1. Week 5 – Day 1 Tuesday, February 13, 2018
English 1301
Week 5 – Day 1
Tuesday, February 13, 2018

2. Always come to class having read the assigned articles.
Just a Reminder …
Always come to class having read the assigned articles.
From this point onward, each article we read will be used in the essays for both Unit II and Unit III.
You cannot complete final essays without having read any of the articles / additional readings.
If you come to class having not read anything, then you cannot participate in class activities.

3. Topics & Goals of the Day
Topics: Free write, listening to texts, conversations, practice summary

4. UNIT II: Reading the Conversations
Over the next few weeks, we will be reading four texts that are in explicit or implicit conversation with each other in our theme. You will need to select two of these texts to include in your essay
Prensky, Marc. “Games Are NOT the Enemy.” Don’t Bother Me Mom—I’m Learning: How Computer and Video Games Are Preparing Your Kids for 21st Century Success—and How You Can Help! Paragon House, 2006, pp
Gee, James Paul. “Learning and Identity: What Does It Mean to be a Half-Elf?” What Video Games Have to Teach Us about Learning and Literacy. Revised and updated ed., Palgrave Macmillan, 2007, pp
Ramanan, Chella. “The Video Game Industry has a Diversity Problem—But It Can Be Fixed.” The Guardian, 15 Mar. 2017, gameindustry-diversity-problem-women-non-white-people
“Video Games Have a Diversity Problem That Runs Deeper Than Race or Gender.” The Guardian, 10 Sept. 2015, games-diversityproblem-runs-deeper-than-race-gender

5. What is a Summary?
Summary means providing your readers with a condensed version of an author’s key points from an entire article.
A summary can be as short as one sentence or much longer, depending on the complexity of the text and the level of detail you wish to provide to your readers.

6. Steps to Summarize
1. A summary usually begins with an introductory clause that states the article’s title and author. Example: In “Games Are NOT the Enemy,” Marc Prensky…
2. Write a summary in your own words. Do not use quotes.
3. A summary should contain all of the major points (audience + purpose) of the original text. Do not focus entirely on the fine details, examples, or illustrations.
4. A summary must contain only the ideas of the original text. Do not insert any of your own opinions, interpretations, deductions, or comments into the summary.

7. Free Writing
Ramanan, Chella. “The Video Game Industry has a Diversity Problem—but It Can Be Fixed.”
Write me a summary (one paragraph) of this article.

8. SUMMARY WORKSHOP
Mention the title of the article and the name of the author.
Mention and discuss a specific audience / Mention and discuss the purpose.
Provide context for article and comprehensively yet selectively explain author’s reasoning or how they make the argument. Your goal is to explain the argument for the reader, but you can’t include EVERYTHING. What is important and relevant?
Summary must accurately, fairly, clearly convey the author’s main point, thesis, or claim, usually using an active transitive verb.
Include strong verbs. Include vivid and specific adjectives. (Example: Munnecke contends. Munnecke asserts. Munnecke challenges …)

9. What is paraphrasing?
Paraphrasing involves putting a passage (a paragraph, a few sentences, etc.) from source material in your own words.
Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it.

10. Steps to Paraphrase
1. When reading the paragraph that you will paraphrase, make a note only of the author’s basic point (or points). You don’t necessarily need to use full sentences.
2. In your notes, you should already be translating the language of the original text into your own words. Capturing the original idea matters most here.
3. When you are ready to write the paper, rely on your notes rather than on the author’s work. You will find it much easier to avoid borrowing from the original passage because you will not have seen it recently.
**Whenever you paraphrase, remember that the paraphrase must be in your own words. You must do more than merely substitute phrases and words: you must create your own sentence structures using your own words and phrases. Finding new words for ideas that are already well-expressed can be difficult, but changing words should not be your chief aim.

11. In a paraphrase you must…
Refer explicitly to the author in your paraphrase. 
Analyze. Tell your reader, who has never read this passage before, what is important to know about this passage.
Only include the details that are most important to your paraphrase. Not all of the details from the original passage need to be included in the paraphrase. Since you are the one communicating these ideas to another human, it is up to you to decide which details are most important.

12. Passage from Oliver Sacks’ essay “An Anthropologist on Mars.”
Original Passage
Poor Paraphrase
The cause of the condition autism has been disputed. It occurs in approximately one in a thousand children, and it exists in all parts of the world, its characteristics strikingly similar in vastly differing cultures. The condition is often not noticeable in the child’s first year, yet it becomes more apparent as the child reaches the age of two or three. Although Asperger saw the condition as a biological defect of the emotions that was inborn and therefore similar to a physical defect, Kanner saw it as psychological in origin, as reflecting poor parenting and particularly a frigidly distant mother. During this period, autism was often seen as a defense mechanism, or it was misdiagnosed as childhood schizophrenia. An entire generation of mothers and fathers (but especially mothers) were made to feel responsible for their offspring’s autism.
The cause of autism has also been a matter of dispute. Its incidence is about one in a thousand, and it occurs throughout the world, its features remarkably consistent even in extremely different cultures. It is often not recognized in the first year of life, but tends to become obvious in the second or third year. Though Asperger regarded it as a biological defect of affective contact—innate, inborn, analogous to a physical or intellectual defect—Kanner tended to view it as a psychogenic disorder, a reflection of bad parenting, and most especially of a chillingly remote, often professional, "refrigerator mother." At this time, autism was often regarded as "defensive" in nature, or confused with childhood schizophrenia. A whole generation of parents—mothers, particularly—were made to feel guilty for the autism of their children.

13. Passage from Oliver Sacks’ essay “An Anthropologist on Mars.”
Original Passage
Good Paraphrase
The cause of autism has also been a matter of dispute. Its incidence is about one in a thousand, and it occurs throughout the world, its features remarkably consistent even in extremely different cultures. It is often not recognized in the first year of life, but tends to become obvious in the second or third year. Though Asperger regarded it as a biological defect of affective contact—innate, inborn, analogous to a physical or intellectual defect—Kanner tended to view it as a psychogenic disorder, a reflection of bad parenting, and most especially of a chillingly remote, often professional, "refrigerator mother." At this time, autism was often regarded as "defensive" in nature, or confused with childhood schizophrenia. A whole generation of parents—mothers, particularly—were made to feel guilty for the autism of their children.
In “An Anthropologist on Mars,” Sacks list some of the known facts about autism. We know, for example, that the condition occurs in roughly one out of every three thousand children. Sacks also reveals that the characteristics of autism do not vary from one culture to the next. Moreover, the condition is difficult to diagnose until the child has entered the second or third year of life because, as Sacks points out, a child with autism will not show signs in the first year of his life. Sacks observes that researchers have had a hard time agreeing on the causes of autism. He sketches the diametrically opposed positions of Asperger and Kanner. On the one hand, Asperger saw the condition as representing a constitutional defect in the child’s ability to make meaningful emotional contact with the external world. On the other hand, Kanner regarded autism as a consequence of harmful childrearing practices. For many years, confusion about this condition reigned. One unfortunate consequence of this confusion, Sacks suggests, was the burden of guilt imposed on so many parents for their child’s condition.

14. For Thursday, February 15, you will read the following:
Just a Reminder …
For Thursday, February 15, you will read the following: