Using the formal APA, MLA, and Chicago styles (refer to the relevant sections on the Library's Citation Tutorial (http://www.lib.unc.edu/instruct/citations/) for details), work with your group members to draft a rationale for how and why you will cite your sources on your blog. Compose a short, 2-3 paragraph essay that explains:
1. Why your group thinks that citing sources is important.
2. How citations will be implemented on your blog. This should take the form of a rough style guide like this one for MLA format: http://owl.english.purdue.edu/owl/resource/747/06/. You need only explain the format for the types of references you anticipate using most on your blog.
3. A short rationale for how and why you chose the citation style you agreed upon.
Post this essay to your blog by class time on Friday, Feb 3.
Tuesday, January 31, 2012
Good Citations
Good citations accomplish the following goals:
- They allow you to show how your argument is built upon the ideas of others.
- They allow you to indicate which ideas are taken from others, and from whom those ideas were taken; in other words, to give credit where it's due.
- They allow the interested reader to follow your argument and confirm its logic by investigating the ideas on which the argument is built, or to further explore those ideas on their own.
Library Tutorial on Citations
Go to the library's tutorial on citations and complete the section "Why We Cite:"
http://www.lib.unc.edu/instruct/citations/index.html?page=why
http://www.lib.unc.edu/instruct/citations/index.html?page=why
Draft Workshop Feeder 1.1
Name:
1. Summarize, as briefly as possible, how the two articles summarized in the draft fit together. How are they in conversation? Is this connection clear in the draft, or could it be clearer?
2. Glance at the original articles on which the draft is based. Does s/he summarize these authors' arguments adequately? Does the draft highlight each article's central claim? After reading the draft, were you surprised by anything in the two articles? Why?
3. Does the draft seem to approve of one of the articles, or does it take one of the articles more seriously than the other? Is this preference justified? Does the author make this justification clear in the draft?
4. How has the author attempted to grab the reader's attention? Do you think this strategy is effective? Think back to your reaction when you read the first few sentences of the draft… did you groan or were you pulled in? Explain your answer in as much detail as possible.
5. Compose a list of THREE things that the author should do to improve his or her draft.
1. Summarize, as briefly as possible, how the two articles summarized in the draft fit together. How are they in conversation? Is this connection clear in the draft, or could it be clearer?
2. Glance at the original articles on which the draft is based. Does s/he summarize these authors' arguments adequately? Does the draft highlight each article's central claim? After reading the draft, were you surprised by anything in the two articles? Why?
3. Does the draft seem to approve of one of the articles, or does it take one of the articles more seriously than the other? Is this preference justified? Does the author make this justification clear in the draft?
4. How has the author attempted to grab the reader's attention? Do you think this strategy is effective? Think back to your reaction when you read the first few sentences of the draft… did you groan or were you pulled in? Explain your answer in as much detail as possible.
5. Compose a list of THREE things that the author should do to improve his or her draft.
Thursday, January 26, 2012
Introduction to Draft Workshops
Read the following model Feeder 1.1 draft:
1. Summarize, as briefly as possible, how the two articles summarized in the draft fit together. How are they in conversation? Is this connection clear in the draft, or could it be clearer?
2. Glance at the original articles on which the draft is based. Does s/he summarize these authors' arguments adequately? Does the draft highlight each article's central claim? After reading the draft, were you surprised by anything in the two articles? Why?
3. Does the draft seem to approve of one of the articles, or does it take one of the articles more seriously than the other? Is this preference justified? Does the author make this justification clear in the draft?
4. How has the author attempted to grab the reader's attention? Do you think this strategy is effective? Think back to your reaction when you read the first few sentences of the draft… did you groan or were you pulled in? Explain your answer in as much detail as possible.
5. Compose a list of THREE things that the author should do to improve his or her draft.
Once you have read the draft, each GROUP should create a new Google Doc titled "Sample Draft Workshop." Work together to answer the following questions about the draft:
2. Glance at the original articles on which the draft is based. Does s/he summarize these authors' arguments adequately? Does the draft highlight each article's central claim? After reading the draft, were you surprised by anything in the two articles? Why?
3. Does the draft seem to approve of one of the articles, or does it take one of the articles more seriously than the other? Is this preference justified? Does the author make this justification clear in the draft?
