Eng 104 Week 4 Notes
Eng 104 Week 4 Notes 104
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This 6 page Class Notes was uploaded by Sarah D'Esposito on Sunday February 7, 2016. The Class Notes belongs to 104 at Ball State University taught by Tara Buck in Spring 2016. Since its upload, it has received 199 views. For similar materials see Composing Research in Foreign Language at Ball State University.
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Date Created: 02/07/16
ENG 104 TUES 1/12 (THE FOLLOWING CAN BE FOUND ON THE SYLLUBUS) EXPECT TO WRITE AND CONTRIBUTE VERBALLY EVERY CLASS PERIOD REQUIRED TEXT – BEDFORD RESEARCHER 5 TH EDITION BALL POINT ADDITIONAL READING WILL BE ASSIGNED ON BBD ALWAYS BRING PEN AND PAPER, WRITING PROJECTS WILL BE SUBMITTED IN A FOLDER WITH POCKETS IF YOU MISS MORE THAN 6 CLASSES YOU FAIL THE COURSE EVERY 20 MINUTES YOU ARE NOT IN CLASS YOU’VE ACQUIRED 1 ABSENCE EVERYTHING IS GRADED ON 100% SCALE (REFER TO STUDENT EVALUATION SECTION FROM SYLLUBUS) ONLINE COMMUNITY POSTS ARE DUE BEFORE EACH CLASS SESSION AND WILL BE AVAILABLE 2 WEEKS ADVANCE FOR THURSDAY: READ THE SYLLUBUS THOROUGHLY AND THE CODE OF STUDENT RIGHTS AND RESPONSIBILITIES AND TURN IN PAPER ITEMS IN BOLD ON THE SCHEDULE NEED TO BE DONE AND TURNED IN BEFORE CLASS OCP-ONLINE COMMUNITY POST SECTION 96 FINAL – 2:15-4:15 IN THE CLASSROOM …BLACKBOARD OVERVIEW… …CLASS FREEWRITE… ENG 104 THURS 1/14 MAKE SURE YOUR WRITING IS ON TOPIC AND DOESN’T DISTRACT THE READER FROM THE PURPOSE/SUBJECT -TAKE DETAILED NOTES -YOUR ANALYSIS CAN ONLY BE AS GOOD AS YOUR DATA ALLOWS IT TO BE -EVOLVING FOCUS -REAL TIME, ACCURATE INFORMATION -ACCOUNTING FOR HABITS, LANGUAGE VARIATIONS, INTERACTIONS, PURPOSE, METHODS, TOOLS, ETC. WHAT IS RESEARCH? “PRE-PLANNING TO WRITING” “TRYING TO FIND INFORMATION OR FACTS TO SUPPORT YOUR TOPIC” “FINDING FACTS, OPINIONS, STORIES, ETC.” “USING CREDIBLE SOURCES TO BACK UP A POINT OR ARGUMENT FOR AN ESSAY OR SPEECH” “FINDING SUPPORT FOR CLAIMS” “GATHERING INFORMATION TO ANSWER AND SUPPORT YOUR QUESTIONS” “WAY TO FURTHER YOUR KNOWLEDGE ON A TOPIC OF INTEREST” RESEARCH QUESTIONS PROVIDE US A GUIDE AND A FOCUS FOR FUTURE STUDIES AND CONVERSATIONS AND YOU CAN’T BRING ANYTHING TO THE TABLE UNLESS YOU ARE INFORMED [WHAT ARE FORMS OF RESEARCH THAT ARE FAMILIAR TO YOU] DATABASE, ARCHIVAL, SCHOLARLY, STALKING [WHAT DRIVES YOUR RESEARCH] A QUESTION YOU WANT ANSWERED [WHAT TYPE OF RESEARCH ARE YOU MOST COMFORTABE CONDUCTING] LIBRARY, INTERNET (TED TALKS), AND VERBAL PRIMARY/SECONDARY SOURCES AND METHODS: ARCHIVES (COULD BE BOTH) EXPERIMENTS OBSERVATIONS INTERVIEWS SURVEYS ACADEMIC JOURNAL ARTICLES TEXTBOOKS NEWSPAPERS DATABASES (COULD BE BOTH) PRIMARY RESEARCH CONSTRAINTS-RESOURCES(MAYBE FINANCIAL) WHAT INFLUENCES YOUR DECISION IN PRIMARY RESEARCH METHODS PURPOSE, POPULATION, CONSTRAINTS DIFFERENCE BETWEEN SURVEY AND INTERVIEW (INTERVIEW-INTIMATE CONVERSATION SETTING) (SURVEY-FOR LARGE VARIETY OF BACKGROUNDS AND GENERAL, NON-SPECIFIC INFORMATION) SURVEYS -BELIEFS, ATTITUDES, BEHAVIORS OF A GROUP METHODS: SURVEY MONKEY, POLLEVERYWHERE, QUALTRICS, PAPER TYPES OF QUESTIONS ARE MORE BROAD AND EASY TO ANSWER ANALYZING RESULTS (YOUR RESPONSIBILITY AS A RESEARCHER)- TRENDS, EXPECTED AND UNEXPECTED RESULTS. IT’S IMPORTANT TO KNOW WHY IT ALIGNS OR DOESN’T ALIGN WITH YOUR HYPOTHESIS POOR SURVEY QUESTIONS: LEADING WORDS FAILING TO GIVE MUTUALLY EXCLUSIVE CHOICES INDIRECT QUESTONS DON’T HAVE SKIP CHOICE DON’T COVER ALL CHOICES OR HAVE AMBIGUOUS CHOICES INTERVIEWS METHODS: PHONE, E-MAIL, IN-PERSON SMALL NUMBER OF PERSPECTIVES CLOSED VS. OPEN QUESTIONS RECORD, TRANSCRIBE, NOTE TAKING ANALYZE COMPLETED INTERVIEW MAKE SURE THE PERSON YOU CHOOSE IS NOT JUST A RANDOM PERSON AND THAT THEY WILL ADD SOMETHING IMPORTANT TO YOUR RESEARCH YOU’LL HAVE AN EASIER TIME ELICITING APPROPRIATE INFO IF YOU: FOCUS YOUR QUESTIONS ALIGN YOUR QUESTIONS WITH WHAT YOU ALREADY KNOW- SO THAT YOU’RE WELL-VERSED IN THE CONV. OCP DUE TUESDAY BEDFORE PP. 213-233 ENG 104 TUES 1/19 REVIEW OF RHETORIC Basic Rhetoric Definition “the conscious use of elements to provide effective communication” -written words -oral speech patterns -what else do we decide? Other examples: body language, facial expression, breathing pattern, visuals, the way you dress Choose words based on your audience, your