4.7 Comma Usage

 Outline of this lesson:

• Describe the most common use of commas
• before coordinating conjunctions
• to set off introductory clauses
• to set off non-essential information clauses in the middle of a sentence
• to list items in a series
• Correctly eliminate and place commas within sentences featuring the aforementioned criteria
•  Locate resources on the internet that will help clarify use of semicolon, colon, and dash

A. Warm-up

Comma jokes 1
Comma jokes 2 (*warning: graphic contents*)

 







B. Comma experts

Create a new guide that recycles the information based on the guideline on each worksheet. Restate the information by using your own words.
Group 1: Comma information sheet (coordinating conjunctions)
Group 2: Comma information sheet (introductory elements)
Group 3: Comma information sheet (elements in series)
Group 4: Comma information sheet (non-restrictive clauses)


C. Practice

Handout 1: Comma Quiz (Key)

Supplementary materials about comma, semicolon, colon, dash and writing academic/formal email messages:
1. BYU writing center
2. Purdue OWL punctuation

• Purdue OWL commas: quick rules

•  Purdue OWL commas: extended rules for commas

•  Purdue OWL commas V.S. semicolons

3. Writer's Help 2.0 (search for these key words)
4. Resource for writing academic/formal email message:
E-mail Message


D. Homework:
04/27 (Wednesday) by 11:59pm

Submit the in-class peer review sheet that you received from your peer (feedback for your research paper 1st draft). Please submit it on Compass2g
 

04/29 (Friday) or 05/02 (Monday) Individual Conference
Bring "Individual Conference Handout" on individual conference day.
Please check the time/location: Sign-up sheet


04/29 (Friday) by 11:59pm

Submit Reflection Essay #2 on Compass2g. See Writing prompt for reflection essay #2 for detailed instructions

 
04/30 (Saturday) by 11:59pm

Writer's Help 2.0 Checkpoint 3: 3 exercises and 2 learning curves. (see screenshot below)

05/02 (Monday) Individual Conference
Bring "Individual Conference Handout" on individual conference day.
Please check the time/location: Sign-up sheet


05/04 (Wednesday) by 11:59pm

Complete final draft
All 8 paragraphs, title page, reference list
 

4.8 APA paper formatting

Outline of this lesson:

• Locate rules for APA formatting applications: title page, headers, page numbers, and reference page
• Apply rules to correct format in MS Word document.

A. Formatting:

Handout 1: Instructions:  Formatting guide

Handout 2: Practice: What's missing? (use handout 1: formatting guide to identify formatting problems; use the helpful link 1 below to improve it)

Helpful link 1: Purdue OWL General APA Guidelines
Title: no more than 12 words
Running head: no more than 50 characters including spaces and punctuation

Other resources: Purdue OWL Vidcast (watch through 2:50 minute mark) for overview of title page

Sample APA Research Paper (with APA formatting)
 

B. Writing effective titles

Handout 3: PowerPoint: Titles

Handout 4: practice: title ranking worksheet

Handout 5: practice: sample paragraphs worksheet


C. Writing effective headings

Handout 6: PowerPoint: using effective headings

Handout 7: reading passage as an example: depression

Handout 8: reading passage with sample headings: too much coffee?

Handout 9: practice: are these headings effective? how to improve: overcoming homesickness


D. Homework:

1. Apply the title, title page formatting, and effective headings to your own research paper. 
2. Submit your research paper 1st draft (all 8 paragraphs, with a title page and a reference page). Upload it on compass2g before 5pm (before class), 04/27, Wednesday. 
3. Check April upcoming deadlines for the rest of the assignments. 

