The LearnerÕs Companion:

A Student Reference Guide to Foundation Skills at the

School  of Environmental Studies

 

2003-2004

 

CONTENTS

 

GUIDELINES FOR WORKING IN A GROUPÉÉÉÉÉÉÉÉÉ      2

GUIDELINES FOR SOCRATIC SEMINARÉÉÉÉÉÉÉÉÉÉÉ   3

GUIDELINES FOR FISHBOWL DISCUSSIONSÉÉÉÉÉÉÉÉ     5

GUIDELINES FOR LEARNING CIRCLESÉÉÉÉÉÉÉÉÉÉÉ    6

STEPS IN CRITICAL READINGÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ 7

ACTIVE READING GUIDELINESÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ  7

JOURNALING AT SESÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ8

FIELD WRITINGÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ  9

DOCUMENT CONVENTIONS AT SESÉÉÉÉÉÉÉÉÉÉÉÉÉ10

GUIDELINES FOR THE WRITING PROCESSÉÉÉÉÉÉÉÉÉÉ11

CHECKLIST FOR EFFECTIVE WRITINGÉÉÉÉÉÉÉÉÉÉÉ   12

HELP WITH EDITINGÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉÉ12

TIPS FOR REVISION:  THE ACADEMIC ESSAYÉÉÉÉÉÉÉÉÉ13

GUIDELINES FOR COMPUTER USE AT SESÉÉÉÉÉÉÉÉÉÉ14

GUIDELINES FOR DATA COLLECTIONÉÉÉÉÉÉÉÉÉÉÉÉ14

GUIDELINES FOR THE RESEARCH PROCESSÉÉÉÉÉÉÉÉÉ 15

ACADEMIC INTEGRITY & RESPONSIBILITYÉÉÉÉÉÉÉÉÉ   16

DOCUMENTATION GUIDE (MLA STYLE)ÉÉÉÉÉÉÉÉÉÉÉ 17

DOCUMENTATION GUIDE (APA STYLE)ÉÉÉÉÉÉÉÉÉÉÉ  19

CHECKLIST FOR EFFECTIVE SPEAKINGÉÉÉÉÉÉÉÉÉÉÉ  20

GUIDELINES FOR USING THE MINNESOTA ZOOÉÉÉÉÉÉÉ  21

A MODEL FOR A WRITING & THINKING PROCESS FOR SESÉÉ.22

 

 


GUIDELINES FOR WORKING IN A GROUP

 

Good Working GroupsÉ                              Ineffective Working Groups...

 

Are cooperative                                                                  Are competitive

 

Make constructive use of conflict                                      Let conflict divide the group

 

Distribute power among many                                          Limit power to a few

 

Make optimum use of all resources                                   Make limited use of resources

 

Encourage freedom of expression                                     Inhibit expression of ideas

 

Follow an orderly problem-solving sequence                    Reflect disorderly, nonlogical thinking

 

Give all participants the chance to satisfy their                  Give only a few the chance to satisfy

personal needs                                                                   their personal needs

 

Provide some opportunity for training in                           Disregard the need for training

leadership skills                                                                 in leadership skills

 

Move toward removing feeling of dependency                  Increase the dependency on a single

on one leader                                                                     leader

 

Reflect a willingness of all to accept                                  Develop a disregard for individual

responsibility for accomplishing group tasks                    responsibility toward the groupÕs goals

 

Enable the group to make decisions affecting its               Leave all decisions affecting the groupÕs  

progress                                                                            process to a few

 

Provide maximum opportunity for the                               Increase feelings of threat and defense

development of feelings of security

 

Reflect active emotional and intellectual                             Reflect disinterest and a noncommittal

involvement in the subject                                                  attitude toward the subject

 

 

Nine Strategies for Creating Trust on a Team

1.     Have clear, consistent goals

2.     Be open, fair, and willing to listen

3.     Be decisive (and decide as a group how you will make decisions)

4.     Support all other team members

5.     Take responsibility for team actions

6.     Give credit to team members

7.     Be sensitive to the needs of team members

8.     Respect the opinions of others

9.     Empower team members to act

       (from Why Teams DonÕt Work,  Harvey Robbins and Michael Finley, 1995)

 

 

GUIDELINES FOR SOCRATIC SEMINAR

 

ÒI would contend at all costs both in word and deed as far as I could that we will be better humans, braver and less idle, if we believe that one must search for the things one does not know, rather than if we believe that it is not possible to find out what we do not know and that we must not look for it.Ó   (Socrates, in PlatoÕs Meno)

 

Almost 2,500 years ago, Socrates walked his students through the city streets of ancient Greece and encouraged them to ask questions about everything they saw.  The students discussed possible answers to questions and constructed their own understanding of the truth.  SocratesÕ philosophy of teaching was quite simple: as human beings, we possess an amazing amount of knowledge and understanding; however, we often fail to realize how much we already know.   He believed that through the process of dialogue, where all parties to the conversation were forced to clarify their ideas, the final outcome of the conversation would be a clear statement of meaning.  Socrates would feign ignorance about a subject and try to draw out from the other person his fullest possible knowledge about it.  If the human mind was incapable of knowing something, Socrates wanted to demonstrate that, too.   One of his core beliefs was, ÒThe unexamined life is not worth living.Ó  (from http://www.secondaryenglish.com/dream_is_the_truth.htm)

 

What is a Socratic Seminar?

