This document discusses using point of view (POV) in non-fiction works for younger readers. It outlines how the Common Core standards approach developing an understanding of POV in both fiction and non-fiction from kindergarten through high school. Students learn to observe details, identify different perspectives, and compare and contrast varying accounts of events or topics. The goal is to help students see non-fiction as a living process of inquiry rather than just static facts, and to see disagreement as healthy when based on evidence and open to alternative views. Clustering related non-fiction books on a topic in the classroom or library allows students to explore different interpretations and ways of thinking about a subject.
TESOL: Presentation Handout- Deaf Characters in Adolescent LiteratureSharon Pajka
This document summarizes a study on the portrayal and perception of deaf characters in adolescent literature. The study analyzed 6 books featuring deaf characters using content analysis and reader response surveys from deaf, hearing familiar with deafness, and hearing unfamiliar participants. Key findings include that hearing authors generally portrayed deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Participants overall preferred books by hearing authors and commented more positively on culturally deaf male characters. Books rated higher on content analysis for including cultural deaf themes were perceived more positively by participants.
The document provides objectives, standards, and lesson plans for teaching "Paul's Case" by Willa Cather to high school English students. The objectives are for students to analyze symbolic elements in the story, express their own ideas in writing and discussion, and participate in high-level analysis. Standards covered include citing evidence, determining meaning of words, argumentative writing, collaborative discussions, and language conventions. Lesson plans include discussing what led Paul to his choices, whether they could have been prevented, character analysis, setting details, plotting a plot chart, discussing narcissistic vs histrionic personality disorders in Paul, exploring symbolic elements, and analyzing a significant scene.
This document provides guidance for an English composition class. It includes assignments due for the week and tips on using transitional phrases in writing. It also discusses an in-class exercise on inserting appropriate transitions into sentences. Finally, it covers a lecture on analyzing literature, including elements like character, plot, imagery, and setting, and how to plan a literary argument paper.
Nonfiction encompasses a wide variety of informative books beyond textbooks and encyclopedias, including biographies, histories, true stories, science books, and more. These books can be as engaging as fiction. Two major awards that honor excellence in children's and young adult nonfiction are the Orbis Pictus Award and the Robert F. Sibert Informational Book Award. When evaluating nonfiction works, factors to consider include accuracy, content and perspective, writing style, organization, and visual presentation such as illustrations. Nonfiction comes in many forms, from concept books to photographic essays to identification guides. Features like tables of contents, indexes, and sidebars can enhance accessibility. Award-winning examples demonstrate the power of non
Dr. Seuss was not just an author of children's stories but also used his books to convey political and social messages informed by his experience with discrimination and opposition to isolationism and anti-Semitism. Some of his most famous books like The Sneetches, The Lorax, and The Butter Battle Book contained allegories about racism, environmentalism, and the nuclear arms race. He believed literacy and children's books could be used as a political tool to educate youth on important issues.
Objectives:
* Identify the special information needs of creative writers
* Discuss the research process for creative writing and how different source types fit into that process
* Evaluate the usefulness of sources for creative writers based on their information needs
This document summarizes Joan Swann's AHRC-funded project from 2007-2008 that analyzed the discourse of reading groups. The project studied 16 reading groups to understand how members interpret and evaluate literary texts, how interpretations are constructed and relate to identities and professional criticism, and how talk integrates social and affective elements. Data sources included audio recordings and transcripts of discussions, interviews, and documents. Discourse analysis identified themes, strategies, and was informed by observations and interviews. Outcomes included publications analyzing reading group talk, interpretations over time, and comparisons to academic readings.
In this presentation, Dr. Avon Hart-Johnson presents strategies and considerations on how to transform a dissertation to a book. Presented 12/29/17 at National Harbor, Walden PhD Residency
TESOL: Presentation Handout- Deaf Characters in Adolescent LiteratureSharon Pajka
This document summarizes a study on the portrayal and perception of deaf characters in adolescent literature. The study analyzed 6 books featuring deaf characters using content analysis and reader response surveys from deaf, hearing familiar with deafness, and hearing unfamiliar participants. Key findings include that hearing authors generally portrayed deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Participants overall preferred books by hearing authors and commented more positively on culturally deaf male characters. Books rated higher on content analysis for including cultural deaf themes were perceived more positively by participants.