                                           |                                                                   |
campus mail box (blue) between windows                                   FLB elevator

4.6 Academic Style

Outline of this lesson:

• Rethink the purpose & audience for academic writing
• Rethink the purpose & audience for individual research paper in this class
• Explain critical differences in tone between informal & formal English for academic purposes
• Avoid 1st/2nd person, eliminate contractions (he's, haven't), selectively use passive voice, select the most precise vocabulary, avoid informal slangg

PowerPoint 1: Academic style
PowerPoint 2: Academic Style Jeopardy

End of semester: individual conference

Handout

Sign-up sheet

4.5 Research paper conclusions

Outline of this lesson:

• Re-write your thesis statement from a new perspective different from the beginning of the conclusion
• Construct a logical flow of information highlighting key points from one or more of the following
• The impact of your research upon different facets of society
• Areas in need of more research
• The relationship between the topic and general audience
• A connection back to information given in the introduction

A. Conclusion paragraph

PowerPoint: writing effective conclusions

Handout 1: rewriting the thesis

Handout 2: Conclusion exercise (key)

Handout 3: checklist for a good conclusion paragraph 


B. Peer-review: 
Part 1 of research paper (04/20 Wednesday in class)

Handout 4: Source-synthesis workshop: peer-review


C. Homework:

1. Please submit the peer-review feedback (handout 4) that you received. Submit it on Compass2g by tonight (04/20, Wednesday) 11:59pm. Please go ahead and revise your 3 paragraphs, and further develop the 1st draft (8 paragraphs) of your research paper. 

2. Please submit your 1st draft (8 paragraphs) before class (by 5pm) next Wednesday, 04/27 on Compass2g. 

3. Submit Reflection Essay #2 on Compass2g before 04/29 (Friday) 11:59pm. See Writing prompt for reflection essay #2 for detailed instructions

4. Writer's Help 2.0 checkpoint 3: due by 04/30 (Saturday): 3 exercises and 2 learning curves. (see screenshot below)

 

4.4 Research Paper Introductions

Outline of this lesson:

• Identify 4 major sections of the problem-solution paragraph: hook, background info. of the problem, background info. of the organization, and the thesis statement
• Identify hooks/starters for academic papers (e.g. statistics, quotations, anecdotes)
• Generate WH- information questions and answers that will help brainstorm critical background information for a general audience
• Construct a logical flow of info. between the aforementioned sections

A. Re-order the introduction paragraph

Handout 1: IRP intro ordering activity (key)

Handout 2: IRP intro analysis chart (key)

B. Key ideas for background info.

Handout 3: WH- questions map 


C. Homework:
1. 04/20 (Wednesday) by 5pm
Complete "part 1 of research paper" before class this upcoming Wednesday. 
ONE body section (1 solution) only
2-3 para. with at least 2 sources synthesized
Submit it on compass

2. 04/29 (Friday) by 11:59pm

Submit Reflection Essay #2 on Compass2g. See Writing prompt for reflection essay #2 for detailed instructions


3. 04/30 (Saturday) by 11:59pm

Writer's Help 2.0 Checkpoint 3: 3 exercises and 2 learning curves. (see screenshot below)

4.3 Advanced In-text Citations

Outline of this lesson:

• Identify different reporting verbs and signal phrases in an academic research paper, and select appropriate reporting verbs and signal phrases to introduce paraphrasing and quotations
• Distinguish between different commonly used reporting verbs
• Use parenthetical citations with(out) phrases to introduce paraphrased sentences

PowerPoint: Advanced in-text citation

Review of 2 types of citations and advanced in-text citation rules:

Handout 1: Practice Worksheet (key)

Handout 2: Reporting verbs worksheet (key)

Handout 3: Reporting verbs

4.2 Critique and Evaluative Language

Outline of this lesson:

• Generate critique points for different solutions to a problem in terms of effectiveness and feasibility 
• Write a sample critique paragraph using appropriate evaluative language 
• Identify the importance of the connection between critique and improvement of a solution

A. Warm-up

Product #1: Lectro fan
Product #2: Horse head  mask
Product #3: Gummy bears

Discussion questions:

• Have you ever done any online shopping before, and wrote customer reviews afterwards? 
• What did you usually wrote about in the customer review? 
• If you are reading other people's review of a certain product, what would you like to learn about most?

