1. COLLEGE COMPOSITION I: UNIT 6 SEMINAR

2. Unit 5 Work  Unit 5 work due last night:  Reading  Seminar  Discussion  Project  Grading  Zeros

3. Unit 6 Work  Reading  Drafting  Peer Review  Introductions  Conclusions

4. Unit 6 Work  Discussion:  Create your first draft – it needs to include all five paragraphs.  APA citation isn’t required for this posting, but it’s not a bad idea to include it to avoid future problems!  Save the draft as a Word (.doc) or rich text (.rtf) file.  Create your post with your draft as a document attachment. If you have specific questions you would like peers to address about your draft, ask these questions in the text of the discussion posting.

5. Unit 6 Work  Discussion:  Review at least two classmates’ drafts that do not already have two responses.  If everyone on the board has two replies when you post, you may choose any draft for your peer feedback.  Answer at least four of the following questions: Does the thesis correspond with the body paragraph topics, and how do you know? How does the introduction catch your attention, and do the paragraphs hold your attention through the last sentence of the essay? If APA is present, why does it seem correct or incorrect? Does the draft flow smoothly from one point to the next? If not, what could be done to create a smoother flow of ideas? Are there any other overall suggestions you have for the writer?  Then answer: What is your favorite thing about this draft?

6. Unit 6 Work  Seminar  You’re here!

7. Unit 6 Work  Quiz  The quiz this week is multiple choice and will ask you questions such as: What is prewriting? What are the three parts of any essay? What are the three functions of the introduction paragraph? What is the purpose of the three thesis key points? What are the three functions of each body paragraph? What are the three functions of the conclusion paragraph? What are the two basic parts of APA format What is paraphrase? What is quotation? What is plagiarism?

8. Questions?

9. Lecture  A quick review of the essay format:  It includes an introduction, a body, and a conclusion.  The body is three paragraphs long, with each paragraph referring to a key point of the thesis.  Each body paragraph should be at least five sentences long and should be formatted basically the same as an the entire essay with an introduction (i.e. topic sentence), body (body paragraphs), and conclusion.

10. Lecture  A quick review of the essay format:  Each body paragraph should also have a minimum of one source cited, whether it's a paraphrase or a quote. You can have more than one outside source referenced, but please make sure that you are using the sources as support, not as the majority of the paragraph.  Did anyone have any questions about the body paragraphs they wrote for last week?

11. Lecture  Let’s check what we know for citation:  What two things must you include in the in-text citation for a paraphrase?  What three things must you include in the in-text citation for a quote?  What else do you need to do for a quotation?  Any citation questions?

12. Lecture  Examples:  First: Include everything in parentheses. (This is called the "parenthetical citation.")  The FDA warns, “indirectly harmful products are those that do not themselves cause injury, but may lead people to delay or reject proven remedies, possibly worsening their condition” (Stehlin, 1995, p. 15).

13. Lecture  Examples:  Second: Include some of the information in the text, with the rest in parentheses at the end.  In their article about apple cider vinegar, WebMD states, “A 2006 study showed evidence that vinegar could lower cholesterol” (2007).

14. Lecture  Examples:  Third: Include all of the information in the text, in which case you don't need to use parentheses at all.  In an article published by Holistic Online in 2007, doctors point out that, “costs are an important factor to consider as many complementary and alternative treatments are not currently reimbursed by health insurance.”

15. Questions?

16. Lecture  The introduction of your paper is responsible for creating its first impression.  The three functions of the introduction are:  1. Capture readers’ attention  2. Provide basic background information for the topic of the essay  3. End with the thesis sentence with key points  A single paragraph with at least five sentences.

17. Lecture  Ways to begin:  Begin with a quotation.  Begin with a definition.  Begin with a question  Begin with a short anecdote or narrative.

18. Lecture  Sample introduction from reading: Childhood can blissfully and briefly fill life with games, imaginary friends, and the security of a warm bed and familiar surroundings. However, in wartime, these simple expectations may be shattered by events over which children have no control. For example, during World War II, British children became emotional casualties of war as they were separated from their families and from the precarious safety of childhood (Craig, 2005). On Friday, 1 September, 1939, as the Germans invaded Poland, over a million British children woke early to begin a plan called “The Evacuation.” This plan was designed to keep urban children safe from the expectation of heavy German bombing of the major cities in England (Johnson, 2004). However, although necessary, the plan also separated families and ended the carefree childhood days of many evacuees. In fact, even as adults, former evacuees feel the psychological aftershocks of their evacuation; these aftershocks include depression, post-traumatic stress syndrome, and anxiety disorders.

19. Lecture  (Hook) Childhood can blissfully and briefly fill life with games, imaginary friends, and the security of a warm bed and familiar surroundings.

20. Lecture  (Background) However, in wartime, these simple expectations may be shattered by events over which children have no control. For example, during World War II, British children became emotional casualties of war as they were separated from their families and from the precarious safety of childhood (Craig, 2005). On Friday, 1 September, 1939, as the Germans invaded Poland, over a million British children woke early to begin a plan called “The Evacuation.” This plan was designed to keep urban children safe from the expectation of heavy German bombing of the major cities in England (Johnson, 2004). However, although necessary, the plan also separated families and ended the carefree childhood days of many evacuees.

21. Lecture  (Thesis) In fact, even as adults, former evacuees feel the psychological aftershocks of their evacuation; these aftershocks include depression, post-traumatic stress syndrome, and anxiety disorders.

22. Lecture  Conclusion:  1. Restate the thesis sentence  2. Wrap up the major key point ideas  3. Close the essay by returning to the attention- capturing topic of the introduction  Restate thesis

23. Lecture  Conclusion:  Ask about each key point, "What is the most important thing my audience should know, overall, about this key point?"  Consider ending the conclusion paragraph by returning to the information you used to draw readers into the essay at the very beginning of the introduction paragraph.

24. Lecture  Sample conclusion from reading: This anxiety-- added to post-traumatic stress and accompanying depression -- brings the horror of childhood experiences to the present for former evacuees. In fact, fear becomes a constant companion even when the reason for fear, separation and abandonment issues, are long past. The traumatic times are over, but the memory of them lives on in dreams and waking hours. Battling sadness over a lost childhood is at the root of these adult experiences as evacuees face memories that few can understand. World War II was waged by adults; however, many children also suffered during this war. For these evacuees, childhood will not be associated with security and play, but with uncertainty and an effort to pick up the pieces.

25. Lecture  (Restated thesis) This anxiety-- added to post- traumatic stress and accompanying depression -- brings the horror of childhood experiences to the present for former evacuees.

26. Lecture  (Wrap up) In fact, fear becomes a constant companion even when the reason for fear, separation and abandonment issues, are long past. The traumatic times are over, but the memory of them lives on in dreams and waking hours. Battling sadness over a lost childhood is at the root of these adult experiences as evacuees face memories that few can understand.

27. Lecture  (Closing) World War II was waged by adults; however, many children also suffered during this war. For these evacuees, childhood will not be associated with security and play, but with uncertainty and an effort to pick up the pieces.

28. Lecture  Make sure to read the section about transitions!

29. Questions?

30. COLLEGE COMPOSITION I: UNIT 6 SEMINAR The End