Chicago-Style Citation

Engage & Explore

It may be quite difficult to engage a class of college students just coming back from Thanksgiving break and looking forward to Christmas break! However, in order to get the attention of the class I will begin by giving them sugar to wake up while I am introducing my topic.

Explain

Once I have introduced the topic, and I have the attention of the class, I will begin to explain who uses Chicago-Style Citation. Once they understand this, I will explain the three main components of Chicago Style Citation along with examples.

Extend

I will further explain Chicago Style Citation by giving an example of my own work. In this they will see everything they have learned so far in one example. They will also learn additional information like how to cite a block quote, how to use headers and footers, and how to space correctly.

Evaluate

The class will take a group quiz. The quiz will begin by having them cite information in a bibliography. Then I will ask them questions about information they learned in the presentation. When they answer correctly I will give them a piece of candy.

Apostrophe

Step 1: Engage and Explore

For my presentation, I will engage the students with a video explaining common misuses of the apostrophe. The lesson is for Juniors and Seniors in high school.

Step 2: Explain

I will explain how the apostrophe should be used in contractions and cases of possession along with a few other rules that are helpful to remember.

Step 3: Extend

My mini-lesson will be extended by showing examples of each rule that I explain.

Step 4: Evaluate and E-search

There will be a short quiz towards the end which I will go over to make sure everyone gets the correct answers.

Mini Lesson/Kendra Lantrip

Step 1- My audience for this mini lesson is high school students at the junior and senior level. I will engage them by presenting my information with a power point.

Step 2: Explaining "Not only, but also;neither,nor;either,or" is commonly used in verbal communication by most people, whether it be in formal/informal communication. I will start by explaining what these types of connecting words, their functions, and how to properly use them.

Step 3: Extend I will extend my mini lesson by showing examples of sentences that correctly use "not only, but also, neither nor, and either or". I will show sstudents how to break the sentences down so they can see what makes up the new sentences.

Step 4: Evaluate and E-search. There will be a short quiz about when to properly use "not only, but also; neither nor and either or." The quiz already has the answers in the drop down boxes, so no cheating! Here is the link for the quiz:


—http://esl.about.com/library/quiz/blgrquiz_paired.htm

Homework for Monday, Nov. 16th: your personal opinion

Solutions for our pop-up quiz from Monday, Nov. 9th:
According to the prompt in the email, you had to find ONE pronoun-antecedent disagreement:

WRONG sentence: "I mean, who in THEIR right mind would make such a claim if it wasn't true?"

RIGHT sentence: "I mean, who in HIS or HER right mind would make such a claim if it weren't true?"

(You only needed to spot the pronoun-antecedent disagreement; not the "was/were" mistake!)

The rule behind it: "Who" is always singular, like "anybody," "nobody," "somebody," "someone," "anyone," and "no one."


With regard to our most recent pop-up quiz, there is one person, Sylvia Chalker, who argues against the "right grammar rules." Here is a link to one page of a review article where this person gives good reasons for why one might need to rethink a "correct grammar rule."

The rule is: "WHO is always singular." After reading this critique's statement, how do you personally think about this issue? Is Sylvia Chalker right? Is she wrong? If you could change the grammar rule, would you do so, and why? Or, why not?

HOMEWORK: Post a short comment to this blog (or, if you cannot blog for some reason, email me, or bring a print-out), giving your personal opinion. Due date: Monday, Nov. 16th, at class time. This post is worth 5 points and makes up for the 5 points missed if you didn't spot the mistake in the pop-up quiz. If you did spot it, you'll get 10 points altogther!

In-Class, Nov. 9th: Conclusion

How to Write the Conclusion:

• must be the best-written part of the whole research essay
• must answer your research question (you can restate it!)
• must relate to your Literature Review (example: if one of your article in the Lit Review was against marijuana, and listed reasons for it, but your own survey found out that most people were in favor of it, write about the differences.)
• must contain MAJOR findings (Unlike your Results section, which talked about ALL your findings from ALL your questions step by step, the Conclusion only contains the main findings in %.)
• must contain speculations/assumptions WHY your findings were like this. You don't need to be "right", since you only assume certain reasons for the answers you got. Example: If you found out that 90% of your surveyed students do not participate in off-campus activities, you might assume that their university work load and their job hours make it impossible for them to participate in off-campus activities....)
• must contain implications/recommendations for the practice. Example: If you found out that texting really makes students' grammar worse, you could recommend that teachers instruct their high school students in code-switching, so they become aware that texting lingo is appropriate in informal settings, but not in academic papers.