The document provides objectives, standards, and lesson plans for teaching "Paul's Case" by Willa Cather to high school English students. The objectives are for students to analyze symbolic elements in the story, express their own ideas in writing and discussion, and participate in high-level analysis. Standards covered include citing evidence, determining meaning of words, argumentative writing, collaborative discussions, and language conventions. Lesson plans include discussing what led Paul to his choices, whether they could have been prevented, character analysis, setting details, plotting a plot chart, discussing narcissistic vs histrionic personality disorders in Paul, exploring symbolic elements, and analyzing a significant scene.
This document provides guidance for an English composition class. It includes assignments due for the week and tips on using transitional phrases in writing. It also discusses an in-class exercise on inserting appropriate transitions into sentences. Finally, it covers a lecture on analyzing literature, including elements like character, plot, imagery, and setting, and how to plan a literary argument paper.
Nonfiction encompasses a wide variety of informative books beyond textbooks and encyclopedias, including biographies, histories, true stories, science books, and more. These books can be as engaging as fiction. Two major awards that honor excellence in children's and young adult nonfiction are the Orbis Pictus Award and the Robert F. Sibert Informational Book Award. When evaluating nonfiction works, factors to consider include accuracy, content and perspective, writing style, organization, and visual presentation such as illustrations. Nonfiction comes in many forms, from concept books to photographic essays to identification guides. Features like tables of contents, indexes, and sidebars can enhance accessibility. Award-winning examples demonstrate the power of non
Dr. Seuss was not just an author of children's stories but also used his books to convey political and social messages informed by his experience with discrimination and opposition to isolationism and anti-Semitism. Some of his most famous books like The Sneetches, The Lorax, and The Butter Battle Book contained allegories about racism, environmentalism, and the nuclear arms race. He believed literacy and children's books could be used as a political tool to educate youth on important issues.
Objectives:
* Identify the special information needs of creative writers
* Discuss the research process for creative writing and how different source types fit into that process
* Evaluate the usefulness of sources for creative writers based on their information needs
This document summarizes Joan Swann's AHRC-funded project from 2007-2008 that analyzed the discourse of reading groups. The project studied 16 reading groups to understand how members interpret and evaluate literary texts, how interpretations are constructed and relate to identities and professional criticism, and how talk integrates social and affective elements. Data sources included audio recordings and transcripts of discussions, interviews, and documents. Discourse analysis identified themes, strategies, and was informed by observations and interviews. Outcomes included publications analyzing reading group talk, interpretations over time, and comparisons to academic readings.
In this presentation, Dr. Avon Hart-Johnson presents strategies and considerations on how to transform a dissertation to a book. Presented 12/29/17 at National Harbor, Walden PhD Residency
The document summarizes a meeting for children's librarians about the Common Core State Standards and how they will impact libraries. It explains that the standards emphasize non-fiction texts and critical thinking skills. It notes some misconceptions about the standards and provides suggestions for how libraries can support schools in addressing the new standards, such as creating book lists, collaborating with teachers, and hosting events about non-fiction books.
This document discusses the components and theories of emotion. It defines emotion as coming from the Latin word "emovere" meaning to move out. There are four components of emotion: cognitive, subjective, behavioral, and physiological. Theories discussed include the James-Lange theory stating emotion follows bodily changes, Cannon-Bard theory arguing physiological arousal and emotion occur simultaneously, and the facial feedback hypothesis proposing facial muscle movements produce or intensify emotions. Measurement of emotion can be done through physiological response, observation of behavior, and self-report.
