br />
• Does this piece affect you emotionally?<br />
• Do you think the author is trying <strong>to</strong><br />
manipulate your emotions?<br />
• Do your emotions conflict with the logical<br />
interpretation <strong>of</strong> the arguments?<br />
Logos (Logical)<br />
Questions about Logic (Logos):<br />
• Do you agree with the author’s claim that…?<br />
• Is there any claim that appears <strong>to</strong> be weak or<br />
unsupported?<br />
• Can you think <strong>of</strong> counter-arguments that the<br />
author doesn’t consider?<br />
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140
Analyzing Newspaper Advertisement (Handout 1)<br />
Part I: Examine the Newspaper Advertisement<br />
Instruction: Carefully read and examine the newspaper advertisement below.<br />
141
Part II: Analyzing Rhe<strong>to</strong>rical Situation & Appeals<br />
After examining the advertisement taken from www.dogwoodalliance.org, answer the following<br />
questions in relation <strong>to</strong> its rhe<strong>to</strong>rical situation and appeals below. Write your answers on a<br />
separate piece <strong>of</strong> paper.<br />
Rhe<strong>to</strong>rical Situation<br />
1. What do you think the purpose <strong>of</strong> the advertisement is?<br />
2. What types <strong>of</strong> people do you think the ad targets and why? Is it successful?<br />
3. How would you describe the <strong>to</strong>ne and style <strong>of</strong> the ad? Are they appropriate <strong>to</strong> the<br />
advertiser’s intended audience and goals?<br />
Pathos (Emotions)<br />
4. What responses does the organization that created the ad hope <strong>to</strong> provoke from its<br />
readers? How does the ad appeal <strong>to</strong> our emotions?<br />
Logos (Reason)<br />
5. Is there an assertion or argument made by the advertisement? What is/are the claim(s)<br />
and what features <strong>of</strong> the ad led you <strong>to</strong> this conclusion?<br />
6. Does the ad provide any evidence that the claim(s) is/are true? (Consider: What data<br />
does the ad present? Or does it simply ask viewers <strong>to</strong> make assumptions?)<br />
Ethos (Credibility)<br />
7. How credible is the organization? Are they well-known? How do you know?<br />
8. Do you think they have the authority <strong>to</strong> make these types <strong>of</strong> claims? Why?<br />
142
Analyzing John Ramsey’s Letter (Handout 2)<br />
Part I: Read John Ramsey’s letter (a copy <strong>of</strong> the original letter)<br />
Sept. 29 - The following letter from John Ramsey was sent <strong>to</strong> media outlets late Monday. As you<br />
know, our family has not <strong>of</strong>ten spoken publicly in the past because so much <strong>of</strong> what surrounds<br />
our tragedy is used <strong>to</strong> entertain for pr<strong>of</strong>it. For my family, the loss <strong>of</strong> JonBenet was a crushing loss<br />
that left us crying out, "Why did this happen <strong>to</strong> such a precious child? Why did this happen <strong>to</strong> a<br />
good family?"<br />
JonBenet's murder has inflicted the worst pain imaginable on my family, and it is simply cruel <strong>to</strong><br />
exploit her death for pr<strong>of</strong>it, as much <strong>of</strong> the media has, so we have been unwilling <strong>to</strong> provide<br />
fodder for their talk shows. We do feel compelled <strong>to</strong> speak out at this time as a result <strong>of</strong> Detective<br />
Lou Smit's resignation after 16 months <strong>of</strong> working <strong>to</strong> find the killer <strong>of</strong> our daughter and sister<br />
JonBenet. While we are grateful for Detective Smit's work <strong>to</strong> find JonBenet's killer, we are<br />
discouraged <strong>to</strong> lose his <strong>of</strong>ficial participation in this case. Detective Smit is the only experienced<br />
homicide detective who has ever been assigned long-term <strong>to</strong> find the killer <strong>of</strong> JonBenet.<br />
Our biggest concern as a family has always been that the Boulder Police Department has little<br />
experience or training in homicide cases. They had decided they had solved this case on the very<br />
first day by reaching the incredible conclusion that because the parents were in the house, they<br />
must have done it. Furthermore, the fact that we obtained lawyers <strong>to</strong> protect ourselves against<br />
their abuse <strong>of</strong> our rights was conclusive <strong>to</strong> them <strong>of</strong> our guilt. The law in the hands <strong>of</strong> the unskilled<br />
and the unknowing is a terrifying thing.<br />
Detective Smit was an exception, but his help was not welcomed by the police. We have always<br />
expressed our eagerness <strong>to</strong> participate fully in a competent investigation <strong>of</strong> this horrible crime,<br />
but I have been unwilling <strong>to</strong> submit my family <strong>to</strong> what seems <strong>to</strong> be little more than a lynch mob<br />
hiding behind the authority <strong>of</strong> police badges. It is not true that you can buy justice in this country,<br />
but sadly, it does take money <strong>to</strong> protect your rights against abuse <strong>of</strong> the law by those charged with<br />
its application. My experience has made me wonder how many innocent victims <strong>of</strong> police<br />
misconduct there are who were not able or did not know how <strong>to</strong> protect their basic rights as<br />
citizens. Our fight with the Boulder police started when they refused <strong>to</strong> release JonBenet's body<br />
<strong>to</strong> us for the burial until we complied with their demands. It has continued ever since.<br />
To Governor Romer, I would say we were encouraged that you committed additional resources <strong>to</strong><br />
this case but were disappointed that you s<strong>to</strong>pped short by only assigning more at<strong>to</strong>rneys and not<br />
the needed qualified investiga<strong>to</strong>rs. We ask you for only one thing as parents <strong>of</strong> a precious child<br />
who was murdered in your state, and that is for you <strong>to</strong> additionally commit significant, qualified<br />
investigative resources on a long-term basis if necessary <strong>to</strong> solve this case. Don't do this for us<br />
because no amount <strong>of</strong> revenge can bring an easing <strong>of</strong> our pain. Don't do this only for JonBenet<br />
because her future has been lost. But do it for the child this killer will prey upon <strong>to</strong>morrow. No<br />
child should suffer as I'm afraid JonBenet suffered and no family should suffer as mine has. It<br />
will happen again if this killer is not caught. And please don't just listen and react <strong>to</strong> those who<br />
scream the loudest. Commit qualified investigative resources in addition <strong>to</strong> the prosecu<strong>to</strong>rs you<br />
have committed <strong>to</strong> find this killer. We have and will continue <strong>to</strong> participate fully in a competent<br />
investigation. We stated in writing <strong>to</strong> the Boulder district at<strong>to</strong>rney many months ago that we had<br />
143
no confidence in the leadership <strong>of</strong> this investigation under the Boulder police but that every<br />
member <strong>of</strong> our family would be willing <strong>to</strong> meet with the district at<strong>to</strong>rney's investiga<strong>to</strong>rs,<br />
anywhere, anytime, for as long as they want with no questions left unanswered and no<br />
information left unprovided. We have done this, and that commitment still stands. There can be<br />
no one who wants <strong>to</strong> find the killer <strong>of</strong> JonBenet as much as my family does.<br />
To the fanatic fringe who surround this case, making demands, creating sensationalism and<br />
calling for <strong>of</strong>ficials' heads, I say <strong>to</strong> you whether you are driven by tabloid money or simply<br />
ignorance, you are being cruel and are compromising progress in this case. A child's life has been<br />
taken, and the important thing now is that we prevent this from happening again.<br />
To the Boulder police, I would say we have known that the moment you responded <strong>to</strong> our cry for<br />
help that you began <strong>to</strong> voice the single theory that Patsy or I or my 9-year-old son Burke must<br />
have committed this horrible crime. The killer could never have guessed that he or she would be<br />
so lucky as <strong>to</strong> have the resulting investigation conducted by such closed-minded police. We don't<br />
fault you for initially including us under your "umbrella <strong>of</strong> suspicion," but we will forever hold<br />
you accountable for following a theory rather than the evidence. You have wasted almost two<br />
years trying <strong>to</strong> prove your original theory. Meanwhile, my family knows a vicious child killer still<br />
walks your streets.<br />
To the killer, I would say that we can and will find you. There is a $100,000 reward for your<br />
arrest that still stands. You have the opportunity <strong>to</strong> do one good thing in your life by turning<br />
yourself in <strong>to</strong> the authorities and confessing. We have been <strong>to</strong>ld that the authorities have your<br />
DNA. They will know it is you. If you surrender and are proven <strong>to</strong> be the killer, the $100,000 will<br />
be paid <strong>to</strong> anyone you choose. Surely you have a mother or spouse or child or friend <strong>to</strong> whom this<br />
money would be significant. Help them and help yourself. You know you will kill again, so do<br />
this one good thing in your life. Turn yourself in and ask for God's forgiveness. Your fellow man<br />
will be grateful and our family will be grateful.<br />
Finally, <strong>to</strong> Detective Smit, we would like <strong>to</strong> say thank you for your dedication and commitment <strong>to</strong><br />
finding the killer <strong>of</strong> our daughter, and we are thankful for your honesty and candor and what we<br />
know is your commitment <strong>to</strong> the truth.<br />
Note: Ramsey, J. (1998). Text <strong>of</strong> John Ramsey Letter. Retrieved from<br />
http://extras.denverpost.com/news/jon0929b.htm<br />
Part 2: Analyzing the Rhe<strong>to</strong>rical Situation & Appeals<br />
Once you finish reading the letter, answer the following questions below on a separate piece <strong>of</strong><br />
paper:<br />
Rhe<strong>to</strong>rical Situation:<br />
1. What do you think is Mr. Ramsey’s purpose in writing this letter?<br />
2. Who is the target audience?<br />
144
3. How would you describe the <strong>to</strong>ne and style <strong>of</strong> the letter?<br />
Pathos (Emotions):<br />
1. Does this piece affect you emotionally? What parts? Why?<br />
2. Do you think the writer is trying <strong>to</strong> manipulate your emotions? In what ways?<br />
Ethos (Writer):<br />
3. What does the author’s style and language tell you about him or her?<br />
4. Does he seem <strong>to</strong> be trustworthy or deceptive? Explain.<br />
Logos (Logos):<br />
5. Do you agree with the writer’s claim that the killer is an intruder? Why or why not?<br />
6. Is there any claim that appears <strong>to</strong> be weak or unsupported? Which one(s) and why?<br />
7. Do you think the author has left something out on purpose? Why?<br />
145
SWBATS:<br />
Summarizing and Responding (Lesson 9)<br />
Identify and understand the difference between summary writing and response writing.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> evaluate the distinction between “good summary<br />
writing and “bad” summary writing.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> evaluate the difference between “good” response<br />
writing and “bad” response writing.<br />
Materials:<br />
Handout 1: Writing a Summary & Response (Guide Sheet)<br />
Handout 2: Sample Text Passage Summaries<br />
Handout 3: Sample Responses<br />
Time Lesson Teacher Action PARTICIPATION<br />
(STUDENTS ACTION)<br />
2min Attendance/<br />
Announcements<br />
Task 1: T take attendance Whole Class<br />
Task 2: T verifies each group’s Task 2: The groups must<br />
academic discourse community tell T their chosen<br />
academic discourse<br />
community.<br />
5 -10min Introduction: Task 1: T asks two questions: Tasks 1 & 2: Ss share<br />
their ideas/inputs first w/<br />
1.What important elements do the person next <strong>to</strong> them<br />
you include in a summary? (for 5 min) and then with<br />
the whole class during the<br />
2.What important elements do<br />
you include in a response paper?<br />
class discussion.<br />
10min Presentation:<br />
Summary-Response<br />
Guide Sheet<br />
(Note: Adapted<br />
from <strong>English</strong> 86<br />
Course Materials,<br />
2006)<br />
25min Activity # 1:<br />
Analyze Summary<br />
paper<br />
Task 2: As a whole class T asks<br />
Ss <strong>to</strong> share their inputs/ideas.<br />
Task 1: T passes out “Summary-<br />
Response” Guide sheet (Handout<br />
1) <strong>to</strong> Ss.<br />
Task 2: T then talks about how<br />
<strong>to</strong> write effective summaries and<br />
responses using the handout as a<br />
guide.<br />
Task 1: T passes out “Sample<br />
Text Passage Summaries”<br />
(Handout 2) and tells Ss <strong>to</strong> read<br />
original passage and annotate it.<br />
Ss may raise any<br />
questions or concerns<br />
about summary and<br />
response writing.<br />
146<br />
Task 1: Ss read and<br />
annotate original passage.
25min Activity # 2: Analyze<br />
Sample Responses<br />
Note: Sample<br />
Responses taken from<br />
MICUSP.<br />
3min Wrap-Up: Homework<br />
Summary-Response<br />
Assignment<br />
Task 2: T tells Ss <strong>to</strong> use<br />
summary checklist <strong>to</strong> evaluate<br />
the effectiveness <strong>of</strong> each<br />
sample summary (<strong>to</strong>tal <strong>of</strong> 3)<br />
Task 3: T walks around and<br />
provides assistance if<br />
necessary.<br />
Task 4: As a whole class, T<br />
tells Ss <strong>to</strong> share their opinions<br />
<strong>of</strong> each summary. T also tells<br />
Ss what he thinks about each<br />
summary.<br />
Task 1: T passes out “Sample<br />
Responses” sheet <strong>to</strong> Ss<br />
(Handout 3).<br />
Task 2: T tells Ss <strong>to</strong> read each<br />
sample response and evaluate<br />
it using the response checklist<br />
attached.<br />
Task 3: T walks around and<br />
provides assistance if needed<br />
Task 4: As a whole class, T<br />
goes over each response,<br />
making sure Ss share their<br />
opinions/ideas.<br />
T reminds Ss that Draft A <strong>of</strong><br />
Summary-Response<br />
assignment is due next class<br />
session.<br />
147<br />
Task 2: Ss read each<br />
summary and use summary<br />
checklist <strong>to</strong> evaluate its<br />
overall effectiveness.<br />
Task 3: As a whole class Ss<br />
share their opinions about<br />
each summary<br />
Task 1: Ss read each sample<br />
response and use the<br />
response checklist <strong>to</strong><br />
evaluate the effectiveness <strong>of</strong><br />
each response.<br />
Task 2: Ss discuss their<br />
opinions/ideas about each<br />
response <strong>to</strong> the whole class.<br />
Whole class
Writing a Summary and Response (Handout 1)<br />
What is a summary?<br />
A summary is a condensed or reduced version <strong>of</strong> a text. It is written in paragraph form and<br />
contains all <strong>of</strong> the most essential information—and nothing extra. Therefore, a summary is much<br />
shorter than the original text. A well-written summary should:<br />
1. Identify the author’s name and the title <strong>of</strong> the text in the first sentence.<br />
2. State the overall main idea <strong>of</strong> the text (the thesis) in the first sentence.<br />
3. Identify only the most important examples and supporting details.<br />
4. Mention the points and important examples in the same order as the original.<br />
5. State the author’s main conclusion from the information presented.<br />
Summary Don’ts<br />
Don’t use the author’s words or include large quotes from the text. Use your own words<br />
and style.<br />
Don’t try <strong>to</strong> figure out the main idea <strong>of</strong> the text until you have finished reading through<br />
the entire article. When you’ve finished reading, write out the text’s main idea. Then, go<br />
back and briefly reread the text <strong>to</strong> make sure what you have written is really the author’s<br />
main idea.<br />
Don’t include your own ideas; don’t use “I.” Save your reaction for the response section.<br />
What is a response?<br />
A response is your critical reaction <strong>to</strong> the text. The word “critical” does not necessarily mean<br />
negative. You may have positive or negative reactions <strong>to</strong> a text, but you must support those<br />
reactions with reasons and examples. An academic response doesn’t end with, “I thought the<br />
article was good,” or “I agree with the author’s point <strong>of</strong> view.” A well-developed response<br />
describes why you liked the article or why you agree with the author. A thoughtful response<br />
should:<br />
1. State your reaction <strong>to</strong> one or more <strong>of</strong> the author’s ideas.<br />
2. Express your opinion on the writer’s point <strong>of</strong> view and explain why you agree or<br />
disagree.<br />
3. Include your interpretation <strong>of</strong> the text (what it means <strong>to</strong> you); you will use “I.”<br />
4. Make connections <strong>to</strong> your own personal experience. What does the article remind you <strong>of</strong><br />
in your own life?<br />
Response Don’ts<br />
Don’t just repeat the author’s ideas. State your impression/opinions about ideas in the<br />
article.<br />
Note: Adapted from Learning Skills (LS). (2006). <strong>English</strong> 86 Course Materials<br />
148
Sample Text Passage Summaries (Handout 2)<br />
Task 1: Annotate Summary<br />
Instructions: Carefully read the passage below and annotate it by jotting down the writer’s main<br />
point(s) in the right-column and your responses in the left-column.<br />
Reader’s<br />
Response(s)<br />
An Introduction <strong>to</strong> Auctions<br />
There are basically two types <strong>of</strong> auctions: ascendingbid<br />
auctions and descending-bid auctions. Ascendingbid<br />
auctions start out with a low bid for an object. The<br />
price <strong>of</strong> the object is gradually raised until only one<br />
bidder remains. By contrast, descending-bid auctions<br />
start out with a high bid and the price is progressively<br />
lowered until a cus<strong>to</strong>mer expresses a willingness <strong>to</strong><br />
purchase the object. Both procedures have a number <strong>of</strong><br />
variants. For example, in some types <strong>of</strong> auctions a<br />
pr<strong>of</strong>essional auctioneer declares the suggested bids. In<br />
other types <strong>of</strong> auctions, however, the cus<strong>to</strong>mers make<br />
their own bids. Another variant, used at places such as<br />
eBay or Yahoo Auction, is called a "buyout option". A<br />
high price for an item is declared. Anyone willing <strong>to</strong><br />
pay that price is guaranteed a purchase. This variant<br />
seems <strong>to</strong> appeal consumers who dislike uncertainty: for<br />
a fixed price they are guaranteed an object. "Buyout<br />
options" are most commonly used if the seller has a<br />
s<strong>to</strong>ck <strong>of</strong> several copies <strong>of</strong> the same item.<br />
Writer’s main<br />
points(s)<br />
Both ascending-bid and descending-bid auctions can be<br />
conducted in either open or closed formats. In open<br />
formats, all participants know exactly how much an<br />
object is going for. For example, at many Japanese fish<br />
markets, wholesalers gather around the fish <strong>to</strong> be<br />
purchased and raise their hands as the auctioneer names<br />
progressively higher prices. In closed auctions,<br />
participants are unaware <strong>of</strong> how much other<br />
participants are willing <strong>to</strong> pay for an object. For<br />
example, a case in which participants used sealed<br />
envelopes <strong>to</strong> place their bids on a piece <strong>of</strong> real estate<br />
represents this type <strong>of</strong> auction. Though open auctions<br />
generally yield higher prices, closed formats are<br />
sometimes preferred in situations in which the privacy<br />
<strong>of</strong> the prospective buyers is considered paramount or<br />
the need <strong>to</strong> document precisely how much each party<br />
bid is high.<br />
Note: Adapted from Tim Newfields. (2001). Sample Text Passage Summaries. Retrieved from<br />
http://www.tnewfields.info/Articles/sum1.htm<br />
149
Task 2: Evaluating Summaries<br />
Instructions: Read each sample summary below and use the summary checklist attached <strong>to</strong> each<br />
<strong>of</strong> the summaries <strong>to</strong> evaluate whether or not you think the summary is “excellent,” “acceptable,”<br />
or “unacceptable.” You may also use your annotation <strong>of</strong> the passage above in helping you <strong>to</strong><br />
evaluate each summary.<br />
SAMPLE SUMMARY # 1<br />
There are two types <strong>of</strong> auctions: those in which the price starts out low and is gradually raised,<br />
and those in which the price starts out high and is gradually lowered. Both auction types have<br />
variants, such as a "buyout option" in which a cus<strong>to</strong>mer is guaranteed an object if he/she is<br />
willing <strong>to</strong> pay a high price. Moreover, auctions can be conducted in open or closed formats. In<br />
closed formats, participants don't know how much others are willing <strong>to</strong> pay for an object since<br />
they use sealed envelopes or some secret method <strong>to</strong> make their bids. Though open auctions <strong>of</strong>ten<br />
result in higher sale prices, closed formats are sometimes preferred when privacy or the need for<br />
documentation is paramount.<br />
Summary Checklist<br />
Yes or No<br />
________Does the writer include the title <strong>of</strong> the essay in the first sentence <strong>of</strong> the summary?<br />
________Is the title in quotation marks?<br />
________Does the first sentence clearly state the main idea <strong>of</strong> the article?<br />
________Does the writer include all <strong>of</strong> the important ideas or supporting points from the<br />
essay? If not, which ideas did he/she leave out?<br />
________Does the writer use his/her own words?<br />
________Does the writer keeps his/her own opinions out <strong>of</strong> the summary?<br />
____________________________________________________________________________<br />
Overall evaluation:<br />
Excellent Adequate Inadequate<br />
Check-plus (√+)________ Check (√)__________ Check-minus (√)_________<br />
SAMPLE SUMMARY # 2<br />
In some types <strong>of</strong> auctions bids begin low and then gradually become higher. <strong>Other</strong>s auctions use<br />
the opposite approach: commencing with a high bid and gradually becoming lower. There are lots<br />
<strong>of</strong> variants <strong>of</strong> these two basic approaches. For example, the "buyout option" available at some<br />
online auctions enables cus<strong>to</strong>mers who dislike the uncertainty <strong>of</strong> bidding <strong>to</strong> obtain an object for a<br />
fixed, but high price. Although some auctions are held in open formats in which all cus<strong>to</strong>mers<br />
know the going price for an object, other auctions are held in a closed format in which cus<strong>to</strong>mers<br />
do not know how much their rivals are willing <strong>to</strong> pay for an object. Open auctions tend <strong>to</strong><br />
generate higher bids, however closed auctions <strong>of</strong>fer more privacy and better documentation <strong>of</strong> the<br />
respective bids.<br />
150
Summary Checklist<br />
Yes or No<br />
________Does the writer include the title <strong>of</strong> the essay in the first sentence <strong>of</strong> the summary?<br />
________Is the title in quotation marks?<br />
________Does the first sentence clearly state the main idea <strong>of</strong> the article?<br />
________Does the writer include all <strong>of</strong> the important ideas or supporting points from the<br />
essay? If not, which ideas did he/she leave out?<br />
________Does the writer use his/her own words?<br />
________Does the writer keeps his/her own opinions out <strong>of</strong> the summary?<br />
____________________________________________________________________________<br />
Overall evaluation:<br />
Excellent Adequate Inadequate<br />
Check-plus (√+)________ Check (√)__________ Check-minus (√)_________<br />
SAMPLE SUMMARY # 3<br />
Basically, two types <strong>of</strong> auctions exist. I like the first, but not the second. In ascending-bid<br />
auctions the price for an object starts out low and is increased by degrees. In descending-bid<br />
auctions a high bid is first made, and then the price is consecutively lowered until someone<br />
expresses a willingness <strong>to</strong> pay the object. Numerous variations <strong>of</strong> these two patterns can be<br />
found. For example, the "buyout option" used in eBay, Yahoo Auction, and other places lets<br />
cus<strong>to</strong>mers who detest uncertainty procure an object for a high price. “A high price for an item is<br />
declared. Anyone willing <strong>to</strong> pay that price is guaranteed a purchase.” Auctions can also be held in<br />
open or closed formats. The open format is better for people like me because everyone knows<br />
what current price is for an object is. Whereas, closed formats are opaque: only the seller is able<br />
<strong>to</strong> tell how much each cus<strong>to</strong>mer is willing <strong>to</strong> pay for an object. I don’t like the closed formats<br />
because I want <strong>to</strong> know how much the cus<strong>to</strong>mer price is.<br />
Summary Checklist<br />
Yes or No<br />