purpose (entertain persuade perform) Before creating, become aware of context: -Goals of creation -society-atitudes, beliefs -intended audience -previous research/studies -genre expectations/conventions Rhetorical Appeals: Logos, Pathos, Ethos Pathos – appeal to emotion Build argument (claim) by using diction and evidence designed to appeal to an audience’s: patriotism, empathy, fear, love, justice -use emotion to influence -allows writer to connect with reader -use to make logical claims stronger -use to create image in people’s minds connotation (feeling attributed to a word) vs denotation (dictionary def of a wd) Ethos – Build arg by showing you and your sources are: trustworthy, honest, credible, respectful of audience -credibility is important -correct info -association to credible institutions -title as credible -painting yourself as credible (in writing, make sure to site properly to enhance your credibility) ‘ ‘ appositive(you can take it out of the sentence and it still makes sense, builds credibility by providing background info Logos- Appeal to Reason Build arg on logic by using: case studies, surveys and polls, causeand effect, analogies, statistics, anecdote -based on facts, evidence, reason -surveys, polls, statistics -narratives/testimonies -common sense -analogies -precedents Audience is important to establish before creating your piece- so you can apply different language and target specific emotions, appeals used and even the format you use Acedemic audiences will most desire a logos appeal Most desired by non-acedemic audiences depends… base it on emotion, logic, or pathos You don’t want to write using only one appeal ENG 104 THURS 1/21 INTRODUCTION TO APAP AND SAMPLE ANALYSIS FOR WP1 Intro to APA: APA-American Psychological Assoc. -Linguistics, Psychology, Business, Nursing, Journalism, Criminology, Education MLA-Modern Language Assoc. -Communications, Theology, Theater, English Chicago -Art History, History, etc. Review the template found on blackboard Summary, Paraphrase, Quotation Title of a Journal when in body text “Article Title” when in body text Citationa and Quoting: -In his 2008 article “Aliens Exist,” Fox Mulder, a special agent with the Federal Bureau of -Investigation (FBI), argued… “. . . “ (p. 87) -(as cited in Robbins, 1984, p. 24) -Robbins (n.d.) discovered… -online sources you will need to give an exact paragraph number for quotations Best resource to have quotation mark/punctuation questions answerd: http://www.grammar- quizzes.com/punc-quotation.html Block quote quotations longer than 40 words, omitting quotation marks and indenting the entire quote by ½ inch. (we will discuss quotatioth more once we start using secondary sources) Best resources for APA 6 ed. OWL Purdue Style Guide APA Style Blog This takes a lot of practice, so don’t expect to suddenly know it over night Schedule Change: -OCP#2 is still due -formal outline due Thursday -Bedford pp. 126-140 -Tech Required ENG 104 TUES 1/26 SAMPLE ANALYSIS FOR WP1 AND INTRO TO AVOIDING PLAGIARISM Analyzing Data: Your job as a researcher is to make connections for your readers. For this essay, you need to take your journal entries/artifacts and use them to answer the question “What do my writing activities say about me?” and support your answer Do you use writing to… -create/communicate/remember Do your writing activities reveal that.. -you spend more/less time writing than you initially believed -your time writing consists mainly in social media/academia/texts/e-mails -your interest lies in connecting with people around you -you rely on technology more/less than you thought previously -you have an interest that you hadn’t previously acknowledged -you write most productively in a quiet atmosphere -you write more logically or more creatively than you thought previously Remember your audience -this project you need to use it as a way to introduce yourself to your peers and prof. Remember to use your evidence -will need to use adequate evidence from your journal to support your findings. You can use numbers (89% of writing was produced on an electronic medium) and/or examples Can the absence of data be evidence? Creative writing-design projects count Print review sheets and write the outline and bring to class-remember to insert the artifact ENG 104 THURS 1/28 PEER REVIEW EXERCISE Put supporting evidence in the body (i.e. photographs or artifacts) -Leaving a picture without text wrapping it leaves the emphasis on the image itself, another reason is there so it will stand out when readers are trying to find it within a text Remember to put the pictures into the outline and the essay to turn it in ENG 104 TUES 2/2 NO CLASS: ONLINE ASSIGNMENT. COMMA PRACTICE Correct the following sentences by providing commas where needed. If the sentence is correct as it is written, write “C” and give a brief explanation why commas aren’t needed. 