Monday, March 19, 2012 English 9 Research Unit Navejar, Dammanna, Huth
Sponge ActivityWrite a list of dangers facing infants who co- sleep with parents.1. _____________2. _____________3. _____________4. _____________5. _____________
Research Writing• You will write a research paper on the dangers of co-sleeping• We have pulled the research for you• You will review the research and learn the following (see next slide)
Friday’s activities1. Complete Sponge activity and turn it in2. Take out your homework from yesterday3. Take quiz4. I will check it in and we will review it5. We will move on to a new article- Berkowitz, C. (2005). Safe Sleeping: Reducing the risk of SIDS. Pediatrics for Parents, 21,12, 2. (on slideshare) A. Pass out new reading B. Hand-out vocabulary words- Review C. Hand-out worksheet- Put your name on it D. Read the new researchWe are reading this document to:1. understand the essential ideas2. Practice quoting, paraphrasing and summarizing
Monday’s activities1. Complete Sponge activity2. Take out the Safe Sleeping Questions handout we worked on Friday3. We will review our article- Berkowitz, C. (2005). Safe Sleeping: Reducing the risk of SIDS. Pediatrics for Parents, 21,12, 2. (on slideshare) A. Pass out reading B. Hand-out vocabulary words- Review C. Take out worksheet D. Read the new researchWe are reading this document to:1. understand the essential ideas2. Practice quoting, paraphrasing and summarizing
Learning Objectives-Common Core• W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.• W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.• W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. – Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
Student Friendly ObjectivesWe will learn the following in this unit: What is a reliable source Quote sandwiches How to properly cite a source Topic sentence/claim APA (at least cover it) Quote or evidence MLA How to cite sources Analysis In-text Revision Works cited See online sources for How to take notes Revision Cornell Notes (see PDF in Editing folder) Presentation Fine tuning thesis statement Organizational process See MPS Oral Outline (optional) Presentation rubric
Research WritingA research report presents information from many different sources and indicates where the information comes from. Here are step-by-step directions to help you create a research report1. PrewritingSelect a topic that fits the assignment, research the topic, and organize the information you gather. We are here** Friday, March 16th2. WritingIntroduce the topic clearly, provide information in a logical order, cite sources, and reflect on what the information means.3. RevisingImprove your work by making sure you have included the most important information in the best order.4. EditingCheck your facts for accuracy, check your writing for correctness, and make sure you have used the correct formats for citations and bibliographies.
Terms or Devices you should know Write down the following list in your notes. Leave a space in-between each term so you can fill in your notes on the term. You will check mark the words you learn along the way.• Summarize• Paraphrase• Quoting• In-text citation• Work cited page• Plagiarism• Fact vs. opinion• Evidence• Credibility of sources• Essay structure – Introduction – Body – Conclusion• Thesis statement• Revision• Editing• Transition
Read the following text, Co-sleeping and sudden infant death syndrome• Postulated- to claim or assume the existence or truth of, especially as a basis for reasoning or arguing.• Mechanism- the agency or means by which an effect is produced or a purpose is accomplished.• Hypoxia- inadequate oxygenation of the blood.• Obstruction- something that obstructs, blocks, or closes up with an obstacle or obstacles; obstacle or hindrance• Thermal- Also, thermic. of, pertaining to, or caused by heat or temperature:• Prone- having the front or ventral part downward; lying face downward.• Supine- lying on the back, face or front upward.
Sleeping infants• Prone- having the front or ventral part downward; lying face downward.• Supine- lying on the back, face or front upward.
Review Learning Activities that we covered on this week• What is a reliable source? – -Lancet vs. Baby Talk• Discuss credibility of sources• Pulling research from• -UW-Madison• -UW-Milwaukee• -MPS student sites• Citation Machine• -APA• -MLA• Reading• Comprehension activities• -Re-reading• -looking up unfamiliar words• Quote, Summarize, Paraphrase• -read• -practice
Credibility of Sources• What is a reliable source? – -Lancet vs. Baby Talk• Discuss credibility of sources – Review Baby Talk article • Citations? • Author? • Is this a good periodical for scholarly research? Why or why not? • Compare this periodical to The Lancet (a publication for physicians) – Co-Sleeping on Wikipedia
Pulling ResearchWe picked your research topic and pulled your research for you.Pulling research from-• -UW-Madison• -UW-Milwaukee• -MPS student sites• Milwaukee Public Library
Citation MachineWhy do we need to cite our work? What is a work cited page/Reference page?Citation Machine• -APA – Social Sciences – Science courses• -MLA – Literature classes/English classes
Co-Sleeping and sudden infant death syndrome• Pass out Lancet article• Review vocabulary from the 1st paragraph• Review first paragraph – Check for understanding• Pass out second handout – Notice how the first sentence in the box is the first sentence in the second paragraph – Practice quoting, paraphrasing and summarizing
Co-Sleeping and sudden infant death syndrome• Research Unit, Quoting, paraphrasing, and summarizing• Second page of handout will cover the second and third paragraph – REVIEW- unfamiliar words – Practice quoting, paraphrasing and summarizing
Quoting, Paraphrasing, and Summarizing WHAT IS THE DIFFERENCE BETWEEN THE THREE WAYS OF INCORPORATING OTHER WRITERS WORK INTO YOUR OWN WRITING?
What is plagiarism?Is copying just a sentence or two without crediting asource plagiarism?Is it OK to paraphrase what another has written withoutcorrectly citing the author?Is it OK to use information or ideas without crediting thesource if the exact words are not used?Can you use parts of a friends paper as your own if heor she says its OK?
Why do we use quotes, paraphrases, and summaries?• To provide support for claims or add credibility to your writing• To refer to work that leads up to the work you are now doing• To give examples of several points of view on a subject• To highlight a particularly striking phrase, sentence, or passage by quoting the original• To expand the breadth or depth of your writing
QUOTING• Quotations must… – Be identical to the original – Use a narrow segment of the source – Match the source document word for word – Be attributed to the original author
PARAPHRASING• Involves putting a passage from source material into your own words• Paraphrased material must also be attributed to the source• A paraphrase is usually shorter than the original passage
SUMMARIZING• Involves putting the main idea(s) into your own words, including only the main points• Summaries must also be attributed to the source• Summaries are significantly shorter than the original and give a broad overview of the source material
Six Steps to Effective Paraphrasing1. Reread the original passage until you understand its full meaning. You can’t paraphrase what you don’t understand.2. Set the original aside, and write your paraphrase on a note card.3. Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
Six Steps to Effective Paraphrasing4. Check your version with the original to make sure that your version accurately expresses all the essential information in a new form.5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.
Original Passage: Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source material while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 4647. A Legitimate Paraphrase: An Acceptable Summary:In research papers students often Students should take just a few notes in quote excessively, failing to keep direct quotation from sources to help quoted material down to a desirable level. Since the problem minimize the amount of quoted material in usually originates during note a research paper (Lester 4647). taking, it is essential to minimize the material recorded verbatim (Lester 4647). A Plagiarized Version: Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.
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