Unit 2.4 - Summary Review

Students will be able to:

• Locate the most important information in a source necessary for a summary.
• Write a short summary (~5 sentences) for a standard scholarly article using 1-2 sentences to match corresponding sections of the paper (Intro/Method/Results/Discussion)
• Recognize and avoid common pitfalls of summaries (e.g. misrepresenting the source in content, scope, or purpose, or improper balance of specificity and generality)
• Write concisely by eliminating wordiness and maximizing the amount of information in a sentence. (e.g. sentence linking, word trimming)

Part I - Summary warm up and lecture

Warm up

In small groups of 3-4 individuals, answer the warm-up questions in the PPT (5 minutes). Then, share your ideas with the class (5 minutes).

Lecture - general summary background info

Then, you will be informed on what a summary is and what the requirements are for a good summary.

Lecture  - 4 Steps for Writing a Summary

You will be guided through writing a summary following 4 steps.

Part II - Summary creation

Group work - summary creation

As a group, eliminate unnecessary words and combine the two sentences into one in order to be more concise and coherent. Paste your paste into the group google doc and we will discuss the summaries as a class.

Part III - Summary evaluation and editing

Peer review - Annotated bibliography

Write a summary section for one of annotated bibliography sources (10 minutes). After finishing, use this rubric to evaluate the summaries of your other group members. Edit the summary section based off of the feedback you receive and post the summary in the group google doc.

Lecture - Final tips

Read through the final section of the powerpoint summarizing the main attributes in a good summary

Part IV - Wrapping up

Any questions? Extra time will be used to work on your first annotated bibliography section or the creation of the second annotated bibliography section.

Unit 2.3 - Introduction to Annotated Bibliography

Objectives: Students will be able to:

• Describe the purpose(s) and function(s) of the annotated bibliography
• Identify the four key parts of an annotated bibliography entry (citation, summary, explanation of relevance, analysis of reliability)
• Evaluate sample annotated bibliographies based on the following criteria:
• Correct formatting citation information
• Clear and concise summary without personal opinion
• Evaluation of relevance (specific information on how the article can be used to address a particular research topic)
• Evaluation of reliability in terms of reliability (e.g. authorship and/or sponsorship, purpose, bias, currency and scope of information, research methodology)
• Write an annotated bibliography for sample article(s)

Announcements:

Trends in the Unit 1 assignment

Anti Plagiarism tutorial

Part 1: Introduce the Annotated Bibliography

Open the Annotated Bibliography rubric. Follow the instructor as they explain the details of the assignment.

Part 2: Lecture

Pay attention as the instructor goes through the PowerPoint to instruct you on the unit 2 assignment. Answer any questions posed by the instructor based on your experience with sources and the preview slides.

Part 3: Group work - Reliability training

In groups and discuss the Evaluating Reliability Exercise. Each group tells the class what they think before checking the answers on the Key Answers Handout. Use the source reliability guide to help you discern the reliability.

Part 4: Group work - Annotated Bibliography creation

With your group, get on your Google doc to find your assigned source. Create an APA annotated bibliography for your source, keeping in mind your research question. Remember that in your summary, you’ll want to consider its application to your research question

Unit 2.2 - Refining a Research Question and Rough Outlining

Objectives: Students will be able to...

• Refine their research questions so that they are focused, challenging, and grounded
• Draft a rough outline of their research paper
• Peer review each other’s tentative research question

Part 1 - Research question Lecture

Please follow the powerpoint and reflect on how the ideas of a narrow, challenging and grounded research question apply to your research question.

Part 2  - Peer Review

In groups of three present a question you are more confident in. Other group members will evaluate the research question based on the three criteria (narrow, challenging and grounded ) just learned. Everyone should ask at least one focused question to help the student revise. Spend five minutes on each students research question and when complete post the revised question in the class google doc.  

Part 3 - Debriefing

As a class briefly discuss several research questions as a class. If you do not understand the question feel free to ask for clarification. What is good about these questions? In your opinion what needs to be revised?

