Thursday, December 14, 2017

Writing 3 Class Notes -- Week 15 (December 14)

Greetings!

Well, we are done!  All of the students have presented their topics and the papers are to be handed in today.  Students, pat yourselves on the back, and parents, congratulate your students for their work.  Writing a research paper is a challenging task with many ups and downs, but these students have done well and should feel good about engaging in the process of such a task.

Today we heard from Grace about equine therapy, especially in regards to working with veterans with PTSD.  I was moved by the video that she showed and have a new appreciation for the challenges that our returning soldiers experience and also for the potential of this kind of therapy.

Maggie spoke well on various ways to prove the existence of God.  She shared a video from Prager University and explained the theories related to this discussion.  Good job tackling a complex topic.  

For those who did not bring paper copies of their papers to class today, please remember to share them on Google Docs or to attach a Word copy sometime today.  Also, if you did not hand in your most recent rough draft with my comments, please send that.  If you can't scan it, take a picture of the pages and attach them in an e-mail.

My hopes is to have the papers read and graded before Christmas, but it that doesn't happen, you should see grades from me by January 7.  (I'll have another e-mail that explains how I grade the work done in this class.)

Class Notes

Have a great Christmas!
Blessings,
Mrs. Prichard

Thursday, November 30, 2017

Writing 3 Class Notes -- Week 13 (November 30)

Greetings!

We had our first presentation this week.  Jade shared some details from her research about the effects of divorce on adolescence; she also brought someone to interview as part of her presentation.  We all learned a lot from her presentation.  Good work, Jade!

We are nearing the end of our semester, and most of the focus for the class is finishing the papers and putting together the presentations.  There's very little that I have to teach them at this point, but I've been doing more answering of questions in the past weeks.  We talked this week about the "hows" of the presentations and steps for revising their rough drafts.

The presentations can be an overview of the main facts of their research, or it can be focused on one section.  They can use PowerPoint slides, poster boards, or other items for visual presentations.  In fact, they don't need visual aids if not absolutely necessary.

When revising their papers, students should look at these areas:
1.  Introduction (with a hook, thesis, and road map), conclusion (summary, thesis, and parting words).  In addition, they should make sure that their thesis statement is clearly stated in the intro and reiterated in the conclusion.
2.  Content.  
3.  Organization, including transitions.
4.  Mechanics & grammar

When professional editors go through manuscripts, they often work from the end to the beginning.

This is the last week to hand in any rough drafts, whether it's a second or third rough draft.  If a student wants me to go over his/her paper before handing in the final draft, I would like to have them by Sunday night so that I have time to go over them by next Thursday.  

If you have any questions about any aspect of your paper or presentation, make sure you contact me.

This week's Class Notes.

Keep Calm and Get Those Papers Done.
Mrs. Prichard

Thursday, November 16, 2017

Writing 3 Class Notes -- Week 12 (November 16)

Greetings!

We are nearing the end of the semester, which is also the end of this writing project.  At the beginning of the class we did a quick review of the schedule for the next few weeks:
  • 11/23 -- No class -- Thanksgiving Break
  • 11/30 -- Week 13 (Jade presents)
  • 12/7 -- Week 14 (Therese & Jean-Marc present)
  • 12/14 -- Week 15 (Grace and Maggie present)

The final drafts of the essays are due by December 14, but they can hand them in before then.  If they want to hand in a third rough draft, that should be done before December 7.  It takes a significant amount of time for me to go over these longer papers, so I need to make sure that I have enough time to return them.

I usually include some practice with ACT and SAT essays at some point during the Writing 3 class.  Today we talked through an ACT Essay prompt and brainstormed how to organize this kind of essay.  These essays require that they evaluate three perspectives and develop their own opinion about the prompt.  

I did some quick explanations about the Works Cited page and parenthetical citations.  We've talked through these aspects of a research paper, but it's really not until they do their own writing that the instruction make sense.

After the work with the ACT Essay, I handed out rough drafts that had been handed in so that we could do some Peer Edits.  The students carefully read the papers by their classmates and made good comments.

Assignments for November 30
-- Keep working on your papers!
-- Prepare your presentation

Links for This Week
Class Notes

Have a blessed Thanksgiving!
Mrs. Prichard

Friday, November 10, 2017

Writing 3 Class Notes -- Week 11 (November 9)

Greetings!

This week we did some problem solving for specific difficulties relating to format/citations. As students are working on their papers, they don't always know what they don't know (or can't do) until they encounter difficulties.  I showed them how to do hanging indents in both Google docs and Word.  We discussed how what to put between the parentheses of an in text citation.  