This document provides household recipes and tips as well as information on weights and measures, equivalents, serving sizes, stain removal techniques, first aid for emergencies like poisoning, shock, fractures, burns and wounds, and animal bites. It includes directions for removing common stains from washables like blood, candle wax, chewing gum, chocolate, coffee, and more using various household ingredients. The document is a compilation of generational recipes and household management advice.
The document summarizes a meeting of children's librarians that discussed how the Common Core State Standards will impact K-12 education by requiring more non-fiction and informational texts. It notes some misconceptions about the Common Core and provides suggestions for how public libraries can support the standards through resources, programming, and collaboration with schools. Common Core will mean more emphasis on critical thinking skills and using evidence from multiple sources.
This document outlines the schedule and details for the Kellogg Design Club Business Design Challenge competition. Teams will participate in workshops on design process, brainstorming, prototyping, and storytelling. They will submit a concept to address McDonald's challenge of increasing customer loyalty while reducing waste. Finalist teams will present their solutions and network with design professionals on November 15th. The competition aims to help students develop innovative problem-solving skills through applying design thinking methods.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
The document discusses different theories of intelligence, including Sternberg's three forms of intelligence (analytical, creative, practical), and Gardner's theory of multiple intelligences which includes linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. It then provides tips for developing these different types of intelligence in children, such as reading to them, playing logic games, engaging in creative arts, physical activities, music, social interactions, self-reflection, and natural science experiences.
This document discusses teaching history as a discipline that encourages students to think like historians by analyzing evidence and forming their own interpretations. It emphasizes engaging students with primary and secondary sources to develop discernment and the ability to evaluate conflicting accounts. Teachers are creating a foundation to connect students' curiosity about history through a common language focusing on questions, evidence, and drawing supported conclusions. Students need practice assessing the validity of sources and using multiple accounts to understand complexity and draw conclusions, as required for document-based questions.
This document discusses the importance of argument writing in history and social studies. It notes that social studies relies heavily on language arts skills and critical thinking applied to specific concepts and content. It outlines several historical thinking skills needed for argument writing, including sourcing, contextualizing, corroboration, and close reading of sources. Examples are provided of how to apply these skills, such as comparing textbook excerpts and addressing biases. The goal is to help students develop claims based on evidence and address counterclaims.
This document summarizes a gallery walk activity. Students are invited to explore student work around the room, notice what they observe and wonder about the work, and share their comments and thoughts by writing them on sticky notes to post near the student pieces. The purpose is for students to wonder, discover, and share about what they see.
The document provides guidance on writing effective personal statements for university applications. It discusses why personal statements are important, tips for style and structure, things to include like relevant skills and experiences, and things to avoid like plagiarism. The document recommends spending time planning and drafting the statement, getting feedback, and focusing on showing enthusiasm for the subject rather than just listing achievements or interests. It also provides example personal statements and questions for applicants to consider to help strengthen their statement.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
This document summarizes a study on the portrayal and perception of deaf characters in adolescent literature. The study analyzed 6 books featuring deaf characters using content analysis and reader response surveys from deaf, hearing familiar with deafness, and hearing unfamiliar participants. Key findings include that hearing authors generally portrayed deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Participants overall preferred books by hearing authors and commented more positively on culturally deaf male characters. Books rated higher on content analysis for including cultural deaf themes were perceived more positively by participants.
This document provides guidance for an English composition class. It discusses using transitional phrases to connect sentences and paragraphs. Examples of transitional phrases are provided. Students are given an in-class exercise to practice using transitional phrases. The document also covers literary analysis and elements of fiction like character, plot, setting, and point of view. It provides examples and discusses how to incorporate these elements into a literary argument paper. Students are assigned to read parts of "Sleepy Hollow" and complete a mini paper and journal entry by the given due dates.
This document discusses what history is and why it is important to study. It defines history as a branch of knowledge that records and explains past events. Key reasons to study history include: to understand the roots of our current culture, learn from past mistakes, examine trends that repeat throughout history, learn historical facts, and understand how different factors shape society. The document outlines that historians investigate the past through a variety of primary sources like artifacts, documents, memoirs, and oral histories to piece together clues and fill in gaps to understand historical events. Secondary sources like textbooks and encyclopedias then interpret and analyze these primary sources.
