1. Welcome to Seminar 3! We’ll begin on time. Meanwhile, enjoy chatting.
Where your dreams are concerned, be careful not to sell yourself short. Dream a large dream - and then spend the rest of your life making it come true.
Rick Warren

2. Welcome to Seminar 3! It’s show time………………….. How are all of you today?

3. Unit 3 Work 1)One Discussion Question
The message board is a large percentage of your grade. To increase your grade, post responses to other students’ postings.
2) Project: Crossing the Threshold (due midnight Tuesday)

4. Beginning the Journey
At some point, the “hero” actually has to begin the journey if anything is to happen.
In the Hobbit, Bilbo left his home to go on an adventure in search of dragon treasure. He decided to go.
In the Lord of the Rings trilogy, Bilbo’s heir, Frodo, accepted his fate and chose to journey to destroy the ring of power.
Sometimes, like Jonah, heroes try to avoid taking the journey, trying to flee in the opposite direction, but ends up on the path anyway.

5. Beginning
In literature, the hero leaves home to begin a physical journey to some place else, but not all journeys require leaving a physical home, and not all journeys are physical. Some are mental or emotional, but still require some sort of beginning, some stepping out on to the path.
Whatever type of journey the hero takes, the first step is often the hardest because it is a step out of the comfort zone into the unknown.
The unit talks about that as “crossing the threshold.”

6. Discussion (slide1) According to Dictionary.com, “threshold” is
“the sill of a doorway”
“the entrance to a house or building”
“any place or point of entering or beginning: the threshold of a new career”
“the starting point of an experience, event, or venture: on the threshold of manhood”
“a level or point at which something would happen, would cease to happen, or would take effect, become true, etc.”
In physiology it is “the point at which a stimulus is of sufficient intensity to begin to produce an effect: the threshold of consciousness; a low threshold of pain.”
The discussion talks about crossing over.

7. Discussion (slide 2) Examples of people who “crossed the threshold:
Dorothea Dix was an activist who argued for better treatment of those who live with mental illness.
Martin Niemoeller was a German pastor who came to Hitler’s attention and was eventually moved to a concentration camp for seven years. At first he did not speak up against evil, but he learned.
Both found that “All that is necessary for the triumph of evil is that good men do nothing” (attributed to Edmund Burke).
Both spoke out again the evil of their times.

8. Discussion (slide 3)
Crossing the threshold into a new life is often difficult. It involves facing new challenges.
Some give up when faced with obstacles or allow their own fears and doubts to end their journey.
Remember: “Whilst in the pursuit of a grand and wonderful dream, should you all of a sudden round a bend and see before you an enormous uncharted mountain with towering cliffs, jagged rocks, and seemingly impenetrable walls, just consider it a sign that your dream is considerably more worthwhile than you had previously imagined, and that you are exactly where you're supposed to be.” The Universe

9. Discussion Questions
Identify a time when you regret not speaking up for yourself or someone else.
Describe the situation.
Of all the examples you could have chosen, why does this one stand out to you?
What would change if you could go back and redo it?
How would you cross that threshold?
Read over your response and answer the following:
What is the main point or message of the story you have shared?
How might you phrase this as a thesis? In other words, what are the main ideas readers should take away from your message?

10. Discussion Alternatives
If you are unable to think of a time that you did not stand up for yourself or you would not redo the situation, please explain that.
You do not have to go to every fight that you are invited to, so standing up to someone may not be your choice in every situation. Explain your thoughts and choices.
Answer as many of the discussion questions as possible.
Be sure to write the thesis.

11. Quick Review: What is a thesis statement?

12. Thesis Statement Thesis = topic + point(s) or main idea(s)
A thesis is ONE SENTENCE that tells the point you are going to make in the paper.
A thesis tells the reader what the writing will be about.

13. Thesis for the Discussion
The discussion asks:
What is the main point or message of the story you shared?
How might you phrase this as a thesis? In other words, what are the main ideas readers should take away from your message?
Ask yourself:
What is the topic of what I have written?
What point have I made about that topic?
Your were given the topic: crossing the threshold. What point have you made about that topic?