Part 4 - Thesis statement & Rough outline.

Continue reading the previous powerpoint continuing on to the thesis statement section. Decide which type you will be using for your secondary research paper.  

Part 5 - Rough Outlining

In your groups of three create an  outline based on the topics “Medication is not an ideal solution for curing obesity in children”(Groups 1,3,5) and the other half to create a  paper outline based on the topic “Can mediation cure obesity in children?” (Groups 2,4).  Shared your outline in the group google doc. Please look at the model in the group google doc and https://owl.english.purdue.edu/owl/resource/544/01/ for more information on rough outlining

Unit 2.1 - Types of Research Paper and Developing a Research Question

Students will be able to:

• Recognize different types of research paper (e.g., primary vs. secondary, argumentative vs. analytical research papers)
• Describe a general process of writing a research paper and analyze the order and interdependence of the steps of research process
• Generate tentative research questions that are appropriate for length, purpose and audience to guide their research (through preliminary research)

Part 1: Informal Early Feedback Survey

Please fill out the informal feedback survey. This survey is important for improvement the class in the short term and for future students. At the end of the term the survey will be offered again for extra participation marks.

Part 2: Warm Up

Think about the types of research papers that you have seen previously. Name three kinds.

Part 3: Types of Research Papers

Look at the Types of Research and Developing a Research Question powerpoint and observe the types of research papers that we will be looking at in this class and decide what design of research question is most applicable to your field.

Part 4: Types of Research activity

Once you have completed Part 1 of the powerpoint, open up the activity and determine which type of question falls in line with the design of research. Once you have completed this, finish looking at how to create an effective research question in Part 2 of the Types of Research and Developing a Research Question Powerpoint. Then, complete part 2 of the funtivity in a group to create 6 different types of questions from the same topic.   If you have extra time, read through the new questions from the other groups and (1) point out where they met the criteria well for creating a research and (2) make a suggestion for improvement about anything they noticed that could be better. (key)

Unit 2 - Overview

Overview of Annotated Bibliography

Student Outcomes: As a result of this unit and assignment, students will be able to:

• Choose an appropriate, focused research paper topic and questions and create a working thesis and rough outline for their research paper
• Collect sources for a specific research paper topic using the online library database.
• Evaluate sources for their relevance to the topic and reliability for research
• Create reference page citations and in-text citations to give credit to the author of the source, avoid plagiarism, and make locating the source later much easier Write an annotated bibliography for their 6+ sources including the 4 parts below for each source annotation:
• Citation information of the source (in APA or another citation style that is widely used in the students' disciplines)
• Summary of the source
• Evaluation of the source in terms of reliability (e.g. authorship and/or sponsorship, purpose, bias, currency and scope of information, research methodology)
• Evaluation of the source in terms of relevancy (e.g. how the source is related to other sources in the bibliography, how it helps answer your research question)

Assignment Description:

The annotated bibliography assignment is designed to help students choose reliable and relevant sources from the library database and organize them with annotations on their contents, reliability, and relevancy so that students can use these sources more easily when writing their upcoming research paper

Assignment Prompt &Grading Rubric:

Sample Assignments:

Sample 1

Sample 2

Unit 1.7 - Coherence, Cohesion and Unity.

Students will be able to:

• Achieve coherence (meeting the readers' expectations for organization and development of ideas with logical flow of information) both within and across paragraphs
• Use cohesive devices (e.g., pronouns, parallel structure, transition signals, and repetitions) and old/new information pattern appropriately for different audiences and purposes
• Evaluate presence/absence of coherence and cohesion in their own writing and propose revisions based on new knowledge from lesson

Part 1: Paragraph Analysis

• Study the paragraphs presented. What do they lack, cohesion, coherence or unity?
• What characteristics signal to you that the paragraphs are missing cohesion, coherence or unity?
• How would you change them to make them better?