This document discusses what history is and why it is important to study. It defines history as a branch of knowledge that records and explains past events. Key reasons to study history include: to understand the roots of our current culture, learn from past mistakes, examine trends that repeat throughout history, learn historical facts, and understand how society has been shaped over time. The document outlines that historians investigate the past through a variety of primary and secondary sources. Primary sources were created during the time period being studied, while secondary sources interpret and analyze primary sources.
The document provides an overview of the literature review process. It defines a literature review as an examination of previous research conducted in a particular field of study. The purpose is to gain knowledge in the field, identify common methodologies, and determine if the proposed research is needed. The literature review process involves selecting a topic, searching for and analyzing relevant literature, and writing the review. Organizational schemes like topical, chronological, and problem-solution orders can be used.
The document contains the agenda for a day of ELA teacher training. The morning includes social time, discussing trends in young adult literature, and celebrating small classroom successes. Teachers will then participate in a close reading activity, followed by working on writing workshops. In the afternoon, teachers will discuss different types of engaged and disengaged readers through a jigsaw activity, consider alternatives to whole-class novels, and learn about creating close reading lessons.
This document provides guidance on writing at the master's level. It discusses that master's writing should be more sophisticated, critical, and referenced than undergraduate writing. It emphasizes the importance of articulating one's work with the existing literature through comparing and contrasting other works, and critically questioning sources. The document recommends including numerous references that have actually been cited or discussed in the text. It also notes that both older and newer sources can be relevant depending on the topic, and that considering the context is critical to fully understanding events related to education.
The document provides an introduction to the Area of Study (AOS) Discovery for the Higher School Certificate (HSC) English exam, outlining the structure and requirements of the paper. It discusses the HSC exam components, including short answer questions, creative writing, and an extended response on the prescribed text Away and other related texts, as well as activities for students to understand key concepts about the Discovery AOS.
The document summarizes a meeting for children's librarians about the Common Core State Standards and how they will impact libraries. It explains that the standards emphasize non-fiction texts and critical thinking skills. It notes some misconceptions about the standards and provides suggestions for how libraries can support schools in addressing the new standards, such as creating book lists, collaborating with teachers, and hosting events about non-fiction books.
This document discusses the components and theories of emotion. It defines emotion as coming from the Latin word "emovere" meaning to move out. There are four components of emotion: cognitive, subjective, behavioral, and physiological. Theories discussed include the James-Lange theory stating emotion follows bodily changes, Cannon-Bard theory arguing physiological arousal and emotion occur simultaneously, and the facial feedback hypothesis proposing facial muscle movements produce or intensify emotions. Measurement of emotion can be done through physiological response, observation of behavior, and self-report.
This document provides household recipes and tips as well as information on weights and measures, equivalents, serving sizes, stain removal techniques, first aid for emergencies like poisoning, shock, fractures, burns and wounds, and animal bites. It includes directions for removing common stains from washables like blood, candle wax, chewing gum, chocolate, coffee, and more using various household ingredients. The document is a compilation of generational recipes and household management advice.
The document summarizes a meeting of children's librarians that discussed how the Common Core State Standards will impact K-12 education by requiring more non-fiction and informational texts. It notes some misconceptions about the Common Core and provides suggestions for how public libraries can support the standards through resources, programming, and collaboration with schools. Common Core will mean more emphasis on critical thinking skills and using evidence from multiple sources.
This document outlines the schedule and details for the Kellogg Design Club Business Design Challenge competition. Teams will participate in workshops on design process, brainstorming, prototyping, and storytelling. They will submit a concept to address McDonald's challenge of increasing customer loyalty while reducing waste. Finalist teams will present their solutions and network with design professionals on November 15th. The competition aims to help students develop innovative problem-solving skills through applying design thinking methods.
