Success 100
Teri Tosspon
Heald college
Peer Planner Evaluation, Prepare for quiz then
Response 09/09/2011
1. How comfortable are you using computers?
What computer programs do you know well?
2. What is your experience doing research and
writing research papers?
Do you like doing research? How well do you
think you write?
3. Do you consider yourself a “good” writer?
Why/why not?
Quiz
In a group of up to 4 people, complete the “Problem Solving
Worksheet” using ONE of the problems listed on the board.
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Step 1 – DEFINE the problem accurately
Step 2 – ANALYZE the problem
Step 3 – CREATE and generate possible solutions
Step 4 – ANALYZE and evaluate each solution and choose one
Step 5 – TAKE PRACTICAL ACTION and put the solution to work
Step 6 – ANALYZE and RE-EVALUATE how well the solution
worked
• Step 7 – TAKE PRACTICAL ACTION and apply what you have
learned to future problems (you have to remember you have
been through this before!)
Chapter 8
Researching and Writing:
Gathering and
Communicating Ideas
Papers!!!
• What is your
experience
writing research
papers?
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Planning
Drafting
Revising
Editing
What Is the Writing Process?
 Planning – Brainstorming, Free-writing, Journalists’
Questions, Research, Thesis & Outline
 Drafting – Introduction, Main Ideas (Body),
Supporting Evidence, Conclusion
 Revising – Step back, take another look, be more
objective
 Editing – Correcting errors - everyone must do this!
Write a thesis statement
• This is the CENTRAL MESSAGE
you want to communicate!
• State your subject and your point of view
• It should reflect your writing purpose: inform or
persuade?
• It should be appropriate for the audience: the
readers.
Planning your essay
• Evidence Gathering
Sheet
• Determine topic
• Determine purpose
• Combine the two to
create THESIS
• Give REASONS you
think that to be true
• Each reason becomes
a topic sentence
Evidence
Gathering
Evidence Gathering:
Paragraphs
Writing for a Purpose
 Each group will choose a topic (or present one of
your own!)
Tooth brushing
Ice cream
Automated teller machines (ATMs)
Sleep deprivation
 ½ of your group members will write a persuasive
the other ½ of your group members will write an
informative skit/speech about your topic
Analytical Questions to ask yourself
as you revise
• Does the paper fulfill the requirements of the
assignment? (topics, length, style)
• Will my audience understand my thesis and how I
have supported it?
• Does the introduction prepare the reader and
capture attention?
• Is the body of the paper organized well?
• Is each idea fully developed, explained, and
supported by examples?
• Are my ideas connected to one another through
logical transitions?
• Do I have a clear, “to the point” writing style? (try
to avoid the passive voice!)
• Does the conclusion provide a natural ending to
the paper?
How Can You Find
Reliable Information on the Internet?
• Research on the web (individual project):
–Tree Octopus or!
–Dihydrogen Monoxide
– List 3 Facts about the one you choose.
– Keep your information QUIET!
This will be used in the next 2 assignments
– Keep the website OPEN!
Credibility
Accuracy
Reasonableness
Support
Take a Look at Key 8.3, pg 249-250
Evaluating Internet Information:
The CARS Test for Information Quality
Group Project
Using the CARS
method, evaluate
the articles given
to your group
These are more
reliable because
they have Fact
Checkers and
Research to back
them up.
.gov
.edu
.ca.gov
.au
More reliable
.com
.org
.net
Less reliable
Tree
Octopus
Facts
Credibility
Accuracy
Reasonableness
Support
– Donald Leu, University of
Connecticut
– fabricated (made up) the tree
octopus to test students’ ability to
evaluate information they find on
the internet.
– Created
http://zapatopi.net/treeoctopus/
– Dihydrogen Monoxide=WATER!!!
• Did YOU trust the website?
• How does it stand up to CARS
Website
• http://ttosspon.wikispaces.com/
Writing_Research
• http://ttosspon.wikispaces.com
–Click on Writing Research link
in left margin.
Assignments
• Do the CARS side 2 on
article from web
• Questions 3 + 4 (keep the
handout until Tuesday – doing Works Cited
on Tuesday).
• Portfolio 6 – do the catalog questions
online now (and Tuesday)
– Part 2 is an INTERVIEW of someone in
your field.