1. Because she has been working so hard in math, she expects to earn a high grade. 2. Tony has, without a doubt, been the most faithful visitor; however, my sister and cousin have also gone to the hospital on a regular basis. Because of my job, I have not been able to see him as much. 3. I like to watch television, attend films and read, but what I enjoy most are concerts. 4. John, you can send the package to me at 444 Wise Avenue, Seattle, Washington. 5. C. I knew the answers because I had studied so hard and listened carefully in class. 6. John said, “I’ll never understand why students pay to attend classes and then never show up. It seems, at the very least, that they would withdraw to avoid receiving an F, but many of them don’t.” 7. No one in my family, except for my grandmother, knows how to make rabbit stew. 8. My cousin, a vegetarian, has always been healthy and energetic. In fact, he still drives and lives on his own at the age of 88, which is remarkable. 9. C. The teachers that I like are the ones who take the time to answer questions. 10. “I am fairly sure, Shafeek, that you will find a good job in the field of engineering,” said Randall, the job placement counselor. 11. Although Gary has been working hard in his yard, he still needs to plant more trees, shrubs, and flowers before it will look as nice as his neighbors’ yards. 12. The new roof will be put on next week, and the house will be painted soon, but the driveway, which has a few cracks, won’t be repaired until next month. 13. C. My friend Ann won a scholarship to Kent State and will major in business. 14. Beth, my twoyearold, is very curious so I have to keep a close eye on her. 15. Two others in class, not just you, complained about the annoying buzz from that light. PRONOUN AND ANTECEDENT AGREEMENT PRACTICE Bold the correct form of the pronoun and underline the antecedent that it references. 1. Jane and Sarah said (she, they) were too tired to skate any longer. 2. Either Bill or John will bring a sample of (his, their) own work. 3. Jane and Jill called (her, their) friend. 4. Either Jane or her friends will present (her, their) project. 5. Neither Mary nor Susan said (she, they) would be there. 6. Every student wants to impress (his or her, their) professors. 7. Both John and Jim said (he, they) were not exercising regularly. 8. The jury were asked to return to (its, their) seats. 9. Please remind each student to bring (his or her, their) homework tomorrow. 10. Neither John nor Bob was willing to admit that (he, they) had cheated. 11. Each of the girls had (her, their) assignment completed. 12. Every worker in this office needs (his or her, their) own computer. 13. The committee finally made (its, their) decision public. 14. Nobody remembered to bring (his or her, their) photos. 15. Neither girl will wear (her, their) black pants. 16. Beth and Jane reported the problem to (her, their) supervisor. 17. Each teacher turned in (his or her, their) grades to the principal. 18. The choir presented (its, their) final performance. 19. Either the employees or Ms. Jones will make (their, her) presentation. 20. Both Suzi and Beth will try to see (her, their) parents over the weekend. Bold the incorrect sentence in each group. After identifying the incorrect sentence, correct it. 1. A. Each of the students should bring his or her text book to the study session. B. Both Christine and George brought their children with them to the meeting. C. Everyone wanted to share their observations. (Everyone wanted to share his or her observations.) D. When people are interrogated relentlessly, they tend to grow weary. 