December 19th, 2013

12/19/13

In Class:
Journal--  Identify, explain, and reflect on one goal for each of the following:
  * the next hour,
  * the next day,
  * the next week,
  * the next year, and
  * the next 10 years.

Students worked independently on final projects.

Exit ticket: What grade do you think you deserve in this class and why?

Homework:
Have a spectacular break! Learn something cool.

December 18th, 2013

12/18/13

In Class:
Journal--  Reflect on the agreement you signed on the first day of class--specifically, the "best person" clause. Did you fulfill your agreement? Did you live up to the expectations you set for yourself?

Students worked independently on finals and missing work.

Exit ticket: Set a goal for yourself for the next 24 hours.

Homework:
Finish final essay (due at 5!)
Finish creative/artistic response (due tomorrow at 3!)

December 17th, 2013

12/17/13

In Class:
Journal--  Identify, explain, and reflect on one thing you want to accomplish in the next:
  * hour,
  * day,
  * month,
  * year,
and
  * ten years.

Students worked independently on revisions for final essays.
Reminder: journal entries will be collected on Thursday at 2:30 PM.

Exit ticket: Identify three things in your life for which you are grateful.

Homework:
Finish your final essay revisions.
Catch up on any missing work.

December 12th, 2013

12/12/13

In Class:
Read "The Shock of Teapots" by Cynthia Ozick.
Journal--  How does "The Shock of Teapots" relate to our travel assignment? To your own educative experience?

Reviewed final project expectations.

Independently, students worked on weekly topical research paper #6.

Exit ticket: What, specifically, are your three next steps to ensure your success during finals week?

Homework:
Continue revising for your final project!

December 10th, 2013

12/10/13

In Class:
Journal--  Imagine you could write your own eulogy. What would you want said about who you are your what you've accomplished? What is your legacy?

Students worked independently on weekly topical research paper #6.

Exit ticket: Identify one person who you want to thank for something.

Homework:
Thank the person you listed on your exit ticket.
Work on WTRP #6.

December 5th, 2013

12/5/13

In Class:
Journal--  Reflect on the following quote. "Though we travel the world over to find the beautiful, we must carry it with us or we find it not." 

Students worked independently on weekly paper #5. 

Homework:
Identify which papers you will use for your final revisions.

December 3rd, 2013

12/3/13

In Class:
Journal--  Describe the image in as much detail as possible. Account for sight, sound, taste, touch, and scent.

Discussed and reviewed the process of interpreting and organizing information, specifically focusing on reading from The Writer's Research Manual, p. 678-80.

Introduced final project assignment and distributed missing work reports.

Students worked independently on weekly topical research paper #5.

Exit ticket: Identify two ways you will demonstrate respect (for other people, for the school community, for yourself) this week.

Homework:
Weekly Topical Research Paper #5.
Catch up on missing assignments.

November 21st, 2013

11/21/13

In Class:
Journal--  What are you most looking forward to over Thanksgiving Break? Set at least 2 academic goals and at least 2 personal/mental health/relaxation goals.

Discussed the use of people as research sources, anticipating potential Thanksgiving reunions, family time, etc.

Students worked independently on weekly topical research papers.

Exit ticket: What is the craziest thing you've done in the last two months?

Homework:
Catch up on any missing assignments or papers.
Begin writing weekly topical research paper #5.

November 19th, 2013

11/19/13

In Class:

Field trip to Boulder Public Library.
Learned to use print and electronic research resources through BPL.
Each student registered for a library card for Internet and direct access to BPL sources.

Homework:
Work on weekly topical research essay #4!

November 14th, 2013

11/14/13

In Class:
Journal--  Describe, in detail, the person who taught you a) how to tie your shoes, or b) how to ride a bike.

Mini-lesson on integrating quotes:
"We are always getting ready to live and never living." - Ralph Waldo Emerson
  -> Introduce quote "direct quote" (Authorlastname pagenumber).
     * Unfortunately, our nervous living habits result in our "never living" (Emerson).
  -> "Direct quote" concluding words (Authorlastname pagenumber).
     * "We are always getting ready to live and never living" our lives to the fullest potential (Emerson).
  -> "Direct quote," interrupting words, "more direct quote" (Authorlastname pagenumber).
     * "We are always getting ready to live," constantly looking forward to what will come next, "and never living" (Emerson).
  -> Paraphrasing (condensing and rephrasing an idea or sentiment)
     * Most people struggle to live in the moment (Emerson).
[see page 92 of MLA Handbook for Writers of Research Papers, 7th ed.]

Students worked independently on their third research paper.

Journals collected.

Exit ticket: Who is one person you can always rely on?

Homework:
Finish any outstanding work.

November 12th, 2013

11/12/13

In Class:
Journal--  Describe one place that you consider "home" using as much detail as possible.

