1. CM107 Units 6 Seminar Instructor: Julie O’Connor-Colvin

2. Tonight’s Agenda CM107 Key Concepts Review Essay Basics Review APA Review Final Project Topics/Directions (Unit 9 Project) Unit 6 Review ◦Unit 6 Work Overview ◦Unit 6 Project Tips ◦Field Trip: Unit 6 Sample Project

3. REVIEW UNITS 1-5 In previous units, you learned about researching, citing and avoiding plagiarism. You also: Practiced researching, citation, and formatting an essay in APA style. Selected a topic for your upcoming FINAL PROJECT due in unit 9. ◦Remember, the Unit 6 Project is a draft of the Unit 9 Project. Started prewriting for your Final Project.

4. Review Essay Basics Introduction Paragraph – responsible for creating a powerful first impression and telling the reader what the paragraph will be about 1)Engage Reader’s Attention 2) Introduce the general topic to be developed in the essay. 3)State essay’s main points in thesis

5. Review Essay Basics An Effective Thesis Sentence Generally stated in a single sentence. Expresses an point of view, not a topic. Be specific and clear and should avoid general statements. Should not be questions nor should they be confused with titles. Helps to organize the supporting material by stating key points to follow At least for this class, it should NOT include first person (I) and should NOT announce (this paper will…)

6. Review Essay Basics An Effective Topic Sentence is first sentence in each body paragraph focuses on ONE key point explains why the key point supports the thesis limits what the paragraph can be about forces you to be focused with your evidence Leads to you only include evidence that specifically supports that key point, not just the topic generally

7. Review Essay Basics Body Paragraphs – responsible for stating, explaining, and supporting each key point in the thesis sentence 1)Include a topic sentence that introduces and explains a thesis key point. 2)Support topic sentence with support sentences (with APA citation if needed). 3) End with the specific sentence that wraps up with the thesis sentence’s connection to the key point and transitions to next paragraph.

8. Review Essay Basics Conclusion Paragraph– In some ways mirrors the introduction paragraph, but also leaves the reader thinking. 1)Restate the thesis (consider reversing the order of key points for variety). 2)Wrap up connections between main points 3)Close while keeping readers engaged.

9. Writing Center Services 1. Writing Tutors available for live one-on-one sessions 2. Paper Review and Q&A Services through which you can send your draft for personal feedback 3. Writing Reference Library which contains information and examples on every writing topic you may need help with from grammar to thesis formation 4. Citation Guidelines (APA & more) including several examples 5. Writing Workshops which involve live seminar- like presentations on various writing topics 6. English Language Learners resources 7. Effective Writing Podcasts Series which feature presentations on various writing topic

10. APA Review APA Format includes specific guidelines on how you should structure the layout of your essays. This includes guidelines for three types of pages: 1.Title Page 2.Body Pages 3.References Page APA Citation includes specific guidelines on how to use resources in your essays. APA Citation requires:  In-text parenthetical citation  References Page citations

11. APA Review Direct Quotes Someone else's exact words or numbers. Requires: 1)placing borrowed words within quotation marks 2) parenthetical citation 3) Full citation on Reference page Paraphrases Someone else’s ideas that you put into your own words. DO NOT simply change a few words and consider it a paraphrase—that’s plagairism, even if it is unintentional To paraphrase, use your own words and sentence structure. Requires: 1) parenthetical citation 2) Full citation on References page

12. APA Review Direct Quote and Paraphrase Examples Direct Quotes with in-text citations: According to Jones (1998), “students often had difficulty using APA style, especially when it was their first time" (p. 199). Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers? She stated, "Students often had difficulty using APA style," but she did not offer an explanation as to why (Jones, 1998, p. 199). Paraphrase with in-text citation: In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester, 1976, pg 46- 47).

13. Using Sources Appropriately  Use to support and explain your own ideas  Consider drafting without any sources and then adding sources to help defend, develop and explore your ideas.  Avoid simply cutting and pasting information from sources  Do not fill your papers with source information for the sake of filling up space  Interact with and analyze source information  Do not over-quote! 13

14. APA Review: Use sources to support YOUR ideas TIP- Avoid Dropped Quotes! Dropped quote: stand-alone quotation  interrupt essay flow and coherence Failing to introduce a quote can lead to reader confusion Dropped quote: The protagonist Holden gets frustrated and decides to leave. "People are always ruining things for you" (Salinger, 1997, p. 88). Integrated Quote: The protagonist, Holden, gets frustrated and decides to leave, claiming that "people are always ruining things for you" (Salinger, 1997, p. 88).