________Does the writer include the title <strong>of</strong> the essay in the first sentence <strong>of</strong> the summary?<br />
________Is the title in quotation marks?<br />
________Does the first sentence clearly state the main idea <strong>of</strong> the article?<br />
________Does the writer include all <strong>of</strong> the important ideas or supporting points from the<br />
essay? If not, which ideas did he/she leave out?<br />
________Does the writer use his/her own words?<br />
________Does the writer keeps his/her own opinions out <strong>of</strong> the summary?<br />
____________________________________________________________________________<br />
Overall evaluation:<br />
Excellent Adequate Inadequate<br />
Check-plus (√+)________ Check (√)__________ Check-minus (√)_________<br />
Note: Adapted from Tim Newfields. (2001). Sample Text Passage Summaries. Retrieved from<br />
http://www.tnewfields.info/Articles/sum1.htm<br />
151
Sample Responses (Handout 3)<br />
Instructions: Read each sample response below taken from MICUSP and use the response<br />
checklist attached <strong>to</strong> evaluate whether or not you think the response is “excellent,” “acceptable,”<br />
or “unacceptable.”<br />
Sample Response # 1<br />
I found the "Betrayal <strong>of</strong> the American Man" <strong>to</strong> be lacking in a good argument. As a<br />
woman, I find it difficult <strong>to</strong> agree with her claim that, "men have lost a useful role in public life, a<br />
way <strong>of</strong> earning a decent living, respectful treatment in the culture." While it is commonly<br />
believed that the Vietnam War was a betrayal <strong>to</strong> the men who fought and returned home <strong>to</strong> find<br />
protest rather than glory, that is the only such betrayal <strong>of</strong> which I am aware. It seems possible <strong>to</strong><br />
me that men may be missing opportunities <strong>to</strong> feel as though they are men. Most <strong>of</strong> <strong>to</strong>day's men do<br />
not enjoy a rite <strong>of</strong> passage <strong>to</strong> manhood, but Faludi blames the problem on media and<br />
consumerism.<br />
In "Blame it on Feminism", I was surprised <strong>to</strong> realize how the backlash against the<br />
women's movement has hindered women's participation in it. As the media blames feminism for<br />
many <strong>of</strong> <strong>to</strong>day's common ills, more and more women leave the cause or begin <strong>to</strong> even fight<br />
against it. This has affected me. I have always thought that equality among humans was a noble<br />
cause, but I have been hesitant <strong>to</strong> consider myself a feminist. It seems as though the feminists<br />
make it more difficult for women <strong>to</strong> make their own choices between traditional and<br />
nontraditional relationship roles and career goals. I have also fallen victim <strong>to</strong> the media-hype that<br />
career women are lacking in femininity and have difficulty maintaining relationships with men.<br />
Before reading this article, I never considered the agenda <strong>of</strong> such a backlash.<br />
Response Checklist<br />
Yes or No<br />
________ Does the writer respond <strong>to</strong> one or more <strong>of</strong> the author’s ideas?<br />
________Does the writer express his/her opinion on the author’s point <strong>of</strong> view and explain why<br />
he/she agree or disagree.<br />
________Does the writer include his/her interpretation <strong>of</strong> the text and what it means <strong>to</strong> him/her?<br />
________Does the writer make connections <strong>to</strong> his/her own personal experience?<br />
________Does the writer refrain from summarizing the author’s ideas by stating his/her<br />
opinions about ideas in the article?<br />
______________________________________________________________________________<br />
Overall Evaluation:<br />
Excellent Adequate Inadequate<br />
Check-plus (√+)________ Check (√)__________ Check-minus (√-)_________<br />
Sample Response # 2<br />
In Faludi's first article, "Blame it on Feminism," much attention is paid <strong>to</strong> the anguish and<br />
frustration experienced by women who choose careers outside <strong>of</strong> the home, as opposed <strong>to</strong><br />
domesticated lives. She says that these women are "paying for their liberty with an empty bed and<br />
an empty womb" (25). Many women hold the conviction that the only way <strong>to</strong> achieve equality is<br />
<strong>to</strong> acquire masculine roles and enter a world powered by men, leaving their femininity behind.<br />
152
The antifeminist backlash <strong>of</strong> this movement "push[es] women back in<strong>to</strong> their 'acceptable' roles"<br />
(29). While some women are struggling, in a sense, <strong>to</strong> be men, the American men are witnessing<br />
a threat <strong>to</strong> their masculinity. Women have men <strong>to</strong> blame for their perceived injustices, but who<br />
can men blame when they hold the power? Faludi discusses a "culture <strong>of</strong> ornament" in her article<br />
entitled "The Betrayal <strong>of</strong> the American Man." This is a dilemma shaped by popular culture in<br />
which "manhood is defined by appearance, by youth and attractiveness, by money and<br />
aggression, by posture and swagger... These are the same traits that have long been designated as<br />
the essence <strong>of</strong> feminine vanity" (55). I view the underlying problem as a lack <strong>of</strong> appreciation<br />
between men and women. Men, by nature, are protec<strong>to</strong>rs and breadwinners. Women, on the other<br />
hand, are socially recognized as being nurturers. Equality should not stem from men and women<br />
being equal within the same domain. Instead, equal amounts <strong>of</strong> pride and prestige should be<br />
earned based upon mastery <strong>of</strong> separate domains. The pressure currently rests upon the women <strong>to</strong><br />
gain respect in the work force. We should challenge the men <strong>to</strong> acknowledge women as equals<br />
for being feminine and achieving their goals and dreams, even when they assume the role <strong>of</strong><br />
homemaker.<br />
Response Checklist<br />
Yes or No<br />
________ Does the writer respond <strong>to</strong> one or more <strong>of</strong> the author’s ideas?<br />
________Does the writer express his/her opinion on the author’s point <strong>of</strong> view and explain why<br />
he/she agrees or disagrees.<br />
________Does the writer include his/her interpretation <strong>of</strong> the text and what it means <strong>to</strong> him/her?<br />
________Does the writer make connections <strong>to</strong> his/her own personal experience?<br />
________Does the writer refrain from summarizing the author’s ideas by stating his/her<br />
opinions about ideas in the article?<br />
______________________________________________________________________________<br />
Overall Evaluation:<br />
Excellent Adequate Inadequate<br />
Check-plus (√+)________ Check (√)__________ Check-minus (√-)_________<br />
Note: Michigan Corpus <strong>of</strong> Upper-Level Student Papers (MICUSP). (2009). Ann Arbor, MI: The<br />
Regents <strong>of</strong> the University <strong>of</strong> Michigan.<br />
153
SWBATS:<br />
Academic Writing: Analyzing Arguments (Lesson 10)<br />
Identify and understand common academic textual conventions ranging from structure<br />
and paragraphing, specifically in regards <strong>to</strong> argumentative writing<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> evaluate argument in academic writing.<br />
Materials:<br />
Academic Writing Slides (1-8)<br />
Handout 1: Analyzing Argumentative Essay<br />
Different colors <strong>of</strong> highlighters<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
3min Attendance/ T collects Summary-Response Whole Class<br />
Announcement Draft A<br />
15-20min Presentation: T present Academic Writing<br />
Slides (1-8)<br />
Ss take notes<br />
50min Activity # 1: Task 1: T passes out<br />
Task 1: Ss read sample<br />
Analyzing<br />
“Analyzing Argumentative essay and use the checklist<br />
argumentative essay Essay” and checklist attached attached as a guide for<br />
<strong>to</strong> Ss (Handout 2)<br />
evaluating each paragraph.<br />
2min Wrap-Up:<br />
Read Smith’s “Part<br />
Five: Laying Down<br />
the Case”<br />
Task 2: T tells Ss <strong>to</strong> read each<br />
paragraph and use the checklist<br />
as an evaluation guide.<br />
Task 3: T walks around,<br />
moni<strong>to</strong>rs Ss progress, and<br />
provides assistance if needed<br />
Task 4: As a whole class T goes<br />
over the checklist w/ the Ss.<br />
T reminds Ss <strong>to</strong> complete<br />
reading assignment<br />
154<br />
Task 2: When using the<br />
checklist, Ss are required<br />
<strong>to</strong> highlight essential<br />
elements in each <strong>of</strong> the<br />
paragraphs (T will provide<br />
different color<br />
highlighters).<br />
Task 3: When done, Ss<br />
evaluate the entire essay<br />
and share their<br />
thoughts/opinions about<br />
the essay with the person<br />
next <strong>to</strong> them.<br />
Task 4: Ss share their<br />
thoughts w/ the whole<br />
class.<br />
Whole class
Academic Writing<br />
Rhe<strong>to</strong>rical Situation<br />
Writer’s Purpose:<br />
• To inform<br />
• To instruct<br />
• To analyze<br />
• To persuade<br />
• To argue<br />
• To evaluate<br />
Rhe<strong>to</strong>rical Situation<br />
Audience Awareness<br />
• Discourse community: Teachers are<br />
representatives <strong>of</strong> their academic field (i.e.<br />
biologists, sociologists, etc.)--groups <strong>of</strong> people<br />
who have similar interests and shared<br />
knowledge.<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
155
Persona<br />
Formal persona since most writing in college will<br />
be academic types <strong>of</strong> texts for audience <strong>of</strong><br />
scholars in the academic field.<br />
Argument as a Genre<br />
The argumentative essay:<br />
• a genre <strong>of</strong> writing that requires students <strong>to</strong><br />
investigate a <strong>to</strong>pic.<br />
• evaluate evidence<br />
• establish a position on the <strong>to</strong>pic in a<br />
convincing manner.<br />
Argumentative Essay<br />
INTRODUCTION<br />
makes the reader want <strong>to</strong> continue reading..<br />
establishes the <strong>to</strong>pic <strong>of</strong> the essay.<br />
establishes the writer’s position on the <strong>to</strong>pic,<br />
<strong>of</strong>ten in a thesis statement.<br />
May be one or more paragraphs long.<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
156
Argumentative Essay<br />
BODY<br />
• clear and logical transition between<br />
introduction, body, and conclusion.<br />
• each paragraph is limited <strong>to</strong> one idea.<br />
• Ideas are supported with evidence and/or<br />
examples.<br />
• paragraphs contain specific details & analysis.<br />
Argumentative Essay<br />
CONCLUSION<br />
• draws a conclusion based on the ideas<br />
presented.<br />
• <strong>of</strong>ten relates back <strong>to</strong> the thesis statement .<br />
• Signals the end <strong>of</strong> the essay.<br />
• may be one or more paragraphs long.<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
___________________________________<br />
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___________________________________<br />
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157
Analyzing Argumentative Essay (Handout 1)<br />
Read the sample argumentative essay below taken from MICUSP and use the checklist in the<br />
right column <strong>to</strong> evaluate the overall effectiveness <strong>of</strong> each section (introduction, body paragraphs,<br />
and conclusion). In addition, you will be given different colors <strong>to</strong> highlight the essential elements<br />
in each <strong>of</strong> the paragraphs. Finally, you will evaluate the essay as a whole and decide whether it is<br />
an “excellent,” “adequate,” or “inadequate” paper.<br />
INTRODUCTION<br />
I wish I had a different life. I wish braver, and prettier, or just happy<br />
(Vardalos, 2002). All <strong>of</strong> us have different perceptions <strong>of</strong> who we<br />
are, who we would like <strong>to</strong> be, and how we want others <strong>to</strong> view us.<br />
There are numerous fac<strong>to</strong>rs that can influence the self, each one<br />
having a different impact than the one before it. One important<br />
dynamic is culture. The movie My Big Fat Greek Wedding raises<br />
several important questions about the relationship between the self<br />
and one's ethnic background. What effect does being raised in a<br />
close-knit collectivistic culture have on someone's self-esteem? Do<br />
people feel it is necessary <strong>to</strong> change the way in which they portray<br />
themselves so they can be accepted in<strong>to</strong> another culture? My Big Fat<br />
Greek Wedding depicts how culture can shape the self through its<br />
influence on au<strong>to</strong>biographical memories, self-discrepancy, and self-<br />
presentation<br />
Introduction Checklist<br />
Does the writer use a<br />
“hook” <strong>to</strong> engage the<br />
reader’s interest? Y/N<br />
Highlight the “hook” in<br />
red.<br />
158<br />
Does the writer introduce<br />
the <strong>to</strong>pic or background<br />
information? Y/N<br />
Highlight the <strong>to</strong>pic in<br />
yellow.<br />
Does the writer move<br />
from the general <strong>to</strong>pic <strong>to</strong><br />
the specific issue or point<br />
<strong>of</strong> the essay? Y/N<br />
Highlight this transition<br />
in green.
BODY PARAGRAPH # 1<br />
There are several important scenes that provide us with insight in<strong>to</strong><br />
the self. At the beginning <strong>of</strong> the movie, Toula reflects upon her life<br />
by recollecting specific instances <strong>to</strong> show what it was like being<br />
raised in a Greek family. The moments she is remembering are<br />
known as au<strong>to</strong>biographical memories, which are recollections that a<br />
person has about a series <strong>of</strong> events that have had a meaningful<br />
impact on his or her life (Rubin, 1996; Thompson et al., 1998). Her<br />
memories are used <strong>to</strong> show how her life has been affected by her<br />
culture. People generally seem <strong>to</strong> recall instances that occurred<br />
during transitional periods in their lives. In Toula's case, she talks<br />
about specific times when she was in elementary school, middle<br />
school, and high school. These are all important intermediary phases<br />
in a person's life. Her memories only reflect upon ways in which her<br />
culture made her stand out from others in school, thus causing her a<br />
great deal <strong>of</strong> awkwardness and humiliation. Studies have shown that<br />
when remembering things that occurred in the past, we tend <strong>to</strong><br />
exaggerate circumstances or inflate our roles in situations in order <strong>to</strong><br />
make ourselves look better and boost our self-esteem. For example,<br />
in 1996 Harry Bahrick and his colleagues conducted an experiment<br />
in which they asked college students <strong>to</strong> recall all <strong>of</strong> their grades from<br />
Does the write have a<br />
159<br />
position on the argument?<br />
(Thesis statement) Y/N<br />
Highlight the thesis<br />
statement in grey.<br />
Body Checklist<br />
Does the paragraph have<br />
a clear <strong>to</strong>pic sentence that<br />
states the main idea?<br />
Highlight the main idea in<br />
red<br />
Does that idea clearly<br />
support the thesis<br />
statement? Y/N<br />
Does the paragraph have<br />
enough specific support<br />
for the <strong>to</strong>pic sentence or<br />
main idea? Y/N<br />
Highlight the specific<br />
support in yellow.<br />
Does the paragraph
high school. After checking the accuracy <strong>of</strong> their reports with the<br />
real high school transcripts, the researchers found that students had a<br />
tendency <strong>to</strong> embellish any bad grades that they had received (Bahric<br />
et al., 1996). Toula only talks about events that fostered her feelings<br />
<strong>of</strong> inadequacy and lowered her self-esteem, such as being ridiculed<br />
for eating ethnic food at school or her father embarrassing her in<br />
front <strong>of</strong> her friends by talking about his Greek heritage. This does<br />
not seem <strong>to</strong> go along with the research done on au<strong>to</strong>biographical<br />
memories. I feel that this situation could be looked at from a<br />
different perspective. Perhaps Toula was exaggerating her past <strong>to</strong><br />
make her life look bad. That way, when she does become happy and<br />
successful in her life, people will view it as an incredible triumph<br />
and praise her for it. This is a form <strong>of</strong> self-handicapping, which<br />
occurs when people take actions <strong>to</strong> hurt their own performance or<br />
image in order <strong>to</strong> protect their own self-esteem (Berglas & Jones,<br />
1978). Some people do this so they can claim more recognition if<br />
they succeed.<br />
Is there anything missing from the introduction as specified in the<br />
checklist? If so, what?<br />
BODY PARAGRAPH # 2<br />
Another important psychological principle depicted during the movie<br />
is the notion <strong>of</strong> self-discrepancy. According <strong>to</strong> this theory, there are<br />
discrepancies between how we see ourselves and the way in which<br />
160<br />
analyze the specific point<br />
or example? Y/N<br />
Highlight the analysis in<br />
grey.<br />
Does the paragraph flow<br />
smoothly from one<br />
sentence <strong>to</strong> the next? Y/N<br />
Highlight some<br />
transitional words in<br />
green.<br />
Does the paragraph come<br />
<strong>to</strong> a conclusion at the<br />
end? Y/N<br />
Highlight the concluding<br />
sentence in purple<br />
Body Checklist<br />
Does the paragraph have
eally want <strong>to</strong> see ourselves. This match can be used <strong>to</strong> define one's<br />
self-esteem. For example, a person with a large discrepancy between<br />
their real and ideal selves would most likely have a negative self-<br />
image and a low self-esteem (Higgins, 1989). Early on in the movie<br />
there is a part where Toula is sitting in an alley outside <strong>of</strong> her<br />
restaurant looking at a flyer for college. She talks about her desire <strong>to</strong><br />
have a different life and <strong>to</strong> be happy. Her current self-perception is<br />
that she is unattractive, boring, and cowardly. It is clear that there is a<br />
large discrepancy between the way she views herself and the way she<br />
would like <strong>to</strong> be viewed. Toula does not act in a positive or up-beat<br />
manner during the beginning <strong>of</strong> the movie and she does not have any<br />
confidence in herself. For example, when Ian and his friend come <strong>to</strong><br />
the restaurant for c<strong>of</strong>fee, it becomes obvious that Toula is attracted <strong>to</strong><br />
Ian, but she has difficulties talking <strong>to</strong> him. She even tries <strong>to</strong> hide<br />
behind the counter so she can observe him from afar. The self-<br />
discrepancy that exists within Toula has greatly lowered her self-<br />
esteem making it hard for her <strong>to</strong> even carry on a simple conversation<br />
with a person <strong>of</strong> the opposite sex. She au<strong>to</strong>matically assumes that he<br />
would not want <strong>to</strong> have anything <strong>to</strong> do with her because she is not<br />
good-looking or assertive. This is consistent with the self-discrepancy<br />
theory. Toula's poor self-image stems from the pressure placed upon<br />
her by her culture <strong>to</strong> marry a Greek man at an early age and have<br />
many children. People like Ian, who do not have a specific heritage<br />
that he or she can clearly identify with, do not experience these types<br />
<strong>of</strong> demands from a large group or society. For this reason, Ian appears<br />
<strong>to</strong> be much more comfortable with who he is and does not spend time<br />
dwelling on who he could be. A number <strong>of</strong> studies have been done on<br />
the self-discrepancy theory, including one by Higgins, Friedman, and<br />
Shah. In this study, participants were asked <strong>to</strong> list several attributes<br />
a clear <strong>to</strong>pic sentence<br />
161<br />
that states the main idea?<br />
Y/N<br />
Highlight the main idea<br />
in red<br />
Does that idea clearly<br />
support the thesis<br />
statement? Y/N<br />
Does the paragraph have<br />
enough specific support<br />
for the <strong>to</strong>pic sentence or<br />
main idea? Y/N<br />
Highlight the specific<br />
support in yellow.<br />
Does the paragraph<br />
analyze the specific<br />
point or example? Y/N<br />
Highlight the analysis in<br />
grey.<br />
Does the paragraph flow<br />
smoothly from one<br />
sentence <strong>to</strong> the next?<br />
Y/N
that they would like <strong>to</strong> possess (ideal-self attributes) and several that<br />
they feel they should possess (ought-self attributes). Next, they had <strong>to</strong><br />
fill out a questionnaire in which they rated how much they would like<br />
<strong>to</strong> possess these traits and how much they thought they really did<br />
have them. To determine self-discrepancy, the average score for how<br />
much they thought they actually possessed these traits was subtracted<br />
from the average score <strong>of</strong> how much they would like <strong>to</strong> possess their<br />
ideal-self traits. The same was done for the ratings <strong>of</strong> ought-self<br />
attributes. Afterwards, the subjects <strong>to</strong>ok an emotional frequency<br />
survey in which they were asked how <strong>of</strong>ten they experienced certain<br />
emotions in the last week. This survey included emotions associated<br />
with dejection and agitation. Participants who had a high self-<br />
discrepancy with regards <strong>to</strong> the ideal-self characteristics were more<br />
likely <strong>to</strong> report that they had felt dejection-related emotions more<br />
frequently in the last week. Similarly, those who had a high self-<br />
discrepancy with their ought-self traits reported feeling agitation-<br />
related emotions more <strong>of</strong>ten in the last week (Higgins, et al., 1997).<br />
Is there anything missing from the body paragraph as specified by the<br />
checklist? If so, what?<br />
BODY PARAGRAPH # 3<br />
A common theme throughout My Big Fat Greek Wedding is the<br />
idea <strong>of</strong> self-presentation. This is basically the way in which we<br />
choose <strong>to</strong> portray ourselves <strong>to</strong> others and the tactics we employ<br />
in the process (Schlenker & Weigold, 1992). There are several<br />
moments where this aspect can be identified in the movie.<br />
Highlight some<br />
transitional words in<br />
green.<br />
Does the paragraph<br />
162<br />
come <strong>to</strong> a conclusion at<br />
the end? Y/N<br />
Highlight the concluding<br />
sentence in purple<br />
Body Checklist<br />
Does the paragraph have a<br />
clear <strong>to</strong>pic sentence that states<br />
the main idea? Y/N
First, Toula can be seen changing her appearance by wearing<br />
contacts, putting on makeup, and dressing differently. She is<br />
later shown, with her new look, socializing with others at<br />
college. In another scene Ian tells Toula that he will do<br />
whatever it takes <strong>to</strong> make her family accept him, including<br />
being baptized in the Greek Orthodox Church. Immediately<br />
after Ian is baptized, there is a scene in which he is welcomed<br />
by Toula's entire family. Later on we see a part where Toula's<br />
father complains that he went out <strong>of</strong> his way <strong>to</strong> be nice <strong>to</strong> Ian's<br />
family so they would like him, but they did not seem <strong>to</strong> respond<br />
<strong>to</strong> any <strong>of</strong> his endeavors. All <strong>of</strong> these are examples <strong>of</strong> strategic<br />
self-presentation, which consists <strong>of</strong> the techniques we use <strong>to</strong><br />
form other people's impressions <strong>of</strong> us in order <strong>to</strong> assure that we<br />
will gain some sort <strong>of</strong> approval. People tend <strong>to</strong> have an easier<br />
time accurately presenting themselves, rather than<br />
manufacturing a personality (Pontari & Schlenker, 2000). In a<br />
study done by Pontari and Schlenker in 2000, experimenters<br />
asked subjects who were introverted or extroverted <strong>to</strong> act in a<br />
manner that either contradicted or was consistent with their true<br />
selves. The subjects were able <strong>to</strong> do this without a problem.<br />
However, the researches later asked the participants <strong>to</strong> do the<br />
same thing while keeping an eight-digit number in mind for a<br />
memorization test later on. When assigned with this task,<br />
participants were successfully able <strong>to</strong> act in accordance with<br />
their true selves, but had difficulties trying <strong>to</strong> act in a way that<br />
was out <strong>of</strong> character. In reference <strong>to</strong> the movie, it can by<br />
hypothesized that Toula's father was not able <strong>to</strong> make a good<br />
impression upon Ian's parents because he was <strong>to</strong>o preoccupied<br />
with the notion that his daughter was marrying someone outside<br />
163<br />
Highlight the main idea in red<br />
Does that idea clearly support<br />
the thesis statement? Y/N<br />
Does the paragraph have<br />
enough specific support for the<br />
<strong>to</strong>pic sentence or main idea?<br />
Y/N<br />
Highlight the specific support<br />
in yellow.<br />
Does the paragraph analyze the<br />
specific point or example? Y/N<br />
Highlight the analysis in grey.<br />
Does the paragraph flow<br />
smoothly from one sentence <strong>to</strong><br />
the next? Y/N<br />
Highlight some transitional<br />
words in green.<br />
Does the paragraph come <strong>to</strong> a<br />
conclusion at the end? Y/N<br />
Highlight the concluding<br />
sentence in purple.