2. A. John and Jane are combining their money to purchase a larger gift for their parents. B. Neither Steve nor Gary wanted to present his own ideas. C. Sandy was the only one in the class who had his or her homework. (Sandy was the only one in the class who had her homework.) D. If anyone wants the tickets, they need to call me tonight. 3. A. The members of the team played their hardest. B. Bob is one of those teachers who consider themselves privileged to work with students. C. The tour guide, as well as the entire group, checked their supply list. D. Either my sister or my cousin will bring her video camera. (Either my sister or my cousin will bring their video camera.) 4. A. Everyone should write their name on the top of their test. B. If students need help, they should make an appointment to meet with a tutor. C. Neither of them will wear her costume once the performance is over. (Neither of them will wear their costume once the performance is over.) D. Both girls will try to see their relatives in New York. 5. A. Nobody in the class completed his or her assignment perfectly. B. The students, rather than the professor, will present their theory at the conference. C. Every instructor and every administrator stated his or her opinion. D. The committee is making their final presentation this evening. (The committee is making its final presentation this evening.) 6. A. The group of student workers are distributing the schedule which was developed. ( The group of student workers is distributing the schedule of which was developed.) B. The principal, as well as the teachers, initiated his request for parental help. C. Every employee must wear his or her identification badge. D. The mother and the father explained their concern. 7. A. Either Sally or Christine will present their congratulations to the winner. ( Either Sally or Christine will present her congratulations to the winner.) B. The students, as well as the principal, expressed their opposition to the board's decision. C. John, rather than Dianne or Phil, brought his design for the poster. D. Many of them will see their friends at the conference. 8. A. If anyone objects to the decision, they should say so now. (If anyone objects to the decision, she or he should say so now.) B. Everyone was quiet until he or she heard the speaker's controversial remark. C. The audience showed their boredom by moving around during the presentation. (The audience showed its boredom by moving around during the presentation.) D. She is the type of student who tries his or her hardest. 9. A. Anyone who thinks the task seems easy should try it themselves. B. Neither Ruth nor Betty was late for her appointment. C. Nobody thought about bringing his or her portfolio. D. Both Ann and Sarah asked if they could turn her assignment in late. (Both Ann and Sarah asked if they could turn their assignment in late.) 10. A. Someone has forgotten to complete their registration form. (Someone has forgotten to complete his or her registration form.) B. Joan, as well as both of her sisters, wanted to complete her assignment over the weekend. C. Neither Greg nor his brothers remembered their password. D. David and Sarah, as well as John, filed their complaint. ENG 104 THURS 2/4 To inform To create/share new knowledge To reflect To evaluate To analyze To solve problems To convince, persuade, mediate (pg. 48 of Bedford) Unit 2: RESEARCH METHODS FOR SECONDARY SOURCES (very important unit) Don’t come to class 2/11 or 2/16 *ex. research question: is it likely to get sucked into a black hole? Title: Hungry Black Hole the more time you put into annotations, the easier life will be in future projects you’re writing for members of academia, but not for professionals in the field L 1. Choose your preferred meeting time on the doodle poll 2. Complete “Research Proposal Illustration and Instructions” and email it to Ms. Buck 24 Hours before your scheduled meeting time 3. Meet with Ms. Buck at Robert bell to discuss your research proposal Topic Guidlelines -due to misinformation, relative recentness, the overwhelming amount of biased sources, relative lack of scholarly sources available, and the general difficulty of producitn a scholarly, well-supported research essay, the following topics are prohibited for this assignment. X Marijuana Legalization X Affordale Care Act
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