15. APA Review Different Sources have Different Citations Your APA Format resources show you how to cite different types of sources. All you need to do is follow the examples for the type of resource you are citing. Here are a few examples: Book with one author Maslow, A.H. (1974). Toward a psychology of being. Princeton: Van Nostrand. Author. (Publication year). Title. City of publication: publishing company. IN TEXT CITATION: (Maslow, 1974, pg. 5). Journal Article Miller, W. (2011). Violent crimes in city gangs. Journal of Social Issues, 21(10), 1-28. Author. (year of publication). Title of article. Journal name, volume #(issue #), page number(s). IN TEXT CITATION: (Miller, 2011, pg. 27-28).

16. APA Review Different Sources have Different Citations Few more examples: Newspaper Article James, W.R. (1993, November 16). The uninsured and health care. Wall Street Journal, pp. A1, A14. Author’s name. (Publication date). Article title. Newspaper name, page # and section. IN TEXT CITATION: (James, 2005. pg. A1). Internet Source With Author Brown, J. (2012). How to manage employees. Retrieved from www.managementpractice.org/management www.managementpractice.org/management IN TEXT CITATION: (Brown, 2012) Internet Source Without Author The dangers of alcohol. (2011). Alcoholics Anonymous. Retrieved from http://www.aa.org/lang/en/subpage.cfm?page=1 http://www.aa.org/lang/en/subpage.cfm?page=1 IN TEXT CITATION: (The dangers of alcohol, 2011)

17. Review: Final Project Directions For the Final Project (due at the end of Unit 9), you will be writing an academic essay of around 750-850 words in which you serve as a mentor and share your knowledge with someone who needs your help. You can either write to a group of people who have a particular problem that someone in your field of study might be facing, for the purpose of motivating this group of people to overcome this particular problem; or you can write to people who are themselves just entering the field you are studying but who are facing a dilemma and who need your guidance and knowledge to help them with dealing with this issue.

18. Review: Final Project Directions The Final Project directions state that you can either write to: 1.a group of people who have a particular problem that someone in your field of study might be facing, for the purpose of motivating this group of people to overcome this particular problem 2.people who are themselves just entering the field you are studying but who are facing a dilemma and who need your guidance and knowledge to help them with dealing with this issue. Thesis examples: 1)Parents of elementary school children struggling with obesity can help their children reach healthy weights by getting children involved with planning a healthy weekly dinner menu, participating in physical activity with their children, and setting limits on sedentary indoor activity for their children. 2)Nutritionists can help fight childhood obesity by establishing nutrition education partnerships with local elementary schools, community centers, and pediatric offices.

19. CM107 Unit 6 The Fire Gift

20. 1. Read Unit Overview 2. Read Unit 6 Readings: Reading Section on course siteUnit reading includes hyperlinks to:  How to create a strong outline  How to create a strong essay draft  How to get started on writing an essay  How to avoid writer’s block 3. Grammar Review Topic: Pronoun Use 4. Complete Unit 6 Discussion Board Responses (40 points) 5. Seminar-live or option #2 (10 points) 6. Complete Journal 6 (10 points) 7. Unit 6 Project (150 points) 20 Unit 6 Work DUE: Tuesday, September 11 by midnight

21. Unit 6 Discussion Board To help you generate ideas for your Unit 6 Project, create an original dialogue between two people. This dialogue should be between you and one person who has the specific problem you are writing about in your Final Project. This is a fun prewriting technique that is meant to help you think of ideas for your project. You will take these ideas and shape them up in the more formal draft due in this unit, but be sure that somehow your dialogue covers the following questions: ◦What is this person’s concern, what has caused this problem, and how is this problem affecting this person? ◦What are your ideas for addressing this problem and why might this person benefit from listening to your ideas?

