Wayland-Cohocton CSD

The purpose of this course is to develop research skills in order to facilitate an enduring understanding that the most important aspect of education is learning how to learn. The course content will include activities that develop academic research skills in preparation for college and/or career.

Course Learning Outcomes

Students will:

understand the structure and appropriate uses of the four sentence types (Simple, Compound, Complex, and Compound-Complex).
summarize research in a series of one paragraph assignments that inform, compare/ contrast, and evaluate.
understand the structure of paragraphs and how their structure affects meaning
read sample texts of various rhetorical modes, including informative, compare/contrast, exemplification, and persuasion.
conduct two brief research assignments that focus on building the skills necessary for more traditional academic research.
evaluate online sources, including various website domains and library databases
write a 5-7 page academic research paper (Senior Essay) about a contemporary social issue.
analyze and assess professional and academic presentations
present research to an audience of teachers and/or peers.

Textbook Information / Supplemental Course Materials

[Excerpts] Short Takes: Model Essays for Composition, 10th Ed.

by Elizabeth Penfield, ISBN 0-205-72549-X

[Excerpts] The Writer’s Options: Lessons in Style and Arrangement

by Max Morenberg and Jeff Sommers, ISBN 0-321-01585-1

[Excerpts] Elements of Style

by Strunk and White

The Purdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/747/01/

Required materials:

An English dictionary and thesaurus
A binder (1½” min.), dividers with tabs, and loose-leaf paper are recommended, but a pocket folder with loose-leaf paper would also serve the purpose.
Blue or black pens, pencils, flash drive

Tentative Course Overview

Week 1-3: Sentences

Week 3-5: Paragraphing

Week 6-9: Short Essays

Week 10-16: Senior Essay (Persuasive Research Paper)

Week 18-20: Senior Symposium Presentations

Tentative Course Outline

WEEKS 1-3: Sentences

Week 1:

9/7-9/9

(Wed.)

Whole-High School Introductory Activities, Class Meetings, etc.

(Thurs.)

· Discussion: What is “truth”?

o How do we know what is true?

o Are there different kinds of truth?

· Overview of course outline and expectations.

· Fill out student interest card.

o List 10 Areas of Interest for future research.

§ Things you can’t get off your mind

§ Concerns, or things that make you angry

§ World issues

§ Claims you would like to verify.

· HW: Senior Essay Letter to be signed by next Friday.

(Fri.)

· Intro to iPads

o Useful apps, basic functions

o copy and paste

· Email and/or Google Docs setup

· Review: Taking notes on informational texts.

· Video on TED.com

· Turn in notes on Edmodo.com

Week 2:

9/12-9/16

(Mon.)

Understanding Basic Sentence Structure/ Patterns

http://writingcenter.unc.edu/resources/handouts-demos/citation/sentence-patterns (on smart board)

Subjects, Verbs, and Clauses
“Unit 3: Relative Clauses” The Writer’s Options
- Read pgs 31-38 examples and practice.
- HW: Exercises pgs 39-41 “Constructing Relative Clauses”

(Tues.)

DUE: Exercises pgs 39-41 “Constructing Relative Clauses”
Understanding Basic Sentence Structure/ Patterns

http://writingcenter.unc.edu/resources/handouts-demos/citation/sentence-patterns (on smart board)

“Something Tricky”—doubled-up subjects and verbs

Intro to sentence diagramming
Diagram example sentences
- http://grammar.ccc.commnet.edu/grammar/diagrams2/one_pager1.htm

(Wed.)

Understanding Basic Sentence Structure/ Patterns

http://writingcenter.unc.edu/resources/handouts-demos/citation/sentence-patterns (on smart board)

Pattern 1: Simple Sentence,
Pattern 2: Compound Sentence
- Using Commas with FANBOYS
In-class practice.
- Diagram compound sentences
Ticket out the door: Identify the misplaced commas in a FANBOYS sentence and identify the FANBOYS needed in a fused sentence.

(Thurs.)