In a short time, students are to present their information to the class.  They can share the highlights of their topics or focus on just one aspect.  Some students have not done PowerPoint or Google slide presentations.

Students handed in their second rough drafts, which I will go over this week and hand back next week.  Next week we will do some peer reviews.

Assignments for Next Week
-- Work on your presentation

Links for This Week
Class Notes
Changing Educational Paradigms (One of my favorites ever!)

Have a great weekend!
Mrs. Prichard

Friday, November 3, 2017

Writing 3 Class Notes -- Week 10 (November 2)

Greetings!

This week we covered information about citing sources and incorporating sources into the text of the research paper.  We've covered this material in a number of ways during the past two weeks, but until a person has a chance to do this in their own papers, some of the instruction doesn't stick.  Hopefully all of the students are at that place in their writing that they have "hooks" on which to hang this information.

As we talked about citations and Works Cited pages, I showed the students some online sources; those links and others will be at the bottom of this e-mail.  With the handouts that I've given the students, the MLA Handbook, and the multitude of online sources, the students should be able to find answers to any citation question that they have.  Of course, they can always feel free to send me an e-mail with specific questions that they can't find the answers to.

As they are finishing their second rough drafts, they need to do the following:
Check all their information -- if they got ideas, statistics, etc. from any source, they need to cite it.
Check for generalities -- be as specific as possible to keep the paper from being vague.
Consider how you incorporated your researched information -- check to see if signal phrases are appropriate to the information.

The class signed up for presentation times.  In our discussion this week, I briefly mentioned the parameters for these, and we will go over them more thoroughly next week.  In a nutshell, students will present to the class the material they feel would be interesting and important to know.  This might be just one aspect from their research or quick summaries of the whole of their information.  They should NOT read aloud the entirety of their paper.  They also need to have a visual component.  PowerPoint works well for this, but in the past students have also put together tri-fold presentation boards or brought in items to show the class.  (I've had chickens, drones, and Danish cookies as part of presentations.)

These are the presentation dates:
November 30 -- Jade
December 7 -- Therese, Jean-Marc
December 14 -- Grace, Maggie

It's about this time of the process that students get sick of their topics and feel that they have an unending project hanging over their heads.  It they've procrastinated, they are feeling the effects.  Ideally, the students are given a significant amount of time so that they can carefully craft a well-written research paper while learning the principles of plagiarism, correct citations, and appropriate incorporation of their researched material.  What often happens is students put off their work or are over scheduled and can't get to their work, resulting in the stress of throwing together something to meet a deadline. I've mentioned to the class many times that this project is as much an opportunity to learn about themselves as students as it is about the paper itself.  Please take some time this week to check in with your students and to encourage them.  

Assignments for Next Week
-- Rough Draft #2
-- Works Cited page
-- Start planning your presentation

Links for This Week:
Class Notes

Have a great weekend!
Mrs. Prichard

Tuesday, October 31, 2017

Writing 3 Class Notes -- Week 9 (October 26)

Greetings!

The days have sped by, and I've been so focused on correcting my pile of rough drafts from Writing 1 and Writing 2 that the class notes for all three classes simply slipped my mind.  For those who rely on them for the homework, I most humbly apologize!

So, to cut to the chase, here is the homework for this week:

Assignments for Thursday, November 2
-- KEEP WORKING ON YOUR ROUGH DRAFTS!
-- We've adjusted the due date for the second rough draft and have a one week extension
-- Rough Draft #2 is due November 9
-- Works Cited Draft #1 is due November 9

Links for this week:
Class Notes

See y'all on Thursday
Mrs. Prichard

Thursday, October 12, 2017

Writing 3 Class Notes -- Week 8 (October 12)

Greetings!

Again, my apologies for not sending out a full set of class notes last week.

We began our discussion with the special challenges that come with writing a research paper, and then discussed the specific challenges that each of the students was having.  At each stage of the process, the challenges are a little different.  One that was mentioned included writing the sentences and the paragraphs with a sense of order and coherence.

We watched three short videos about proper documentation, in text citations, and developing a Works Cited page.  See the links below for those videos and a couple others that will be helpful.

We finished the class by doing some peer reviews of the first rough drafts that were due today.  The papers were in various degrees of completeness.  This first draft is important for having the right content and order.   I've asked the students to have their rough drafts e-mailed to me by next Thursday so that I can go over them.