The Common Core standards emphasize reading nonfiction texts and analyzing multiple perspectives. This represents a shift from the traditional focus on fiction and personal responses. To meet the standards, librarians must collaborate closely with teachers to provide resources across different subjects and media. Students need opportunities to compare how different sources discuss the same topics and evaluate evidence. The librarian can play a key role in helping students and teachers navigate this change by understanding the standards and building teams to coordinate resources.
The document discusses different theories of intelligence, including Sternberg's three forms of intelligence (analytical, creative, practical), and Gardner's theory of multiple intelligences which includes linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. It then provides tips for developing these different types of intelligence in children, such as reading to them, playing logic games, engaging in creative arts, physical activities, music, social interactions, self-reflection, and natural science experiences.
This document discusses teaching history as a discipline that encourages students to think like historians by analyzing evidence and forming their own interpretations. It emphasizes engaging students with primary and secondary sources to develop discernment and the ability to evaluate conflicting accounts. Teachers are creating a foundation to connect students' curiosity about history through a common language focusing on questions, evidence, and drawing supported conclusions. Students need practice assessing the validity of sources and using multiple accounts to understand complexity and draw conclusions, as required for document-based questions.
This document discusses the importance of argument writing in history and social studies. It notes that social studies relies heavily on language arts skills and critical thinking applied to specific concepts and content. It outlines several historical thinking skills needed for argument writing, including sourcing, contextualizing, corroboration, and close reading of sources. Examples are provided of how to apply these skills, such as comparing textbook excerpts and addressing biases. The goal is to help students develop claims based on evidence and address counterclaims.
This document summarizes a gallery walk activity. Students are invited to explore student work around the room, notice what they observe and wonder about the work, and share their comments and thoughts by writing them on sticky notes to post near the student pieces. The purpose is for students to wonder, discover, and share about what they see.
The document provides guidance on writing effective personal statements for university applications. It discusses why personal statements are important, tips for style and structure, things to include like relevant skills and experiences, and things to avoid like plagiarism. The document recommends spending time planning and drafting the statement, getting feedback, and focusing on showing enthusiasm for the subject rather than just listing achievements or interests. It also provides example personal statements and questions for applicants to consider to help strengthen their statement.
A full day session, held in Ashcroft, on implementing literature circles, grades 3-12. These groups are focused on helping students have grand conversations, grow thoughtful responses and read, read, read!
This document summarizes a study on the portrayal and perception of deaf characters in adolescent literature. The study analyzed 6 books featuring deaf characters using content analysis and reader response surveys from deaf, hearing familiar with deafness, and hearing unfamiliar participants. Key findings include that hearing authors generally portrayed deaf characters from a cultural perspective while deaf authors included more pathological perspectives. Participants overall preferred books by hearing authors and commented more positively on culturally deaf male characters. Books rated higher on content analysis for including cultural deaf themes were perceived more positively by participants.
This document provides guidance for an English composition class. It discusses using transitional phrases to connect sentences and paragraphs. Examples of transitional phrases are provided. Students are given an in-class exercise to practice using transitional phrases. The document also covers literary analysis and elements of fiction like character, plot, setting, and point of view. It provides examples and discusses how to incorporate these elements into a literary argument paper. Students are assigned to read parts of "Sleepy Hollow" and complete a mini paper and journal entry by the given due dates.
This document discusses what history is and why it is important to study. It defines history as a branch of knowledge that records and explains past events. Key reasons to study history include: to understand the roots of our current culture, learn from past mistakes, examine trends that repeat throughout history, learn historical facts, and understand how different factors shape society. The document outlines that historians investigate the past through a variety of primary sources like artifacts, documents, memoirs, and oral histories to piece together clues and fill in gaps to understand historical events. Secondary sources like textbooks and encyclopedias then interpret and analyze these primary sources.