4. How has the author attempted to grab the reader's attention? Do you think this strategy is effective? Think back to your reaction when you read the first few sentences of the draft… did you groan or were you pulled in? Explain your answer in as much detail as possible.
5. Compose a list of THREE things that the author should do to improve his or her draft.
Grading Rubric for In-Class Assignments and Workshops
Rubric for in-class assignments
0: The assignment was not completed or barely attempted.
1: The assignment was only partially completed; OR, the assignment was completed with only minimal effort and attention.
2: The assignment was completed satisfactorily. All tasks have been completed with thought, care, and attention to detail.
3: The assignment was completed in an exemplary fashion. The student has gone above and beyond the teacher’s expectations by devoting extraordinary time and effort to the assignment and/or producing innovative and thought-provoking work.
Rubric for workshops
0: The workshop was not completed.
1: The workshop was only partially completed; OR, the workshop was completed with only minimal effort and attention. The workshop partner has not received substantial information that will help him or her to improve the essay.
2: The workshop was completed with less than satisfactory effort. Answers to one or more draft workshop form questions are minimal or dismissive, and there is little evidence that the author has engaged seriously with the draft. The feedback provided will allow the workshop partner to make only surface-level or localized revisions.
3: The workshop was completed satisfactorily. The author has provided thoughtful answers to all draft workshop questions, and these questions should allow his or her workshop partner to make substantive and helpful revisions.
4: The workshop was completed with particular care and diligence. All answers to workshop questions are thoughtful, detailed, and well developed. Inline comments may also appear, pointing out issues not highlighted by the draft workshop form. The workshop partner can use this information to significantly improve his or her essay.
5: The workshop was completed in an exemplary fashion. All draft workshop questions have comprehensive, detailed answers that show not only attention to detail, but also a creative and innovative engagement with the workshop. Inline comments may also provide helpful feedback not related to the workshop questions. The workshop partner can use this information to drastically improve his or her essay.
0: The assignment was not completed or barely attempted.
1: The assignment was only partially completed; OR, the assignment was completed with only minimal effort and attention.
2: The assignment was completed satisfactorily. All tasks have been completed with thought, care, and attention to detail.
3: The assignment was completed in an exemplary fashion. The student has gone above and beyond the teacher’s expectations by devoting extraordinary time and effort to the assignment and/or producing innovative and thought-provoking work.
Rubric for workshops
0: The workshop was not completed.
1: The workshop was only partially completed; OR, the workshop was completed with only minimal effort and attention. The workshop partner has not received substantial information that will help him or her to improve the essay.
2: The workshop was completed with less than satisfactory effort. Answers to one or more draft workshop form questions are minimal or dismissive, and there is little evidence that the author has engaged seriously with the draft. The feedback provided will allow the workshop partner to make only surface-level or localized revisions.
3: The workshop was completed satisfactorily. The author has provided thoughtful answers to all draft workshop questions, and these questions should allow his or her workshop partner to make substantive and helpful revisions.
4: The workshop was completed with particular care and diligence. All answers to workshop questions are thoughtful, detailed, and well developed. Inline comments may also appear, pointing out issues not highlighted by the draft workshop form. The workshop partner can use this information to significantly improve his or her essay.
5: The workshop was completed in an exemplary fashion. All draft workshop questions have comprehensive, detailed answers that show not only attention to detail, but also a creative and innovative engagement with the workshop. Inline comments may also provide helpful feedback not related to the workshop questions. The workshop partner can use this information to drastically improve his or her essay.
Tuesday, January 24, 2012
Analysis: Another Science Blog
Take a few minutes to check out the Superbug blog here:
http://www.wired.com/wiredscience/superbug
Think about how this blog presents itself differently than ScienceBlog.com, which we looked at last week. With your group, discuss any difference in how the author presents herself, the author’s target audience, and the main features and conventions of the text. We’ll discuss your findings as a class.
http://www.wired.com/wiredscience/superbug
Think about how this blog presents itself differently than ScienceBlog.com, which we looked at last week. With your group, discuss any difference in how the author presents herself, the author’s target audience, and the main features and conventions of the text. We’ll discuss your findings as a class.
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