• Fill out “CARS” worksheet. Get definitions from pg 249
• 1-2 articles from website. analyze the article.
http://ttosspon.wikispaces.com/
Writing_Research
Online research
Used to write papers
1. In-Text Citations
– When you quote, use info from, with
the paragraphs of your paper
2. Works Cited Page
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At the end of your paper, you must tell where the
quote/info came from
Online Research:
what to do with it!
- Note: we are skipping #3, 4, and 5 on the worksheet for now.
6. Choose 3 articles on your topic. Open them
all in different tabs.
– Fill out the worksheet – can you find the
title, the author, the date, etc?
7. Create a works cited page (MLA format)
based on those articles!
– Use www.easybib.com
Works Cited page:
MLA style citation
• Include a “Works Cited” page listing all
sources cited within the body of the paper.
• Double-space, alphabetize the entries.
• Do not indent first line, but do indent
the following line(s) in an entry.
(Called “hanging indent” in MSWord.)
Works Cited
Halio, Jay L., "Elizabethan Age." Grolier Multimedia Encyclopedia. Scholastic
Library Publishing, 2006. HF-L High School. 1 Apr 2006 <http://gme.grolier.com>.
Life in Elizabethan England. Summer 2005. 31 Mar 2006 <http://renaissance.dm
.net/compendium>.
Pressley, J. M. "An Encapsulated Biography." Shakespeare Resource Center,
February 10, 2005. 3 Mar 2006 <http://www.bardweb.net/man.html>.
Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969.
Thomas, Heather. The Life in Times of Queen Elizabeth I. 23 Mar 2006. 1 Apr
2006 <www.elizabethi.org>.
Avoiding Plagiarism
by the way...
We use Turnitin.com here!
Plagiarism is the act of using someone else’s
exact words, figures, unique approach, or specific
reasoning without giving credit.
Some ways to avoid plagiarism include:
• Make sources notes as you go.
• Learn the difference between a quotation and a paraphrase.
• Use a citation even from an acceptable paraphrase.
• Understand that lifting material off the Internet is plagiarism.
Take a Look at Key 8.6 for an example
Citing your Sources
• Cite all mentions of another author’s
original ideas, statistics, studies,
borrowed concepts & phrases, images, quoted
material, and tables.
• You do not have to cite facts which are commonly
known by your audience and easily verified in
reference sources.
– Specifics are cited, general knowledge is not.
• When in doubt, cite your source.
In-text citations
(also known as ‘parenthetical documentation’)
In other words- in parentheses.
Your in-text citations work with your bibliography
(works cited) page to identify where any quotes or
ideas borrowed from another author came from.
“References in the text MUST clearly point to specific sources
in the list of works cited.”
- MLA Handbook for Writers of Research Papers, 6th ed.
In-text citations: Direct Quote
In the body of the paper, it looks like this:
When Mercutio is wounded, he screams “A plague on both your
houses!” referring to both the Capulets and the Montagues
(Shakespeare 70).
Works Cited
Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969.
Direct Quotes
• Direct quotation:
– Educators are cautioned that “…labels tend to stick,
and few people go back later to document a shifting
profile of intelligences” (Gardner 139).
• Paraphrase with in-text citation:
– Gardner explains that there are difficulties in labeling
children with a type of intelligence, including the
problem that labels may last, while the assessment
may change (139).
How to Paraphrase
Which of these should be cited?
A. On September 11, 2001, the World Trade Center
and the Pentagon were attacked by hijacked
airplanes.
B. Atta, Binalshibh, al Shehhi, and Jarrah had lived in
Germany and were chosen over more established
Al Qaeda members due to their exposure to the
West and ability to speak English.
B was correct: it is specific and not
commonly known
• How would you cite it? In the text of your paper:
• Atta, Binalshibh, al Shehhi, and Jarrah had lived in Germany
and were chosen over more established Al Qaeda members
due to their exposure to the West and ability to speak English
(National Commission 160).
In the Works Cited:
National Commission on Terrorist Attacks Upon the United
States. The 9/11 Commission Report. New York: W.W. Norton,
2004.
A. “The science labs at East St. Louis High School are
30 to 50 years outdated.”
B. When public schools were segregated, conditions
were not equal.