<strong>of</strong> their culture. This could have prevented him from presenting<br />
himself as a more <strong>to</strong>lerant person, which is why Ian's parents<br />
didn’t respond positively <strong>to</strong> him.<br />
Is there anything missing from the body paragraph as specified<br />
by the checklist? If so, what?<br />
CONCLUSION<br />
The movie My Big Fat Greek Wedding shows us how the<br />
responsibilities and expectations that come with cultural<br />
orientation can affect the self. The three principles that have<br />
been discussed in this paper-au<strong>to</strong>biographical memories, self-<br />
discrepancy, and self-presentation-have all been affected in<br />
some manner by the characters' cultural identifications. This<br />
means that the ideas and values we were raised with play a<br />
critical role in forming how we see ourselves, how we want <strong>to</strong><br />
see ourselves, and how we feel about ourselves. Everyday we<br />
interact with people from a variety <strong>of</strong> different heritages, some<br />
<strong>of</strong> which have played a stronger role in their lives than others.<br />
It is important for us <strong>to</strong> take this fact in<strong>to</strong> consideration before<br />
passing judgment on people. For example, we may perceive<br />
someone's enthusiasm for their culture as over-bearing or even<br />
a little inappropriate, when we are really neglecting the fact<br />
that they may have been raised <strong>to</strong> be very knowledgeable about<br />
and have great pride for their heritage. This person could<br />
define who he is by his ethnicity and might believe that the<br />
best way <strong>to</strong> gain approval from others is <strong>to</strong> present himself in a<br />
Conclusion Checklist<br />
164<br />
Does the conclusion relate back<br />
<strong>to</strong> the thesis statement?<br />
Y/N<br />
Highlight this in yellow.<br />
Does the conclusion reinforce<br />
the main ideas by summarizing<br />
or restating them in a different<br />
way? Y/N<br />
Highlight this in red.<br />
Does the conclusion make a<br />
prediction or call for action?<br />
Y/N Highlight this in green.
manner that is consistent with his heritage. I think it would be<br />
very interesting <strong>to</strong> conduct research with people who were<br />
raised in the United States and belong <strong>to</strong> a culture that is very<br />
close-knit or more collectivistic, such as the Greeks. I would<br />
like <strong>to</strong> see how <strong>of</strong>ten events dealing with their cultural<br />
identification are present in their au<strong>to</strong>biographical memories<br />
and how the expectations <strong>of</strong> their ethnicity have affected the<br />
discrepancy between who they are and who they want <strong>to</strong> be.<br />
<strong>Other</strong> research should be done with people who come from<br />
individualistic cultures, or who do not have a strong cultural<br />
identity, and have been accepted in<strong>to</strong> groups where a great<br />
amount <strong>of</strong> pride and importance is placed on one's ethnicity.<br />
For example, people who have married in<strong>to</strong> a culture that is<br />
very different from their own should be observed <strong>to</strong> see if they<br />
present themselves in a different way when socializing with<br />
members <strong>of</strong> the other culture and analyze how that has<br />
affected their self-esteem. Everyone has been affected<br />
differently by the manner in which they were raised and we<br />
must make an effort <strong>to</strong> respect and understand these<br />
differences in order <strong>to</strong> maintain a balance within our society.<br />
Is there anything missing in the conclusion as specified by the<br />
checklist? If so, what?<br />
165<br />
Does the conclusion pose a final<br />
question, create an analogy, use<br />
a powerful quote, or tell a s<strong>to</strong>ry<br />
<strong>to</strong> may his/her point? (i.e. use a<br />
different technique than the one<br />
in the introduction)<br />
Y/N<br />
Highlight this in blue.<br />
Overall Evaluation:<br />
Strong paper Adequate paper Inadequate<br />
Check-Plus (√+)_________ Check (√)_______ Check-Minus (√--)________<br />
Note: Taken from Michigan Corpus <strong>of</strong> Upper-Level Student Papers (MICUSP). (2009). Ann<br />
Arbor, MI: The Regents <strong>of</strong> the University <strong>of</strong> Michigan.
SWBATS:<br />
The Writing Process Workshop (Lesson 11)<br />
Invention Strategies<br />
Identify and understand the distinct stages <strong>of</strong> the writing process<br />
Identify, practice, and develop using various invention strategies for generating ideas<br />
during the planning stage <strong>of</strong> the writing process.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> use invention strategies for a variety <strong>of</strong> writing tasks.<br />
Materials:<br />
Overhead Projec<strong>to</strong>r<br />
Writing Process Slides (1-9)<br />
Handout 1: Utilizing Invention Strategies<br />
Handout 2: Creating an Outline<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance T takes roll Whole Class<br />
5min Review<br />
25min Presentation<br />
40min Activity 1: Invention<br />
Strategies<br />
3min Wrap-Up: Homework<br />
Creating an Outline<br />
(Handout 2)<br />
T asks: “What does the structure<br />
<strong>of</strong> an argumentative essay look<br />
like?”<br />
T presents “Writing Process”<br />
slides (1-9)<br />
For free-write, clustering,<br />
and cubing, T will give<br />
Ss a few minutes <strong>to</strong><br />
practice (as indicated in<br />
each <strong>of</strong> the slides).<br />
Task 1: T passes out “Utilizing<br />
Invention Strategies” (Handout 1)<br />
<strong>to</strong> Ss.<br />
Task 2: T instructs Ss <strong>to</strong> create<br />
two invention strategies as<br />
preparation for Argumentative<br />
Essay.<br />
Task 3: T walks around, moni<strong>to</strong>rs<br />
Ss progress, and provides<br />
assistance if necessary.<br />
Task 1: T reminds Ss they will<br />
write first draft <strong>of</strong> Essay 1 in the<br />
computer lab next class session.<br />
Ss share their<br />
ideas/inputs<br />
Ss take notes and<br />
practice a few <strong>of</strong> the<br />
invention strategies, as<br />
well as ask any<br />
questions or concerns<br />
that may arise.<br />
Task 1: Ss create two<br />
different invention<br />
strategies as specified<br />
in the handout 2.<br />
Task 2: Ss then reflect<br />
on which invention<br />
strategy they like<br />
better.<br />
Whole class<br />
166
Post SacCT # 3 (see<br />
question below<br />
Task 2: T tells Ss <strong>to</strong> complete<br />
homework assignment (Handout<br />
2) by writing an effective outline<br />
as preparation for the in-class<br />
essay.<br />
SacCT Journal Entry 3<br />
1. Which invention strategy do you feel most comfortable doing? Why? (Explain in 3-5<br />
sentences)<br />
2. Will you use the same strategy on future assignments? Or, will you try out other<br />
invention strategies? (Explain in 3-5 sentences)<br />
Note: Be sure <strong>to</strong> comment on at least two other class members’ responses.<br />
167
Writing Process<br />
Planning Stages<br />
1. Planning:<br />
• Generating ideas—creating new ideas<br />
• Organizing ideas— grouping ideas in<strong>to</strong> a<br />
meaningful structure<br />
• Goal-setting—Writer’s goals for the particular<br />
assignment<br />
Pre-Writing (Invention) Strategies<br />
1. Freewrite<br />
2. Loop Writing<br />
3. Listing<br />
4. Clustering<br />
5. Cubing<br />
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168
Freewrite<br />
• Write for a short period <strong>of</strong> time.<br />
• Don’t s<strong>to</strong>p writing until the time has expired.<br />
• Never s<strong>to</strong>p <strong>to</strong> look back, <strong>to</strong> cross something<br />
out, or how <strong>to</strong> spell something.<br />
• Put down whatever is in your mind.<br />
• Practice: Let’s free-write for few minutes on<br />
the <strong>to</strong>pic <strong>of</strong> movies!<br />
Loop-Writing<br />
• Freewrite about a given <strong>to</strong>pic.<br />
• Extract a sentence from the first freewrite.<br />
• This sentence will be used <strong>to</strong> write the second<br />
frewrite, starting the second loop, and so on.<br />
Listing<br />
Listing involves generation <strong>of</strong> words, phrases,<br />
and ideas.<br />
Ex. “The Benefits and Challenges <strong>of</strong> Being a<br />
College Student.”<br />
Benefits Challenges<br />
• independence social responsibility<br />
• Living away from home paying bills<br />
• Freedom <strong>to</strong> come and go managing time<br />
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169
Clustering<br />
Classify and cluster ideas, concepts, and<br />
abstractions captured in words and phrases.<br />
Practice clustering your ideas for a few minutes<br />
about the benefits <strong>of</strong> social networking.<br />
Cubing<br />
.Answer each question below on the <strong>to</strong>pic <strong>of</strong><br />
driving and texting in California.<br />
1.Describe: What is it?<br />
2.Compare: What is it similar <strong>to</strong>? Different?<br />
3.Analyze: How do the two fit <strong>to</strong>gether?<br />
4.Associate: What do you associate each with?<br />
5. Apply: How does it apply <strong>to</strong> our society?<br />
6. Argue: What positions can be argued?<br />
For or Against?<br />
Organizing Ideas<br />
4. Outlining—list your ideas in a meaningful and<br />
organized manner.<br />
* Research shows that outlining can serve as<br />
both an effective prewriting and planning <strong>to</strong>ol<br />
for many writers.<br />
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170
Utilizing Invention Strategies (Handout 1)<br />
In this activity, you will receive the opportunity <strong>to</strong> practice using various invention strategies as<br />
preparation for writing the first draft <strong>of</strong> Project 1 (Argumentative Essay). You may use this <strong>to</strong><br />
guide you during the in-class writing <strong>of</strong> this assignment. Examine the question prompt below for<br />
the argumentative paper and then complete the each task.<br />
Do you agree with Thomas’ argument that there exists reasonable evidence <strong>to</strong> arrest Pat Ramsey<br />
for the murder connected <strong>to</strong> her daughter’s death?<br />
Task 1: Pick One Invention Strategy<br />
Read the position statement below and chose ONE pre-writing strategy <strong>to</strong> help you generate ideas<br />
for Project # 1 Argumentative essay. Generate your ideas on a separate sheet <strong>of</strong> paper.<br />
Position: You agree with Thomas’ argument and believe there is enough evidence <strong>to</strong> arrest Pat<br />
Ramsey for the murder connected <strong>to</strong> her daughter’s death.<br />
Task 2: Pick Another Invention Strategy<br />
Read the position statement below and choose ANOTHER pre-writing strategy other than the one<br />
you created in task 1. Generate your new ideas on a separate sheet <strong>of</strong> paper.<br />
Position: You disagree with Thomas’ argument and believe that there is not enough evidence <strong>to</strong><br />
arrest Pat Ramsey for the murder connected <strong>to</strong> her daughter’s death.<br />
Task 3: Reflection<br />
1. Which <strong>of</strong> the two invention strategies do you like better? Why? (Explain in 3-5<br />
sentences)<br />
171
Creating an Outline (Handout 2)<br />
The purpose <strong>of</strong> creating an outline is <strong>to</strong> show the logical ordering or hierarchical relationship <strong>of</strong><br />
information. There are many different ways <strong>to</strong> create an outline. For example, you may list all <strong>of</strong><br />
your ideas down on paper, group related ideas <strong>to</strong>gether, order your ideas from general <strong>to</strong> specific,<br />
or label your ideas in<strong>to</strong> different sections--main and sub headings. Read the essay prompt again<br />
and pick a position you would like <strong>to</strong> argue for (using the ideas you generated from one <strong>of</strong> the<br />
two invention strategies in Handout 1). Then organize your ideas by creating an outline as<br />
preparation for the in-class writing. Use the space below <strong>to</strong> complete this task.<br />
Essay Outline<br />
172
SWBATS:<br />
In-Class Writing (Lesson 12)<br />
Practice using some effective writing strategies for generating academic essays.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> set purposes and goals for writing academically.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> organize their essays <strong>to</strong> support their points <strong>of</strong> view in<br />
ways that are appropriate <strong>to</strong> their <strong>to</strong>pic, audience, and purpose.<br />
Materials:<br />
Computer Lab<br />
Project 1: Argumentative Essay Assignment<br />
Assigned class readings for this unit<br />
Handouts 1 & 2: Utilizing Invention Strategies & Creating Effective Outline (last class)<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance T takes attendance Whole class<br />
70min In-Class Writing T tells Ss that the in-class<br />
writing will not be graded.<br />
Instead, T will use it <strong>to</strong><br />
evaluate Ss overall writing<br />
ability. In addition, T tells Ss<br />
that they will have ample<br />
opportunity <strong>to</strong> revise this inclass<br />
writing throughout the<br />
course <strong>of</strong> the year.<br />
3min Wrap-up: Homework<br />
Summary-Response Draft B<br />
Read SWH (pp. 49-51)<br />
T reminds Ss <strong>to</strong> complete all<br />
reading and homework<br />
assignments by next class<br />
session.<br />
173<br />
Ss use the computer <strong>to</strong><br />
complete the writing<br />
assignment. They can<br />
refer <strong>to</strong> any <strong>of</strong> the<br />
assigned class<br />
readings and related<br />
handouts. Once done,<br />
Ss will print out a<br />
copy and give it <strong>to</strong> T.<br />
Whole class
Peer Review Workshop (Lesson 13)<br />
Goal for entire peer review workshop: To facilitate collaborative learning through the process<br />
<strong>of</strong> peer review sessions for students <strong>to</strong> build effective feedback strategies and self-editing skills<br />
(particularly for academic essays) through the implementation <strong>of</strong> various peer response exercises<br />
and activities.<br />
SWBATs (for Day 1 & 2):<br />
Identify the essential parts <strong>of</strong> the Introduction and Body paragraphs in an argumentative<br />
essay.<br />
Begin <strong>to</strong> show evidence <strong>of</strong> using some effective feedback strategies through various peer<br />
response exercises and activities.<br />
Become more comfortable and confident in providing feedback on other student’s paper.<br />
Begin <strong>to</strong> show evidence <strong>of</strong> incorporating their peers’ comments in<strong>to</strong> their own essays.<br />
Materials:<br />
Handout 1: Student Written Sample<br />
Handout 2: Revision Checklist for Introduction<br />
Handout 3: Student Body Paragraph<br />
Handout 4: Revision Checklist for Body Paragraph<br />
Overhead Projec<strong>to</strong>r<br />
Day 1<br />
TIME LESSON ACTIVITY TEACHER ACTION PARTICIPATION<br />
3 min Attendance/<br />
Announcement<br />
30min Modeling Activity 1:<br />
Effective Feedback<br />
Strategies<br />
Task 1: T takes roll<br />
Task 2: T collects Summary-<br />
Response Draft B<br />
Task 1: T provides Ss w/ a sample<br />
introduc<strong>to</strong>ry paragraph <strong>of</strong> a student’s<br />
writing (Handout 1), and “Revision<br />
checklist for Introduction” (Handout<br />
2)<br />
Task 2: T models effective feedback<br />
strategies on the sample introduction<br />
using the revision checklist and peer<br />
response form (Handout 2), focusing<br />
only on content.<br />
Task 3: After the modeling activity,<br />
T asks two questions:<br />
174<br />
(STUDENT ACTION)<br />
Whole class<br />
Task 1: Ss read sample<br />
paragraph<br />
Task 2: Students<br />
observe and follow<br />
along with T as he<br />
models this activity.<br />
Task 3: Ss respond <strong>to</strong><br />
the questions asked by<br />
T.