Mini-lesson on organizational techniques for essay-writing.

Students worked independently on their next weekly topical research paper.

Exit ticket: Name one new non-academic thing you've learned in the last two weeks.

Homework:
Work on your next research paper.
Catch up on any missing work.

November 7th, 2013

11/7/13

In Class:
Journal--  Picture your bedroom/living space and take an inventory of the objects, posters, etc. What do each of these say about your identity, personality, and passions?

Mini-lesson on key research methods: Boolean operators in search engines, external links and references on Wikipedia, and IPL.

Students used the remainder of class to finish their second weekly research paper.

Exit ticket: What percentage of your second paper have you finished?

Homework:
Begin brainstorming for your next paper.

November 5th, 2013

11/5/13

In Class:
Journal--  Explain how to fail a class.

"The Wool Sweater Lesson" [Thesis and Organization]
topic: What is the subject or focus of your paper?
position: What is your argument, stance, or point?
thesis: 1-3 sentences which construct your topic and position.
      --> If your essay was the human body, the thesis would be the backbone. The rest of the essay can still function and work, but not to its full potential. The thesis provides structure and strength.
 
One method for creating a strong thesis statement is called the T3 Method. T: State your main topic, position, idea, or argument. 3: Lay out three separate but related dimensions or details that support your ideas. Example:  Topic: Wool sweaters. -- So what?
Position: Wool sweaters are the best.
3: fuzzy, warm, and super hip.
T3: Wool sweaters are the best because they are fuzzy, warm, and super hip.
Alternatively, you can consider different formats, like Wool sweaters are the best because they make me look good and feel good.
The T3 Method is very useful because it helps construct the organization of your essay from the very first paragraph.

A second method for creating a strong thesis statement is the Occasion/Position Statement. The construction for this statement is:
[Subordinating Conjunction] + topic + , + position.
Example:
Although wool sweaters can be itchy, they are well-worth the trouble. 

Students worked independently on their next weekly research paper.

Exit ticket: Write a thesis statement regarding wool sweaters.

Homework:
Work on your next research paper.

October 31st, 2013

10/31/13

In Class:
Journal--  How do you define success? What steps can one take to achieve it?

Reviewed the concept of "bias," then read as a class "Evaluating Sources" from A Writer's Research Manual (p. 650-7).

Each student found an article of his or her choice online, then wrote one paragraph evaluating and describing its bias.

With remaining class time, students worked on completing their first weekly research paper.

Exit ticket: What is one question you can ask yourself while evaluating for bias?

Homework:
Catch up on any missing assignments.
Start brainstorming for your next essay.

October 29th, 2013

10/29/13

In Class:
Journal--  Free-write using the following quote as a jumping-off point: "The whole purpose of education is to turn mirrors into windows." - Sydney J. Harris

Defined and discussed bias. 
     bias: prejudice (in favor or against) one person, group, ideology, or argument; how the way that you see the world affects what you say and/or do.
Bias is inevitable and exists everywhere. It is created and exemplified through:
  - rhetoric (style, emotional quality, word choice)
  - facts/information provided
  - facts/information omitted 
  - nature of argument
  - audience
  - medium of communication
  - time/currency
  - purpose
  - personal/professional affiliation
Screened a clip from The Daily Show titled "The Splice Channel," which discusses how the omission of important information can demonstrate an extreme bias and drastically alter our perception of a situation.
Reviewed a selection of possible biased manners of thinking from a list of cognitive biases.

Independently, students began working on their first weekly research paper.

Exit ticket: When is your first paper due?

Homework:
Work on your first paper! (You will have some time on Thursday, but you should get as close to finished as possible.)

October 24th, 2013

10/24/13

In Class:
Journal--  Describe your last escape.

Brief lecture and discussion of annotation and note-taking strategies.
annotation: the process of marking a text to create notes, e.g., underlining, margin notes, stars, etc.
Questions to ask yourself while annotating and reflecting:
- What words or expressions do I not yet understand?
- What are the main points of this article?
- What important information supports the main points? [Who, What, When, Where, Why, How]
- What information is missing? What do I need to research more?
- Where are the ideas coming from? Can I trust the information?
- What thoughts, feelings, and reactions am I experiencing as I read?
Why annotate? It helps us:
- read ‘actively’
- note important information
- keep track of ideas
- remember reactions and thoughts
summary: a condensed version of a reading. Uses annotated notes to identify important information and create a ‘quick read’ reflection.

As a class, we read and annotated "The Meanings of Life: Four Noble Truths of Intereconnectedness" by David Servan-Schreiber. Reviewed and debriefed.

Following instruction, each student created an MLA formatted template for assignments.

Exit ticket: Name one reason that we annotate.

Homework:
Print and annotate an article from The Daily Camera, The Longmont Times-Call, or another local paper. Then, write a summary of the article in MLA format.

