1. Success 100 Teri Tosspon Heald college

2. Peer Planner Evaluation, Prepare for quiz then Response 09/09/2011 1.How comfortable are you using computers? What computer programs do you know well? 2.What is your experience doing research and writing research papers? Do you like doing research? How well do you think you write? 3.Do you consider yourself a “good” writer? Why/why not? Peer Planner Evaluation, Prepare for quiz then Response 09/09/2011 1.How comfortable are you using computers? What computer programs do you know well? 2.What is your experience doing research and writing research papers? Do you like doing research? How well do you think you write? 3.Do you consider yourself a “good” writer? Why/why not?

3. Quiz In a group of up to 4 people, complete the “Problem Solving Worksheet” using ONE of the problems listed on the board. Step 1 – DEFINE the problem accurately Step 2 – ANALYZE the problem Step 3 – CREATE and generate possible solutions Step 4 – ANALYZE and evaluate each solution and choose one Step 5 – TAKE PRACTICAL ACTION and put the solution to work Step 6 – ANALYZE and RE-EVALUATE how well the solution worked Step 7 – TAKE PRACTICAL ACTION and apply what you have learned to future problems (you have to remember you have been through this before!) In a group of up to 4 people, complete the “Problem Solving Worksheet” using ONE of the problems listed on the board. Step 1 – DEFINE the problem accurately Step 2 – ANALYZE the problem Step 3 – CREATE and generate possible solutions Step 4 – ANALYZE and evaluate each solution and choose one Step 5 – TAKE PRACTICAL ACTION and put the solution to work Step 6 – ANALYZE and RE-EVALUATE how well the solution worked Step 7 – TAKE PRACTICAL ACTION and apply what you have learned to future problems (you have to remember you have been through this before!)

4. Chapter 8 Researching and Writing: Gathering and Communicating Ideas

5. Papers!!! What is your experience writing research papers?

6. What Is the Writing Process? Planning Drafting Revising Editing

7. Planning – Brainstorming, Free-writing, Journalists’ Questions, Research, Thesis & Outline Drafting – Introduction, Main Ideas (Body), Supporting Evidence, Conclusion Revising – Step back, take another look, be more objective Editing – Correcting errors - everyone must do this!

8. Write a thesis statement This is the CENTRAL MESSAGE you want to communicate! State your subject and your point of view It should reflect your writing purpose: inform or persuade? It should be appropriate for the audience: the readers.

9. Planning your essay Evidence Gathering Sheet Determine topic Determine purpose Combine the two to create THESIS Give REASONS you think that to be true Each reason becomes a topic sentence

10. Evidence Gathering

11. Evidence Gathering: Paragraphs

12. Writing for a Purpose Each group will choose a topic (or present one of your own!)  Tooth brushing  Ice cream  Automated teller machines (ATMs)  Sleep deprivation ½ of your group members will write a persuasive the other ½ of your group members will write an informative skit/speech about your topic

13. Analytical Questions to ask yourself as you revise Does the paper fulfill the requirements of the assignment? (topics, length, style) Will my audience understand my thesis and how I have supported it? Does the introduction prepare the reader and capture attention? Is the body of the paper organized well? Is each idea fully developed, explained, and supported by examples? Are my ideas connected to one another through logical transitions? Do I have a clear, “to the point” writing style? (try to avoid the passive voice!) Does the conclusion provide a natural ending to the paper?

14. How Can You Find Reliable Information on the Internet? Research on the web (individual project): – Tree Octopus or! – Dihydrogen Monoxide – List 3 Facts about the one you choose. – Keep your information QUIET! This will be used in the next 2 assignments – Keep the website OPEN! Research on the web (individual project): – Tree Octopus or! – Dihydrogen Monoxide – List 3 Facts about the one you choose. – Keep your information QUIET! This will be used in the next 2 assignments – Keep the website OPEN!

15. Evaluating Internet Information: The CARS Test for Information Quality C redibility A ccuracy R easonableness S upport Take a Look at Key 8.3, pg 249-250

16. Group Project Using the CARS method, evaluate the articles given to your group These are more reliable because they have Fact Checkers and Research to back them up..edu.gov.ca.gov.au.com.org.net More reliable Less reliable

17. Tree Octopus Facts Credibility Accuracy Reasonableness Support – Donald Leu, University of Connecticut – fabricated (made up) the tree octopus to test students’ ability to evaluate information they find on the internet. – Created http://zapatopi.net/treeoctopus/ http://zapatopi.net/treeoctopus/ – Dihydrogen Monoxide=WATER!!! Did YOU trust the website? How does it stand up to CARS

18. Website http://ttosspon.wikispaces.com/ Writing_Research http://ttosspon.wikispaces.com – Click on Writing Research link in left margin.