1.What types <strong>of</strong> feedback strategies<br />
did I use during the modeling<br />
activity?<br />
2.What types <strong>of</strong> errors did I provide<br />
feedback on the most?<br />
40min Activity 2: Practice Task 1: T provides sample <strong>of</strong> a body<br />
paragraph (Handout 3) and revision<br />
checklist and peer response form<br />
(Handouts 4).<br />
2min Wrap-Up: Homework<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
needed.<br />
T reminds Ss <strong>to</strong> bring in Draft A <strong>of</strong><br />
Argumentative Essay for the peer<br />
review session.<br />
175<br />
Ss use the revision<br />
checklist and peer<br />
response form for the<br />
body paragraph <strong>to</strong><br />
practice constructing<br />
effective feedback<br />
strategies.<br />
Whole class
Introduction<br />
Student Written Sample (Handout 1)<br />
Do social networking sites help or benefit us in any way, or do they harm us? In the 21 st<br />
century, social networking came in<strong>to</strong> popularity with a big rise coming from mostly the younger<br />
generation. Today that is all you would hear teens talking about, whether you have accounts on<br />
MySpace, Face book, and Twitter. These social networks are free online sites where you can<br />
create your own pr<strong>of</strong>ile in your liking, and express yourself <strong>to</strong> your friends or <strong>to</strong> be able <strong>to</strong> meet<br />
new people you would like <strong>to</strong> get <strong>to</strong> know. Marilyn Rose, a high school teacher with 20 years <strong>of</strong><br />
experience argues that by using social networking we simply aren’t developing face-<strong>to</strong>-face social<br />
skills <strong>to</strong> create meaningful relationships. Also, she claims that anonymous bullying and impulsive<br />
posting which can lead <strong>to</strong> destroying relationships, rather than developing them. Rose says that<br />
<strong>to</strong>day’s children are missing the opportunity <strong>to</strong> develop deep childhood relationships such as their<br />
parents did. I disagree with Marilyn Roses argument, that social networks are destroying our<br />
relationships instead <strong>of</strong> developing them. In fact, social networking keeps people in <strong>to</strong>uch with<br />
each other, even distant friendships, and can help meet new people <strong>to</strong> develop meaningful<br />
relationships.<br />
Note: Adapted from Learning Skills 86 Course Materials<br />
176
Essay Revision Checklist for Introduction (Handout 2)<br />
Writer’s Name:________________________________________________<br />
Reviewer’s Name: ______________________________________________<br />
Part A<br />
Instructions: You will assist your classmates by helping them analyze their introduc<strong>to</strong>ry<br />
paragraphs. This will also help you <strong>to</strong> be able <strong>to</strong> recognize areas <strong>of</strong> weakness with regard <strong>to</strong> the<br />
content areas <strong>of</strong> your own writing. Before you begin, read the introduction and highlight the<br />
background information in “yellow,” the author’s point <strong>of</strong> view in “green,” and the thesis in<br />
“blue.” Using the checklist provided <strong>to</strong> put a “check” next <strong>to</strong> each requirement needed <strong>to</strong> make a<br />
successful introduc<strong>to</strong>ry paragraph.<br />
Introduction (organization):<br />
_______ Provides background information <strong>to</strong> introduce the <strong>to</strong>pic.<br />
_______ Provides information about the prompt (Author’s point <strong>of</strong> view).<br />
_______ Responds clearly and completely <strong>to</strong> the prompt (Agree/disagree).<br />
_______ The essay has a clear thesis (main idea).<br />
_______ The thesis is well supported with several major points or arguments.<br />
Part B<br />
Your purpose in answering these questions is <strong>to</strong> provide an honest and helpful response <strong>to</strong> your<br />
partner’s draft and <strong>to</strong> suggest ways <strong>to</strong> make his/her writing better. Be as specific as possible<br />
when referring <strong>to</strong> particular parts <strong>of</strong> the introduction in your own words.<br />
1. What do you like most about the introduction? From the checklist presented above,<br />
choose one or two things that captured your attention.<br />
2. What part(s) <strong>of</strong> the introduction is/are missing?<br />
3. What parts need <strong>to</strong> have more detail added so that readers can understand them better?<br />
4. On a separate sheet <strong>of</strong> paper, write a short response (3 <strong>to</strong> 5 sentences) <strong>to</strong> your partner<br />
explaining how his or her writing can be improved. Begin your letter with your partner’s<br />
name and sign your own name at the end. Remember <strong>to</strong> “sandwich” any suggestions with<br />
positive comments. Follow this model:<br />
Dear Joe,<br />
Positive comment—1-2<br />
Suggestions (improvements)—2 – 4<br />
Positive comment (encouragement)—1-2<br />
Sincerely,<br />
Bob<br />
Note: Adapted from Ferris & Hedgcock’s sample peer response forms, 2005, p. 238 & 257<br />
177
Student’s Body Paragraph (Handout 3)<br />
Social networking does not destroy face-<strong>to</strong>-face relationships. However, these social<br />
networking sites improve their face-<strong>to</strong>-face relationships. In fact, it develops stronger<br />
relationships with distant friends. In the article, “Teenage Social Media Butterflies may not be<br />
such a Bad Idea”, Amari Yee Mikami, a Psychologists from the University <strong>of</strong> Virginia, says ,<br />
“adolescents are largely using social networking sites <strong>to</strong> keep in <strong>to</strong>uch with friends they already<br />
know, not <strong>to</strong> converse with strangers”. I myself have a “Face book”, which I only use <strong>to</strong> talk <strong>to</strong><br />
friends I already know or met in person also, so every friend I have as my friends each <strong>of</strong> them<br />
have the same mutual friends as I. There is no possible way you are able <strong>to</strong> be destroying<br />
relationships or coming more distant <strong>to</strong> your friends by talking <strong>to</strong> them through a social network<br />
site. In fact, social networking sites increase human interactions with “online” friends that are just<br />
as meaningful.<br />
Note: Adapted from Learning Skills 86 Course Materials<br />
178
Essay Revision Checklist for Body Paragraph (Handout 4)<br />
Writer’s Name:________________________________________________<br />
Reviewer’s Name: ______________________________________________<br />
Part A<br />
Instructions: You will assist your classmate by analyzing his/her body paragraph. This will help<br />
you <strong>to</strong> also be able <strong>to</strong> recognize areas <strong>of</strong> weakness with regard <strong>to</strong> the content areas <strong>of</strong> your own<br />
writing. Before you begin, read through your classmate’s body paragraph and highlight the <strong>to</strong>pic<br />
sentence in “green,” the supporting details (either reference from the reading or personal<br />
example) in “yellow,” analysis in “blue,” and the concluding sentence in “red.” Using the<br />
checklist below, put a “check” next <strong>to</strong> each requirement below needed <strong>to</strong> make a successful body<br />
paragraph.<br />
Body paragraph (organization):<br />
_______ Transition words are used effectively between paragraphs.<br />
_______ Include a clear <strong>to</strong>pic sentence that is directly tied <strong>to</strong> the thesis statement (main<br />
idea).<br />
_______ The supporting points are developed with ideas from the readings, facts, or other<br />
examples from the writer’s own experiences or observation.<br />
_______ The ideas and facts in the readings have been reported accurately.<br />
_______ The supporting evidence is carefully analyzed.<br />
_______ The conclusion ties the ideas in the body back <strong>to</strong> the thesis (main idea).<br />
Part B<br />
Your purpose in answering these questions is <strong>to</strong> provide an honest and helpful response <strong>to</strong> your<br />
partner’s body paragraph and <strong>to</strong> suggest ways <strong>to</strong> make his/her writing better. Be as specific as<br />
possible when referring <strong>to</strong> particular parts <strong>of</strong> the body paragraph in your own words.<br />
1. What do you like most about the body paragraph? From the checklist presented<br />
above, choose one or two things that captured your attention.<br />
2. What part(s) <strong>of</strong> the body paragraph is/are missing?<br />
3. What parts need <strong>to</strong> have more detail added so that readers can understand them<br />
better?<br />
179
Dear Joe,<br />
4. On a separate sheet <strong>of</strong> paper, write a short response (3 <strong>to</strong> 5 sentences) <strong>to</strong> your partner<br />
explaining how his or her writing can be improved. Begin your letter with your<br />
partner’s name and sign your own name at the end. Remember <strong>to</strong> “sandwich” any<br />
suggestions with positive comments. Follow this model:<br />
Positive comment—1-2<br />
Suggestions (improvements)—2 – 4<br />
Positive comment (encouragement)—1-2<br />
Sincerely,<br />
Bob<br />
Note: Adapted from Ferris & Hedgcock’s sample peer response forms, 2005, p. 238 & 257<br />
180
Peer Review Session (Lesson 14)<br />
SWBATS: Same objectives (see previous lesson)<br />
Materials:<br />
Handout 1: Revision Checklist & Peer Response Form for Introduction and Body<br />
Paragraphs<br />
Handout 2: Reflection on Peer Review Session<br />
Draft A: Argumentative Essay<br />
TIME LESSON TEACHER ACTION PARTICIPATION<br />
(STUDENT ACTION)<br />
2 min Attendance T takes roll Whole Class<br />
50min Peer Review<br />
Session<br />
Task 1: T provides Handout 1 <strong>to</strong> Ss<br />
(Revision Checklist & Peer Response<br />
Form)<br />
Task 2: T forms Ss in<strong>to</strong> groups <strong>of</strong> 3 for<br />
peer review session.<br />
Task 3: T instructs Ss <strong>to</strong> read each<br />
other’s whole paper first and then reread<br />
the introduction and body<br />
paragraphs using the revision checklist<br />
(part A) and peer response questions<br />
(part B) in the Handout 1.<br />
Task 4: T walks around and provides<br />
assistance if needed.<br />
20min Reflection Activity Task 1: After the peer review session, T<br />
passes out reflection activity (Handout<br />
2), where Ss reflect on the peer review<br />
session as a whole, as well as <strong>to</strong><br />
specific comments in regards <strong>to</strong> their<br />
essays made by their classmates.<br />
3min Wrap-Up:<br />
Task 2: T walks around and provides<br />
assistance if needed<br />
T reminds Ss <strong>to</strong> bring in their Field<br />
Notes and collection <strong>of</strong> Artifacts as they<br />
will have the entire period next class<br />
session <strong>to</strong> work on their academic<br />
discourse project w/ their members.<br />
Task 1: Ss get in<strong>to</strong><br />
groups and exchange<br />
papers.<br />
181<br />
Task 2: Ss read each<br />
other’s paper first and<br />
then provide feedback<br />
using the revision<br />
checklist and peer<br />
response form.<br />
Task 1: Students will<br />
reflect on their<br />
experience by<br />
answering questions on<br />
Handout 2, as well as<br />
write a paragraph about<br />
what was helpful and<br />
not as helpful about<br />
their peers’ comments.<br />
Whole class
Essay Revision Checklist for Introduction & Body Paragraphs (Handout 1)<br />
Writer’s Name:________________________________________________<br />
Reviewer’s Name: ______________________________________________<br />
Part A: Whole Essay<br />
Exchange papers with your group member and quickly read his/her entire essay. Do not provide<br />
any sort <strong>of</strong> feedback or s<strong>to</strong>p <strong>to</strong> use the revision checklists for the introduction and body<br />
paragraphs until you have completely read your partner’s whole essay. Your main goal is <strong>to</strong> get a<br />
sense <strong>of</strong> your group member’s main points and ideas before commenting on them. Once you have<br />
completed this task, you may complete parts B, C, & D.<br />
Part B: Introduction<br />
You will assist your classmates by helping them analyze their introduction paragraphs. This will<br />
help you <strong>to</strong> also be able <strong>to</strong> recognize areas <strong>of</strong> weakness with regard <strong>to</strong> the content areas <strong>of</strong> your<br />
own writing. Before you begin, read through their introduc<strong>to</strong>ry paragraph(s) and highlight the<br />
background information in “yellow,” the author’s point <strong>of</strong> view in “green,” and the thesis in<br />
“blue.” Use the checklist provided <strong>to</strong> put a “check” next <strong>to</strong> each requirement below needed <strong>to</strong><br />
make a successful introduc<strong>to</strong>ry paragraph.<br />
Introduction (organization):<br />
_______ Provides background information <strong>to</strong> introduce the <strong>to</strong>pic.<br />
_______ Provides information about the prompt (Author’s point <strong>of</strong> view).<br />
_______ Responds clearly and completely <strong>to</strong> the prompt (Agree/disagree).<br />
_______ The essay has a clear thesis (main idea).<br />
_______ The thesis is well supported with several major points or arguments.<br />
Your purpose in answering these questions is <strong>to</strong> provide an honest and helpful response <strong>to</strong> your<br />
partner’s introduc<strong>to</strong>ry paragraph(s) and <strong>to</strong> suggest ways <strong>to</strong> make his/her writing better. Be as<br />
specific as possible when referring <strong>to</strong> particular parts <strong>of</strong> the introduction in your own words.<br />
1. What do you like most about your partner’s introduction? From the checklist presented<br />
above, choose one or two things that captured your attention.<br />
2. What part(s) <strong>of</strong> the introduction is/are missing?<br />
3. What parts need <strong>to</strong> have more detail added so that readers can understand them better?<br />
182
Part C: Body Paragraphs<br />
You will assist your classmates by helping them analyze their body paragraphs. This will help<br />
you <strong>to</strong> also be able <strong>to</strong> recognize areas <strong>of</strong> weakness with regard <strong>to</strong> the content areas <strong>of</strong> your own<br />
writing. Before you begin, read through their body paragraphs and highlight the <strong>to</strong>pic sentence in<br />
“green,” the supporting details (either reference from the reading or personal example) in<br />
“yellow,” analysis in “blue,” and the concluding sentence in “red.” Use the checklist provided <strong>to</strong><br />
put a “check” next <strong>to</strong> each requirement below needed <strong>to</strong> make a successful body paragraph.<br />
Body paragraph (organization):<br />
_______ Transition words are used effectively between paragraphs.<br />
_______ Include a clear <strong>to</strong>pic sentence that is directly tied <strong>to</strong> the thesis statement (main<br />
idea).<br />
_______ The supporting points are developed with ideas from the readings, facts, or other<br />
examples from the writer’s own experiences or observation.<br />
_______ The ideas and facts in the readings have been reported accurately.<br />
_______ The supporting evidence is carefully analyzed.<br />
_______ The conclusion ties the ideas in the body back <strong>to</strong> the thesis (main idea).<br />
Your purpose in answering these questions is <strong>to</strong> provide an honest and helpful response <strong>to</strong> your<br />
partner’s body paragraphs and <strong>to</strong> suggest ways <strong>to</strong> make his/her writing better. Choose one body<br />
paragraph <strong>to</strong> answer the questions below. Be as specific as possible when referring <strong>to</strong> particular<br />
parts <strong>of</strong> the body paragraph in your own words.<br />
1. What do you like most about your partner’s body paragraph? From the checklist<br />
presented above, choose one or two things that captured your attention.<br />
2. What part(s) <strong>of</strong> the body paragraph is/are missing?<br />
3. What parts need <strong>to</strong> have more detail added so that readers can understand them<br />
better?<br />
183
Part D: Constructive Feedback<br />
Dear Joe,<br />
1. On a separate sheet <strong>of</strong> paper, write a short letter (3 <strong>to</strong> 5 sentences) <strong>to</strong> your partner<br />
explaining how his or her writing can be improved. Begin your letter with your<br />
partner’s name and sign your own name at the end. Remember <strong>to</strong> “sandwich” any<br />
suggestions with positive comments. Follow this model:<br />
Positive comment—1-2<br />
Suggestions (improvements)—2 – 4<br />
Positive comment (encouragement)—1-2<br />
Sincerely,<br />
Bob<br />
Note: Adapted from Ferris & Hedgcock’s sample peer response forms, 2005, pp. 238 & 257.<br />
184
Part I<br />
Reflection on Peer Review Session (Handout 2)<br />
1. What did you learn from reading your classmate’s paper?<br />
2. Now look over your paper and read your peer’s comments. What did he/she say about your<br />
introduction and body paragraphs? Summarize his/her comments in 2-3 sentences.<br />
3. Do you agree with his/her comments? Do you find them helpful? Do you think you will use<br />
them in your revision? Why or why not?<br />
Part II<br />
Write 1 -2 paragraphs on the back side <strong>of</strong> this paper in which you explain (a) which <strong>of</strong> your<br />
classmate’s comments you found most helpful and (b) any comments you did not find helpful or<br />
with which you disagree, and (c) your own ideas (from your own rereading and from your peer’s<br />
comments) about what you need <strong>to</strong> change when you revise the introduction and body<br />
paragraphs.<br />
Note: Adapted from Ferris & Hedgcock’s sample follow-up activities, 2005<br />
185
SWBATS:<br />
Work on Academic Discourse Project (Lesson 15)<br />
Work collaboratively in groups <strong>to</strong> evaluate and analyze research data collection.<br />
Show evidence <strong>of</strong> integrating their own ideas with those <strong>of</strong> others.<br />
Materials:<br />
Field notes (includes observation and interview notes)<br />
Collection <strong>of</strong> Artifacts<br />
Writing Assignment: Academic Discourse Community Project<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance T takes attendance Whole class<br />
70min Activity: Academic<br />
Discourse Project<br />
3 min Wrap-up<br />
Task 1: T tells Ss that they have the<br />
whole class time <strong>to</strong> evaluate and<br />
analyze their research data collection<br />
w/ their group members.<br />
Task 2: T tells Ss <strong>to</strong> take out the<br />
“Academic Discourse Community<br />
Project” assignment sheet and use the<br />
questions specified in each <strong>of</strong> the<br />
sections (Field notes, Interview, &<br />
Artifacts) <strong>to</strong> guide them in evaluating<br />
and analyzing the data collected.<br />
Task 3: T walks around and moni<strong>to</strong>rs<br />
Ss progress and provide assistance by<br />
spending at least 5 minutes w/ each<br />
group<br />
T reminds Ss that they will meet in<br />
the computer lab next class session <strong>to</strong><br />
use online Corpus<br />
186<br />
Ss get in<strong>to</strong> their<br />
groups and work<br />
<strong>to</strong>gether <strong>to</strong> evaluate<br />
and analyze their<br />
research data<br />
collection using the<br />
questions specified in<br />
each <strong>of</strong> the sections <strong>of</strong><br />
the “Academic<br />
Discourse Community<br />
Project” assignment.<br />
Whole class
SWABTS:<br />
Introduction <strong>to</strong> Corpus Research (Lesson 16)<br />
Identify and practice using online corpus for research and writing purposes.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> develop another strategy for revising, editing, and<br />
pro<strong>of</strong>reading one’s own writing.<br />
Materials:<br />
Computer Lab<br />
Handout 1: Corpus: An Introduction<br />
Handout 2: Using Corpus <strong>of</strong> Contemporary American <strong>English</strong> (COCA)<br />
Handout 3: Using Michigan Corpus <strong>of</strong> Upper-Level Student Papers (MICUSP)<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance/<br />
Announcement<br />
Task 1: T takes attendance.<br />
Task 2: T collects Argumentative<br />
paper draft A.<br />
Whole class<br />
50min Introduction <strong>to</strong> Task 1: T goes over “Introduction Task 1: Ss read Handout 1<br />
COCA: Tu<strong>to</strong>rial<br />
Activity<br />
<strong>to</strong> Corpus (Handout 1) w/ Ss. and follow along w/ T.<br />
Task 2: T gives Ss Handout 2 Task 2: Ss carefully<br />
(Using COCA). T instructs Ss <strong>to</strong> complete all steps as<br />
read and complete all steps as part<br />
<strong>of</strong> the corpus tu<strong>to</strong>rial.<br />
specified in Handout 2.<br />
Task 3: Using COCA, Ss<br />
Task 3: T instructs Ss <strong>to</strong> complete are required <strong>to</strong> research<br />
“Application: Data-Driven something in the <strong>English</strong><br />
Learning” section on the same Language they want <strong>to</strong><br />
Handout 2.<br />
find out more about.<br />
Task 4: Ss share their<br />
Task 4: As a whole class , we ideas/inputs about the<br />
discuss the benefits <strong>of</strong> using benefits <strong>of</strong> using online<br />
COCA <strong>to</strong> improve Ss writing. corpus.<br />
20min Introduction <strong>to</strong><br />
MICUSP:<br />
Tu<strong>to</strong>rial Activity<br />
3min Wrap-Up:<br />
Task 1: T gives Ss Handout 3<br />
(Using MICUSP). T instructs Ss<br />
<strong>to</strong> read and complete all steps.<br />
Task 2: As a whole class, we<br />
discuss the benefits <strong>of</strong> using<br />
MICUSP.<br />
T reminds Ss that next class will<br />
be an editing workshop.<br />
Task 1: Ss carefully<br />
complete all steps as<br />
specified in handout 2.<br />
187<br />
Task 2: Ss share their<br />
ideas/inputs about benefits<br />
<strong>of</strong> using MICUSP.<br />
Whole class
What is corpus?<br />
Corpus: An Introduction (Handout 1)<br />
Corpus is a large collection <strong>of</strong> natural-language texts used for analysis.<br />
A) Online COCA:<br />
searchable 400 + million word corpus <strong>of</strong> American <strong>English</strong><br />
5 major registers<br />
Spoken discourses (conversation)<br />
Academic prose (scholarly journal articles, university textbook)<br />
Newspaper<br />
Magazines<br />
Fiction<br />
B) MICASE<br />
collection <strong>of</strong> nearly 1.8 million words <strong>of</strong> academic language across disciplines<br />
2 major registers<br />
Academic spoken discourse<br />
Academic prose<br />
C) MICUSP<br />
a collection <strong>of</strong> around 830 “A” grade papers (full-texts).<br />
Paper Types<br />
Argumentative essay<br />
Creative writing<br />
Critique/Evaluation<br />
Research paper<br />
Proposal<br />
Report<br />
Response paper<br />
4 major academic departments<br />
Humanities and Arts<br />
Social Sciences<br />
Biological and Health Sciences<br />
Physical Sciences<br />
What are the benefits <strong>of</strong> using corpus?<br />
Identify grammatical features that are especially common or rare.<br />
Find the most accurate vocabulary usage<br />
Identify common pattern between words/phrases (collocation)<br />
Find differences in use among registers<br />
188
Handout 2: Using Corpus <strong>of</strong> Contemporary American <strong>English</strong> (COCA)<br />
Step 1: Tu<strong>to</strong>rial & Registration<br />
Go <strong>to</strong> corpus.byu.edu and click on COCA. It will take you <strong>to</strong> the introduction page.<br />
Read the Introduction (5 paragraphs long) <strong>to</strong> the right <strong>of</strong> the screen about American Corpus.<br />
When you get <strong>to</strong> the last paragraph take the five minute guided <strong>to</strong>ur by clicking on the “five<br />
minute <strong>to</strong>ur guided <strong>to</strong>ur.”<br />
After the five minute guided <strong>to</strong>ur, click on Register but<strong>to</strong>n at the <strong>to</strong>p right corner. It will take you<br />
<strong>to</strong> the data form page, where you will be required <strong>to</strong> fill out the form.<br />
Type in your full name and address<br />
Type in your password<br />
Type in your status as “student (undergraduate)”<br />
After you fill out the form, press the Submit but<strong>to</strong>n. Then check your email and click on the link<br />
in the email <strong>to</strong> complete your registration.<br />
Type in your e-mail address and password <strong>to</strong> log-in and use COCA.<br />
Step 2: Practice Performing Your Own Searches<br />
I. Frequency, Distribution, & Concordances<br />
In the left-hand column, select Chart, then write in the word “<strong>to</strong>ol.” At the bot<strong>to</strong>m <strong>of</strong> the<br />
window, click on the Search but<strong>to</strong>n. It will take you <strong>to</strong> the frequency and distribution chart.<br />
Register Awareness<br />
1. Which <strong>of</strong> the 5 registers (spoken, fiction, magazine, newspaper, and academic) is the<br />
word “<strong>to</strong>ol” used most frequently in?<br />
2. Which <strong>of</strong> the 5 registers is the word “<strong>to</strong>ol” least commonly used in?<br />
Now click on the bar for Academic, and you’ll get the first 100 concordances examples <strong>of</strong> “<strong>to</strong>ol”<br />
from a variety <strong>of</strong> different genres.<br />
How <strong>to</strong> use Concordances<br />
Left Collocate is a word or part <strong>of</strong> speech that frequently occurs <strong>to</strong> the left <strong>of</strong> the target word.<br />
Looking at the first 100 concordance <strong>of</strong> “<strong>to</strong>ol,” what part <strong>of</strong> speech frequently occurs <strong>to</strong> the left <strong>of</strong><br />
“<strong>to</strong>ol?”<br />
189
Right Collocate is a word or part <strong>of</strong> speech that frequently occurs <strong>to</strong> the right <strong>of</strong> the target word.<br />
