Research Paper Writing for Academic Track Students (RPW for ATS)
Click HERE for a link to our class syllabus.
Click HERE for a copy of the proofreading/editing symbols I will use on your papers.
Click HERE for a copy of the proofreading/editing symbols I will use on your papers.
CLASS DATE: April 11, 2013
DUE DATE: April 18, 2013
FINAL APA paper is due in class - PRINTED!!
CLASS DATE: April 4, 2013
DUE DATE: April 11, 2013
First draft of your APA paper is due in class - PRINTED!!
Please email me if you have any questions!
Resources:
PowerPoint: Writing Essay Introductions
Handout: Parallel Structure
CLASS DATE: March 28, 2014
DUE DATE: April 4, 2014
Prepare for short quiz on thesis statements. This will include writing your own working thesis according to the guidelines in today's presentation.
Due:
1. Resource page in APA format with 3 peer reviewed journals and a minimum of 3 additional sources.
REMINDER: There will be a lab on Wednesday p.m. to work on APA format, including reference page! Location to be announced!! Note time change! Lab will be in Smyth at 3:15-4:30, as per the email sent to all!
Resources:
Powerpoint - from research question to working thesis
Purdue Owl for APA
Hanging Indent in MS Word
Different Header on first page in MS Word
BibMe
CLASS DATE: March 21, 2014
DUE DATE: March 28th, 2014
Read: Evaluating Sources and Taking Notes
Understand: Why is it important to use sources in your writing.
Know: What is a working bibliography? What is an annotated bibliography? How are these part of the process of writing a research paper.
Know: What information do you need to gather for your working bibliography for a book? What information do you need to gather for an electronic source?
Prepare to hand in on Friday, March 28:
1. Evaluating Sources Handout - Part I and Part II
Directions - Follow the instructions on the handout for Part I & Part II.
For Part II, you may write your answer on the handout, or use the chart attached below.
2. Evaluations of three (3) electronic sources for your research paper
Directions: Find three electronic sources you may consider using for your research project. Use the "source map: evaluating web sources" (pp 188-189 of the handout) to evaluate the source for use in your research paper. You may use the chart attached below or use your own format. If you use the chart, use one chart for each source.
Resources: Chart: Evaluating Articles & Evaluating Web Sources
CLASS DATE: March 7, 2014
DUE DATE: March 20th by Midnight!!
ENJOY YOUR SPRING BREAK!!
Send your final copy of your "Don't Blame the Eater" essay to me by email.
This final copy should incorporate my edits as well as the peer edits. It must include at least one quote, using the sandwich method (see quotation presentation below).
If you have not already submitted your three summaries of your articles, please submit them in word processed format, as below:
I. Write and label your research question at the top of the page.
II. Write a one paragraph summary of each of your articles. Use your reporting verbs in the summaries.
III. Label each summary with the name of the article and the author(s).
Resources:
Quotation Presentation
CLASS DATE: March 7, 2014
DUE DATE: March 20th by Midnight!!
ENJOY YOUR SPRING BREAK!!
Send your final copy of your "Don't Blame the Eater" essay to me by email.
This final copy should incorporate my edits as well as the peer edits. It must include at least one quote, using the sandwich method (see quotation presentation below).
If you have not already submitted your three summaries of your articles, please submit them in word processed format, as below:
I. Write and label your research question at the top of the page.
II. Write a one paragraph summary of each of your articles. Use your reporting verbs in the summaries.
III. Label each summary with the name of the article and the author(s).
Resources:
Quotation Presentation
Pronoun-Antecedent Agreement
Youtube video on pronoun-antecedent agreement.
website explaining pronoun-antecedent agreement
Pronoun-Antecedent Reference Errors
website explaining pronoun-antecedent reference errors
CLASS DATE: February 28, 2014
DUE DATE: March 7, 2014
1. Revise your response essay for "Don't Blame the Eater" by David Zinczenko. Incorporate at least one quote into your writing. Use the "sandwich method" described in the reading "As He Himself Puts it: The Art of Quoting"
2. Complete the worksheet on the "Art of Quoting"
Resources:
Templates for Introducing Quotes
Reading: "As He Himself Puts it: The Art of Quoting."