In-Class, Nov. 9th: Introduction

Today, we are composing the Introduction and Conclusion, and then, our papers are finished - yay!!!

Below are the guidelines for how to compose the

Introduction

• don't use the words FACT, PROVE, and TRUTH!!!!!
• don't use "the writer brings his point across." Say directly what the message is.
  
• stay general
• no quotes
• no personal opinions (non-evaluative)
• some facts and the status quo of your topic in society today
• can (not: must!) include statistics (%) that you got from the Internet. If you use statistics, you need to mention who found them out, and in which year, so that we know if they're still valid. Example: "According to a study of the Ministry of Health Education from 2006, 80% of the U.S. women who get an abortion are white...."
• if it is "common knowledge," you don't need to cite your sources. That means, if you get ideas from the Internet that could be common knowledge (i.e., could have been your own perception), then it suffices to say, "according to many students' view, the drinking age in the U.S. should be lowered because...", and then you list reasons you find on the Internet.
• last sentence: justify why your research was needed, and what GAP in existing research literature it filled. (Example: all your three sources were from the 1940s-1960s. Your research is from 2009 and gives an up-date on the situation. Another example: your three sources only talked about English students. Your research talks about other content areas, like History, as well.....)
• Stay in passive voice; no personal pronouns!!!
  

Style Mini Lesson, Melissa Mason

Style

Step 1: Engage and Explore

My audience for this mini lesson is high school students at the junior and senior level. I will engage them by presenting an entertaining Youtube video.

Step 2: Explain

"Style" can be a difficult concept to grasp since many of the problems are in fact gramatically correct. I will start by explaining what most instructors consider to be major problems in writing that can confuse readers and what can interfere with arguments.

Step 3: Extend

I will extend my mini lesson by showing examples of sentences with ideas that can be expressed more directly, elegantly, and persuasively. I will show students how they can locate certain problems in their work, and offer techniques to help correct those problems.

Step 4: Evaluate and E-search

There will be a short quiz about eliminating wordiness. Here is the link for the quiz: http://grammar.ccc.commnet.edu/grammar/quizzes/nova/nova8.htm

Dashes and Hyphen Mini Lesson-Matthew Takach

Dashes and Hyphens

Step 1: Engage and Explore

My audience is high school students for my powerpoint presentation regarding my mini lesson. I will engage them by my Youtube video, sounding interesting and asking them questions to make sure that they understand the topic fully.

The link to the video for the dashes mini lesson is: http://www.youtube.com/watch?v=Cci8MXSZh_w
The link to the video for the hyphen mini lesson is: http://www.youtube.com/watch?v=R0uBCEII254

Step 2: Explain

I will explain when to use the dash and hyphen along with how they can be distinguished from one another.

Step 3: Extend

I will extend my mini lesson by explaining how to use the dash and hyphen correctly so that they don't get confused. I will show an example with the Youtube video to further the audience's understanding of the topic. My powerpoint also has many examples to help the audience understand the topic better.

Step 4: Evaluate and E-Search

The evaluation will be done by the quiz that I will hand out to the class to do and then explain and go over the answers afterwards. The e-search is my Youtube video that I will show the class.

* Me / My *

Step 1: Engage and Explore:
I will be presenting a power point presentation on when to use me and my in a sentence

Step 2: Explain:
I will explain how and when to use me and my. Also how someone could get those two confused.

Step 3: Extend:
I will extend the lesson by also explaining when to use me and I and how they can get confused. A youtube video will also be presented explaining me and I.

Step 4: Evaluate and E-Search:
Evaluation will be done by the mini quiz at the end of my presentation. You can watch the Youtube video if you'd like =)

http://www.youtube.com/watch?v=_6NOx8SC4f4