October 22nd, 2013

10/22/13

In Class:
Journals and class introduction.
Journal--  Identify one thing on which you consider yourself an expert. Explain this topic in as much detail as you can.

Class discussion on the purpose of education using student ideas and the flowchart to the right, concluding with reflection on the value of self-education, particularly as it plays into the research process.  

Reviewed class syllabus and expectations.

Reviewed and discussed weekly ongoing assignment.

Exit ticket: "If I do one thing to be successful this block, it will be..."

Homework:
Finish your itinerary by Thursday.

Ongoing Assignment: Weekly Topical Research Project

Introduction to Research Writing – Weekly Topical Research Project

Due every Thursday (starting Week 2) at 2:30 PM

October 31^st, 2013

November 7^th, 2013

November 14^th, 2013

November 21^st, 2013

December 5^th, 2013

December 13^th, 2013

In order to demonstrate your growth in the field of research writing, you will write weekly research papers on a variety of elements of different international cultures.

Assignment:

In Week One, you will create a ‘Round-the-World plane ticket itinerary:

http://www.staralliance.com/en/fares/round-the-world-fare/#

You must follow the parameters of the Star Alliance:

            - Maximum of 15 destinations

            - Maximum of 39,000 miles

            - Maximum of 16 segments (routes)

Additionally, you must begin and conclude your trip in Denver, CO.

Beyond that, all aspects of travel are at your fingertips. Don’t hold back!

After completing your itinerary, click “Download PDF” and print the page. Turn one copy in.

Starting in Week 2, you will research the cities, countries, and regions on your itinerary on a weekly basis. Each week, you should choose one destination and one cultural element to examine. You may choose from the following elements (or propose your own):

Cultural Elements:     

- music                       - dance                       - cuisine        - sports

- language     - literature    - art                 - entertainment

- science        - technology  - agriculture  - industry

- etiquette     - government            - economy      - environmental conservation

           

Your papers should be typed in 12-point font, double-spaced, with one-inch margins – MLA format. They should be no fewer than two pages.

Remember, you must document your research. Using the citation techniques you learn in class, you must give credit where credit is due.

 

Tips for success on this project:

·      Start early. If you wait until Thursday to research and write, your papers will lack depth and insight. The more time you give yourself, the more you will learn and the better grades you will achieve.

·      Ask questions and submit drafts. I’m here to support you throughout this project—you are absolutely welcome to ask for help, to bounce ideas off me, or to just chat.

·      Make your itinerary matter to you. If you care about your destinations, your essays will be much easier and more meaningful.

Syllabus: Introduction to Research Writing

Introduction to Research Writing

October 22^nd – December 19^th, 2013

TTh 1:00 - 2:30, Room __

http://boulderprepirw.blogspot.com/

Shane Abrams

shaneabrams@boulderprep.org

Course Texts

The Bedford Guide for College Writers, 8^th ed. Ed. X.J. Kennedy, Dorothy M. Kennedy, and Marcia F. Muth. Boston: Bedford, 2008. Print.

MLA Handbook for Writers of Research Papers, 7th ed. Modern Language Association. New York: MLA, 2009. Print.

The following blog will also serve as a resource for disseminating materials, notes, and texts: 

http://boulderprepirw.blogspot.com/

Course Description

Introduction to Research Writing will expose students to the process of research, analysis, and non-fiction writing in order to prepare them for research-oriented writing in a variety of disciplines. Students will foster intermediate level research and citation skills while developing the ability to critically analyze and synthesize information. Additionally, the overarching structure of the course aims to introduce students to cultural customs and the global community.

Learning Outcomes and Essential Questions

During this course, students will develop the ability to…

·       utilize a variety of resources in the research process.

·       distinguish between credible and non-credible sources.

·       appropriately cite sources to avoid intentional and unintentional plagiarism.

·       expand their knowledge of diverse cultural heritage, customs, and traditions.

We will aim to explore—perhaps even answer—some of the following questions:

·       How can we critically consume media to expand our understanding of the global community?

·       Why is it important to avoid plagiarism? How can we express organic and authentic ideas within a community of scholarship?

Outcomes Assessment

The following assignments will be used to assess students’ progress toward learning outcomes: participation & attendance (graded daily); daily journal entries (graded once per block); in-class and out-of-class assignments; weekly topical research papers; and a final project. Additionally, other artistic or academic assignments will be collected and assessed when the instructor sees appropriate.

Classroom Agreements – Grading, Attendance, and Comportment

Grades for Introduction to Research Writing will be calculated on a points-based scale; i.e., each assignment, including long-term projects and daily participation grades, will be valued at a certain number of points possible. Over the 8-week course, points possible will amount to roughly 800-1000 points. At any time, a student may request his or her grade, and I will do my best to provide a response in a timely fashion.