14. How to Write a Thesis before Writing
Once you know your topic, think of a question or questions you would like to have answered about your topic.
Who, what, where, when, why, how?
Choose one or more to research.
Your thesis may be the answer to your question.

15. Research Questions
For example, let's say your topic was keeping children safe online. You would ask questions about your topic:
WHO are child molesters?
WHO are their targets?
WHAT do they do to children online?
WHEN do they do it?
HOW do they do it?
WHY do they do it?
WHERE do they do it?

16. From Question to Thesis
If you picked one of the questions, answering that question would be your essay. You would probably need to do research in order to answer your question.
As you found information, you'd take the answer and make it a thesis. For example, if you chose "WHO" your thesis might be:
A child molester may be a stranger, a friend, or even a member of the family.

17. Answering Questions If you chose three questions
WHO are their targets?
WHAT do they do to children online?
HOW do they do it?
Then your thesis would include answers to one question or all three questions.
For example: Parents are often confused as to who child molesters target, what exactly they do when they target a child, and how they do it.

18. The Unit 3 Project
Choose a historical figure who showed courage in “crossing the threshold.”
Be creative!
Try to choose someone others might not think of right away.
In fact, this is an opportunity to share your knowledge of a threshold-crossing hero who is important to you in particular and to the world in general.

19. The Project Must Include
1) Begin with a topic sentence that introduces your paragraph.
In the paragraph, provide the following information, but not necessarily in the order listed.
2) Provide a definition of courage
3) Explain in your own words what it means to cross the threshold.
4) Identify an historical figure who is an example of courage.

20. The Project Must Include (2)
5) Explain how he or she embodies your definition of courage.
6) Use specific examples and details to illustrate how that person showed courage.
7) Identify what thresholds he or she had to cross.
8) Explain how this person overcame adversity with specific examples and details to illustrate your point.
9) Finally, in one sentence, summarize the main idea of your response.

21. Formatting Project Must be in paragraph format
Minimum of 300 words, but must answer all the questions
Double-space the entire project, including the heading.
Use Times New Roman font style.
Use only 12 point font, not bold.
Include a heading with your name.
In doc sharing: “Using Microsoft Word” or “Word 2007.”

22. Definition
The project asks you to define courage, but you may find that you need to explain or define other terms that you use.
Giving definitions helps the reader know what you topic is.
If you take your definition from a dictionary or other source, you must give credit to that source.
Failure to give credit is considered to be plagiarism.

23. Examples
Remember that we talked last week in seminar about giving specific examples to explain your ideas.
Apply that to the Unit 3 Project: Use specific examples and details to illustrate how that person showed courage.
Using my topic of Washington, I could discuss how he fought against a much larger army, how he had no money for weapons or even food/clothing for his men, how he refused to become king, etc.

24. What is a paragraph?

25. Paragraph A paragraph is a group of related sentences.
If I chose George Washington as my historical person who showed courage, then my paragraph would discuss only him.
Each paragraph should focus on one idea because you will confuse your readers if you switch ideas or jumble too many different ideas together

26. More on Paragraphs
Each paragraph should begin with a topic sentence so the reader knows what you are talking about.
Paragraphs are composed of complete sentences.
Paragraphs should be indented.
Do NOT skip an extra line between paragraphs.

27. What is a topic sentence?

28. Topic Sentence
A topic sentence is a mini summary of a paragraph. It should always be the first sentence in a paragraph.
If I were writing about George Washington, my topic sentence would introduce him as my topic.
Example: George Washington, a person of great courage, overcame many obstacles when leading the colonists to freedom from Great Britain and helping to build the nation.

29. The middle and end of the paragraph
The middle of the paragraph should be filled with details that support the topic sentence.
What did Washington do that showed courage?
How did he lead colonists to freedom?
How did he help to build the nation?
At least three supporting details is normally required, but for this assignment, you have a list of questions that must be answered.
The last sentence is the conclusion of the paragraph.

30. If you don’t use topic sentences…
As a writer, if you do not use topic sentences, it confuses your reader. The document then becomes very difficult to follow and the overall piece lacks organization and structure.