Looking at the first 100 concordance <strong>of</strong> “<strong>to</strong>ol” again, what part <strong>of</strong> speech frequently occurs <strong>to</strong> the<br />
right <strong>of</strong> “<strong>to</strong>ol?”<br />
II. Comparing Two Words for Vocabulary Development<br />
In the left-hand column, select Compare and write in the words “affect” and “effect.”At the<br />
bot<strong>to</strong>m <strong>of</strong> the window, hit the Search but<strong>to</strong>n. It will show a screen <strong>to</strong> the right with the <strong>to</strong>p 100<br />
words that frequently appear with the words “affect and “effect.”<br />
What are the <strong>to</strong>p ten words that frequently appear with “affect?” Write them down here.<br />
What are the <strong>to</strong>p ten words that frequently appear with “effect? Write them down here.<br />
Then select chart again, and type “effect” and press the Search but<strong>to</strong>n.<br />
What register is “affect” most used in?<br />
Now click on the bar for Academic, and you’ll get the first 100 concordances for “affect.”<br />
1. Looking at the first 100 concordances, what do you think is the meaning <strong>of</strong> affect?<br />
(Consider its part <strong>of</strong> speech and words/phrases that surround the targeted word.)Write<br />
your conclusions down here by using the evidence displayed in the concordances (1-2<br />
sentences).<br />
Now do the same for “effect.”<br />
What register is “effect” most used in?<br />
Now click on the bar for Academic, and you’ll get the first 100 concordance for “effect.”<br />
2. Looking at the first 100 concordances, what do you think is the meaning <strong>of</strong> effect?<br />
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(Consider its part <strong>of</strong> speech and words/phrases that surround the targeted word). Write your<br />
conclusions down here by using the evidence displayed in the concordances (1-2 sentences).<br />
Application: Data-Driven Learning<br />
You are now familiar with using online corpora. Now pick something else in <strong>English</strong> that you<br />
have always wanted <strong>to</strong> know more about but never had the chance (or time) <strong>to</strong> research it. For<br />
example, it can be a new vocabulary word you recently heard <strong>of</strong>, or simply knowing the<br />
difference between two phrases such as “on line” and “in line,” or even understanding the<br />
meaning <strong>of</strong> idioms like “take the cake” and “shoulder surfing.”<br />
Task 1: What is it that you want <strong>to</strong> know more about in <strong>English</strong>? Write this in the form <strong>of</strong> a<br />
question in the space below. For example, if you want <strong>to</strong> know more about the difference between<br />
“on line” and “in line,” then you would frame it as “What is the difference between “on line”<br />
and “in line?”<br />
A.____________________________________________________________________________<br />
______________________________________________________________________________<br />
Task 2: Researching using online corpus COCA<br />
B. What did you discover from using COCA? Did it answer your question? (Summarize this in 2-<br />
3 sentences)<br />
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Handout 3: Using Michigan Corpus <strong>of</strong> Upper-Level Student Papers (MCUSP)<br />
Step 1: Tu<strong>to</strong>rial<br />
Go <strong>to</strong>: micusp.elicorpora.info<br />
Scroll down for a tu<strong>to</strong>rial on how <strong>to</strong> use MICUSP and click on “MICUSP Simple<br />
Tu<strong>to</strong>rials.” You will watch a short video tu<strong>to</strong>rial that introduces you <strong>to</strong> the MICUSP,<br />
showing you how <strong>to</strong> browse MICUSP papers<br />
After the tu<strong>to</strong>rial, click on “Search and browse MICUSP SIMPLE online now!”<br />
Step 2: Exploring MICUSP SIMPLE<br />
In the left hand column, click on “Argumentative Essay” for Paper Types.<br />
Look at the Distribution Across Discipline chart. What discipline does this type <strong>of</strong> writing occur<br />
most frequently in?<br />
Look at the Distribution Across Paper Types chart. What is this paper type percentage across<br />
discipline? And where is it ranked with other paper types?<br />
In the left hand column, click on “<strong>English</strong>” for Disciplines.<br />
Look at the Distribution Across Paper Types chart. What is this paper type percentage in this<br />
field? Where does it rank with other paper types in this field?<br />
Now click on “ENG. G0.05.1”” for Paper ID and Title “People or Property?” A sample essay<br />
will appear along with a description <strong>of</strong> the student level, gender, native speaker status, paper type,<br />
and word count.<br />
Use your pre-reading skills (scanning and skimming) <strong>to</strong> examine the student’s essay. How does<br />
the student incorporate his/her sources in<strong>to</strong> the essay? Does he/she summarize, paraphrase, or<br />
directly quote them in his/her paper?<br />
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Does the student provide a Works Cited page at the end <strong>of</strong> his/her paper? If so, how many sources<br />
does he/she includes in this essay?<br />
What are some benefits for using MICUSP <strong>to</strong> improve your writing skills? (Explain in 2sentences)<br />
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SWBATS:<br />
Editing Workshop I: Sentence Boundaries (Lesson 17)<br />
Fragments, Run-ons, Comma-splices<br />
Identify and develop various and flexible strategies for editing and pro<strong>of</strong>reading student’s<br />
own writing.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> edit their work for appropriate grammar and<br />
mechanics<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> develop syntactic maturity and sentence clarity,<br />
specifically in regards <strong>to</strong> forming grammatically complete sentences.<br />
Materials:<br />
Handout 1: Concordances<br />
Handout 2: How-<strong>to</strong>-Fix Guide<br />
Handout 3: Exercises 1 (Editing Own Writing)<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
5min Attendance/<br />
Announcements<br />
Task 1: T takes attendance<br />
Task 2: T tells Ss teacher-student<br />
conference is held in week 12 and<br />
passes out sign-up sheet. T also tells<br />
Ss <strong>to</strong> bring their log-in sheet (10<br />
hours required), Project 1 Draft B,<br />
and their potential research <strong>to</strong>pic for<br />
the Project 2.<br />
Whole class<br />
20min Activity I:<br />
Task 1: T passes out concordances Task 1: In groups, Ss<br />
Concordances<br />
w/ questions (Handout 1) and examine concordances<br />
instructs Ss <strong>to</strong> get in<strong>to</strong> groups <strong>to</strong> and answer the<br />
Note: Inductive complete the concordance activity. questions on Handout<br />
Approach<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
necessary.<br />
1.<br />
30min Presentation: How-<strong>to</strong>-<br />
Fix Guide<br />
Note: Guide Sheet<br />
(Adapted Roberta J.<br />
Ching, CSUS 2008)<br />
Task 3: As a whole class, T asks Ss<br />
<strong>to</strong> discuss findings.<br />
Task 1: T presents Handout 2<br />
(Guide sheet for correcting<br />
fragments, run-ons, and comma<br />
splices). While doing this, T has Ss<br />
correct incorrect sentences by<br />
writing them in the blank lines<br />
194<br />
Task 2: Ss share their<br />
findings w/ the whole<br />
class.<br />
Task 1: Ss read the<br />
guide sheet and<br />
correct each incorrect<br />
sentence by writing<br />
the correct sentences<br />
in the lines provided
20min Activity 2: Edit Own<br />
Writing<br />
3min Wrap-up:<br />
Read “Fundamental<br />
Issues <strong>to</strong> Prevent and<br />
End Youth<br />
Homelessness”<br />
Read Ira Colby (2001)<br />
Due: Project 1<br />
Argumentative Essay<br />
Draft A<br />
provided on the same Handout.<br />
Task 2: As a whole class, T goes<br />
over correct sentences w/ Ss.<br />
Task 1: T instructs Ss <strong>to</strong> complete<br />
“Exercise 1: Editing Your Own<br />
Work” (Handout 3)<br />
Task 2: T walks around and<br />
provides assistance if needed.<br />
T reminds Ss that Project 1<br />
Argumentative Essay is due next<br />
class session and <strong>to</strong> read the two<br />
articles about youth homelessness.<br />
on Handout 2.<br />
Task 2: Ss share w/<br />
class correct<br />
sentences.<br />
Ss are required <strong>to</strong><br />
pick a paragraph<br />
from their own<br />
argumentative essay<br />
and edit their own<br />
writing, looking for<br />
fragments, run-ons,<br />
and comma splices.<br />
Whole class<br />
195
Concordances (Handout 1)<br />
Here are some examples <strong>of</strong> sentences shown in a variety <strong>of</strong> academic genres taken from COCA.<br />
Look at the table below and answer the following questions. Pay careful attention <strong>to</strong> the bolded<br />
and underlined words/phrases.<br />
Table 1:<br />
Concordances<br />
The doc<strong>to</strong>r put a cold stethoscope on her chest. (A Journal <strong>of</strong> Delta Studies)<br />
He runs downstairs holding a stick. (Scholastic Scope)<br />
Students in guitar class should learn <strong>to</strong> play, read, and improvise single melodic lines in various<br />
styles. (Music Educa<strong>to</strong>rs Journal)<br />
When I first arrived, the country still looked like it was at war. (American Scholar)<br />
The engineers claimed that the bridge was safe; however, they were still not prepared <strong>to</strong> risk<br />
crossing. (Science)<br />
Note: Concordances taken from COCA<br />
Questions<br />
1. Look for the “subject” in these sentences. Where is it located? Does it come before the<br />
verb?<br />
2. Look for the verb(s). Where is it located? Does it come before or after the subject? Now<br />
look for the phrase that comes after the verb? We call this phrase the “predicate” <strong>of</strong> the<br />
sentence. What does the predicate contain?<br />
3. Is there a comma, semi-colon, or colon in any <strong>of</strong> the sentences? If so, where is it located<br />
in the sentence? What words come before and after?<br />
196
4. Is there a period, question mark, or exclamation mark? Where is it located? What words<br />
come before and after?<br />
5. Now, can you come up with a general pattern <strong>of</strong> how the sentences above are formed<br />
structurally?<br />
Reflection<br />
Do you think each <strong>of</strong> the above sentences contains a complete and grammatical thought? Explain<br />
in 2-3 sentences using what you found in the concordances above.<br />
197
How-<strong>to</strong>-Fix Guide (Handout 2)<br />
Instructions: Read the sections on Fragments, Run-ons, and Comma Splices below and edit each<br />
<strong>of</strong> the incorrect sentences by writing the correct sentences in the blank lines provided.<br />
Subordinate Clause Fragments<br />
Sentence Fragments<br />
A clause that begins with a subordinating word such as when, because, although, while, or if<br />
cannot stand on its own as a sentence. It must be attached <strong>to</strong> a main clause so it is part <strong>of</strong><br />
complete sentence.<br />
Incorrect: Even though hiring attractive people is not illegal. Discrimination is.<br />
(“Even though” is a subordinating phrase that introduces a subordinate clause. The<br />
subordinate clause forms a fragment unless it is joined <strong>to</strong> a main clause.)<br />
Correct: ___________________________________________________________________<br />
Correcting -ing and <strong>to</strong> Fragments<br />
When an -ing word or a <strong>to</strong> phrase appears at or near the start <strong>of</strong> a word group, a fragment may<br />
result. To correct these fragments, you can sometimes add the fragment <strong>to</strong> a complete sentence.<br />
Incorrect: Hiring people who can be “brand enhancers.” That is necessary and smart.<br />
(“Hiring” is a noun formed from the verb “hire.” It is a subject and needs <strong>to</strong> be connected <strong>to</strong><br />
the sentence that follows, which provides the verb “is.” Eliminate “that” because it refers <strong>to</strong><br />
“hiring.”)<br />
Correct: ____________________________________________________________________<br />
Correcting Added Information Fragments<br />
Added information fragments lack a subject and a verb. They usually add a detail <strong>to</strong> the preceding<br />
sentence and <strong>of</strong>ten begin with one <strong>of</strong> the following words.<br />
• such as • including • except • for example • especially<br />
You can correct an added detail fragment by attaching the fragment <strong>to</strong> the complete sentence<br />
preceding or following it.<br />
Incorrect: The company uses an aggressive approach. For example, recruiting attractive cus<strong>to</strong>mers<br />
as they shop.<br />
Correct: _____________________________________________________________________<br />
198
Sometimes a subordinate clause with a subject and verb follows a noun that is part <strong>of</strong> the added<br />
information. A fragment is still the result.<br />
Incorrect: The company uses an aggressive approach. An effort that <strong>of</strong>ficials proudly<br />
acknowledge.<br />
(The added information is not part <strong>of</strong> a main clause. It needs <strong>to</strong> be joined <strong>to</strong> the preceding<br />
sentence.)<br />
Correct: _____________________________________________________________________<br />
Correcting Missing Subject Fragments<br />
In this type <strong>of</strong> fragment, the sentence is missing a subject. To correct the fragment, you can attach<br />
the fragment <strong>to</strong> the preceding sentence (if the verb goes with the subject <strong>of</strong> the preceding<br />
sentence).<br />
Incorrect: The direc<strong>to</strong>r denied discriminating. But admitted that the company liked <strong>to</strong> hire<br />
people who “looked great.”<br />
Correct: _______________________________________________________________<br />
Run-on Sentences and Comma splices<br />
A sentence must have a main clause with a subject and a verb. It may have more than one main<br />
clause (a compound sentence) or a main clause and one or more subordinate clauses (a complex<br />
sentence). A run-on sentence occurs when two sentences (two main clauses) are punctuated as<br />
though they form a single sentence. There are two types <strong>of</strong> run-on sentences:<br />
• Two sentences that are joined with no punctuation<br />
• Two sentences that are joined with only a comma<br />
Both <strong>of</strong> these situations produce an error: a “run-on sentence.” The following is an example <strong>of</strong><br />
a run-on sentence.<br />
Incorrect: Hiring attractive people isn’t illegal discriminating is.<br />
(Two sentences are joined <strong>to</strong>gether without any punctuation between them.)<br />
Correct: _________________________________________________________________<br />
Correcting Run-On Sentences<br />
1.Make a separate sentence out <strong>of</strong> each main clause:<br />
Ex. Hiring attractive people isn’t illegal. Discriminating is.<br />
2. Combine the clauses with a comma and a coordinating conjunction. This method is useful<br />
when you have two ideas <strong>of</strong> equal importance and you want <strong>to</strong> show the relationship<br />
between them:<br />
199
Ex. Hiring attractive people isn’t illegal, but discriminating is.<br />
3. Make one clause a subordinate clause. This is an effective way <strong>to</strong> solve the problem if one <strong>of</strong><br />
the clauses is less important than the other.<br />
Although hiring attractive people isn’t illegal, discriminating is.<br />
4. Combine the clauses with a semicolon (;). This method is effective when the two clauses are<br />
very closely related and you don’t want <strong>to</strong> break them up with another word. Be careful <strong>to</strong><br />
use semicolons only when the ideas are closely related; don’t use them simply as an<br />
alternative <strong>to</strong> periods.<br />
Hiring attractive people isn’t illegal; discriminating is.<br />
5.Combine the clauses with a semicolon and a transition word followed by a comma. This<br />
method is also useful when you have two equally important ideas, and you want <strong>to</strong> show<br />
their logical relationship.<br />
Hiring attractive people isn’t illegal; however, discriminating is.<br />
(Adapted from Robert Ching’s “A Text-Based Grammar for Exposi<strong>to</strong>ry Reading and Writing,”<br />
2008)<br />
200
Handout 3<br />
Exercise 1: Editing your own writing<br />
Directions: Choose a paragraph from your argumentative essay. Underline the fragments and<br />
correct the fragments, run-on sentences, and comma splices.<br />
• Put a question mark in the margin next <strong>to</strong> any sentences that you are unsure about.<br />
• Exchange your paragraph with a partner and discuss the errors. Check with your teacher if you<br />
can’t agree on an answer.<br />
• Now edit the rest <strong>of</strong> your essay and correct the fragments and run-on sentences.<br />
(Adapted from Robert Ching’s “A Text-Based Grammar for Exposi<strong>to</strong>ry Reading and Writing,”<br />
2008)<br />
201
SWBATS:<br />
American Social Public Policy: Youth Homelessness (Lesson 18)<br />
Demonstrate the ability <strong>to</strong> support their point <strong>of</strong> view (argument/claim) in ways that are<br />
appropriate <strong>to</strong> their <strong>to</strong>pic, audience, and purpose.<br />
Demonstrate the ability <strong>to</strong> develop critical thinking skills for the purpose <strong>of</strong> writing<br />
argumentative papers<br />
Materials:<br />
Video Clip: “Voices from the Streets: Homelessness Youth Speak Out on State Policy”<br />
Assignment Sheet: Project # 2 Public Policy Research paper<br />
Handout 1: Analyzing and Comparing a Set <strong>of</strong> Readings<br />
Handout 2: Class Debate “Pros and Cons”<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
5min Attendance/ Task 1: T takes attendance and hands Task 1: Ss may ask any<br />
Announcement out Project # 2 Public Policy Research questions or raise any<br />
paper<br />
Task 2: T goes over Project # 2,<br />
highlighting the service learning aspect<br />
<strong>of</strong> the assignment.<br />
concern about Project #<br />
2<br />
7min Introduction:<br />
Youth<br />
Homelessness<br />
13min Activity 1:<br />
Analyzing and<br />
Comparing a Set<br />
<strong>of</strong> Readings.<br />
Task 3: T collects Argumentative Essay<br />
Draft A<br />
Task 1: T asks Ss if they know a family<br />
member or friend who is homeless.<br />
Task 2: T plays video clip # 1: “Voices<br />
from the Streets: Homelessness Youth<br />
Speak Out on State Policy” (6:51 min)<br />
(www.youtube.com/watch?v=ZmHHcv<br />
-SLVE&feature=relmfu)<br />
Task 1: T tells Ss <strong>to</strong> complete<br />
“Analyzing and Comparing a Set <strong>of</strong><br />
Readings”(Handout 1)<br />
Task 2: T walks around, moni<strong>to</strong>rs<br />
students’ progress, and provides<br />
assistance if necessary.<br />
Task 2: Ss turn in<br />
Argumentative Essay<br />
Task 1: Ss share their<br />
experiences or<br />
observations about<br />
homelessness<br />
Task 2: Ss watch and<br />
take notes<br />
202<br />
Task 1: Ss use Handout<br />
1 <strong>to</strong> analyze and<br />
compare two sets <strong>of</strong><br />
readings dealing with<br />
the issue <strong>of</strong><br />
homelessness.
50min Activity 2: Class<br />
Debate<br />
Task 2: T walks around, moni<strong>to</strong>rs<br />
students’ progress, and provides<br />
assistance if necessary.<br />
Task 1: T splits class in<strong>to</strong> team A (for),<br />
and team B (against) and hands out<br />
“Debate” assignment (Handout 1)<br />
Task 2: T explains the rules. To receive<br />
a point, each team member must use<br />
evidence/examples from the readings or<br />
personal experience or observation <strong>to</strong><br />
support his/her argument. T gives each<br />
team 10 minutes <strong>to</strong> prepare.<br />
Task 3: T starts class debate. During<br />
debate T keeps track <strong>of</strong> points for each<br />
team.<br />
*T will bring in treats next class session<br />
for the team that wins!<br />
203<br />
Task 2: Ss then<br />
compare their answers<br />
w/ another classmate.<br />
Task 1: Ss first<br />
collaborate w/ other<br />
members in the group<br />
and then come up w/<br />
arguments for their<br />
respective side.<br />
Task 2: During the<br />
debate, some <strong>of</strong> the<br />
members in each group<br />
will present their<br />
arguments <strong>to</strong> the whole<br />
class.
Analyzing and Comparing a Set <strong>of</strong> Readings (Handout 1)<br />
Questions Reading 1: “Fundamental Issues<br />
<strong>to</strong> Prevent and End Youth<br />
Homelessness”<br />
1.What is the <strong>to</strong>pic<br />
or issue discussed<br />
in the two readings?<br />
(1-2 sentences)<br />
2. What is the main<br />
idea? Use your own<br />
words (paraphrase)<br />
<strong>to</strong> express the<br />
article’s main idea.<br />
3. What are the<br />
most important<br />
points/ideas each<br />
article makes? (list<br />
2-4)<br />
4. Do you agree or<br />
disagree with these<br />
points/ideas? Why?<br />
1.<br />
2.<br />
3.<br />
4<br />
Reading 2: “Runaway and<br />
Throwaway Youth: Time for<br />
Policy Changes & Public<br />
Responsibility”<br />
1.<br />
2.<br />
3.<br />
4.<br />
204
Class Debate: Pros & Cons (Handout 2)<br />
Classroom debates allow you <strong>to</strong> strengthen your critical thinking and problem-solving skills. You<br />
will use the assigned readings as well as your own personal experience or observation <strong>to</strong> assist<br />
you in developing a well-developed argument for this <strong>to</strong>pic. The debate <strong>to</strong>pic and position<br />
statements are outlined below.<br />
Debate Topic:<br />
Should the Government take full responsibility <strong>to</strong> help end youth homelessness?<br />
For this debate, you will randomly be selected in<strong>to</strong> your assigned team. Once you are assigned <strong>to</strong><br />
a team, you will first collaborate with your group members (using the Pro & Con chart below)<br />
and then present your argument <strong>to</strong> the whole class during the class debate. Representatives from<br />
each group will have <strong>to</strong> stand up and express their viewpoints. Each representative will have<br />
approximately 2-3 minutes <strong>to</strong> present his/her argument.<br />
Position Statement<br />
Team A: For (Pro). Yes, the government should take full responsibility<br />
Team B: Against (Con). No. the government should not take full responsibility.<br />
PRO CON<br />
205
SWBATS:<br />
Research Process: Finding a Research Topic (Lesson 19)<br />
Identify and understand the processes involved in writing research.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> develop focused research <strong>to</strong>pics and questions for<br />
academic writing.<br />
Materials:<br />
Handout 1: Research Process<br />
Handout 2: Developing a Research Topic From SL Experience<br />
Handout 3: Potential Research Topic<br />
Lap<strong>to</strong>p (Ss check one out from the library)<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance T takes attendance Whole class<br />
20min Introduction:<br />
Research<br />
Process<br />
Developing a<br />
research <strong>to</strong>pic<br />
Note: Handout 1 adapted<br />
from Booth, et al.’s The<br />
Craft <strong>of</strong> Research, 2008<br />
50min Activity 1: Develop<br />
Own Research Topic<br />
3min Wrap-Up:<br />
Task 1: T passes out “Research<br />
Process” (Handout 1) and<br />
“Developing a Research Topic”<br />
(Handout 2).<br />
Task 2: Using both handouts, T<br />
summaries the research process<br />
and explains <strong>to</strong> Ss how <strong>to</strong> develop<br />
research <strong>to</strong>pics as preparation for<br />
Project # 2 Public Policy paper.<br />
Task 1: Using Handout 3<br />
(Potential Research Topic), T<br />
instructs Ss <strong>to</strong> develop possible<br />
research <strong>to</strong>pics for their own<br />
Public Policy paper.<br />
Task 2: T walks around, moni<strong>to</strong>rs<br />
Ss progress, and provides<br />
assistance if needed.<br />
T asks Ss if they have any<br />
questions or concerns about their<br />
research <strong>to</strong>pic<br />
206<br />
Task 1: Ss follow<br />
along while T<br />
summarizes both<br />
handouts. Ss may raise<br />
any questions or<br />
concerns.<br />
Ss use the chart in<br />
Handout 3 and access<br />
the internet <strong>to</strong> find<br />
ways <strong>to</strong> narrow and<br />
focus their research<br />
<strong>to</strong>pics.<br />
Ss ask questions and<br />
raise concerns about<br />
their research <strong>to</strong>pic
The Research Process (Handout 1)<br />
One important fac<strong>to</strong>r in doing college level research is thinking about and using the steps in the<br />
research process. The steps illustrated in this process can be repeated or reordered, depending on<br />
your research needs.<br />
INVESTIGATE<br />
207<br />
The first step is investigating. This involves identifying what it is you need <strong>to</strong><br />
research, understanding the requirements <strong>of</strong> the assignment, and stating your<br />
research need as either a focused research question or thesis statement.<br />
The second step is searching and locating the information. In this step, you’ll<br />
choose keywords from your research <strong>to</strong>pic, and use these in catalogs and databases<br />
<strong>to</strong> find books and articles on your <strong>to</strong>pic either in the library or online at the school<br />
site.<br />
Once you obtain the information you need, the next step is evaluating the quality<br />
<strong>of</strong> that information (detailed more in-depth during week 11)<br />
The final step is integrating the information you’ve just identified, found, and<br />
evaluated for your research purpose. This might be a paper, speech, presentation, or<br />
research project. In this step, you will communicate what you found <strong>to</strong> a particular<br />
rhe<strong>to</strong>ric situation.<br />
SEARCH<br />
&<br />
LOCATE<br />
Research Process<br />
EVALUATE<br />
INTEGRATE<br />
Note: Adapted from Booth, W.C., Colomb, G.G., & Williams, J.M. (2008). The Craft <strong>of</strong><br />
Research. Chicago, Illinois: The University <strong>of</strong> Chicago Press.