22. Sample Discussion Board Dialogue I chose to write about teaching exceptional students because I had trouble with the original topic, motivating parents to be engaged in their children’s education. This dialogue is between me (a veteran teacher, I am pretending!) and a new teacher: Mary: Hi, Sarah. How are you doing? How is your first month of teaching going? Sarah: Overall, great, Mary. I am enjoying seeing my students learn, but I am having trouble with one student and I just don’t know what to do? Mary: Which student, Sarah? What is happening? Sarah: It’s Mark. He can’t seem to focus at all and he gets really frustrated whenever he is working on assignments or taking tests. He is clearly an intelligent kid but sometimes he gets so mad when he doesn’t understand the math concepts that we are going over that he starts throwing things. I have tried to calm him down. I have talked to his parents about tutoring, but this just isn’t helping. Mary: Those are classic symptoms of ADHD, Sarah. I wonder if you might need to talk to Mark’s parents about what is happening. I took a class in teaching exceptional students, and we spent a whole month on this subject. We read this great book called Understanding ADHD: A Practical Guide for Teachers and Parents. The author, William Bender, has some really good and helpful advice on how to work with parents, how to create individualized lesson plans, and more importantly, how to help the child cope. Would you like to borrow the book? This may not be Mark’s issue, but it wouldn’t hurt to sit down with his parents and see if they would like to schedule a meeting with the therapist and his family doctor. If he has ADHD, changes in diet, behavioral management therapy and in some cases, ADHD medicine could really help. Sarah: Absolutely. I can see Mark getting further and further behind and becoming more and more frustrated by the minute. It would be great if we could get him some help. If he could learn to control his anger and if somehow he could stay focused, I know he would really excel in school. Mary: Sounds great. I promise to bring that book to school tomorrow. Reference: Bender, W. (1997). Understanding ADHD: a practical guide for teachers and parents. New Jersey: Merrill Prentice Hall. Retrieved from http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_ http://eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_

23. UNIT 6 PROJECT DIRECTIONS Even though the final project is not due until the end of unit 9, beginning the writing process now will help you avoid the frustration that occurs when you wait until the last minute. Take the topic idea you have chosen for your final project essay and do the following: Begin with an APA formatted title page. Then, for Part I of this assignment, write a SENTENCE OUTLINE that establishes a thesis and organizational plan for the essay you will write. The more detailed your outline is, the more valuable it will be.

24. UNIT 6 PROJECT DIRECTIONS Part II Take that outline and develop your ideas by writing a draft of the essay itself. The draft itself should be around 400-500 words. It does not have to include a formal essay introduction or conclusion, but it should have a clear thesis and should be organized into clear, generally well-developed paragraphs. ◦Even though an introduction and conclusion is not required, writing these now will help you to do better on the Unit 9 Project. You should incorporate and use at least 2 reliable sources and cite those sources both within the body paragraphs where you use the source information and in the References page at the end of the draft. For help with the Research Process and your Unit 6 project, be sure to review the following video created by your KU Library staff: ◦http://khe2.adobeconnect.com/cm107_unit6_kol_research_tutorial /http://khe2.adobeconnect.com/cm107_unit6_kol_research_tutorial /

25. Unit 6 Project Rubric A (135- 150 points) Outline is in appropriate sentence format and is detailed Draft has a clear main point or thesis. Paragraphs are effectively organized with clear transitions. Ideas are developed well but may still need some additional clarification or research information before the Final Project submission. Sentence structure is effective and sentences have complexity and variety. Grammar and mechanics are effective, although some minor errors may be present. Meets source requirements and incorporates relevant source information effectively. All source information is given credit through both in text citations and an appropriately formatted reference page. Demonstrates APA formatting. Meets length requirements.

26. Unit 6 Project Tip: Prewrite for a thesis before creating an outline. Before you begin to outline your ideas, consider working through the PREWRITING strategies you have learned about. Consider listing. Consider freewriting. Then, establish a thesis that indicates the main point you are making in the essay. Without a thesis, creating an outline may very well be impossible.

27. BENEFITS OF AN OUTLINE Some say “I don’t like to outline. It LIMITS me.” That actually is the value of an outline. Do you find yourself losing focus when you write? Do you sometimes include information not relevant to the topic? An outline will help avoid this. What else can an outline help you to do? HOW do you create an outline? Tip: Divide your THESIS it into its logical parts and use that to guide your outline.

28. DRAFTING PROCESS Your very FIRST draft may very well be scattered, unfocused, and full of errors. That is ok for the first draft. The draft you submit for your unit 6 project should, however, be a more polished draft so you can receive helpful feedback. Consider pre-drafting before you then revise that into a more readable draft you can submit as your unit 6 project. What are the benefits of a draft? How do YOU draft?

29. FIELD TRIP Review the SAMPLE UNIT 6 PROJECT in our course now. Is the author’s point clear? What would you say about the outline and draft? How might the outline and draft help the author to move forward in the writing process? How does reviewing the sample help you to clarify the expectations for the assignment?

30. QUESTIONS? Good night! That’s all I have for you tonight!