31. How do you know when to start a new paragraph?

32. Paragraphs As Part of a Longer Work
Begin a new paragraph when you
End the introduction,
Begin a new idea,
Explain another point in your argument,
Change speakers in a dialogue,
Make a shift in place or time,
Start your conclusion,
Find your paragraph is too long.
Remember: Readers prefer shorter paragraphs. If you find yours are too long, look for a place to break.

33. The Writing Process
Just like the hero’s journey is not just about the goal, writing is also a journey, and the process is important.
Writing is a six step process.
Many of us have tried to skip steps in the process thinking that that will save us time.
Unfortunately, the opposite is true. Learning to use the process will ultimately save us time and produce better results.
Short cuts are usually not shorter.

34. Step 1: Prewriting
Prewriting helps you to generate ideas and begin writing. Prewriting includes free writing, brainstorming, clustering, listing, and questioning.
It doesn’t matter which technique you choose as long as it works.
This saves time because it is difficult to write if you have nothing to write about.

35. Freewriting
Free writing, like brainstorming, involves writing down anything that pops into your mind. However, free writing is usually in sentence form instead of just words and phrases. When you use this technique, do not worry about grammar, punctuation, spelling, etc. Just write!
The problem with free writing is that it lacks organization. Since you are going to have to rewrite, be sure to leave room for changes.

36. Clustering, Webbing, Bubbling, Mapping
This is a form of brainstorming, but with more organization. When you cluster, the topic is sorted for you as you write.
There are several formats of clustering. The basic one is to draw a circle in the center of your paper. Put your topic in this circle.

37. Questioning
Questioning helps you to find a direction. Ask "Who, What, Where, When, Why, and How" about your topic. The answers will help you to find your point or to prove your point.

38. Step 2: Organizing
Once you have ideas, you must organize those ideas so you know in what order you will write about them.
Outlining is a form of organizing.
Clustering comes pre-organized.
Failure to organize may result in confusing writing. Even s must be organized or your reader may be lost.

39. Step 3: Drafting
Drafting is putting your ideas down on paper or the computer screen. This is the actual writing phase.
Keep writing until you run out of ideas. Get everything down so you can work with it later.
When writing your draft, just write. Do not worry about correcting errors because you’ll get a chance to make changes later.

40. Step 4: Cooling
After you have completed your what you are writing, walk away from it for a while. Overnight is best, but even 5-10 minutes will help.
When you come back, reread your work. It will look different to you then.
You actually work better and faster if you take breaks.
Your mind needs rest and time to process ideas.

41. Step 5: Revising
Revising means rereading and rewriting what you have written. This may also include moving parts or deleting them.
This is where you make sure the what you have written says what you want to say in the way you want to say it.
You will need to learn to revise everything you write, including s and the discussion board.

42. Step 6: Editing Editing is making the picky little changes.
It means checking for spelling, punctuation, grammar, and capitalization errors.
Do not begin editing until you are satisfied that your project says what you want it to say. If you edit and then delete or change parts, you will have wasted the time you spent editing.

43. Writing Tip: Plurals Many people confuse plurals and possessives.
Plural = more than one;
Possessive = ownership.
For most plurals, just add an “s.”
The boys are riding their bikes.
[More than one boy is riding a bike.]
Two dogs are walking.
[Two dogs…]
The women are talking.
[More than one woman, but no “s.”]

44. Writing Tip: Possessives
When trying to decide between plural or possessive format, ask yourself, “Does anyone OWN anything?”
Adding the apostrophe indicates OWNERSHIP.
The boy’s bike [One boy OWNS one bike.]
The dog’s bone [One dog owns one bone.]
The dog’s bones [One dog owns many bones]
The woman’s children [One woman has many children]

45. Plural Possessives
Plural possessive = More than one person owns things.
To get this correct, you must first make the plural and then add the possessive.
To indicate that TWO boys own bikes,
first make the plural, "boys,"
and then add ONLY an apostrophe: boys’.
The two boys' bikes were stolen.
The two dogs’ leashes…..
The three women’s …