This document discusses what history is and why it is important to study. It defines history as a branch of knowledge that records and explains past events. Key reasons to study history include: to understand the roots of our current culture, learn from past mistakes, examine trends that repeat throughout history, learn historical facts, and understand how society has been shaped over time. The document outlines that historians investigate the past through a variety of primary and secondary sources. Primary sources were created during the time period being studied, while secondary sources interpret and analyze primary sources.
The document provides an overview of the literature review process. It defines a literature review as an examination of previous research conducted in a particular field of study. The purpose is to gain knowledge in the field, identify common methodologies, and determine if the proposed research is needed. The literature review process involves selecting a topic, searching for and analyzing relevant literature, and writing the review. Organizational schemes like topical, chronological, and problem-solution orders can be used.
The document contains the agenda for a day of ELA teacher training. The morning includes social time, discussing trends in young adult literature, and celebrating small classroom successes. Teachers will then participate in a close reading activity, followed by working on writing workshops. In the afternoon, teachers will discuss different types of engaged and disengaged readers through a jigsaw activity, consider alternatives to whole-class novels, and learn about creating close reading lessons.
This document provides guidance on writing at the master's level. It discusses that master's writing should be more sophisticated, critical, and referenced than undergraduate writing. It emphasizes the importance of articulating one's work with the existing literature through comparing and contrasting other works, and critically questioning sources. The document recommends including numerous references that have actually been cited or discussed in the text. It also notes that both older and newer sources can be relevant depending on the topic, and that considering the context is critical to fully understanding events related to education.
The document provides an introduction to the Area of Study (AOS) Discovery for the Higher School Certificate (HSC) English exam, outlining the structure and requirements of the paper. It discusses the HSC exam components, including short answer questions, creative writing, and an extended response on the prescribed text Away and other related texts, as well as activities for students to understand key concepts about the Discovery AOS.
The document provides advice on how to earn a first class degree, emphasizing the importance of taking innovative approaches in essays such as developing original arguments, making unexpected connections between ideas, and questioning underlying assumptions. It also discusses how different disciplines have differing expectations for writing and demonstrating knowledge. Specific examples are given of students who took innovative approaches to essay topics and earned high marks as a result.
The document discusses place in a first-year critical reading and writing course at Gallaudet University. It provides background on the course, including its student learning outcomes and demographics of the diverse and linguistically varied students. Research is presented on definitions of place and how classroom climate, community, and blogging can impact student learning and engagement. Evidence is given of how place is manifested in the course through dynamics of power and authority, students' roles and responsibilities, and using physical and online spaces for specific academic purposes. The goal is to understand how place shapes students' learning experiences.
The document discusses evaluating sources for research. It identifies two main types of sources - primary and secondary - that should each be evaluated differently. Five criteria are provided for evaluating sources: author authority, audience and purpose, accuracy and completeness, footnotes and documentation, and perspective and bias. Guidelines are given for evaluating each of these criteria in both primary and secondary sources. The document emphasizes understanding the value and limitations of sources by considering the questions provided.
Annotated BibliographyList of Sources with Evaluation.docxrossskuddershamus
Annotated
Bibliography
List of Sources with Evaluation
What is an Annotated Bibliography?
• A list of citations to books, articles, and documents.
• Each citation is followed by a brief (about 150
words) descriptive and evaluative paragraph, the
annotation.
• The purpose of the annotation is to inform the
reader of the relevance, accuracy, and quality of the
sources cited.
Annotations vs. Abstracts
• Abstracts are the purely descriptive summaries found
at the beginning of scholarly journal articles or in
periodical indexes.
• Annotations are descriptive and critical; they expose
the author’s point of view, clarity appropriateness of
expression, and authority.
The Process
• Skills needed
• Concise exposition
• Succinct analysis
• Informed library research
• Locate and record citations to a variety of source
types that may contain useful information on your
issue.
The Process Cont’d.
• Briefly examine and review the actual items.
• Choose works that provide a variety of perspectives
on the issue.
• Cite the book, article, or document using MLA/APA
style.
• Write a concise annotation that summarizes the
central theme and scope of the book or article.
The Process Cont’d.