Below is the schedule for drafts that are due:
October 19 (Fall Break) -- Rough Draft #1
October 26 -- Works Cited Draft #1
November 11 -- Rough Draft #2
November 9 -- Works Cited #2
November 16 -- Rough Draft #3 (opt.)
November 30, December 7, December 14 -- Presentations
December 7, December 14 -- Final Drafts 

Assignments for October 26
-- Work on Rough Drafts (e-mail by October 19)
-- Works Cited Draft #1


Links for this Week
Class Notes

Have a great weekend and a wonderful break!
Mrs. Prichard

Thursday, September 28, 2017

Writing 3 Class Notes -- Week 6 (September 28)

Greetings!

We had a productive class this week discussing SAT Essay strategies and steps for correctly citing sources in research papers.  

Some of the students have taken the PSAT, the PLAN, and the ACT.  We discussed the differences between the ACT and the SAT, especially with regards to the essays.  While we didn't write out an essay, I walked through the structure of the test and strategies for writing the essay.  

Following the SAT discussion, we turned to topics related to MLA formatting, in-text citations, and signal phrases. We will go through these again in the context of their own rough drafts.

Speaking of rough drafts, I've extended the due date for the first Rough Draft.  Instead of October 5, Rough Draft #1 is due on October 12.


Assignments for Next Week:
-- RESEARCH AND WRITE!!


Links for This Week:
Class Notes

Here are some sources for taking the essay portion of the test:



Have a great weekend!
Mrs. Prichard

Friday, September 22, 2017

Writing 3 Class Notes -- Week 5 (September 21)

Greetings!

We did a lot of good thinking and working this week.  I spent a substantial part of the class time working with the students on thesis statements.  A good research paper can fail or succeed depending on the quality of the focus of this sentence.  This one sentence should state the topic/subject of the paper, the controlling opinion/stand that the writer is taking, and the primary points that will support and substantiate the claim of the opinion/stand.  That's a tall order for one sentence!

Following our thesis discussion, we looked at potential organization strategies.  Students should think beyond subtopics and consider the purpose for writing about those supporting elements.  We discussed when and how a writer would incorporate the following organizational structures:  chronological, spatial, comparison/contrast, cause/effect, problem/solution, evaluation, classification, extended definition.  Many times, a thorough research paper will incorporate a variety of these structures.  We also talked about and brainstormed organizing a paper according to general-to-specific principles and least-to-most important guidelines.  

At the end of the class, we had a brief check-in about the challenges that students were experiencing.  The top three were finding new (or enough) information, finding time, and finding motivation.  

Assignments for Next Week
-- Detailed Outline
-- Note:  The first rough draft is due 10/5.

Links for this week:
Class Notes

Have a wonderful weekend!
Mrs. Prichard

Friday, September 15, 2017

Writing 3 Class Notes -- week 4 (September 14)

Greetings!

Great class again!  Last week we talked a lot as a group, but this week I did most of the talking.  My least favorite way to structure a class is 100% lecture, but sometimes there is just a lot of material to cover.  

This week, we covered the following topics:
Finding Sources (including types of Google searches and using your library's EBSCO database)
Evaluating Sources
Preparing a Working Bibliography
Taking Notes
Plagiarism
Paraphrasing, Summarizing, and Quoting
Scanning & Skimming

Near the end of class, we did some timed writing.  I asked students to take 3 minutes to do a mind map for their topics; following that, we took another 3 minutes to either add to what had been started or to brainstorm possible Google search options.









With a larger research project, students will have a number of types of outlines to both help them with the research and to help them with the writing. Below are the types of outlines typically used:
Preliminary outline:  before you start; what you think you might find in your research
Running outline: during research that keeps track of the information that you are finding
Informal outline:  about half-way through the research; blends what you think you will find with what you've actually found
Detailed outline:  before writing; organizes all of your information in order; the more detailed, the easier it is to write.

For next week students are to hand in an outline.  It can be their running outline or an informal outline.  I want to see the progress.

A reminder:  The first rough draft is due October 5!

Assignments for Next Week
-- Outline (either Running or Informal)
-- Continue researching!

Links for This Week:
Class Notes

Have a great weekend!
Mrs. Prichard

Thursday, September 7, 2017

Writing 3 Class Notes -- Week 3 (September 7)

Greetings!

We had a productive time in class today talking about our topics.  It's time to be clarifying and being confident about our subjects and our working thesis statements.

We began with a timeline of the research paper process. On the blog you'll see a picture from the whiteboard.  It's important for students to be regularly reading and researching so that they can fine time their leading questions and begin to get a sense of an organizational order.

After going over this timeline, I gave the students a worksheet:  Cooperative Learning:  Evaluating Your Topic.  Throughout this project, we will have a number of opportunities to talk through the processes.  The students shared their topics and controlling ideas.  Then we talked as a group about the possible subtopics for their chosen topics.