19. Assignments Do the CARS side 2 on article from web Questions 3 + 4 (keep the handout until Tuesday – doing Works Cited on Tuesday). Portfolio 6 – do the catalog questions online now (and Tuesday) – Part 2 is an INTERVIEW of someone in your field.

20. Fill out “CARS” worksheet. Get definitions from pg 249 1-2 articles from website. analyze the article. http://ttosspon.wikispaces.com/ Writing_Research

21. Online research Used to write papers 1.In-Text Citations – When you quote, use info from, with the paragraphs of your paper 2.Works Cited Page – At the end of your paper, you must tell where the quote/info came from

22. Online Research: what to do with it! - Note: we are skipping #3, 4, and 5 on the worksheet for now. 6.Choose 3 articles on your topic. Open them all in different tabs. – Fill out the worksheet – can you find the title, the author, the date, etc? 7.Create a works cited page (MLA format) based on those articles! – Use www.easybib.com

23. Works Cited page: MLA style citation Include a “Works Cited” page listing all sources cited within the body of the paper. Double-space, alphabetize the entries. Do not indent first line, but do indent the following line(s) in an entry. (Called “hanging indent” in MSWord.)

24. Halio, Jay L., "Elizabethan Age." Grolier Multimedia Encyclopedia. Scholastic Library Publishing, 2006. HF-L High School. 1 Apr 2006. Life in Elizabethan England. Summer 2005. 31 Mar 2006 <http://renaissance.dm.net/compendium>. Pressley, J. M. "An Encapsulated Biography." Shakespeare Resource Center, February 10, 2005. 3 Mar 2006.http://www.bardweb.net/man.html Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969. Thomas, Heather. The Life in Times of Queen Elizabeth I. 23 Mar 2006. 1 Apr 2006. Works Cited

25. Avoiding Plagiarism by the way... We use Turnitin.com here! Plagiarism is the act of using someone else’s exact words, figures, unique approach, or specific reasoning without giving credit. Some ways to avoid plagiarism include: Make sources notes as you go. Learn the difference between a quotation and a paraphrase. Use a citation even from an acceptable paraphrase. Understand that lifting material off the Internet is plagiarism. Take a Look at Key 8.6 for an example

26. Citing your Sources Cite all mentions of another author’s original ideas, statistics, studies, borrowed concepts & phrases, images, quoted material, and tables. You do not have to cite facts which are commonly known by your audience and easily verified in reference sources. – Specifics are cited, general knowledge is not. When in doubt, cite your source. When in doubt, cite your source.

27. (also known as ‘parenthetical documentation’) In other words- in parentheses. Your in-text citations work with your bibliography (works cited) page to identify where any quotes or ideas borrowed from another author came from. “References in the text MUST clearly point to specific sources in the list of works cited.” - MLA Handbook for Writers of Research Papers, 6 th ed. In-text citations

28. In the body of the paper, it looks like this: When Mercutio is wounded, he screams “A plague on both your houses!” referring to both the Capulets and the Montagues (Shakespeare 70). In-text citations: Direct Quote Works Cited Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969.

29. Direct Quotes Direct quotation: – Educators are cautioned that “…labels tend to stick, and few people go back later to document a shifting profile of intelligences” (Gardner 139). Paraphrase with in-text citation: – Gardner explains that there are difficulties in labeling children with a type of intelligence, including the problem that labels may last, while the assessment may change (139).

30. How to Paraphrase

31. Which of these should be cited? A.On September 11, 2001, the World Trade Center and the Pentagon were attacked by hijacked airplanes. B.Atta, Binalshibh, al Shehhi, and Jarrah had lived in Germany and were chosen over more established Al Qaeda members due to their exposure to the West and ability to speak English.

32. B was correct: it is specific and not commonly known How would you cite it? In the text of your paper: Atta, Binalshibh, al Shehhi, and Jarrah had lived in Germany and were chosen over more established Al Qaeda members due to their exposure to the West and ability to speak English (National Commission 160). In the Works Cited: National Commission on Terrorist Attacks Upon the United States. The 9/11 Commission Report. New York: W.W. Norton, 2004.