Extra credit will not be provided, barring unforeseen, extenuating circumstances; therefore, students are expected to complete each and every assignment to the best of their respective abilities. Opportunity for success will not be withheld: each student will have the chance to excel, in terms of grades and personal growth. However, the burden lies upon the student to optimize these opportunities.

Students should attend all classes as possible. There will be only 16 sessions of Introduction to Research Writing; each absence is detrimental to your learning potential. I will not deduct points for absences, whether they are excused or unexcused. However, students are always responsible for information, work, and cumulative assignments which they miss when absent: missing multiple classes will unforgivingly hinder a student’s academic success. If a student misses class, I advise visiting the course blog – http://boulderprepirw.blogspot.com/ – to see what she or he missed and what she or he needs in order to catch up. If you know in advance that you will miss a class, please consult with me beforehand.

Students are expected to arrive to class on time. This means that each student should be sitting at a desk with all necessary materials, including any assigned reading for the class, ready to begin working at 1:00. This does not mean walking from the Commons to the classroom at 1:00; this does not mean arriving at 12:59 and leaving to use the bathroom until 1:05. In regards to individual breaks, you should think of yourselves as adults during this class: leave the classroom only when you must and only when it is appropriate. At the maximum, only one student should be out of the classroom at any given time.

Respect everyone’s educational opportunity.

My classroom is a place for personal growth, be it intellectual, emotional, or otherwise. I expect all students to help me maintain an environment conducive to such growth. All students are entitled to the right to improve and evolve, and no person should infringe upon this right in any manner. My classroom will be a safe and respectful environment for my students to exercise their right to learn.

Course Specific Grades:

Daily participation – 10 pts. / day

Daily journal entries – 160 pts.

Weekly topical research papers – 50 pts. each

General assignments – 10-20 pts. / each (approx. 150 pts. total)

Final project – 300 pts.

                  * see particular assignment sheets for specific breakdown and expectations

Academic Honesty

Plagiarism and cheating, whether intentional or unintentional, shall not be tolerated. Every student is expected to follow any and all codes of academic honesty endorsed by Boulder Preparatory High School.

*Note: it will be very easy to accidentally plagiarize during this course. Take extreme caution and err on the side of citing too frequently.

Electronic Devices

In order to contribute to a classroom environment which respects everyone’s educational opportunities, students are asked to refrain from the use of cell phones and other unnecessary and/or distracting devices during class time. When you are in class, regardless of the nature of the activity, your cell phone should be put away, your music device shut off, and any other devices out of sight. Devices that seem to be distracting any student will be impounded for the remainder of the period.

Materials Needed

Please bring these things to class every day:

Writing materials (pen/pencil, paper)

Course texts (readings, handouts, assignments, etc.)

Writing journal

Binder, folder, or other organizational system for hand-out readings

Approximate Schedule of Study and Curriculum

This schedule is a rough estimate and is subject to change.

            Weekly topical research papers are due every Thursday at 2:30 PM.

Week one (10/17 - 10/24) –	Introduction to the Research Process Trustworthy Sources
Week two (10/28 - 10/31) –	Plagiarism and Citation Annotation and Analysis
Week three (11/4 - 11/7) –	Thesis Statements and Paragraph Organization
Week four (11/11 - 11/14) –	Essay Organization
Week five (11/18 - 11/21) –	Using Non-Traditional Resources
Thanksgiving Break (11/25 - 11/29)
Week six (12/2 - 12/5) –	Using Research to Support an Argument
Week seven (12/9 - 12/12) –	Understanding Challenging Texts
Week eight (12/16 - 12/19) –	Final Project Research and Design

Miscellaneous

I reserve the right to amend or alter this syllabus; please note that any changes are made in an effort to create the best possible academic environment. I will notify students of any such changes as promptly as possible.

I wholeheartedly welcome feedback. Please do not hesitate to provide response to my teaching practices, assignments, etc.—but please provide this feedback while class is not in session.

I, _______________________________, hereby acknowledge that I have received and reviewed this

(print name)

syllabus. Any questions or concerns that have arisen have been addressed adequately.

I recognize that I am a student: I am capable of anything I encounter in this course, though it may be challenging—and it should be challenging. I will not state that I “can’t” do something, but that I “can’t yet.” I will ask for help when I need it, whether assistance is from Shane, from my peers, or from another responsible individual.

I will contribute to a classroom environment which is healthy, fun, welcoming, intellectual, emotional, and safe, among other things.

I will respect everyone’s educational opportunities; I will respect our building; I will respect my peers’ and instructors’ belongings; I will respect everyone’s right to make amends.

I will be the best person—intellectually, socially, and otherwise—that I can be.

_____________________________________                                                                                        __________________

    (signature)                                                                                                                                                   (date)