Part 2: Lecture

• Follow the powerpoint on cohesion, coherence and unity. Answers any questions asked by the teacher and take notes on particular issue or questions you may have on the topic material

Part 3: KNO activity

• Open the KNO activity worksheet. Establish a key. Pick a different color for known, new, and old, and highlight those words in the color you select for that word. These are the colors you will use to highlight the corresponding parts of the paragraph in the worksheet.

Part 4: KNO activity: Diagnostic essay analysis

• Open the KNO activity II worksheet. Using your knowledge of KNO and word chains, pick 3 highlighter colors, and create a key at the top of your paper: three colors for KNO. Once you have finished the highlights, in 1-2 paragraphs, write an analysis of your original diagnostic paragraph. How did you do with respect to KNO and word chains? Did you have trouble with this concept? How, specifically, would you suggest improvements to your paper?

• Finally, write a revision of that paragraph, with the goal of making it as coherent as possible, using KNO and word chains to get you started.

Unit 1.6 - PIE Structure

Students will be able to:

• Describe the three parts of PIE (point, illustration, explanation) structure and their interrelationship which facilitates clarity and coherence of a paragraph
• Identify and use PIE structure variations within paragraphs (e.g., PIEIE, PIIE, PIE-C)
• Evaluate the effectiveness of PIE structure and variations in a sample and their own writing and propose revisions based on new knowledge from lesson

Part 1: Class Discussion

As a class discuss these following questions:

• What does PIE stand for?
• Why is PIE structure important?
• What aspect of PIE is the most difficult for you?

Part 2: Lecture on PIE Variation

Listen to the lecture on PIE Variation. Follow the instructor’s lecture by downloading the PPT provided on the website from Slide 25.

Look at the examples of the kinds of variations you instructor is talking about by looking at Part 2 of the PIE Structure Worksheet.

Part 3: PIE  Structure Activities - Part 1

Download the worksheet provided on the website entitled PIE Structure Worksheet. Practice identifying PIE based on Task 1 on the worksheet. Complete Task 1 with a partner. Discuss the answers as a class.

Part 4: PIE  Strucutre Activities - Part 2

Pull up your Diagnostic Essay. Complete Task 2 of the PIE Structure Worksheet on your own.

Part 5: PIE  Structure Activities - Part 3

Keep your Diagnostic Essay up on the computer screen. Swap seats with the person sitting next to you and complete Task 3 of the PIE Structure Worksheet on your own.

Unit 1.5 - Introductions and Conlcusions.

Part I : Warm-Up

In small groups students will discuss the following questions:

1. When you begin an essay do you start with your introduction or do you start with some other part? Are there advantages to starting somewhere else?
2. Do you think introductions are difficult to start? Why?
3. After you write your conclusion do look back at your introduction and make changes? Do you revise the conclusion as well?

Part II: Inductive Learning Activity

Students should open the INTROS AND CONCLUSIONS HANDOUT. Read through all the intros and conclusions and, with a partner or small group, discuss whether each set is effective or not and then find the 3 sections of in each paragraph and try to name them.

Part III: Lecture on Intros and Conclusions

Listen as the instructor goes through the INTROS CONCLUSION PPT.

Part IV: Paragraph Analysis

Go back to the INTROS AND CONCLUSIONS HANDOUT. Now look at all the paragraphs and see if they meet the criteria students learned about in the PPT. Fix any of the paragraphs that do not meet the criteria. Copy & Paste your rewrites into the GROUP GOOGLE DOC.

Part V: Class Discussion of Paragraphs

Students should discuss with the class what mistakes they noticed in the paragraphs and what kinds of hooks and broader implications are in the paragraphs.

Part IV: Peer Reviewing

In pairs, students should pull up their diagnostic essays. Students should use the INTROS CONCLUSIONS PEER REVIEW HANDOUT to peer review their partners’ diagnostic essay introduction and conclusion. If finished early, they should spend time revising and editing their papers.