Worksheet on the Art of Quoting
PPT presentation on Run-on Sentences
Skill Worksheet - Run On Sentences
CLASS DATE: February 21, 2014
DUE DATE: February 28, 2014
I. Write a one paragraph summary of each of your
articles. Use your reporting verbs.
website explaining pronoun-antecedent agreement
Pronoun-Antecedent Reference Errors
website explaining pronoun-antecedent reference errors
CLASS DATE: February 28, 2014
DUE DATE: March 7, 2014
1. Revise your response essay for "Don't Blame the Eater" by David Zinczenko. Incorporate at least one quote into your writing. Use the "sandwich method" described in the reading "As He Himself Puts it: The Art of Quoting"
2. Complete the worksheet on the "Art of Quoting"
Resources:
Templates for Introducing Quotes
Reading: "As He Himself Puts it: The Art of Quoting."
Worksheet on the Art of Quoting
PPT presentation on Run-on Sentences
Skill Worksheet - Run On Sentences
CLASS DATE: February 21, 2014
DUE DATE: February 28, 2014
II. Read and Take notes
on “As He Himself Puts it: The Art of
Quoting”
Bring new vocabulary words from the reading.
Read very carefully the section: “ Templates for Explaining
Quotations. “ This is where many of you need help!!
II. Prepare for a short, open-book quiz on
summarizing, paraphrasing and quoting.
I will give you passages from “David Zinczenko’s “Don’t Blame the Eater”
and/or “Her Point Is: The Art of
Summarizing” and ask you to summarize the passage using specific reporting
verbs.
Resources you should have for the quiz:
Readings: “The Art of
Summarizing” and “Don’t Blame the Eater”
Handout: Summarizing,
Paraphrasing and Quoting
DUE DATE: February 21, 2014
1. Bring in three or more journal articles for your research paper. If your research question has changed since the quiz, bring your revised research question.
2. In the handout "Summarizing, Paraphrasing, and Quoting." Click HERE for the handout.
Do exercise 2 on pages 363-364 (1,2, and 3)
3. Bring in your completed, annotated reading "She Says." Know the definition of the reporting verbs. Be ready to participate in a group activity from the reading.
CLASS DATE: February 7, 2014
DUE DATE: February 14, 2014
Read the handout "Summarizing, Paraphrasing, and Quoting." Click HERE for the handout.
Be able to discuss:
- what is the definition of each term?
- what are the situations that call for the use of these techniques?
- what are some tips for incorporating each of these techniques into your writing?
Read: "Her Point Is -- The Art of Summarizing." Click HERE for the handout.
Know the definition for all of the "reporting verbs," including verbs for making a claim, expressing agreement, questioning or disagreeing and making recommendations.
Prepare for short quiz:
Be able to identify the six qualifications of a good research question.
Write your research question
Write a short paragraph about why, according to these qualifications, your research question is good.
Check Engrade to be sure you are current in all of your assignments. Complete any missing assignments.
Review new vocabulary from today: litigious, skeptical (adj), exaggerate (v), vulnerable (adj) , vague (adj), segue (v or n)
CLASS DATE: January 31, 2014
DUE DATE: February 7, 2014
Due on 2/7: Read the handout, pages 389-393. Click HERE for a copy.
Pages 389-390 is the introduction to the group of readings we will do. Pages 391-393 encompass the article "Don't Blame the Eater," by David Zinczenko. This is the article you will respond to in the one page essay, as described below.
Read the directions below carefully and thoroughly:
Write an essay responding to Zinczenko, using your own experience and knowledge as part of your argument. You may agree, disagree, or both, but be sure to represent Zinczenko's views near the beginning of your text, summarizing and quoting from his arguments.