Overview: PPT http://www.ncat.edu/~uwc/Sentence%20Patterns.pdf
Understanding Basic Sentence Structure/ Patterns

http://writingcenter.unc.edu/resources/handouts-demos/citation/sentence-patterns (on smart board)

Pattern 3: Complex Sentence
In-class practice.
- The Writer’s Options pg 117-123, “Prepositional Phrases and Infinitive Phrases”
- HW: p 124-125 “Constructing Prepositional Phrases and Infinitive Phrases” complete sentence A-J

(Fri.)

Understanding Basic Sentence Structure/ Patterns

http://writingcenter.unc.edu/resources/handouts-demos/citation/sentence-patterns (on smart board)

Pattern 4: Compound-Complex Sentence
In-class practice. Sentence Fragments as incomplete Compound-Complex Sentences
- Sentence Fragments http://owl.english.purdue.edu/exercises/5/
- The Writer’s Options pg 96-105 “Coordination and Subordination”
- HW: p106 “Using Patterns of Coordination and Subordination” complete sentences A-E
DUE Senior Essay Letter signed

Weeks 3-5: Paragraphing

Week 3:

9/19-9/23

(Mon.)

In-class practice of identifying sentence types

Sentence Structure

http://owl.english.purdue.edu/exercises/5/

In-class practice of writing sentence types.

Sentence Combining Exercises http://english.sxu.edu/musgrove/combine.html

-Complete exercises 1-17 for compound, complex, and compound/complex

HW: Study Sentence Patterns for Quiz #1 Tuesday.

Finish Exercises 1-17

* Additional Exercises

http://www.towson.edu/ows/indexexercises.htm#Usage Exercises

-exercises of various types, could be used for many units or to address specific student errors

Practice and games https://www.uvu.edu/owl/infor/test_n_games/index.html

-games do not work on iPads

-Fragments, Comma Splices & Run-ons

-Basic Essay Organization

(Tues.)

QUIZ #1 Sentence Patterns
Intro to MLA Quick Guide 2011-2012

(Based on 7^th Edition MLA Handbook 2009, with examples)

(Wed.)

General Paragraphing
Point, Illustration, Explanation (PIE) paragraph from the Texas State Writing Center http://www.writingcenter.txstate.edu/Student-Resources/Handouts/contentParagraph/013/document/PIE+Paragraph.pdf
Online Exercises

http://web.jjay.cuny.edu/~esl-rc/HTML/writing/exmenu_structure.html

complete exercises 1, 2, 3, & 5

Other resources, if needed:

https://www.uvu.edu/owl/infor/pdf/content_organization/pargraph.pdf

http://lrs.ed.uiuc.edu/students/fwalters/para.html

http://owl.english.purdue.edu/owl/resource/606/01/

(Thurs.)

Summarizing informational texts, using PIE paragraph format
Practice with in-class reading
HW: PIE paragraph due Thursday.

(Fri.)

DUE: PIE paragraph
MLA style header and heading.
Workshop: Review Compound-Complex sentences
Peer-Editing of PIE paragraphs
- Identify the components of a PIE paragraph

HW: Revise PIE paragraph to include PIE components and also at least ONE Compound-Complex sentence

Week 4:

9/26-9/30

(Mon.)

Using Google for Academic Research
- limiting searches
- evaluating sources
LAB: Type final draft of PIE paragraph
HW: Read “'Fracking' for natural gas is polluting ground water, study concludes” article for Tuesday. http://www.csmonitor.com/Environment/2011/0509/Fracking-for-natural-gas-is-polluting-ground-water-study-concludes

How do we know that it is reliable information? Underline/highlight key information.

(Tues.)

Discussion of homework article.
MLA Citation: Online Newspaper article.
- Find one other newspaper article about hydraulic fracturing and cite.
Shared Writing in-class.
- Informative Paragraph- Partially complete paragraph, students fill in the blanks to complete compound complex sentences, clause bank at bottom of page.

(Wed.)

Continue Shared Writing, if needed.
MLA Citation: Website vs. Webpage
MLA Format: Setting up short quotes and using parenthetical citations.
Writing Assignment #1 (Guided, in Lab or with iPads)
- Find one .edu website on a topic of interest and summarize in a typed paragraph. Must be in MLA format. Must include one compound-complex sentence.
HW: Writing Assignment #1 due Monday.