Developing a Research Topic from your SL Experience (Handout 2)<br />
Identifying a Research Topic<br />
Find a research <strong>to</strong>pic you want <strong>to</strong> know more about in your service learning experience for your<br />
public policy research paper. Your chosen <strong>to</strong>pic for this research paper must deal with current<br />
social issues that affect the community in which you serve in one <strong>of</strong> the areas <strong>of</strong> health care,<br />
human services, criminal justice, inequality, education, and labor.<br />
1. Brains<strong>to</strong>rming: One <strong>of</strong> the most effective ways <strong>to</strong> find a research <strong>to</strong>pic <strong>of</strong> interest is <strong>to</strong><br />
brains<strong>to</strong>rm your ideas on a piece <strong>of</strong> paper. When you brains<strong>to</strong>rm, you are generating new<br />
ideas. When you are generating new ideas, you are generating new potential research<br />
<strong>to</strong>pics.<br />
2. Preliminary stages <strong>of</strong> research: Once you have your ideas on a piece <strong>of</strong> paper, you<br />
should research more about these ideas from a variety <strong>of</strong> sources. This initial research<br />
process should help you find a <strong>to</strong>pic <strong>of</strong> interest for your research paper. The steps are<br />
listed below.<br />
Step 1: Consult with your site supervisor about possible research <strong>to</strong>pics and ideas<br />
Step 2: Utilize your service learning field notes<br />
Step 3: Gather more information about your organization via internet or from<br />
collection <strong>of</strong> written artifacts at the site (i.e., monthly newsletter, mission<br />
statement, etc.)<br />
From a Broad Topic <strong>to</strong> a Narrowed and Focused Topic<br />
At this point, your <strong>to</strong>pic is probably <strong>to</strong>o broad. You need <strong>to</strong> start narrowing the <strong>to</strong>pic. Narrowing<br />
your <strong>to</strong>pic is integrated with a lot <strong>of</strong> library research and asking more questions about it. As you<br />
begin <strong>to</strong> understand more about your <strong>to</strong>pic, you will begin asking more questions about the <strong>to</strong>pic,<br />
thereby helping <strong>to</strong> narrow your <strong>to</strong>pic.<br />
1. Extensive Library Research: At this point you should conduct in-depth library research<br />
about your research <strong>to</strong>pic in regards <strong>to</strong> its his<strong>to</strong>rical, political, social, and cultural climate.<br />
In other words, research everything you want <strong>to</strong> know about the <strong>to</strong>pic.<br />
Use Eureka & online databases provided by CSUS (explained more in-depth during<br />
next class session)<br />
2. Asking more questions: During your extensive library research process you will begin <strong>to</strong><br />
ask more questions about the <strong>to</strong>pic that will eventually lead <strong>to</strong> more questions. These new<br />
questions will help you narrow and focus your <strong>to</strong>pic.<br />
208
Activity 1: Develop Your own Research Topic<br />
Potential Research Topic (Handout 3)<br />
1. Use the chart below and come up with a broad <strong>to</strong>pic for your Public Policy Research<br />
paper and narrow it by using ONE invention strategy (i.e. freewrite, brains<strong>to</strong>rm, listing,<br />
clustering, cubing, questioning, outlining etc.), as well as the general data collected from<br />
your SL experience.<br />
Broad Topic<br />
Generate Ideas<br />
*use one<br />
invention<br />
strategy<br />
SL Experience<br />
*use your field<br />
notes<br />
Possible<br />
Narrowed Topic<br />
209
2. After you have narrowed your <strong>to</strong>pic, use your lap<strong>to</strong>p <strong>to</strong> go on the Internet and gather<br />
more information about the <strong>to</strong>pic. This will help you <strong>to</strong> focus your <strong>to</strong>pic. Use the<br />
information gathered from the internet <strong>to</strong> help you ask even more questions, and, finally,<br />
arrive at a “potential” focused <strong>to</strong>pic.<br />
Extensive Research<br />
(using the internet)<br />
Asking More<br />
Questions<br />
Focused Topic<br />
210
Library Research Tour (Lesson 20)<br />
1. Teacher will take the students <strong>to</strong> visit the library on campus for a day. Once there, the<br />
librarian will show the students how <strong>to</strong> access CSUS Eureka catalog. During the tu<strong>to</strong>rial,<br />
the librarian will show the students how <strong>to</strong> search and locate books in the library, renew<br />
items checked out, and place a hold on books they want (15-20min)<br />
2. Next, the librarian will show the students how <strong>to</strong> access online databases from CSUS<br />
main website. During the tu<strong>to</strong>rial, the librarian will show the students how <strong>to</strong> access<br />
recommended discipline-specific databases and search for scholarly articles related <strong>to</strong> the<br />
students’ research <strong>to</strong>pics. The librarian will then provide students with some effective<br />
search tips on how <strong>to</strong> narrow broad <strong>to</strong>pics (30-35min)<br />
3. Finally, students will use these recommended discipline-specific databases <strong>to</strong> search for<br />
scholarly articles related <strong>to</strong> their research <strong>to</strong>pics. (20min)<br />
211
Teacher-Student Conferences (Lesson 21)<br />
1. For these two class sessions, students will be required <strong>to</strong> meet w/ the teacher face-<strong>to</strong>-face<br />
in the classroom. During the conference, the teacher will assist each student with his/her<br />
research <strong>to</strong>pic in regards <strong>to</strong> the public policy research paper.<br />
2. Each student will be allotted about 7 minutes <strong>to</strong> conference w/ Teacher.<br />
3. During the conference, students are required <strong>to</strong> turn in a preliminary bibliography for the<br />
public policy research paper (as listed on the course syllabus), along with a copy <strong>of</strong> their<br />
service learning log-in sheet (10 out <strong>of</strong> the 20 required hours) and Draft B <strong>of</strong> Project 1<br />
Argumentative paper.<br />
4. Sign-up sheet and guidelines for this conference will be given <strong>to</strong> the students at the end <strong>of</strong><br />
week 8.<br />
212
SWBATS:<br />
Evaluating Sources (Lesson 22)<br />
Identify and practice evaluating sources appropriately<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> critically evaluate scholarly sources from nonscholarly<br />
sources.<br />
Materials:<br />
Handout 1: Criteria for Evaluating Sources<br />
Handout 2: Source Evaluation Worksheet<br />
Variety <strong>of</strong> scholarly and non-scholarly texts<br />
TIME LESSON TEACHER ACTION PARTICIPATION<br />
(STUDENT ACTION)<br />
2min Attendance T takes attendance Whole class<br />
15-<br />
20min<br />
Presentation:<br />
Evaluating Sources<br />
50min Activity 1: Evaluating<br />
Sources w/ Scholarly<br />
and non-scholarly<br />
materials<br />
3min Wrap-Up: Homework<br />
Read SWH (pp.94-105)<br />
Post SacCT # 5 (see<br />
question below)<br />
T goes over evaluating sources<br />
using Handout 1 (Criteria for<br />
Evaluating Sources) as a guide.<br />
Note: Handout1(Adapted from<br />
B. Doyle, 1999)<br />
Task 1: T hands out “Source<br />
Evaluation<br />
Worksheet”(Handout 2)<br />
Task 2: T brings in a variety <strong>of</strong><br />
scholarly and non-scholarly<br />
texts for Ss <strong>to</strong> select from. Ss<br />
must use the worksheet <strong>to</strong><br />
evaluate the source.<br />
Task 3: As a whole class, Ss<br />
share how they evaluate each<br />
text.<br />
T reminds Ss <strong>to</strong> post SacCT #<br />
5, as well as complete the<br />
reading assignment.<br />
Ss read handout and<br />
follow along w/ T.<br />
Task 1: Ss read<br />
worksheet.<br />
213<br />
Task 2: Ss pick two texts<br />
(one academic & one<br />
popular) <strong>to</strong> evaluate while<br />
completing worksheet.<br />
Task 3: Ss first share<br />
what they found w/ the<br />
person next <strong>to</strong> them and<br />
then <strong>to</strong> the whole class, as<br />
well as ask any questions<br />
or concerns about how <strong>to</strong><br />
evaluate texts<br />
appropriately.<br />
Whole class
Choosing a research <strong>to</strong>pic:<br />
SacCT Journal Entry 5<br />
1. What is your research <strong>to</strong>pic? And is it related <strong>to</strong> your service learning experience? If so,<br />
how is it related? (Explain in 4-6 sentences)<br />
Note: Your research <strong>to</strong>pic should relate <strong>to</strong> your service learning experience. If not, then you must<br />
find another <strong>to</strong>pic that better suits your service learning experience. I suggest you talk <strong>to</strong> your site<br />
supervisor or contact me if you are having difficulty choosing a relevant research <strong>to</strong>pic.<br />
Alternative question:<br />
If you do not have a <strong>to</strong>pic that is related <strong>to</strong> your service learning experience, then you<br />
should tell me why it is not related (explain in 4-6 sentences). Hopefully by doing this<br />
you will come <strong>to</strong> realize how different your research <strong>to</strong>pic is <strong>to</strong> your service learning<br />
experience and you will consider picking a different research <strong>to</strong>pic.<br />
Evaluating sources:<br />
2. What kind <strong>of</strong> sources do you think will be most appropriate for your research <strong>to</strong>pic? And<br />
where will you locate them? (Explain in 3-5 sentences)<br />
Note: Be sure <strong>to</strong> comment on at least two other class members’ responses.<br />
214
Criteria for Evaluating Sources (Handout 1)<br />
Regardless <strong>of</strong> where you "do" your research--the library, Internet, surveys, personal interviews,<br />
even information gathered from your service learning experience--you should evaluate both the<br />
source <strong>of</strong> your information and the information you gather. Below is a list <strong>of</strong> criteria that can help<br />
determine whether or not a source is useful for your research paper.<br />
Accurate: How complete and accurate is the information?<br />
Print Sources (i.e. Books, Journals,<br />
Newspapers, Magazines)<br />
What are the author’s research<br />
methods?<br />
Are facts and statistics confirmed by<br />
research or studies?<br />
Does the author cite other research<br />
(footnotes or bibliography)?<br />
Have other scholars cited this piece <strong>of</strong><br />
work?<br />
Current: Is the information current enough?<br />
Print Sources (i.e. Books, Journals,<br />
Newspapers, Magazines)<br />
What is the copyright date?<br />
When was the piece <strong>of</strong> work<br />
published?<br />
How current are the sources listed in<br />
the bibliography?<br />
Web Sites<br />
215<br />
Does the information seem reasonable<br />
or verifiable?<br />
Are facts and statistics confirmed by<br />
research or studies?<br />
Does the information match other<br />
information source (i.e. print<br />
sources)?<br />
Web Sites<br />
When was the site created?<br />
When was it last updated?<br />
Is the site maintained and updated<br />
frequently?<br />
Do links still work?<br />
Note: The "facts" change: whether it's his<strong>to</strong>ry, politics, medicine, science or even the weather.<br />
New information or evidence contradicts old "facts".<br />
Reputable: Is the author or sponsoring organization reputable?<br />
Print Sources (i.e. Books, Journals,<br />
Newspapers, Magazines)<br />
Who is the author, publisher, or<br />
responsible organization?<br />
Are qualifications or credentials <strong>of</strong> the<br />
responsible party stated?<br />
What are the author’s credentials? Is<br />
he/she a specialist in the field?<br />
Who is the publisher? Is it a university<br />
Web Sites<br />
Is the author or organization<br />
identified?<br />
Is there biographical information<br />
about the author or organization?<br />
What are the author’s credentials?<br />
Is the site sponsored by an institution<br />
or organization?
press, commercial publisher, a trade<br />
association, the government, or is it<br />
self-published?<br />
In what type <strong>of</strong> periodical does the<br />
article appear? Is it a scholarly journal,<br />
a trade journal, or a popular magazine?<br />
Appropriate: Is the information relevant <strong>to</strong> your research <strong>to</strong>pic?<br />
216<br />
Where is the document published?<br />
(Check URL, see evaluating electronic<br />
sources section below for more details)<br />
You and your instruc<strong>to</strong>r are the best people <strong>to</strong> determine if a source is appropriate for your<br />
research. Many writing projects need research that is more detailed and precise. Make sure that<br />
the source is a known scholar, publication, organization, etc. in a field appropriate <strong>to</strong> your<br />
research <strong>to</strong>pic. Before using a source ask yourself first if this source is relevant (or related) <strong>to</strong><br />
your research <strong>to</strong>pic.<br />
Evaluating Electronic Sources<br />
Unlike printed sources <strong>of</strong> information--which most <strong>of</strong>ten go through a lengthy evaluation and<br />
editing process--electronic sources may be posted by anyone. There are clues which help you<br />
identify potentially useful sources, such as who's responsible for maintaining the web site,<br />
whether it is a personal web page (/~), a government site (.gov), a pr<strong>of</strong>essional organization or<br />
society (.org), or a business (.com). Here are some domain names <strong>to</strong> look out for:<br />
.com - this is the most popular domain name. The fact that it is easily recognizable makes it<br />
attractive <strong>to</strong> both business and non-business interests. Anyone can register under this domain.<br />
.org - anyone can also register under the .org domain, though, it is used most frequently by<br />
nonpr<strong>of</strong>it organizations.<br />
.edu - this domain is used by educational institutions.<br />
.gov - the use <strong>of</strong> this domain denotes that it is a government site. Both state and national<br />
government sites use the .gov domain.<br />
Note: It is best <strong>to</strong> approach these domain names with the understanding that the .com domain is<br />
used for commercial websites, whereas .edu and .gov are tied <strong>to</strong> institutions and thus are more<br />
appropriate and credible for academic work, and probably for your research <strong>to</strong>pic.<br />
Note: Adapted from North <strong>of</strong> Bos<strong>to</strong>n Library Exchange<br />
http://www.noblenet.org/merrimack/FYS_eval.pdf
Author(s):<br />
Source Evaluation Worksheet (Handout 2)<br />
Source Information<br />
Document Title: (article, web page, chapter, entry…)<br />
Source Title: (book, journal, magazine, website…)<br />
Publisher (host / sponsor if website):<br />
Publisher Location / Website URL:<br />
Publication Date:______________________ Access Date (website): ______________<br />
Credibility<br />
Author: Academic credentials:__________________________________________________<br />
Publisher/Host:<br />
Affiliation(s):________________________________________________________<br />
____university press ____ pr<strong>of</strong>essional society ____ non-pr<strong>of</strong>it organization<br />
____government agency ____commercial publisher ____ other corporation/business<br />
____self-published<br />
Is this a reputable source? (Explain in 1-2 sentences.)<br />
Currency<br />
Copy Right Date______________ Date <strong>of</strong> Published_________________<br />
How current are the sources in the bibliography? ____still relevant ____outdated<br />
217
What best describes this information:<br />
Accuracy<br />
___ formal report <strong>of</strong> a study ___ news / feature by interested<br />
amateur<br />
___ fact sheet / data / statistics ___ anecdote / personal experience<br />
___ news / feature article by journalist ___ fiction<br />
___ opinion piece: expert? journalist? amateur? ___ other:<br />
Purpose: ___Inform ___Persuade ___Satirize ___Amuse ___Sell___<strong>Other</strong><br />
Are facts and statistics confirmed by research or studies? Y/N<br />
Does the author cite other research (footnotes or bibliography)? Y/N<br />
Documentation: ____ sources cited formally ___ sources mentioned in text but cited formally<br />
____none<br />
How are the writing, grammar and spelling? ____ Excellent ____ Adequate ____Flawed<br />
Appropriateness/Relevancy:<br />
1. Is this an acceptable information source for an academic research paper? Why or why<br />
not? Explain in 3-5 sentences.<br />
218
SWBATS:<br />
Integrating Sources (Lesson 23)<br />
Identify and practice integrating sources appropriately<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> accurately integrate sources by using a variety <strong>of</strong><br />
writing strategies (i.e. quoting, paraphrasing, and summarizing)<br />
Materials:<br />
Handout 1: How <strong>to</strong> Integrate Sources (A Guide)<br />
Handout 2: Quoting, Paraphrasing, & Summarizing<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2min Attendance T takes attendance Whole class<br />
20min Presentation:<br />
Integrating Sources<br />
50min Activity 2: Quoting,<br />
Paraphrasing, &<br />
Summarizing<br />
3min Wrap-Up<br />
T goes over w/ Ss how <strong>to</strong> integrate<br />
sources using Handout 1(How <strong>to</strong><br />
Integrate Sources) as a guide.<br />
Note: Handout 1 adapted from<br />
Gordon Harvey, Writing with Sources<br />
(Hackett<br />
Publishing Company, Inc, 2008)<br />
Task 1: T instructs Ss <strong>to</strong> complete the<br />
“Quoting, Paraphrasing, &<br />
Summarizing” (Handout 2)<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
needed.<br />
Task 3: As a whole class T goes over<br />
the Handout 2 w/ Ss.<br />
T reminds Ss <strong>to</strong> bring in Public Policy<br />
Draft A for peer review next class<br />
session.<br />
219<br />
Ss read handout and<br />
follow along w/ T,<br />
while he summarizes<br />
how <strong>to</strong> integrate<br />
sources appropriately.<br />
Task 1: Ss practice<br />
how <strong>to</strong> quote,<br />
paraphrase, and<br />
summarize information<br />
accurately in Handout<br />
2.<br />
Task 2: Ss share their<br />
answers <strong>to</strong> the whole<br />
class.<br />
Whole class
How <strong>to</strong> Integrate Sources: A Guide (Handout 1)<br />
Three Ways <strong>to</strong> Integrate Sources<br />
1. Direct Quotation: A direct quotation is the use <strong>of</strong> the author’s exact words in your essay.<br />
When you use a direct quotation, indicate this by putting the author’s words in quotation marks.<br />
2. Summary: When using a summary in your essay, you condense a lengthy source <strong>to</strong> just a few<br />
sentences or a short paragraph <strong>of</strong> your own words. If you use any words from the source in your<br />
summary, you must put those words in quotation marks.<br />
3. Paraphrase: Paraphrasing is somewhat similar <strong>to</strong> summarizing; you put a source’s ideas in<strong>to</strong><br />
your own words. The main difference, though, is that a paraphrase is around the same length as<br />
the original source while a summary is a shortened version <strong>of</strong> a source.<br />
Provide Titles and Credentials <strong>of</strong> Authors!<br />
Enhance your ethos by making clear why sources are credible. Provide information geared <strong>to</strong><br />
your audience’s needs and background knowledge. For example:<br />
Pr<strong>of</strong>essor <strong>of</strong> Library and Information Science William J. Cox<br />
Albert Joseph, Vera Heinz Pr<strong>of</strong>essor <strong>of</strong> Sociology,<br />
Donna Loan Smith, women's studies scholar,<br />
Experienced arbiter Elizabeth Johnson<br />
Popular at<strong>to</strong>rney Richard E. Baldwin<br />
Renowned Pittsburgh symphony cellist James Greer<br />
Use signal phrases!<br />
The signal phrase alerts your readers that a source is coming, whether it’s a quotation, summary,<br />
or paraphrase. The signal phrase mentions the author and/or text <strong>of</strong> the source you are using—<br />
namely, source author + verb (e.g., Smith contends). Choose the tense for your signal phrase<br />
verb based on the citation style you will be using (either MLA or APA). Do not overuse<br />
“says.”Use other verbs in place <strong>of</strong> “says”. Here are some examples:<br />
Analytical and Informative: comments, notes, reports, observes, responds, points out, suggests,<br />
implies, compares, illustrates, adds, writes, advises, concludes, confirms, criticizes, discusses,<br />
explains, reveals,<br />
Argumentative: admits, argues, claims, declares, disputes, insists, rejects, asserts, contends,<br />
reasons, thinks, denies, refutes, grants, agrees, acknowledges, emphasizes, believes, confirms,<br />
endorses, contends, disagrees, opposes,<br />
How <strong>to</strong> Quote (General Principles)<br />
Carefully. Do not just cut-and-paste. You do not want <strong>to</strong> accidently plagiarize your source. When<br />
transcribing from books, do so accurately. Note the book’s publication information and the<br />
quote’s page number.<br />
220
In context. All quotes should be preceded by an introduc<strong>to</strong>ry sentence or signal phrase that<br />
identifies the “speaker” and/or the source, alerting the reader <strong>to</strong> what they’re looking for in the<br />
quote.<br />
Concisely. Every part <strong>of</strong> the quote should have an evident reason <strong>to</strong> be there so your reader will<br />
not have <strong>to</strong> wade through extraneous information.<br />
Strategy for Paraphrasing<br />
Read: Read the selection carefully so you understand the main point(s)<br />
Write: Draft your paraphrase, using your own words and phrases in place <strong>of</strong> the original<br />
wording. Rely on synonyms and equivalent expressions. You can retain names, proper nous, and<br />
the like. Use quotation marks <strong>to</strong> identify a unique term or phraseology you have borrowed exactly<br />
from the source.<br />
Revise: Rewrite for clarity. Change sentence structures and phrasing <strong>to</strong> make sure your version is<br />
easier <strong>to</strong> read than the original source.<br />
Document: Indicate clearly the source <strong>of</strong> your paraphrase using a standard style <strong>of</strong><br />
documentation (see MLA or APA handout) <strong>to</strong> avoid plagiarism.<br />
Integrate: Integrate your paraphrase in<strong>to</strong> your paper carefully, in context, and concisely.<br />
Strategy for Summarizing<br />
Read: Read the selection, looking for the key ideas, evidence, and information.<br />
Look over your highlighting and/or annotation: Re-read what you highlight and annotate <strong>to</strong><br />
decide which <strong>of</strong> the ideas you've noted are the most important.<br />
Write (1): Summarize each section in a single sentence, highlighting key ideas/points.<br />
Write (2): Summarize the entire passage in a single sentence, capturing its main point.<br />
Combine: Combine your section summaries and overall summary <strong>of</strong> the passage.<br />
Revise: Rewrite for logic and ease <strong>of</strong> reading. Check against the source for accuracy.<br />
Document: Indicate clearly the source <strong>of</strong> your summary using a standard style <strong>of</strong> documentation<br />
Integrate: Integrate your summary carefully, in context, and concisely.<br />
Note: Adapted from Gordon Harvey, Writing with Sources (Hackett Publishing Company, Inc,<br />
2008) and from Learning Skills. (2006). <strong>English</strong> 86 Course Materials, 2006.<br />
221
Quoting, Paraphrasing, & Summarizing (Handout 2)<br />
In this activity, you will carefully and accurately introduce your quotations, summaries, and<br />
paraphrases in the spaces below. Read the selection in the box and complete the following steps<br />
below.<br />
Integrating a Direct Quote<br />
“Students frequently overuse direct quotation in taking notes, and as a result they overuse<br />
quotations in the final paper.” (Lester, James D. Writing Research Papers, 2 nd edition. (1976), pp.<br />
46.<br />
1. Read the quote above. Write the author and source <strong>of</strong> the information in the space below.<br />
________________________________________________________________________<br />
________________________________________________________________________<br />
2. Then create a single phrase (about the author and source) <strong>to</strong> introduce this quote so that<br />
you can provide context and write it in the space provided below.<br />
_______________________________________________________________________<br />
_______________________________________________________________________<br />
3. Now put the single phrase (or introduc<strong>to</strong>ry phrase) and quote <strong>to</strong>gether in the space below.<br />
Make sure you use appropriate punctuations when quoting.<br />
_______________________________________________________________________<br />
Paraphrasing<br />
_______________________________________________________________________<br />
1. Read the quote above again and then use your own words and expressions <strong>to</strong> paraphrase<br />
the quote in the space below.<br />
_______________________________________________________________________<br />
_______________________________________________________________________<br />
2. Now practice using a different single phrase (or introduc<strong>to</strong>ry phrase) <strong>to</strong> introduce your<br />
paraphrase so that you can provide context and write it in the space below.<br />
_______________________________________________________________________<br />
_______________________________________________________________________<br />
222
3. Now put the single phrase and your paraphrase <strong>to</strong>gether in the space below.<br />
Summarizing<br />
_______________________________________________________________________<br />
_______________________________________________________________________<br />
Students frequently overuse direct quotation in taking notes, and as a result they overuse<br />
quotations in the final paper. Probably only about 10% <strong>of</strong> your final manuscript should appear as<br />
directly quoted matter. Therefore, you should strive <strong>to</strong> limit the amount <strong>of</strong> exact transcribing <strong>of</strong><br />
source materials while taking notes. (Lester, James D. Writing Research papers, 2 nd ed. (1976),<br />
pp. 46-47.<br />
1. Read the selection above and highlight the main point(s). What is/are the main point(s) <strong>of</strong><br />
this selection? Write it in the space below.<br />
2. Now use your own words <strong>to</strong> summarize the above selection in one sentence. Write it in<br />
the space below.<br />
4. Now practice using a different single phrase (or introduc<strong>to</strong>ry phrase) <strong>to</strong> introduce your<br />
summary so that you can provide context and write it in the space below.<br />
5. Now put the single phrase and summary <strong>to</strong>gether and write it in the space below.<br />
223
SWBATS:<br />
Peer Review for Public Policy Paper (Lesson 24)<br />
Identify the essential parts <strong>of</strong> the Introduction and Body paragraphs in a research paper.<br />
Begin <strong>to</strong> show evidence <strong>of</strong> applying some effective feedback strategies on other student<br />
writing.<br />
Begin <strong>to</strong> show evidence <strong>of</strong> incorporating peers’ comments in<strong>to</strong> their own essay.<br />
Become more comfortable and confident in providing feedback on other students’<br />
writing.<br />
Material:<br />
Handout 1: Revision Checklist & Peer Response Form for Introduction and Body<br />
Paragraphs<br />
Handout 2: Reflection on Peer Review Session<br />
Draft A: Public Policy Research paper<br />
Time Lesson Teacher Action Participation (Student<br />
Action)<br />
2 min Attendance T takes roll Whole Class<br />
50min Peer Review<br />
Session<br />
20min Reflection<br />
Activity<br />
Task 1: T provides Handout 1 <strong>to</strong> Ss<br />
(Revision Checklist & Peer Response<br />
Form)<br />
Task 2: T forms Ss in<strong>to</strong> groups <strong>of</strong> 3 for<br />
peer review session.<br />
Task 3: T instructs Ss <strong>to</strong> read each<br />
other’s whole paper first and then<br />
provide comments on the introduction<br />
and body paragraphs using the revision<br />
checklist (part A) and peer response<br />
questions (part B) in the Handout 1.<br />
Task 4: T walks around and provides<br />
assistance if needed<br />
After the peer review session, T passes<br />
out reflection activity (Handout 2), where<br />
Ss reflect on the peer review session as a<br />
whole, as well as on specific comments<br />
in regards <strong>to</strong> their own research paper<br />
made by their classmates.<br />
224<br />
Task 1: Ss get in<strong>to</strong><br />
groups and exchange<br />
papers.<br />
Task 2: Ss read each<br />
other’s paper first and<br />
then provide feedback<br />
on the introduction<br />
and body paragraphs<br />
using the revision<br />
checklist and peer<br />
response form.<br />
Students reflect on<br />
their peer response<br />
experience by<br />
answering questions<br />
on handout 2, and<br />
write a paragraph<br />
about what was<br />
helpful and not as
3min Wrap-up:<br />
No Homework!<br />
T asks Ss if they have any question about<br />
the Public Policy Research paper<br />
helpful about their<br />
peers’ comments<br />
225<br />
Ss may raise questions<br />
or concerns about the<br />
Public Policy<br />
Research paper.