1. Your work should be word-processed, double-spaced, with standard margins.
2. Write a 4-5 paragraph essay (U.S. academic standard) with an introduction, supporting paragraphs with details and specific examples, and a conclusion.
3. Use templates!!!
4. This assignment will be graded.Click HERE for the rubric I will use to grade your paper.
5. You may bring your word-processed paper to class or email it to me by midnight on the night before class.
Vocabulary to Know: Every class we discuss some new vocabulary. Here's some academic words we specifically covered in our classes to date. There won't be a vocabulary test, but I guarantee you will see them again and, of course, I would love to see some of these words in your spoken and written vocabulary!
tenet, template, foster, persuade, encompass, kinesthetic, discipline, vehemently, anecdote, amend, rectify, novel (adj)
CLASS DATE: January 24, 2014Pages 389-390 is the introduction to the group of readings we will do. Pages 391-393 encompass the article "Don't Blame the Eater," by David Zinczenko. This is the article you will respond to in the one page essay, as described below.
Read the directions below carefully and thoroughly:
Write an essay responding to Zinczenko, using your own experience and knowledge as part of your argument. You may agree, disagree, or both, but be sure to represent Zinczenko's views near the beginning of your text, summarizing and quoting from his arguments.
1. Your work should be word-processed, double-spaced, with standard margins.
2. Write a 4-5 paragraph essay (U.S. academic standard) with an introduction, supporting paragraphs with details and specific examples, and a conclusion.
3. Use templates!!!
- Use the templates and structure from our class assignment, Writing with a Template, and from the "They Say" reading and homework.
4. This assignment will be graded.Click HERE for the rubric I will use to grade your paper.
5. You may bring your word-processed paper to class or email it to me by midnight on the night before class.
Vocabulary to Know: Every class we discuss some new vocabulary. Here's some academic words we specifically covered in our classes to date. There won't be a vocabulary test, but I guarantee you will see them again and, of course, I would love to see some of these words in your spoken and written vocabulary!
tenet, template, foster, persuade, encompass, kinesthetic, discipline, vehemently, anecdote, amend, rectify, novel (adj)
DUE DATE: January 31, 2014
Read:
“They Say” Take notes (annotate during your reading - be prepared
to discuss in class).
Select
two templates from each category and prepare full sentences using the
templates. Work should be word processed and ready to hand in at the
start of class.
Remember: These templates all represent the "THEY SAY" or the position you are responding to in your research!!
Remember: These templates all represent the "THEY SAY" or the position you are responding to in your research!!
Categories are the bold
headings in the reading, including:
Templates
for Introducing What They Say
Templates
for Introducing Standard Views
Templates for Making What "They Say" Something You Say
Templates for Introducing Something Implied or Assumed
Templates for Introducing an Ongoing Debate
Templates for Making What "They Say" Something You Say
Templates for Introducing Something Implied or Assumed
Templates for Introducing an Ongoing Debate
Click HERE for the reading.
If you were absent, or did not complete the work in class,
the following is due on Friday, January 31.
1. Writing
with a template:
Complete the template below on a separate sheet of
paper. Utilize your own ideas and the ideas
from the book. Pay close attention to
the structure of your paragraphs, using the clues in the template.
Click HERE for a link to "Writing with a Template"
Click HERE for an exemplar from your classmates' work.
Click HERE for an exemplar from your classmates' work.
2. Narrowing
your topic:
Using the questions we discussed in class, state your
clearly defined research topic.
Work with
someone to help you define it.
List
which questions you used to define your topic.
Click HERE for the handout about narrowing your topic.
CLASS DATE: January 17, 2014
DUE DATE: January 24, 2014
Complete the reading from They Say...I Say
Be ready to discuss the following points:
1) How is writing like entering a conversation? How does this apply to academic writing?
2) The reading uses the idiom "putting in your oar." What does this mean in the context of academic writing?
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