(Thurs.)

Writing Assignment #1 (in Lab or with iPads)
Writing Conferences, as needed.

(Fri.)

Writing Assignment #1 (in Lab or with iPads)
Writing Conferences, as needed.

Week 5:

10/3-10/7

(Mon.)

Writing Assignment #1 (in Lab or with iPads)
Writing Conferences, as needed.
DUE: Writing Assignment #1

(Tues.)

Compare/Contrast Paragraph

http://lrs.ed.uiuc.edu/students/fwalters/compcont.html

point by point organization vs. block (subtopic) organization

Compare/contrast transition words and phrases http://lrs.ed.uiuc.edu/students/fwalters/compcontEx1a.html

http://lrs.ed.uiuc.edu/students/fwalters/compcontEx2a.html

HW: Choose subject to compare and contrast.

(Wed.)

MLA Format: Long quotes (more than two sentences)
Writing Assignment #2: Write a compare and contrast paragraph explaining how .edu and .gov sites treat a chosen subject (i.e. Immigration, Green Energy, Cyberbullying, Corporate Mergers, etc.)
- What are the advantages and limitations of each site?
- Are they both reliable in all cases? How do you know?
- What information does one site contain that the other does not?
HW: Writing Assignment #2 due next Wednesday.

(Thurs.)

Writing Assignment #2 (in Lab or with iPads)
Writing Conferences, as needed.

(Fri.) CONFERENCE DAY- NO SCHOOL FOR STUDENTS

Week 6-9: Short Essays

Week 6:

10/10-10/14

(Mon.) HOLIDAY- NO SCHOOL

(Tues.)

Writing Assignment #2 (in Lab or with iPads)
Writing Conferences, as needed.

(Wed.)

Writing Assignment #2 (in Lab or with iPads)
Writing Conferences, as needed.
DUE: Writing Assignment #2.

(Thurs.)

Evaluating .org sites (Compact Fluorescent vs. Incandescent Bulbs)
- Modeled Reading of 3 .org sites in class
- Summarize the content of each webpage.
- Search the website itself and identify the mission statement, purpose of each
- Summarize the history of each.
- Explain the biases of each.

(Fri.)

MLA Format: Works Cited Page
Intro Writing Assignment #3: Evaluating .org sites (1-2 pages, typed, double-spaced)
- Find three org sites around one topic (i.e. World Hunger, poverty). Explain the purpose, history and bias of each organization.
- How reliable are .org sites?
- What valuable information do they provide?
HW: Writing Assignment #3 due Wednesday.

Week 7:

10/17-10/21

(Mon.)

Writing Assignment #3 (in Lab or with iPads)
Writing Conferences, as needed.

(Tues.)

Writing Assignment #3 (in Lab or with iPads)
Writing Conferences, as needed.

(Wed.)

Writing Assignment #3 (in Lab or with iPads)
Writing Conferences, as needed.

DUE: Writing Assignment #3.

(Thurs.)

Read: Short Takes “On Using Argument” p 236
- emphasis on appeals—logos, pathos, ethos
Read: Short Takes “Guest Workers and the US Heritage” by Jay Bookman
- Answer Questions O&I #4, T&S #1, 2, 5
Read: Short Takes “We Don’t Need Guest Workers” by Robert J. Samuelson
- Answer Questions O&I #2, 3, 5, T&S #4 (appeals)
- Identify the theses of the essays.
- Identify claims and counterclaims made in the articles.

Paraphrase selected claims.

(Fri.)

Define and explain the concept of a “précis” and determining arguments
- http://oregonstate.edu/instruct/phl201/modules/rhetorical-precis/sample/peirce_sample_precis_click.html
Create a précis for one of the articles, the side you would like to take.
HW: Finish précis.

Week 8:

10/24-10/28

(Mon.)