Essay Revision Checklist for Introduction & Body Paragraphs (Handout 1)<br />
Writer’s Name:________________________________________________<br />
Reviewer’s Name: _____________________________________________<br />
Part A: Reading Whole Research Paper<br />
Exchange papers with your group member and quickly read his/her entire research paper. Do not<br />
provide any sort <strong>of</strong> feedback or s<strong>to</strong>p <strong>to</strong> use the revision checklists for the introduction and body<br />
paragraphs until you have completely read your partner’s whole research paper. Your main goal<br />
is <strong>to</strong> get a sense <strong>of</strong> your group member’s main points and ideas before commenting on them.<br />
Once you have completed this task, you may complete parts B, C, & D.<br />
Part B: Introduc<strong>to</strong>ry Paragraph<br />
You will assist your classmates by helping them analyze their introduction paragraphs. This will<br />
help you <strong>to</strong> also be able <strong>to</strong> recognize areas <strong>of</strong> weakness with regard <strong>to</strong> the content areas <strong>of</strong> your<br />
own writing. Before you begin, read through their introduc<strong>to</strong>ry paragraph(s) and highlight the<br />
background information in “yellow,” and the thesis in “blue.” Use the checklist provided and put<br />
a “check” next <strong>to</strong> each requirement below needed <strong>to</strong> make a successful introduc<strong>to</strong>ry paragraph.<br />
Introduction (organization):<br />
_______ Interesting hook that engages the reader.<br />
_______ Provides adequate his<strong>to</strong>rical and current “background” information <strong>to</strong> introduce<br />
the research <strong>to</strong>pic (in regards <strong>to</strong> its political, social, and cultural climate).<br />
_______ The paper has a clear thesis (main idea).<br />
_______ The thesis is well supported with several major points or arguments.<br />
Your purpose in answering these questions is <strong>to</strong> provide an honest and helpful response <strong>to</strong> your<br />
partner’s introduction and <strong>to</strong> suggest ways <strong>to</strong> make his/her writing better. Be as specific as<br />
possible when referring <strong>to</strong> particular parts <strong>of</strong> the introduction in your own words.<br />
1. What do you like most about your partner’s introduction? From the checklist<br />
presented above, choose one or two things that captured your attention.<br />
2. What part(s) <strong>of</strong> the introduction is/are missing?<br />
3. What parts need <strong>to</strong> have more detail added so that readers can understand them<br />
better?<br />
226
Part C: Body Paragraphs<br />
You will assist your classmates by helping them analyze their body paragraphs. This will help<br />
you <strong>to</strong> also be able <strong>to</strong> recognize areas <strong>of</strong> weakness with regard <strong>to</strong> the content areas <strong>of</strong> your own<br />
writing. Before you begin, read through their body paragraphs and highlight the <strong>to</strong>pic sentence in<br />
“green,” the supporting details (either reference from the reading or data collected from your SL<br />
experience) in “yellow,” analysis in “blue,” and the concluding sentence in “red.” Use the<br />
checklist provided and put a “check” next <strong>to</strong> each requirement below needed <strong>to</strong> make a successful<br />
body paragraph.<br />
Body paragraph (organization):<br />
_______ Transition words are used effectively between paragraphs.<br />
_______ Include a clear <strong>to</strong>pic sentence that is directly tied <strong>to</strong> the thesis statement (main<br />
idea).<br />
_______ The supporting points are developed with ideas from various academic texts (i.e.<br />
articles, journals, and books), as well as data gathered from your<br />
service-learning experience.<br />
_______ The ideas and facts in academic texts and your service-learning experience<br />
have been reported accurately using correct citations.<br />
_______ The supporting points are effectively analyzed.<br />
_______ The conclusion ties the ideas in the body back <strong>to</strong> the thesis (main idea).<br />
Your purpose in answering these questions is <strong>to</strong> provide an honest and helpful response <strong>to</strong> your<br />
partner’s body paragraphs and <strong>to</strong> suggest ways <strong>to</strong> make his/her writing better. Pick one body<br />
paragraph <strong>to</strong> answer the questions below. Be as specific as possible when referring <strong>to</strong> particular<br />
parts <strong>of</strong> the body paragraph in your own words.<br />
1. What do you like most about your partner’s body paragraph? From the checklist<br />
presented above, choose one or two things that captured your attention.<br />
2. What part(s) <strong>of</strong> the body paragraph is/are missing?<br />
3. What parts need <strong>to</strong> have more detail added so that readers can understand them<br />
better?<br />
227
Part D: Constructive Feedback<br />
Dear Joe,<br />
1. On a separate sheet <strong>of</strong> paper, write a short letter (4 <strong>to</strong> 6 sentences) <strong>to</strong> your partner<br />
explaining how his or her writing can be improved. Begin your letter with your<br />
partner’s name and sign your own name at the end. Remember <strong>to</strong> “sandwich” any<br />
suggestions with positive comments on the outside. Follow this model:<br />
Positive comment—1-2<br />
Suggestions (improvements)—2 – 4<br />
Positive comment (encouragement)—1-2<br />
Sincerely,<br />
Bob<br />
Note: Adapted from Ferris & Hedgcock’s sample peer response forms, pp. 238 & 257<br />
228
Part I<br />
Part II<br />
Reflection on Peer Review Session (Handout 2)<br />
1. What did you learn from reading your classmate’s paper?<br />
2. Now look over your paper and read your peer’s comments. What did he/she say about<br />
your introduction and body paragraphs? Summarize his/her comments in 2-3 sentences.<br />
3. Do you agree with his/her comments? Do you find them helpful? Do you think you will<br />
use them in your revision? Why or why not?<br />
Instructions: Write 1 -2 paragraphs in which you explain (a) which <strong>of</strong> your classmate’s<br />
comments you found most helpful and (b) any comments you did not find helpful or with which<br />
you disagree, and (c) your own ideas (from your own rereading) about what you need <strong>to</strong> change<br />
when you revise the body paragraph.<br />
Note: Adapted from Ferris & Hedgcock’s sample follow-up activities, p. 245<br />
229
SWBATS:<br />
Editing Workshop II (Lesson 25)<br />
Subject-Verb agreement<br />
Identify and develop various and flexible strategies for editing and pro<strong>of</strong>reading student’s<br />
own writing.<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> edit their work for appropriate grammar and<br />
mechanics<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> develop syntactic maturity and sentence clarity,<br />
specifically in regards <strong>to</strong> forming correct subject-verb agreement sentences.<br />
Materials:<br />
Handout 1: Concordances<br />
Handout 2: Subject-Verb Agreement (How-<strong>to</strong>-Fix-Guide)<br />
Handout 3: Exercises 1, 2, & 3<br />
TIME LESSON TEACHER ACTION PARTICIPATION<br />
(STUDENT ACTION)<br />
2min Attendance T takes attendance Whole class<br />
20min Activity I:<br />
Concordances<br />
Note: Inductive<br />
Approach<br />
15min Presentation: Subject-<br />
Verb Agreement<br />
Note: Handout 2<br />
adapted from Roberta J.<br />
Ching, CSUS 2008)<br />
10min Activity # 2: Subject-<br />
Verb Agreement<br />
Exercise<br />
Task 1: T passes out concordances<br />
w/ questions (Handout 1) and<br />
instructs Ss <strong>to</strong> get in<strong>to</strong> groups <strong>to</strong><br />
complete the concordance activity.<br />
Task 2: T walks around, moni<strong>to</strong>rs<br />
Ss progress, and provides<br />
assistance if necessary.<br />
Task 3: As a whole class, T asks<br />
Ss <strong>to</strong> discuss what they found.<br />
Task 1: T presents Handout 2<br />
(Subject-Verb Agreement). While<br />
doing this, T has Ss correct<br />
incorrect sentences by writing<br />
them in the blank lines provided<br />
on the same handout.<br />
Task 2: As a whole class T goes<br />
over correct sentences w/ Ss.<br />
Task 1: T passes out “Exercises 1<br />
(Handout 3).T instructs Ss <strong>to</strong><br />
complete “Exercise 1: Making<br />
230<br />
Task 1: In groups, Ss<br />
examine concordances<br />
and answer the<br />
questions on the<br />
handout<br />
Task 2: Ss share their<br />
findings w/ the whole<br />
class.<br />
Task 1: Ss correct each<br />
incorrect sentence by<br />
writing the correct<br />
sentence in the lines<br />
provided on Handout<br />
2.<br />
Task 2: Ss share w/<br />
class their answers.<br />
Task 1: In exercise 1,<br />
Ss are required <strong>to</strong> fill in<br />
the blanks w/ the
Note: Exercise also<br />
adapted from Roberta J.<br />
Ching, CSUS 2008<br />
25min Activity # 3:<br />
Edit own writing<br />
3min Wrap-Up: Homework<br />
Project 2 Public Policy<br />
Research paper<br />
ReadSWH (pp.58-66)<br />
Verbs Agree w/ Subjects in<br />
Authentic Text.”<br />
Task 2: T walks around and<br />
provides assistance if needed.<br />
Task 3: As a whole class T<br />
discusses answers w/ Ss.<br />
Task 1: T instructs Ss <strong>to</strong> complete<br />
“Exercise 2: Editing Your Own<br />
Work.” (Handout 3)<br />
Task 2: T walks around and<br />
provides assistance if needed.<br />
T reminds Ss that Project 2 is due<br />
next class session, as well as <strong>to</strong><br />
complete the reading assignment.<br />
231<br />
correct verb form <strong>to</strong><br />
agree w/ the subject.<br />
Task 3: Ss share<br />
answers w/ whole<br />
class<br />
Ss are required <strong>to</strong> edit<br />
their own writing,<br />
looking for subjectverb<br />
agreement errors,<br />
as well as any other<br />
error taught before.<br />
Whole class
Concordances (Handout 1)<br />
Here are some examples <strong>of</strong> complete and grammatical sentences shown in a variety <strong>of</strong> academic<br />
genres taken from COCA. Look at the table below and answer the following questions. Pay<br />
careful attention <strong>to</strong> the bolded and underlined words/phrases.<br />
Table 1:<br />
Concordances<br />
He wants a space devoid <strong>of</strong> context, not only without expectations and conventions <strong>to</strong> follow, but<br />
entirely without categories <strong>to</strong> qualify love. (Education)<br />
For example, women's spiral metal earrings indicate they are married….(Anthropological<br />
Quarterly)<br />
Scientists have carried out extensive work on the estimation <strong>of</strong> stature from a variety <strong>of</strong> bones<br />
throughout the world (Journal <strong>of</strong> Forensic Science)<br />
As Kelvin and the other scientists move the station <strong>to</strong>ward the planet's southern polar region,<br />
they try beaming Kelvin's own brain waves in<strong>to</strong> the ocean.<br />
Whether you are a diplomat or a negotia<strong>to</strong>r, an economist or a war strategist or just an ordinary<br />
person navigating the shoals <strong>of</strong> everyday life, sometimes you have <strong>to</strong> decide whether <strong>to</strong> behave<br />
cooperatively with other individuals. (Natural His<strong>to</strong>ry)<br />
If you were in her shoes would you have handled the situation differently when hit with the<br />
ball? (Physical Educa<strong>to</strong>r)<br />
The teacher assesses students regularly through discussion, classroom assignments, homework,<br />
and written tests. (Music Educa<strong>to</strong>rs Journal)<br />
Everyone agrees that all these mechanisms need strengthening, and no one denies being <strong>to</strong>tally<br />
surprised by the way that markets seized up and closed down in August and September <strong>of</strong> 1998.<br />
(Economics)<br />
Note: Adapted from COCA<br />
Questions:<br />
1. Look for the “subject” in these sentences. Where is it located? Is the subject singular or<br />
plural?<br />
2. Look for the verb. Where is it located? Is the verb form singular or plural?<br />
232
3. Is there a conjunction (i.e. and, or, nor, etc.) in any <strong>of</strong> the sentences? If so, where is it<br />
located? Does the conjunction join two subjects <strong>to</strong>gether?<br />
4. Now, can you come up with a pattern <strong>of</strong> how the subject and verb must be formed<br />
structurally and grammatically <strong>to</strong> make sense and agree w/ each other?<br />
233
Subject-Verb Agreement: How -<strong>to</strong>-Fix-Guide (Handout 2)<br />
Instructions: Read the section on Subject-Verb Agreement below and edit each incorrect<br />
sentence by writing the correct sentence in the blank lines provided.<br />
Subject-Verb Agreement<br />
The basic rule <strong>of</strong> subject-verb agreement is that if the subject is singular, the verb should be<br />
singular; if the subject is plural, the verb should also be plural. Although it is usually natural <strong>to</strong><br />
make subjects and verbs agree, if the subject is separated from the verb by other words or if there<br />
is more than one subject, it is more difficult.<br />
Verb forms that need <strong>to</strong> agree<br />
Present tense: Scientists study whether animals feel emotions.<br />
Present perfect tense: Some people have argued that animals have rights.<br />
Helping verbs: Does an elephant feel grief for a dead mate?<br />
Main verb <strong>to</strong> be: Daily play is essential for happy pigs.<br />
Pay particular attention when you have the following situations. If two or more subjects are<br />
joined by the conjunctions and, or, or nor, the conjunction determines if you use a singular or a<br />
plural verb.<br />
• When the subject <strong>of</strong> a sentence is composed <strong>of</strong> two or more nouns or pronouns connected by<br />
and, use a plural verb.<br />
Incorrect: Anger and pity is powerful emotions.<br />
Correct: _____________________________________________________________________<br />
• When the subject <strong>of</strong> a sentence is composed <strong>of</strong> two or more singular nouns or pronouns<br />
connected by or or nor, use a singular verb.<br />
Incorrect: Either anger or pity are an emotion that can cause us <strong>to</strong> take action.<br />
Correct: ____________________________________________________________________<br />
• When the subject <strong>of</strong> a sentence is composed <strong>of</strong> a singular and a plural noun connected by or or<br />
nor, the noun closest <strong>to</strong> the verb determines whether it is singular or plural.<br />
Incorrect: In the commercial, neither the doc<strong>to</strong>r nor the advertisers is being completely honest.<br />
Correct: ____________________________________________________________________<br />
If the subject and the verb are separated by a phrase or clause, make sure that the verb still agrees<br />
with the true subject <strong>of</strong> the sentence—not with a noun or pronoun in the phrase or clause.<br />
Examples<br />
• One <strong>of</strong> the philosophers is (“philosophers” is not the subject)<br />
• The people who understand rhe<strong>to</strong>ric are (“rhe<strong>to</strong>ric” is not the subject)<br />
• The farmer, as well as his neighbors, is (“neighbors” is not the subject)<br />
• The farmer with all the pigs is playing (“pigs” is not the subject)<br />
234
Some words that might sound plural are actually singular and take a singular verb. These words<br />
are each, each one, either, neither, everyone, everybody, anybody, anyone, nobody,<br />
somebody, someone, and no one.<br />
Examples<br />
• Each <strong>of</strong> these animals is<br />
• Either <strong>of</strong> the philosophers is<br />
• Everyone is<br />
(“Everyone” seems plural, but the verb agrees with “one,” which is singular.)<br />
In sentences beginning with “there is” or “there are,” be aware that “there” is not the true subject.<br />
Therefore, the verb has <strong>to</strong> agree with the noun that follows the verb.<br />
Examples<br />
• There are many arguments<br />
• There is an argument<br />
Note: Adapted from Robert Ching’s “A Text-Based Grammar for Exposi<strong>to</strong>ry Reading and<br />
Writing,” 2008.<br />
235
Handout 3<br />
Exercise 1: Making verbs agree with subjects in authentic text<br />
This exercise is based on letters <strong>to</strong> the edi<strong>to</strong>r regarding “A Change <strong>of</strong> Heart About Animals.”<br />
Directions: Fill in the blanks with the correct form <strong>of</strong> the verb in parentheses. When you have<br />
finished, compare your version with a classmate.<br />
Re “A Change <strong>of</strong> Heart About Animals,” Commentary, Sept. 1: Jeremy Rifkin __________<br />
(argue) that science __________ (have) shown that the differences between animals and humans<br />
__________ (be) less than we think and that we should extend more “empathy” <strong>to</strong> animals. I<br />
disagree. In nature, animals naturally __________ (kill) each other. If the hawk __________ (do)<br />
not care about the feelings <strong>of</strong> the rabbit that it __________ (eat), why should humans be any<br />
different? __________ (be) Rifkin saying that nature __________ (be) wrong?<br />
Rifkin __________ (go) so far as <strong>to</strong> say that pigs __________ (need) social contact and should be<br />
provided with <strong>to</strong>ys. There __________ (be) many real human children in the world who<br />
__________ (do) not have these things. __________ (be) animals more important than human<br />
children? Should our society spend scarce resources on <strong>to</strong>ys for pigs?<br />
Anyone who __________ (have) owned a pet __________ (know) that animals can feel pain,<br />
happiness, anger, and other simple emotions. Most people __________ (have) heard a parrot or a<br />
mynah bird talk, but this __________ (be) just imitation and mimicry. We __________ (do) not<br />
need science <strong>to</strong> tell us that animals can do these things. However, __________ (do) a parrot<br />
understand what it __________ (be) saying? Can an animal write a poem or even a grocery list?<br />
Rifkin __________ (be) simply an animal rights activist hiding behind a handful <strong>of</strong> scientific<br />
studies. He __________ (want) <strong>to</strong> ignore human suffering and focus on animal discomfort. He<br />
__________ (want) animals <strong>to</strong> have more rights than humans. Let’s not be fooled.<br />
Exercise 2: Editing your own writing<br />
Directions: Pick a paragraph from your public policy research paper and edit it, making sure that<br />
the subjects and verbs agree.<br />
Put a question mark in the margin next <strong>to</strong> any subject-verb agreement that you are unsure<br />
about.<br />
Next, exchange your paragraph with a partner and discuss any questions you have. Check<br />
with your teacher if you can’t agree on an answer.<br />
Now look over the same paragraph again and correct other errors dealing with fragments,<br />
run-ons, and comma splices.<br />
Note: Adapted from Robert Ching’s “A Text-Based Grammar for Exposi<strong>to</strong>ry Reading and<br />
Writing, 2008<br />
236
SWBATS:<br />
Oral Presentation & Visual Rhe<strong>to</strong>ric (Lesson 26)<br />
Identify and understand how <strong>to</strong> effectively conduct an oral presentation<br />
Identify and practice using some effective visual rhe<strong>to</strong>ric on PowerPoint<br />
Begin <strong>to</strong> demonstrate the ability <strong>to</strong> use PowerPoint (i.e. font types, colors, etc.) and visual<br />
presentations (graphs, charts, pictures, etc.) effectively.<br />
Materials:<br />
Computer Lab<br />
PowerPoint Slides: Oral Presentation & Visual Rhe<strong>to</strong>ric<br />
Handout 1: Intro <strong>to</strong> PowerPoint-Tu<strong>to</strong>rial Guide<br />
Handout 2: Creating a Mini-PowerPoint Presentation<br />
TIME LESSON TEACHER ACTION PARTICIPATION<br />
(STUDENT<br />
ACTION)<br />
2min Attendance T takes roll Whole class<br />