• Include one or more sentences that
• Evaluate the authority or background of the author.
• Comment on the intended audience.
• Compare or contrast this work with another you have
cited.
• Explain how this work illuminates your bibliography topic.
Critically Analyzing Sources
• Initial Appraisal
• Author
• What are the credentials-- instructional affiliation,
educational background, past writing, or experience?
• Has you seen or heard about this author in other places –
class, text, other sources?
• Is the author associated with a reputable institution?
• Date of Publication
• When was the source published
• Is the source current or out-of-date for your issue?
Critically Analyzing Sources
• Edition or Revision
• Is this the first edition of the publication?
• Further editions indicate revisions and updates were made in
knowledge, omissions corrected, and audience needs have
been addressed.
• Many printings can also mean the work has become a
standard.
• Publisher
• University press?
• Scholarly?
Critically Analyzing Sources
• Title of Journal
• Scholarly or popular?
• Scholarly are concerned with academic study, especially
research.
• Substantive is defined as having a solid base.
• Popular is fit for a large group of people.
• Sensational is defined as arousing or intending to arouse
strong interest.
Critically Analyzing Sources
• Content Analysis
• Intended Audience
• Objective Reasoning
• Fact, opinion, or propaganda?
• Valid and well-researched
• Arguments in line with other works on topic
• Author’s point of view objective and impartial
• Coverage
• Up-to-date
• Primary or secondary
Critically Analyzing Sources
• Writing Style
• Organized logically?
• Evaluative Revi.
This document provides an overview of resources for researching transnational crime. It discusses constructing a research strategy, selecting primary, secondary, and tertiary sources, and how to access and evaluate various sources. Key resources mentioned include academic databases like Academic Search Complete and subject-specific databases. The document also covers evaluating internet sources and using bibliographic citation software.
2. What Is a Fact?
• Is Pluto a planet?
• Is marriage between a man and a
woman?
• Is Iran building nuclear arms?
• Is the planet getting warmer, and is this
caused by human actions?
• Is the individual mandate for health
insurance constitutional?
12. One Key: Objectivity
• Objectivity is an approach
• What is your evidence?
• Where does it come from?
• Are there other interpretations?
• Have you consulted experts?
• Do experts disagree?
14. Look at a book
• Does it make its evidence apparent?
• Can you tell where the author got his/her
information?
• Do you learn of other interpretations?
• Do you learn about the author’s research
journey or reasons for writing the book?
15. Citation Is the Beginning, Not the
End
• A source note tells you where an author
found something
• An annotated note tells you what the
author thinks about that source, or gives
different sources with differing views
• This evidence trail is there for the engaged
student to follow
• You are creating a library of questions, not
answers
16. How Does the Familiar
Look Different
When you add a different POV?
17. The CC Sequence:
The genius of CC is how it builds
year to year: fiction
• Kindergarten: discuss relationship of art
and text;
• 2nd grade: establish differences in POV in
read alouds
• Compare versions of same tale (now
using art/text and POV)
18. Onward and Upward
• 3rd grade: Differentiate reader’s POV from
narrator or character
• Identify author’s POV as expressed in
variety of books or series
• 4th grade: compare and contrast narrator
POVs, such as first and third person
• 5th grade: describe how narrator’s POV
influences how events are described
19. Same Sequence in NF
• Kindergarten: identify details in text
• With help, identify similarities and
differences in two books on same subject
• 1st grade: compare and contrast two books
on same subject
• 2nd grade: identify how author supports
statements
20. Moving Forward
• 3rd grade: differentiate reader’s POV from
author’s
• 4th grade: compare first and secondhand
accounts of an event or topic
• 5th analyze multiple accounts of the same
event – note similarities or differences
21. Notice in both fiction and NF
• Youngest children learn to observe details
• Then identify approach (who speaking,
what evidence, how used)
• Then recognize POV
• Then compare and contrast POVs
22. I want to Take You Higher: Fiction
• 6th grade: explain how author develops
POV of narrator or character
• 7th grade: compare a fictional account of
person or place and NF account
• 8th grade: explore differences between
POV of characters and reader – irony,
suspense, humor
23. Higher and Higher: Fiction
• 9th grade: analyze an experience as
described in a work from outside of the US
• 9-10: Analyze treatment of same subject
across different artistic genres, such as
art, music, text, film
• 11-12: analyze a case where recognizing
POV requires distinguishing what is said
from what is meant (satire, sarcasm, etc.)