Overview: Basic Argument Essay Structure (Problem-Solution)

https://www.uvu.edu/owl/infor/test_n_games/index.html

“Basic Essay Organization”

LIBRARY: Searching online databases for information (review).
Intro to note-taking with Excel
- paraphrasing, summarizing, quoting.

(Tues.)

Intro to Writing Assignment #4, FIRST DRAFT due next Tuesday.
- Choose a side on the immigration debate. Find two online database sources to support your argument. Develop a thesis statement. Write a 2-3 page argument essay to support your thesis. Use one short quote and one long quote as evidence. Cite with parenthetical citations. Include a works cited page.
Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.

(Wed.)

Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.

(Thurs.)

Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.

(Fri.)

Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.

Week 9:

10/31-11/4

(Mon.)

Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.

(Tues.)

Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.
DUE: FIRST DRAFT Writing Assignment #4.

(Wed.)

Revisions and further research, Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft. FINAL DRAFT due Friday.

(Thurs.)

Revisions and further research, Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft. FINAL DRAFT due Friday.

(Fri.)

Revisions and further research, Writing Assignment #4 (in Lab, Lib., or with iPads)
Writing Conferences, required for first draft.
DUE: FINAL DRAFT Writing Assignment #4

Week 10-16: Senior Essay (Persuasive Research Paper)

Week 10:

11/7-11/11

(Mon.)

Intro to Writing Assignment #5: Senior Essay
Review Senior Essay letter
Discuss list of topics
HW: Choose a topic.

(Tues.)

Library Research: Notes #1- Databases Only, Due Monday
- 2 sources, 15 notes total

(Wed.)

Library Research: Notes #1- Databases Only, Due Monday
- 2 sources, 15 notes total

(Thurs.)

Library Research: Notes #1- Databases Only, Due Monday
- 2 sources, 15 notes total

(Fri.) HOLIDAY- NO SCHOOL

Week 11:

11/14-11/18

(Mon.)

DUE: Notes #1- Databases Only
- 2 sources, 15 notes total

(Tues.)

Library Research: Notes #2- Databases, Print, and Online sources, Due Tuesday
- 2 sources, 15 notes total (30 notes overall)

(Wed.)

Library Research: Notes #2- Databases, Print, and Online sources, Due Tuesday
- 2 sources, 15 notes total (30 notes overall)

(Thurs.)

Library Research: Notes #2- Databases, Print, and Online sources, Due Tuesday
- 2 sources, 15 notes total (30 notes overall)

(Fri.)

Library Research: Notes #2- Databases, Print, and Online sources, Due Tuesday
- 2 sources, 15 notes total (30 notes overall)

Week 12:

11/21-11/25

(Mon.)

Library Research: Notes #2- Databases, Print, and Online sources, Due Tuesday
- 2 sources, 15 notes total (30 notes overall)

(Tues.)

DUE: Notes #2- Databases, Print, and Online sources
- 2 sources, 15 notes total (30 notes overall)

(Wed.) HOLIDAY- NO SCHOOL

(Thurs.) HOLIDAY- NO SCHOOL

(Fri.) HOLIDAY- NO SCHOOL

Week 13:

11/28-12/2

(Mon.)

Library Research: Notes #3- Organization websites and Databases, Due Friday
- 2 sources, 15 notes total (45 notes overall)

(Tues.)

Library Research: Notes #3- Organization websites and Databases, Due Friday
- 2 sources, 15 notes total (45 notes overall)

(Wed.)

Library Research: Notes #3- Organization websites and Databases, Due Friday
- 2 sources, 15 notes total (45 notes overall)

(Thurs.)

Library Research: Notes #3- Organization websites and Databases, Due Friday
- 2 sources, 15 notes total (45 notes overall)

(Fri.)

DUE: Notes #3- Organization websites and Databases, Due Friday
- 2 sources, 15 notes total (45 notes overall)

Week 14:

12/5-12/9

(Mon.)

Organizing Notes: Sorting in excel
Outlining format
Practice: Reverse outlining an article.
- Short Takes “Stop Ordering Me Around” by Stacey Wilkins
- or Writing Assignment #4
HW: Senior Essay Outline Due Friday

(Tues.)