B. Critique Points

Two types of solutions

• Non-material: These solutions do not have a direct, immediate, or visible effect on the problem. (e.g. education programs)
• Material-based: These solutions have some kind of visible effect, whether it is implementing a new policy or building something. They have effects that are more practical and immediate (e.g. provide therapy for patients to help with their mental health, )

Handout 1: Come up with critique points


C. Practice

Handout 2: Sample Critique Improvement


D. Homework

1. Unit 3 annotated bibliography final draft is due on 04/13, tonight by 11:59pm. Please submit it on Compass2g (assignment -> unit 3 -> final draft annotated bibliography).
2. Work on the "critique paragraph" for your research paper solution #1

4.0 Writing Research Paper Overview

Student Outcomes:
As a result of this unit, students will be able to:

• Write a 5-7 page problem solution paper demonstrating: 
• Source synthesis 
• Academic introductions and conclusions 
• APA formatting competence (title page, header, page numbers, reference page) 
• Reference page with at least 5 citations 
• A balance of quoted and paraphrased in-text citations

Assignment Description:
Lessons in this unit are designed to equip the students with the skills to write a formal APA paper as a culmination of their research process from the previous two units. It is a final demonstration of the student's research skills (choosing a focused topic, developing a research question, using library materials for support) source-based writing skills (evaluating, synthesizing, and documenting sources), and critical thinking skills.

The "spirit of guidance" is still prioritized for most of the lessons and multiple drafts of various parts of the paper can be assigned based on your lesson design. It is strongly encouraged that some form of peer-review be used so that students are actively sharing their progress with one another. The most important skills to be emphasized for this assignment are critique and source synthesis along with the mechanics of APA formatting for integrating sources. The final one-on-one conference of the semester most often is focused on reviewing a draft of the IRP with the student.

Task/Prompt: 

Choose an organization that is actively working towards addressing a problem in society (community, state, region or country) affecting a distinct population (women, animals, children, etc.). Write a problem/solution paper that describes and critiques three current solutions offered by the organization and recommends how to improve them.

Structure:

I. Introduction    Solution #1            II. Description            III. Critique            IV. Improvement   Solution #2            V. Description            VI. Critique            VII. Improvement    VIII. Conclusion

Formatting: 

APA Research Paper formatting should be used, including a title page, headers, headings, and the reference page. Final papers should be 5-7 pages, Times New Roman, Size 12, Double-spaced, with 1-inch margins on all sides. (Paper size: 8 1/2 x 11-inches) Note: The Reference page should not include the annotations from the annotated bibliography.

Sources: 

A minimum of 5 academic sources (not including the organization website, and at least 3 peer-reviewed) should be used in this paper. Most body paragraphs must demonstrate synthesis of more than one source.

Plagiarism: 

Both intentional and unintentional plagiarism should be dealt with harshly at this point of the semester. Consequences vary from instructor to instructor, however, ALL A-level final drafts must be completely free from plagiarism. Passing/failing a student should be seriously considered if they are not understanding the seriousness of plagiarism and/or how to avoid it. 

Student Assignment Prompt


Assignment Deadlines:
Part 1 of research paper
ONE body section (1 solution) only
2-3 para. with at least 2 sources synthesized
Due: 04/20 Wednesday before class: 5pm (for in-class workshop)

Complete 1st draft
All 8 paragraphs, title page, reference list
Due: 04/27 Wednesday before class by 5pm (for in-class peer-review)

Complete final draft
All 8 paragraphs, title page, reference list
Due: 05/04 Wednesday by 11:59pm

IRP Grading Rubric

Student Writing Samples:
Sample #1: Earthquake Loss Reduction
Sample #2: American Teenagers Lack Global Experience: A Critique of Two Solutions
Sample #3: Impacts and Solutions of Air Pollution

4.1 Source Synthesis

Outline of this lesson:

• Explain the importance of source synthesis for credibility of research and demonstration of writer’s analytical ability 
• Compile synthesis points between sources using a matrix 
• Articulate synthesis points using appropriate vocabulary for three general categories: similarity, contrast, and accumulation 
• Integrate source synthesis into a PIE outline 
• Synthesize the contents of the synthesis matrix into paragraphs

A. what is synthesis?

Drinks: Discussion board 


B. Synthesis in academic writing

Handout 1: Source Synthesis (key)

Handout 2: Writing Synthesis Paragraph