15-<br />
20min<br />
Introduction: Oral<br />
Presentation Delivery<br />
& Visual Rhe<strong>to</strong>ric<br />
20min Activity 1:<br />
PowerPoint tu<strong>to</strong>rial<br />
30min Activity 2: Creating a<br />
Mini-PowerPoint<br />
Presentation<br />
(Handout 2)<br />
T presents oral presentation delivery &<br />
visual rhe<strong>to</strong>ric slides (1-12).<br />
Note: PowerPoint slides adapted from<br />
Dr. Heather, 2008.<br />
Task 1: T passes out PowerPoint<br />
Tu<strong>to</strong>rial Guide (Handout 1) <strong>to</strong> Ss and<br />
instructs Ss <strong>to</strong> complete the steps listed<br />
in the Handout using the computer in<br />
the lab.<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
needed.<br />
Task 1: T passes out (Handout 2) <strong>to</strong> Ss<br />
and instructs Ss <strong>to</strong> get in<strong>to</strong> their groups<br />
<strong>to</strong> complete the steps listed in order <strong>to</strong><br />
make an effective Mini-PowerPoint<br />
Presentation for their academic<br />
discourse community project.<br />
Task 2: T walks around, moni<strong>to</strong>rs Ss<br />
progress, and provides assistance if<br />
needed.<br />
Ss listen and take<br />
notes<br />
237<br />
Task 1: Using the<br />
computer, Ss<br />
complete the steps<br />
listed in the<br />
PowerPoint Tu<strong>to</strong>rial,<br />
thereby becoming<br />
familiar w/<br />
PowerPoint S<strong>of</strong>tware.<br />
In groups, Ss<br />
complete the steps<br />
listed in Handout 2 <strong>to</strong><br />
make an effective<br />
Mini-PowerPoint<br />
Presentation for their<br />
academic discourse<br />
community project.<br />
3min Wrap-up: PowerPoint presentation next class!!! Whole class
Oral Presentation Delivery &<br />
Visual Rhe<strong>to</strong>ric<br />
<strong>English</strong> 10M<br />
Vu Tran<br />
Preparation<br />
• Know your <strong>to</strong>pic—become an expert<br />
• Know your audience<br />
• Prepare an outline—bullet or number<br />
the main points<br />
Experience<br />
The more you do oral presentations,<br />
the more experience you will gain.<br />
The more experience you gain, the<br />
more effective your oral presentations<br />
will become!<br />
Three Keys <strong>to</strong> Effective Oral<br />
Presentation & Delivery<br />
Preparation<br />
Practice<br />
Experience<br />
In front <strong>of</strong> a mirror<br />
Practice<br />
In front <strong>of</strong> a live audience (friends or<br />
family)<br />
Time yourself so you do not go over the<br />
time limit<br />
Delivery Tips: Physical<br />
1. Coping with anxiety: deep breaths,<br />
don’t lock knees, drink water<br />
2. Eye contact with audience<br />
3. Articulation<br />
4. Volume<br />
5. Pacing/delivery speed<br />
(the phone number principle)<br />
6. Body language<br />
238
Information Delivery<br />
Pick fewer main points, BUT develop<br />
them thoroughly.<br />
Communicate your organization clearly:<br />
1.Tell ‘em what you’re gonna tell ‘em<br />
2.Tell ‘em<br />
3.Tell ‘em what you <strong>to</strong>ld ‘em<br />
Check Font Sizes<br />
This is 18 point font.<br />
This is 20 point font.<br />
This is 24 point font.<br />
This is 28 point font.<br />
This is 32 point font.<br />
This is 36 point font.<br />
This is 40 point font.<br />
This is 44 point font.<br />
Check Your Colors<br />
This is white.<br />
This is light blue.<br />
This is yellow.<br />
This is red.<br />
This is green.<br />
This is orange.<br />
This is pink.<br />
This is black.<br />
This is light blue.<br />
This is yellow.<br />
This is red.<br />
This is green.<br />
This is orange.<br />
This is pink.<br />
Guidelines for Slides<br />
Minimal content with few words<br />
Not <strong>to</strong>o much on a slide<br />
Not <strong>to</strong>o small<br />
Not <strong>to</strong>o cute or <strong>to</strong>o fancy<br />
Consider fonts, background & color<br />
(check the lighting in the presentation<br />
room)<br />
Font Options<br />
You can use a sans serif font like<br />
Helvetica, Arial, or Geneva (this is<br />
Arial)<br />
OR you could use a serif font like Times<br />
New Roman, New Century Schoolbook<br />
(this is Times New Roman)<br />
Whatever you do, be careful about<br />
using “fun” fonts such as HerculaNum<br />
Chant The Mantra<br />
1. I know how <strong>to</strong> speak publicly and I will do it<br />
correctly.<br />
2. I have prepared well, so I won't make many<br />
mistakes.<br />
3. If I make a mistake, the audience is not<br />
likely <strong>to</strong> notice.<br />
4. If my mind goes blank, I know how <strong>to</strong> give<br />
myself time <strong>to</strong> recover.<br />
239
Getting Started<br />
Step 1: Open PowerPoint<br />
Intro <strong>to</strong> PowerPoint: A Tu<strong>to</strong>rial Guide (Handout 1)<br />
Double click on Applications folder and then click on Micros<strong>of</strong>t <strong>of</strong>fice folder<br />
Double click on the Micros<strong>of</strong>t PowerPoint program<br />
Step 2: Starting a new presentation & selecting slides<br />
1.When you first<br />
open your<br />
PowerPoint, you<br />
will see the<br />
main menu.<br />
Click on the title<br />
or content areas<br />
<strong>to</strong> change them.<br />
2.To add a slide<br />
click Home tab,<br />
then the New<br />
Slide but<strong>to</strong>n, and<br />
then select your<br />
desired slide<br />
layout<br />
3.You can<br />
change the slide<br />
layout by<br />
clicking on the<br />
Layout but<strong>to</strong>n<br />
and selecting<br />
your desired<br />
layout.<br />
240
Inserting Graphs, Pictures, and Clip Arts<br />
Step 3: Creating and Integrating Graphs<br />
1. Click on Insert tab<br />
and then click on<br />
Chart but<strong>to</strong>n.<br />
2. The Insert Chart<br />
will show<br />
templates <strong>of</strong><br />
various visual<br />
representations<br />
(i.e. bar graphs,<br />
pie graphs, line<br />
graphs, etc.).<br />
Choose one <strong>of</strong><br />
these visual<br />
representations for<br />
your presentation<br />
and press “OK.”<br />
3. The graph will be<br />
inserted along with<br />
the Micros<strong>of</strong>t<br />
Excel spreadsheet<br />
attached so you<br />
can change the<br />
graph <strong>to</strong> fit your<br />
text.<br />
241
Step 4: Inserting Pictures<br />
1.Go online and pick a<br />
picture and save it <strong>to</strong><br />
the computer<br />
2. Click on the Picture<br />
but<strong>to</strong>n and it will show<br />
the picture saved on<br />
the computer file.<br />
Then click on the<br />
picture that you saved<br />
and then click on Open<br />
and Insert.<br />
2. The picture will be<br />
inserted au<strong>to</strong>matically<br />
in your slide <strong>of</strong> the<br />
PowerPoint<br />
presentation.<br />
Note: You can enlarge<br />
or make it smaller<br />
depending on how you<br />
want <strong>to</strong> present your<br />
information.<br />
242
Step 5: Inserting Clip Arts<br />
1. Click on Clip Art but<strong>to</strong>n<br />
and the clip art board on<br />
the left side <strong>of</strong> the screen<br />
will appear.<br />
2. In the Search for box,<br />
type in “<strong>to</strong>ol” and press<br />
go. Clip arts <strong>of</strong> <strong>to</strong>ols will<br />
appear. Then select one<br />
and insert it in<strong>to</strong> your<br />
PowerPoint Presentation<br />
Note: As with all the others you<br />
can enlarge it or make it smaller<br />
243
Creating a Mini-PowerPoint Presentation (Handout 2)<br />
Application: Mini-PowerPoint Presentation<br />
Instructions: Create an effective PowerPoint presentation for your academic discourse project.<br />
Follow the three steps below <strong>to</strong> complete this activity using Micros<strong>of</strong>t Office PowerPoint.<br />
Step 1: Choose a layout<br />
You can choose a different layout for each slide or retain the same layout throughout<br />
(depends on how you want <strong>to</strong> present your information <strong>to</strong> your audience).<br />
Step 2: Create the first slide <strong>to</strong> your presentation (Introduc<strong>to</strong>ry Page)<br />
Your first slide must include the following information below:<br />
Title <strong>of</strong> your Academic Discourse Community<br />
Names <strong>of</strong> all group members involved<br />
Name <strong>of</strong> class<br />
Note: Remember <strong>to</strong> use appropriate font, size, color, and background when creating your slides!<br />
Step 3: Create a slide (or two) that includes some essential contents about your Academic<br />
Discourse Community.<br />
Your contents must:<br />
Include short, concise words <strong>to</strong> guide your audience (i.e. keywords & phrases).<br />
Use bullet points. Don't use full sentences in your PowerPoint presentations unless it's<br />
absolutely necessary.<br />
Incorporate visual representations (i.e. pictures, graphs, tables, figures, charts) <strong>to</strong> support<br />
the contents.<br />
Note: If you have already created slides for your PowerPoint presentation, then chose one that<br />
you would like <strong>to</strong> revise and improve on it by adhering <strong>to</strong> the principles above.<br />
244
Academic Discourse Community Presentation (Lessons 27-29)<br />
1. For a <strong>to</strong>tal <strong>of</strong> three class sessions, each group will use PowerPoint <strong>to</strong> present their<br />
selected Academic Discourse Community <strong>to</strong> the whole class. To supplement the<br />
PowerPoint presentation, each group must also pass out extra copies <strong>of</strong> the handout that<br />
summarizes the PowerPoint presentation <strong>to</strong> every student.<br />
2. Each group must go in the order for which they signed-up on the first day <strong>of</strong> the week 2.<br />
Each group will have approximately 15 minutes <strong>to</strong> present, with an extra 2-3 minutes <strong>to</strong><br />
answer any questions the audience may have about their selected discourse community.<br />
Each member in the group must equally participate!<br />
3. The teacher will use the PowerPoint Presentation Feedback Form (Handout 1) <strong>to</strong> evaluate<br />
each group’s overall performance.<br />
245
PowerPoint Presentation Feedback Form (Handout 1)<br />
Name <strong>of</strong> Presenters:____________________________________________________________<br />
Symbol Key<br />
√+ Excellent<br />
√ Adequate<br />
√- Marginally Adequate (did this but not always)<br />
≠ Inadequate (did this poorly or not at all)<br />
Criteria for Evaluating<br />
______Handout clearly written and well edited<br />
______Visual representation<br />
______Focus/organization<br />
______Clarity (content & language used)<br />
______Eye contact<br />
______Articulation<br />
______Volume<br />
______Body language (i.e., posture, gestures, etc.)<br />
______All members participated equally<br />
Comments:<br />
246
Last Week <strong>of</strong> ENGL 10M (Week 16)<br />
1. Students are required <strong>to</strong> turn in Summary-Response Draft C, Argumentative Essay Draft<br />
C, and Public Policy Research Paper Draft B <strong>to</strong> receive full credit for <strong>English</strong> 10M and<br />
move on <strong>to</strong> <strong>English</strong> 11M in the spring semester <strong>of</strong> 2013.<br />
247
APPENDIX D<br />
COURSE READINGS<br />
248
Summary <strong>of</strong> Course Readings<br />
Bausch, L. S. (2003). Just Words: Living and learning the literacies <strong>of</strong> our students’ lives.<br />
Language Arts, 80 (3), 215-222.<br />
This article describes the journey <strong>of</strong> a teacher who documented actual literacy events in<br />
her community and used what she found <strong>to</strong> bring the outside world in<strong>to</strong> her classroom.<br />
The author provides examples <strong>of</strong> her students’ works taken from their home lives and/or<br />
communities, and uses these works <strong>to</strong> celebrate her students’ accomplishments through<br />
various classroom related activities.<br />
Boudreaux, M. C., Lord, W. D., & Etter, S. E. (2000). Child abduction: An overview <strong>of</strong> current<br />
and his<strong>to</strong>rical perspectives. Child Maltreatment, 5, 63–71.<br />
This article defines children abduction from two perspectives (the legal and social<br />
aspects). In addition, the authors summarize research findings in regards <strong>to</strong> children<br />
249<br />
abduction rates, victim and <strong>of</strong>fender characteristics, motivation, and risk fac<strong>to</strong>rs. They<br />
suggest that practical application based on these research findings should be used <strong>to</strong> (1)<br />
create “sound” child safety training programs and (2) build highly trained law<br />
enforcement agencies handling child abduction cases.<br />
Carlson, M., & O’Neal-McElrath, T. (2008). Winning grants: Step by step (3 rd Ed.). San<br />
Francisco, CA: Jossey-Bass.<br />
This is a comprehensive workbook for planning, developing, and writing successful<br />
proposals. The guidelines, exercises, worksheets, and samples <strong>of</strong> materials included in
this workbook are designed <strong>to</strong> help a novice create materials for various organizations in<br />
the nonpr<strong>of</strong>it sec<strong>to</strong>r—community-based agencies, educational institutions, hospitals and<br />
clinics, and research organizations.<br />
Colby, I. (2011). Runaway and throwaway youth: Time for policy changes and public<br />
responsibility. Journal <strong>of</strong> Applied Research on Children: Informing Policy for Children<br />
at Risk, 2, 1-11.<br />
This article describes the characteristics <strong>of</strong> youth homelessness, delineating between<br />
“throwaways” and “runaways.” The author defines “throwaways” as being forced <strong>to</strong> live<br />
somewhere else, and “runaways” as having the choice <strong>to</strong> live somewhere else. In<br />
response <strong>to</strong> the increase <strong>of</strong> youth homelessness, the federal government has taken several<br />
key steps <strong>to</strong> end youth homelessness by (1) implementing the Runaway and Homeless<br />
Youth Act, and (2) authorizing federal funding for three programs: the Basic Center<br />
Program, Transitional Living Program, and Street Outreach Program.<br />
Johnson, C. F. (2000). Death from child abuse and neglect. The Lancet Perspectives, 356, s14.<br />
The author summarizes research findings in the area <strong>of</strong> children abuse and neglect in<br />
many countries. The research findings come from myriads <strong>of</strong> countries such as the United<br />
States, New Zealand, Australia, France, Japan, Mexico, and a few others. According <strong>to</strong><br />
the data in 1997, 41 states in the U.S. reported 967 fatalities from child abuse and neglect,<br />
which estimated <strong>to</strong> about 1.7 per 100,000 deaths. In the Netherlands, this rounded out <strong>to</strong><br />
250
about 1.14 deaths per 100, 000 deaths. Countries such as Australia, France, and Japan<br />
reported slightly higher amounts <strong>of</strong> deaths in children than did all other countries.<br />
Kajornboon, A. B. (2005). Using interviews as research instruments. E-Journal for Research<br />
Teachers, 2(1), 1-10.<br />
This article discusses the dynamics involved in conducting research, in particular with<br />
using interviews as research instruments for data collection. The author focuses on four<br />
different types <strong>of</strong> interviews—(1) structured interviews, (2) semi-structured interviews,<br />
(3) unstructured interviews, and (4) non-directive interviews. Finally, the author<br />
discusses some <strong>of</strong> the ethical issues involved in conducting interviews.<br />
Martin-Young, N. (1995) Communication skills in the workplace: Employers talk back. Retrieved<br />
online at North CEI [accessed 03<br />
January 2012].<br />
The author identifies three main skills needed by all workers: teamwork, flexibility, and<br />
communication (written and oral skills). In addition <strong>to</strong> these skills, employees must<br />
possess technical skills such as using e-mail, word processing, and other basic computer<br />
s<strong>of</strong>tware. These skills are essential for every employee wanting <strong>to</strong> become successful in<br />
<strong>to</strong>day’s high-powered workplace.<br />
Melzer, D., & Sacramen<strong>to</strong> State University Writing & Reading Subcommittee. (2009). Student<br />
writing handbook. (1 st edition). Sacramen<strong>to</strong>, CA: Sacramen<strong>to</strong> State University.<br />
251
This resourceful handbook guides first-year freshmen through their writing career at<br />
Sacramen<strong>to</strong> State. The first part <strong>of</strong> the handbook provides information about the campus<br />
writing programs at Sacramen<strong>to</strong> State. The second part <strong>of</strong> the handbook explains how the<br />
university writing, reading, and researching processes interact with one another. The final<br />
section details how <strong>to</strong> conduct research and write in the various disciplines encountered<br />
at Sacramen<strong>to</strong> State (i.e., Natural Science, Social Science, Arts & Humanities, and<br />
Business).<br />
National Alliance <strong>to</strong> End Homelessness (NAEH). (2006). Fundamental issues <strong>to</strong> prevent and end<br />
youth homelessness. Youth Homelessness Series, Brief No. 1, 1-4.<br />
This issue brief highlights the key issues surrounding youth homelessness, especially the<br />
causes and characteristics <strong>of</strong> youth homelessness. The NAEH organization also explains<br />
the “Youth Housing Continuum,” a solution for developing stable housing for youth<br />
homelessness during their transition <strong>to</strong> adulthood. Finally, they outline some policy<br />
implications for preventing and ending youth homelessness.<br />
Schullery, N. M., Ickes, L., & Schullery, S. E. (2009). Employer preferences for résumé and<br />
cover letters. Business Communication Quarterly, 72(2), 163-176.<br />
The authors summarize the results <strong>of</strong> employers’ preferences for résumé style, résumé<br />
delivery method, and cover letters. The results show that employers still widely prefer the<br />
“standard chronological résumé.” As for the type <strong>of</strong> delivery method, the results show<br />
that electronic delivery, either by email (46%) or at the company’s website<br />
252
(38%) is the best method for résumé delivery, with only a small percentage preferring a<br />
paper copy (7 %). Finally, the submission <strong>of</strong> a cover letter along with the résumé is also<br />
widely preferred by the majority <strong>of</strong> employers (56%).<br />
Tech Directions. (2004). Career directions: Résumé and cover letter writing tips. Retrieved from<br />
[accessed 05 January 2012].<br />
This article defines essential elements <strong>of</strong> résumé and cover letter writing. It also provides<br />
tips and strategies for writing effective résumés and cover letters, along with providing<br />
reliable information and resources.<br />
Thomas, S. (2000). JonBenet: Inside the Ramsey murder investigation. New York, NY:<br />
St. Martin’s Press.<br />
This book is a comprehensive study <strong>of</strong> the Ramsey case. Steve Thomas, a former lead<br />
Boulder Police detective, explores the case and reveals facts and information about<br />
JonBenet Ramsey known only <strong>to</strong> detective and cops closest <strong>to</strong> the case. Thomas describes<br />
the mistakes made during the crucial early hours, and then details where the subsequent<br />
investigation led and where it went wrong. In the end, Thomas believes that there existed<br />
reasonable evidence <strong>to</strong> arrest Patsy Ramsey in connection with the death <strong>of</strong> her daughter,<br />
but because <strong>of</strong> a careless investigation from the beginning, the Ramseys successfully hid<br />
behind a group <strong>of</strong> at<strong>to</strong>rneys, where Mrs. Ramsey was never arrested and charged <strong>of</strong> the<br />
murder.<br />
253
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Francisco, CA: Jossey-Bass.<br />
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