Students handed in their "Why I'm Interested" papers, and we're on to the next paper, which is a Writing Proposal.  In this paper, students are to make their own plans.  They need to cover the following in their proposals:
  • brief background information for the subject and chosen topic
  • a working thesis
  • awareness of the level of the audience
  • a plan for locating the appropriate sources
  • an initial list of resources
  • proposed subtopics
  • a timeline for completing the assignment
  • acknowledgement of any difficulties or challenges for the project
Because we took this time to work through topic ideas, we did not have time to go through the 30 Steps (steps 11 - 13, which are about choosing and evaluating sources) or to go through the grammar for the day, which was about phrases.

Assignments for Next Week:
-- Writing Proposal
-- Read Steps 11 - 13
-- Continue working on your research 



Have a wonderful weekend.  If you're not doing anything, join us in Northfield for the Defeat of Jesse James Days!
Blessings,
Mrs. Prichard

Writing the Research Proposal


            The proposal is a brief written statement in which you explain to your teacher and yourself what your goals are for the research assignment.  The proposal helps both you and the teacher to evaluate if you’re heading in the right direction.  Like a contract or agreement, the proposal demonstrates what you are thinking about the topic and what preparations have been made for research.  Writing out your proposed plans also helps prevent procrastination.
            The proposal functions as a map for the process of writing the research paper.  It presents a brief introduction to the subject, explains the thesis and shows the direction in which the writer plans to go to answer the research question(s) and support the thesis.  The writer must do some preliminary reading and research to provide the information a good proposal offers.
           
The research proposal must include:
brief background information for the subject and chosen topic
a working thesis
awareness of the level of the audience
a plan for locating the appropriate sources
an initial list of resources
proposed subtopics
a timeline for completing the assignment
acknowledgement of any difficulties or challenges for the project.

After reviewing the ingredients for a good proposal, write a proposal for your own research topic.  Before you begin, review all of your work in the previous steps.  This paper should be a clear, effective single-page, business-like document. 

Research Proposal Guidelines
Due dates:  Week 4 (9/14)
Essay length:  1 – 3 pages
Paper format:
Typed (if this is not possible, please let me know)
1 inch margins
Name and date on the upper right hand corner
Number the pages on the lower right hand corner
Title centered above the text of the essay


Saturday, September 2, 2017

Writing 3 Class Notes -- Week 2 (August 31)

Greetings!

We had a good class this week and covered a lot of information.  Writing a research paper is a mix of learning and doing.  Students learn to fine-tune writing skills, to develop ideas about topics, to practice efficient research skills, and to become proficient in citations and MLA formatting.  Then, they take what they've learned and put it into practice until they realize they need to learn some more.  Throughout this semester, I hope to keep a good flow of learning and doing.

We began the class time by writing for 3 minutes about the topics they have been thinking about.  Firstly, I wanted them to write everything they knew about their topics.  If they ran out of information, they could begin writing questions about their topics.  When we finished this, I asked them to talk with their classmates about their topics in order to get more perspectives about their topics.

Coming up with a good topic and brainstorming ideas can be really challenging.  It's important that students are excited about their topic so that they can maintain their interest throughout the semester.  It should also be a topic that will provide a blend of their own ideas and researched information.  We considered these questions:
"What do I think?"
"What do the experts say?"
"What do I think about what the experts said?"
"What support/evidence/background information do I need?"

Using the topic of raising bilingual children, as a class we brainstormed possible leading questions that we might use to help direct our research.  Many times, these leading questions help students to also come up with subtopics.

We went through Steps 7 - 10  of the 30 Steps to a Research Paper.  I briefly covered the primary points, and the students should read it more carefully as part of their homework.  One of the topics we covered a little more in-depth was the importance of writing effective thesis statements.  (They got a handout the focused on this.)  A clear thesis statement controls the direction of a good paper.

For next week, students are to write a short 1-page paper titled, "Why I'm Interested" about their interest in their topics.  As they plan their papers, they should consider these questions:
-- How did you initially learn about this topic?
-- How much do you already know about this topic? 
-- On a scale of 1 to 10, how passionate are you about this area?
-- Who else do you think would be interested in this information?
-- How is this information important?
-- What are your opinions related to this subject?
-- Do you have personal experience connected to this material?
-- And so on …..


Assignments for Next Week:
-- Review Sections 7 - 10
-- "Why I'm Interested" paper
-- Types of Sentences (choose 2 sides)

Links for this Week
Class Notes

Have a great weekend!
Mrs. Prichard

"Why I'm Interested"

“Why I’m interested in …..”