24. I Want to Take You Higher: NF
• 6th Grade: Compare and contrast one
author’s account of events with another’s
• 7th grade: Trace and evaluate an author’s
argument
• 8th grade: Analyze two or more texts that
present differing or opposing arguments
25. Higher and Higher: NF
• 9-10: Determine author’s POV in text and
show how uses language (art, media) to
advance that argument
• 11-12: Analyze effectiveness of structure
author has used to make his/her case
• Note: of course this analysis also gives
students tools to make different cases
themselves
26. Summing up: NF Offers
New Information
• Chronology -- time
• Location -- space
• Traits – characteristics
• Records: highest, most deadly, most
home runs, etc.
• 4 of the famous 5: who, what, where,
when
27. NF Offers New Ways of Thinking:
• Why?
• How does the author answer this?
• What techniques does the author use to
explain, to make a case, to posit a theory,
to reject other views, to convince readers?
28. Text Structures
• Before and after
• Compare and contrast
• If/then
• Broad survey
• Detailed look at single moment
• Focus on individual -- biography
• Focus on context – technology, ideas,
beliefs, ecology, health, laws
29. How Can You Alert Students to
These Text Structures?
• Within a book – Use Sample Chapter of
Master of Deceit for example:
http://bit.ly/PYvrVC
• Between books – “cluster”
35. Display, Shelf Talker, Classroom
Discussion
• Why does this book say X and that say Y?
• Is one right and the other wrong?
• Can there be different rights and wrongs?
• Why can NF books arrive at distinct
answers?
• Why can they treat the same subject in
different ways?
37. This Is Not Just New Facts
• It is new interpretations
• New POVs
• Based on evidence
• Making contentions
• Testing ideas and observations
• Challenging other views
38. The More Students
• See the debate, the argument among
books
• The different approaches taken by authors
• The kinds of evidence and argument used
to make a case
39. The Better They Will Do
• On the kinds of questions we saw earlier
• In their own research papers and
presentations
41. On and On
Some Prehumans Feasted on Bark Instead of Grasses
By JOHN NOBLE WILFORD (NYTimes, June 27, 2012)
“Almost two million years after their last meals, two
member
of a prehuman species in southern Africa left traces in their
teeth of what they had eaten then, as well as over a lifetime
of foraging. Scientists were surprised to find that these
hominins apparently lived almost exclusively on a dies of
leaves, fruits, wood and bark.”
42. And On and On
• Prof. Mike Parker Pearson, of Sheffield University, said
during Stonehenge’s Main Period of Construction from
3,000 to 2,500 BC. There was a “growing island-wild
culture developing in Britain.”
• He added: “Stonehenge itself was a massive
undertaking, requiring the labor of thousands to move
stones from as far away as West Wales, shaping them
and erecting them, just the work itself, requiring
everyone literally to pull together, would have been an
act of unification.”
43. Knowledge Unfolds
• We need to prepare our students to learn
as knowledge changes
• We do that by shifting from only feeding
them “settled” answers to showing them
how answers are arrived at; why and how
authors arrive at different answers
47. Disagreement Is Healthy
• So long as it is fair-minded, based on
evidence, open to question, alert to
possible alternative views
48. High School
• Many YA novels are in multiple voices
• Treat YA NF the same way – what is this
NF voice saying, what is that one saying,
how can we understand what they are
doing, and juxtapose their approaches
and answers.
49. Our Goal
• Help students see NF as alive
• Not dead facts
• But living process of inquiry
• Based on rules of fairness, evidence, and
argument