Which of THESE do you need to cite?
A! It is very specific, even w/ out
quotes!
• How would you cite it? In-body:
• “The science labs at East St. Louis High School are
30 to 50 years outdated” (Kozol 27).
• In the Works Cited:
Kozol, Jonathan. Savage Inequalities: Children in
America’s Schools. New York: HarperCollins, 1991.
Create a Works Cited Page
• Use the website listed to create a “Works Cited”
page.
• You don’t have to remember the format of each
component Use an MLA creator like
http://www.easybib.com/ or
http://21cif.com/tools/cite/mla/index.html
*if you want*or
Download the template from Tosspon’s website *If
you want*
“Successful intelligence is…
most effective when it balances all three of its
analytical, creative, and practical aspects. It is
more important to know when and how to use
these aspects of successful intelligence than
just to have them.”
Robert Sternberg
• Portfolio 6
–Research the
requirements for your degree
–Interview someone who currently
works in your desired field.
• Due 09/16/2011 - 1 full week
Homework
Keys to Success, Sixth
Edition
Carol Carter, Joyce
Bishop, and Sarah
Lyman Kravits
Chapter 5
Reading and Studying:
Focusing on Content
More than one way to succeed
• On the handed out piece of paper, write
your initials in the upper left corner.
• Turn the paper over.
• Write a struggle you are having with reading.
• Turn in the papers, I will pick them up and
redistribute them
• Suggest how to deal with the
problem you are now presented.
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You have to read every word
Reading once is enough
It is SINFUL to skip passages in reading
Machines are necessary to improve my
reading speed
• If I skim or read too rapidly, my
comprehension will drop
• There is something about my eyes that
keeps me from reading fast.
Approaching a Difficult Text
• Think positively, Have an open mind
• Look for order and meaning in
seemingly chaotic reading materials
• Don’t expect to master material on “
the first pass
• Know that some texts require extra
work and concentration
• Define unclear concepts and words
• Ask yourself questions
• Be honest with yourself
1. In a group – read one of the
articles about Zombies or Poverty.
2. Print the first page of the article (1 for
each group member)
3. Skim it, make a note of what you THINK
it will be about
4. Circle words you don’t know (or aren’t
100% on what they mean)
5. Take notes down the side
Approach this text
How Can You Respond Critically to
What You Read?
Use Knowledge of Fact and Opinion to
Evaluate Arguments
– What is the quality of the evidence?
– How well does the evidence support the
idea?
How Do You Customize Your Text
with Highlighting and Notes?
• How to Highlight a Text
– Develop your own system and stick to it!
– Read it first, before you mark it up!
– Avoid over marking
• How to Take Text Notes
– Marginal Notes
– Full-Text Summaries
• Mark up a
page to learn a page
(pg 161).
How to Mark up a Page
Thinking Successfully About
Reading and Studying
Analytical thinking: considering how you can read more
effectively; developing critical reading skills
Creative thinking: thinking of different ways to
overcome your reading challenges
Practical thinking: making your study plan work!
How Can SQ3R Help You
Own What You Read?
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Survey
Question
Read
Recite
Review
SURVEY – Scan and Skim. Look at the organization of the text:
front and back.
QUESTION – Develop questions before and during reading.
READ – read actively – use highlighters, mark up the text! Answer
your questions, write notes in the margins.
RECITE – use practical skills: read aloud, repeat silently, tell another
person, write your answers without looking!
REVIEW – Reread your margin notes and highlighted sentences.
Quiz yourself. Make flash cards. Recall important terms.
SQ3R – Worksheet
Concentration
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Be intensely involved
Banish other thoughts onto paper
Deal with internal distractions
Compartmentalize your life
Analyze your environment to see if it helps or hurts
concentration
• Don’t let technology distract you
• Structure your study session so you know the time you
will spend and the material you will study
• Plan a reward
Define Your Reading Purpose
• Read for
understanding
• Read to evaluate
analytically
• Read for practical
application
• Read for pleasure
Your challenge:
Committing the time and effort
required for studying means you
must have TIME to READ
On a scale from 1–10
(1= lowest,10 = highest),
how committed are you to spending
the time it takes to read and study?
(Use the # of credits x 3 rule for how
many hours a week you should be
reading lecture notes and
textbooks!)