33. Which of THESE do you need to cite? A. “The science labs at East St. Louis High School are 30 to 50 years outdated.” B. When public schools were segregated, conditions were not equal.

34. A! It is very specific, even w/ out quotes! How would you cite it? In-body: “The science labs at East St. Louis High School are 30 to 50 years outdated” (Kozol 27). In the Works Cited: Kozol, Jonathan. Savage Inequalities: Children in America’s Schools. New York: HarperCollins, 1991.

35. Create a Works Cited Page Use the website listed to create a “Works Cited” page. You don’t have to remember the format of each component Use an MLA creator like http://www.easybib.com/ or http://21cif.com/tools/cite/mla/index.html *if you want*or Download the template from Tosspon’s website *If you want*

36. “Successful intelligence is… most effective when it balances all three of its analytical, creative, and practical aspects. It is more important to know when and how to use these aspects of successful intelligence than just to have them.” Robert Sternberg

37. Homework Portfolio 6 – Research the requirements for your degree – Interview someone who currently works in your desired field. Due 09/16/2011 - 1 full week

38. Chapter 5 Reading and Studying: Focusing on Content Keys to Success, Sixth Edition Carol Carter, Joyce Bishop, and Sarah Lyman Kravits

39. More than one way to succeed On the handed out piece of paper, write your initials in the upper left corner. Turn the paper over. Write a struggle you are having with reading. Turn in the papers, I will pick them up and redistribute them Suggest how to deal with the problem you are now presented.

40. You have to read every word Reading once is enough It is SINFUL to skip passages in reading Machines are necessary to improve my reading speed If I skim or read too rapidly, my comprehension will drop There is something about my eyes that keeps me from reading fast.

41. Approaching a Difficult Text Think positively, Have an open mind Look for order and meaning in seemingly chaotic reading materials Don’t expect to master material on “ the first pass Know that some texts require extra work and concentration Define unclear concepts and words Ask yourself questions Be honest with yourself

42. Approach this text 1.In a group – read one of the articles about Zombies or Poverty. 2.Print the first page of the article (1 for each group member) 3.Skim it, make a note of what you THINK it will be about 4.Circle words you don’t know (or aren’t 100% on what they mean) 5.Take notes down the side

43. How Can You Respond Critically to What You Read? Use Knowledge of Fact and Opinion to Evaluate Arguments – What is the quality of the evidence? – How well does the evidence support the idea?

44. How Do You Customize Your Text with Highlighting and Notes? How to Highlight a Text – Develop your own system and stick to it! – Read it first, before you mark it up! – Avoid over marking How to Take Text Notes – Marginal Notes – Full-Text Summaries

45. How to Mark up a Page Mark up a page to learn a page (pg 161).

46. Thinking Successfully About Reading and Studying Analytical thinking: considering how you can read more effectively; developing critical reading skills Creative thinking: thinking of different ways to overcome your reading challenges Practical thinking: making your study plan work!

47. How Can SQ3R Help You Own What You Read? Survey Survey Question Question Read Read Recite Recite Review Review

48. SQ3R – Worksheet  SURVEY  SURVEY – Scan and Skim. Look at the organization of the text: front and back.  QUESTION  QUESTION – Develop questions before and during reading.  READ  READ – read actively – use highlighters, mark up the text! Answer your questions, write notes in the margins.  RECITE  RECITE – use practical skills: read aloud, repeat silently, tell another person, write your answers without looking!  REVIEW  REVIEW – Reread your margin notes and highlighted sentences. Quiz yourself. Make flash cards. Recall important terms.

49. Concentration Be intensely involved Banish other thoughts onto paper Deal with internal distractions Compartmentalize your life Analyze your environment to see if it helps or hurts concentration Don’t let technology distract you Structure your study session so you know the time you will spend and the material you will study Plan a reward

50. Define Your Reading Purpose Read for understanding Read to evaluate analytically Read for practical application Read for pleasure

51. Your challenge: Committing the time and effort required for studying means you must have TIME to READ

52. On a scale from 1–10 (1= lowest,10 = highest), how committed are you to spending the time it takes to read and study? (Use the # of credits x 3 rule for how many hours a week you should be reading lecture notes and textbooks!)