E#1. On pages 95, 96, 97, and 98 of this week's reading material, we learn more about how to construct our sentences so that they "flow." One of the tricks that you will learn as you scan these pages will instantly take you from junior varsity to the major leagues. A sentence can truly "flow" and even become highly academic in its tone often by using a particular mark of punctuation: the semicolon! Consider the following pairs of SIMPLE SENTENCES: Ralph likes to play piano.  He isn't very good.  Ralph keeps practicing his terrible piano technique.  His parents keep smiling.      Now observe these revised COMPOUND SENTENCES:     Ralph likes to play piano; however, he isn't very good.  Ralph keeps practicing his terrible piano technique; his parents keep smiling.     The first rewrite uses a semicolon and a conjunctive adverb.  The second revision uses just a semicolon to create a increased sense of "flow." With technique in mind, compose two paragraphs describing a concert or music event that truly stood out to you as either terrific or terrible.  As you compose your two paragraphs, try to succinctly use the semicolon (and the occasional conjunctive adverb and appropriate punctuation) to make your sentences' sound become more smooth, flowing, and academic.   Shoot for a total of 250 words .  You don't need to overuse this semicolon structuring technique.  Just try it out a few times within your two paragraphs.  Then, use a quote from a secondary source (an article) that you find on the Bethel Library's Databases.   With this article in mind, you will hear me say this often:  USE THE S.Q.P. FORMAT WHEN QUOTING FROM A SOURCE , like this:  Goodson (2009) wrote, “Closing the show with a straight-laced display of raw beats and rhymes, Jadakiss delivered on his promise.  No frills hip-hop, sans lights, pyro and other detractions—just the hits that speak to the streets.  Street dwellers galore were apparent in the capacity-filled venue” (p. 9).  E#2. Now that you fully understand the "Funnel Technique" for composing and organizing the ideas and sentences that will comprise your very well-developed introduction (which should consist of about 10 sentences, not including the thesis sentence), share the introductory paragraph and thesis sentence  that you will use for your final research paper in Unit 5. After you insert your fully-developed introduction with its thesis sentence placed at the very end of the paragraph, share a few thoughts in a second paragraph about why you chose this particular subject as the basis of your research paper for the course.   Shoot for a total of 250 words. Then, use a quote from a secondary source (an article) that you find on the Bethel Library's Databases.   At this point, you should be very, very familiar with  THE S.Q.P. FORMAT WHEN QUOTING FROM A SOURCE , like this:  Stellmack, Konheim-Kalkstein, Manor, Massey, & Schmitz (2009) have found, “The purpose of this study was to develop a rubric fo.

1. E#1. On pages 95, 96, 97, and 98 of this week's reading
material, we learn more about how to construct our sentences so
that they "flow."
One of the tricks that you will learn as you scan these pages
will instantly take you from junior varsity to the major leagues.
A sentence can truly "flow" and even become highly academic
in its tone often by using a particular mark of punctuation: the
semicolon!
Consider the following pairs of SIMPLE SENTENCES:
Ralph likes to play piano. He isn't very good.
Ralph keeps practicing his terrible piano technique. His
parents keep smiling.
Now observe these revised COMPOUND SENTENCES:
Ralph likes to play piano; however, he isn't very good.
Ralph keeps practicing his terrible piano technique; his parents
keep smiling.
The first rewrite uses a semicolon and a conjunctive adverb.
The second revision uses just a semicolon to create a increased
sense of "flow."
With technique in mind, compose two paragraphs describing a

2. concert or music event that truly stood out to you as either
terrific or terrible. As you compose your two paragraphs, try to
succinctly use the semicolon (and the occasional conjunctive
adverb and appropriate punctuation) to make your sentences'
sound become more smooth, flowing, and academic.
Shoot for a total of 250 words
. You don't need to overuse this semicolon structuring
technique. Just try it out a few times within your two
paragraphs.
Then, use a quote from a secondary source (an article) that you
find on the Bethel Library's Databases.
With this article in mind, you will hear me say this often:
USE THE S.Q.P. FORMAT WHEN QUOTING FROM A
SOURCE
, like this:
Goodson (2009) wrote, “Closing the show with a straight-laced
display of raw beats and rhymes, Jadakiss delivered on his
promise. No frills hip-hop, sans lights, pyro and other
detractions—just the hits that speak to the streets. Street
dwellers galore were apparent in the capacity-filled venue” (p.
9).
E#2. Now that you fully understand the "Funnel Technique" for
composing and organizing the ideas and sentences that will
comprise your very well-developed introduction (which should
consist of about 10 sentences, not including the thesis
sentence), share the
introductory paragraph and thesis sentence
that you will use for your final research paper in Unit 5.

3. After you insert your fully-developed introduction with its
thesis sentence placed at the very end of the paragraph, share a
few thoughts in a second paragraph about why you chose this
particular subject as the basis of your research paper for the
course.
Shoot for a total of 250 words.
Then, use a quote from a secondary source (an article) that you
find on the Bethel Library's Databases.
At this point, you should be very, very familiar with
THE S.Q.P. FORMAT WHEN QUOTING FROM A SOURCE
, like this:
Stellmack, Konheim-Kalkstein, Manor, Massey,
& Schmitz (2009) have found, “The purpose of this study was to
develop a rubric for grading student writing of the introduction
section of an APA-style manuscript and to evaluate the rubric’s
reliability and validity. We chose to focus on the introduction
section because those involved in teaching our research methods
course frequently identify it as the most difficult assignment in
the course for instructors to grade and for students to write” (p.
103).
E#3
Share an outline of your research paper in this discussion. This
should be a
formal outline
, and include points and sub-points.
Initial posts should be 250 words and include
at least two academic sources and references.

4. YOU ARE Required to use only 2 secondary source (including a
direct quote using the SQP Format for APA Style in-text
citations, along with the source's APA Style Reference entry)!!
E#4
For this week's Discuss assignment, talk about the challenges
that you encountered while developing and wrapping up your
research paper. What advice would you give to the next set of
students beginning this process? Did you learn any tips, tricks,
or techniques from this process that you might continue to use
in future classes?
YOU ARE Required to use only 2 secondary source (including a
direct quote using the SQP Format for APA Style in-text
citations, along with the source's APA Style Reference entry).