Senior Essay Outline

(Wed.)

Senior Essay Outline

(Thurs.)

Senior Essay Outline

(Fri.)

DUE: Senior Essay Outline

Week 15:

12/12-12/16

(Mon.)

Introduction Paragraphs
- http://owl.english.purdue.edu/owl/resource/724/1/
- Set the context – provide general information about the main idea, explaining the situation so the reader can make sense of the topic and the claims you make and support
- State why the main idea is important – tell the reader why s/he should care and keep reading. Your goal is to create a compelling, clear, and convincing essay people will want to read and act upon
- State your thesis/claim – compose a sentence or two stating the position you will support with logos (sound reasoning: induction, deduction), pathos (balanced emotional appeal), and ethos (author credibility).
Begin Drafting Writing Assignment #5: Senior Essay, FIRST DRAFT Due Friday.

(Tues.)

Drafting Writing Assignment #5: Senior Essay (in Lab or with iPads)

Writing Conferences, as needed.

(Wed.)

Drafting Writing Assignment #5: Senior Essay (in Lab or with iPads)

Writing Conferences, as needed.

(Thurs.)

Drafting Writing Assignment #5: Senior Essay (in Lab or with iPads)

Writing Conferences, as needed.

(Fri.)

Drafting Writing Assignment #5: Senior Essay (in Lab or with iPads)

Writing Conferences, as needed.
DUE: Senior Essay FIRST DRAFT

Week 16:

12/19-12/23

(Mon.)

Revising Writing Assignment #5: Senior Essay, DUE Friday.
Writing Conferences, required

(Tues.)

Revising Writing Assignment #5: Senior Essay
Writing Conferences, required

(Wed.)

Revising Writing Assignment #5: Senior Essay
Writing Conferences, required

(Thurs.)

Revising Writing Assignment #5: Senior Essay
Writing Conferences, required

(Fri.)

Revising Writing Assignment #5: Senior Essay
Writing Conferences, required
DUE: Writing Assignment #5: Senior Essay FINAL DRAFT.

Week 17:

12/26-12/30

(Mon.) HOLIDAY- NO SCHOOL

(Tues.) HOLIDAY- NO SCHOOL

(Wed.) HOLIDAY- NO SCHOOL

(Thurs.) HOLIDAY- NO SCHOOL

(Fri.) HOLIDAY- NO SCHOOL

Week 18-20: Senior Symposium Presentations

Week 18:

1/2-1/6

(Mon.) HOLIDAY- NO SCHOOL

(Tues.)

View videos from Ted.com and other online sources.
- What are the elements of a successful presentation?

(Wed.)

Begin adapting Senior Essay into 5 minute presentation for Senior Research Symposium
- Must include graphic.
Research venues for presentation.

(Thurs.)

Continue adapting Senior Essay into 5 minute presentation for Senior Research Symposium
- Must include graphic.
Research venues for presentation.

(Fri.)

Continue adapting Senior Essay into 5 minute presentation for Senior Research Symposium
- Must include graphic.
Research venues for presentation.

Week 19:

1/9-1/13

(Mon.)

Continue adapting Senior Essay into 5 minute presentation for Senior Research Symposium
- Must include graphic.
Research venues for presentation.

(Tues.)

Continue adapting Senior Essay into 5 minute presentation for Senior Research Symposium
- Must include graphic.
  - Might be an organization website on Smartboard.
Research venues for presentation.

(Wed.)

Senior Research Symposium Presentations

(Thurs.)

Senior Research Symposium Presentations

(Fri.)

Senior Research Symposium Presentations

Week 20:

1/16-1/20

(Mon.) HOLIDAY- NO SCHOOL

(Tues.)

Memo form
- Read examples
- Review templates in Microsoft Word
Writing Assignment #6
- Write a memo to next year’s class summarizing what they will learn in this course and how they might use what they learn in the future. Subject line: Research Foundations Course. Due Friday, the last class.

(Wed.)

Senior Research Symposium Presentations

(Thurs.)

Senior Research Symposium Presentations

(Fri.)