            The best papers are those that are written by people who are really interested in their topics.  They don’t mind spending hours researching and reading about their chosen subject; the more they learn, the more they want to learn.  Since you will be spending the whole semester on this topic, it is vital that it interests, fascinates, and holds your attention!
            One way to establish and reinforce your interest in a topic is to take time to think about why this particular area appeals to you.  And one of the best ways to dig deeper into your thoughts about a matter is to write about it.  In this short essay, you can answer some of these questions:
   How did you initially learn about this topic?
   How much do you already know about this topic?
   On a scale of 1 to 10, how passionate are you about this area?
   Who else do you think would be interested in this information?
   How is this information important?
   What are your opinions related to this subject?
   Do you have personal experience connected to this material?
   And so on …..




Interest Paper Guidelines
Due dates:  Week 2 (9/7)
Essay length:  1 page
Paper format:
Typed (if this is not possible, please let me know)
1 inch margins
Name and date on the upper right hand corner
Number the pages on the lower right hand corner
Title centered above the text of the essay


Sunday, August 27, 2017

Grammar -- The Sentence & 8 Parts of Speech

WEEK 1

THE SENTENCE
A sentence is
a unit of words
simple, compound, complex, and compound-complex
made of a subject and a verb, and a complete thought
Subject
The simple subject is the singular noun or plural nouns that do the action of the verb.
The complete subject is the simple subject with any modifiers.
Verb
The simple verb may consist of one word or a group of words.  These are the action words of the sentence.
The complete subject is also called the predicate.  It contains modifiers, direct objects, and indirect objects.
Fragment
A fragment often looks like a sentence with a capital letter and an end punctuation.  However, it is missing a subject, a verb, or a complete thought.
The Run-on
A Run-on sentence is two or more sentences improperly joined by wrong puncutaion, no punctuation, or a conjunction that needs help from some kind of punctuation. 
Correcting a Run-on sentence
1.      Make two sentences.
2.      Join the two clauses by using a comma and a coordinating conjunction.
3.      Join the two clauses with a semicolon.
4.      Join the two clauses with a semicolon and a connector with a comma (but not a coordinating conjunction.
5.      Subordinate one of the clauses.






8 PARTS OF SPEECH
Verb
Verbs are commonly action words.  Verbs are in the following categories:
            Action, State of being, Linking, Groups of words
Verbs have voice
            Active:  the action of the verb is performed by the subject of the sentence.
            Passive:  the action of the verb is performed upon the subject of the sentence.
Agreement in number
            Singular subjects and singular verbs; plural subjects and plural verbs
All sentences have verbs
            Imperative sentences may appear to be missing the subject, but it is an understood “you.”
All verbs have four principal parts:
            1) present stem – e.g. look
            2) past tense – e.g. looked
            3) past participle – e.g. looked
            4) present participle – e.g. looking
Noun
Nouns are words, phrases or clauses that name a person, place, thing, idea, or quality.
Categories for nouns:  common, proper, compound, collective, as adverbs, concrete, abstract, countable, non-countable, verbal nouns (gerunds),
A noun can be used in a sentence as a: subject, direct object, indirect object, object of a preposition, predicate noun

Pronoun
A pronoun is a word used in place of a noun.  An antecedent is a word or group of words to which a pronoun refers.  If the antecedent is singular, the pronoun must be singular.  If the antecedent is plural, then the pronoun must be plural.
The various types of pronouns:  Personal (Subjective case, Objective case, Possessive case), Reflexive or intensive, Demonstrative, Relative, Interrogative, Extended, Indefinite

Adjective
An adjective is a word, phrase, or clause that modifies (changes, limits, describes, transforms, qualifies) a noun or pronoun.
Adjectives anwer the following questions:  Which one? What kind of? and How many?
Adjectives may be placed before the noun, after the noun, or after a state of being or linking verb.

Adverb
An adverb is a word, phrase, or clause that modifies (changes, limits, describes, transforms, qualifies) a verb, an adjective, or another adverb.
Adverbs answer the following questions:  How? When? Where? To what extent? How much? How often?


Preposition
A preposition is a word that links a noun or pronoun with some other word (usually a noun or a verb).
A preposition always comes before the noun (object of the preposition)
Prepositional phrases can be adjectival or adverbial.


Conjunction
A conjunction is a word or words used to join other words, phrases, or clauses.
Coordinating conjunctions:  for, and, nor, but, or, yet, so (“FANBOYS”)
Correlative conjunctions:  either … or; neither … nor; not only … but also; both … and; etc.
Adverbial conjunctions:  although, if, because, since (these join subordinate clauses)


Interjection

An interjection is a word or group of words expressing emotion or feeling.