DUE: Writing Assignment #6 Memo

Evaluation/Grading Policy

Tests and Essays 40%

Quizzes 30%

Classwork 20%

Homework 10%

SENIOR ESSAY

Completing a Senior Essay before graduation is a proud tradition here at Wayland-Cohocton High School and I am glad to carry on that tradition. Students who do well on the Senior Essay will gain important research skills that are useful in the following ways:

§ preparation for college writing, including English 101 and other English courses, but also including writing requirements for other coursework.

§ researching topics of interest in life after school, including sports, politics, etc.

§ accessing information related to one’s career

§ becoming an educated voter and participant in the democratic process.

In short, the research skills gained by completing a Senior Essay can be used whenever students decide they need to learn more about a topic. This is why we in the English Department believe that it is important for every student to complete one.

For the senior essay, students will write a six to ten (6-10) page research paper, using a minimum of six sources. This one essay will count for almost half of each student’s grade for the course.

The senior essay will count for the following values:

2 Unit Tests (during the second of two semesters)

1 Final Exam grade

They will be given ample time to complete the project (about 5 weeks) and plenty of guidance during class and 13^th periods, but the essay must be completed on time or it will not be accepted. If it is not turned in on time, two unit test grades and the final exam grade will be counted as zeros.

SENIOR ESSAY DUE DATE:

Academic Honesty Policy

The act of academic dishonesty is one in which a student is trying to gain an unfair academic advantage or is avoiding actions required by a course, which have been designated to improve some aspect of the student’s education. Knowingly and willfully aiding or collaborating with a student in the violation of an Academic Honesty policy, even if not personally committing any violation is considered academic dishonesty.

Plagiarism occurs when a person presents another’s ideas, information, words, artwork, films, music, graphs, data or statistics as if they were his or her own creation. Plagiarism is a form of theft and is cheating. When a person copies material from a published source, such as a periodical, encyclopedia, or book, or downloads a passage from an Internet source and presents that information without proper documentation (reference or quotation) in a paper or project, then that person has committed plagiarism. Even if the content or wording is slightly changed, a little plagiarism is still plagiarism.

Attendance Policy

The attendance policy is outlined in great detail in the student handbook and I refer you to this for my complete attendance policy. An excerpt regarding making up absences is quoted below:

“If a student satisfactorily makes up the work missed due to an absence, that absence will be treated as a non-occurrence under this policy. If the student fails to make up the work for an absence, that absence will be counted toward the number of absences to determine eligibility for course credit. Making up for cut classes/truancy from school is not allowed.”

Also, please be sure to note the following:

û Only LEGAL absences warrant making up class time and assignments.

û ILLEGAL/UNEXCUSED absences cannot be made up and work missed is automatically scored as a zero.

û In the case of any absence, albeit illness, band lesson, having to go to the nurse’s office, etc., it is the student’s responsibility to seek out the teacher 13^th period.

Late Work Policy

As writers, deadlines are important. Journalists are expected to produce stories for a daily or weekly publication on time or the newspaper or magazine will be incomplete. Therefore:

Classwork is considered late if it is not ready to be handed in when it is collected.

If an assignment is not handed in on time, the student will receive a deduction, but it is expected that all work be turned in. Assignments are designed to practice skills or acquire information needed for lessons later in the course; therefore it is important that they are completed. All late work will automatically receive one (or more) of the following deductions:

û 10% deduction for late work

û 10% deduction for each day after the due date (up to 5 days).

û All work turned in over 5 days late can only be scored as a 50%, at most.

Late work (-10%) will only be accepted until the end of that school day. If I am not available during 13th period that day, the student may submit the work to my mail box in the office. If a student needs help with the assignment and cannot stay 13th period, s/he must see me before 13th period in order to ask for an extension. In this situation, I recommend talking with me after class because I may not be available later in the day.

Extra Credit

û Extra credit is available only to those students that do not have any outstanding work.

û Extra credit may consist of assignments designed by the teacher, or the student may propose an extra credit assignment.

û Students may only submit one extra credit assignment each quarter.