 

A Socratic Seminar isÉ

A specialized form of DISCUSSION, in which a group attempts to

Create a DIALECTIC (the art or practice of examining opinions or ideas logically, often by the 

        method of question and answer, so as to determine their validity)

In regards to a specific TEXT (thought-provoking, multi-leveled primary texts are best)

To collectively seek deeper UNDERSTANDING of complex ideas

Through rigorously thoughtful DIALOGUE

 

Dialogue is characterized by:

á       Suspending judgment

á       Examining our own work without defensiveness

á       Exposing our reasoning and looking for limits to it

á       Communicating our underlying assumptions

á       Exploring viewpoints more broadly and deeply

á       Being open to disconfirming data

á       Approaching someone who sees a problem differently not as an adversary, but as a colleague in common pursuit of a better solution

á       Developing the voice of each participant

    TRADITIONAL DISCUSSION   Vs.    SOCRATIC SEMINAR

 

Teacher leads the discussion

Teacher facilitates the discussion

Teacher is separate from students

Students and teacher are in a circle

97% teacher talk

97% student talk

Average student response time is 8-12 seconds

Average student response time is 2-3 seconds

Teacher affirmation of correctness is expected

Affirming feedback from teacher is taboo

ÒRightnessÓ is paramount

Thinking, supported with evidence, is paramount

Students listen to the teacher, who has the answer

Students listen primarily to peers

Teacher has ownership for the ÒflowÓ

Students have ownership for the ÒflowÓ

This table adapted from       http://cte.jhu.edu/techacademy/web/2000/kajder/studentresp.html

 

                          DIALOGUE         Vs.         DEBATE

 

Collaborative: multiple sides work toward shared understanding.

Oppositional: two opposing sides try to prove each other wrong.

One listens to understand, to make meaning, and to find common ground.

One listens to find flaws, to spot differences, and to counter arguments.

Enlarges and possibly changes a participant's point of view.

Defends assumptions as truth.

Creates an open-minded attitude: an openness to being wrong and an openness to change.

Creates a close-minded attitude, a determination to be right.

One submits one's best thinking, expecting that other people's reflections will help improve it rather than threaten it.

One submits one's best thinking and defends it against challenge to show that it is right.

Calls for temporarily suspending one's beliefs.

Calls for investing wholeheartedly in one's beliefs.

One searches for strengths in all positions.

One searches for weaknesses in the other position.

Respects all the other participants and seeks not to alienate or offend.

Rebuts contrary positions and may belittle or deprecate other participants.

Assumes that many people have pieces of answers and that cooperation can lead to a greater understanding.

Assumes a single right answer that somebody already has.

Remains open-ended.

Demands a conclusion.

This table adapted from http://www.mcps.k12.md.us/schools/wjhs/depts/socialst/ams/Skills/SocraticSeminar/SocraticSeminarIntro.html

 

What is my Role as a Participant in a Socratic Seminar?

 

Prepare Individually

á      Read the text carefully, following the steps to critical reading

á      Try to understand the basic ideas, concepts and vocabulary of the text

á      Think of questions that the text raises for you

 

Engage in Shared Inquiry

á      Keep the discussion focused on the text.

á      Ask thoughtful questions that raise issues, lead to further questions, and require more than a Òyes or noÓ answer (remember SocratesÕ idea of the dialectic).

á      Support your views with evidence from the text.

á      Seek to understand everyoneÕs views and questions.  Ask for clarification,;restate ideas.

á      Use Òintellectual etiquetteÓ---be patient and polite as if the conversation were happening with guests at your dinner table.

á      Observe the group carefully---be aware of body language as well as what is said.

á      Be skeptical of unsupported statements; but never criticize the person.

á      Follow the conversation closely; keep adding to it without repeating ground thatÕs already been covered.  Taking notes will help your trace the discussion.

á      Include everyone in the group; encourage everyone to participate.

á      Be prepared to change your mind as a result of the conversation; be open to new views.

á      Take risks; there are no wrong answers.

á      Have fun!

 

 

 

 

GUIDELINES FOR FISHBOWL DISCUSSIONS

 

What is a ÒfishbowlÓ discussion?

A student-led, shared inquiry into a text or topic, like a Socratic Seminar.  Like a Socratic Seminar, the teacherÕs role is to get the conversation started and to step in only when the discussants are stuck.  Unlike a Socratic Seminar, students discussing in a ÒfishbowlÓ are observed by other students, whose role is to examine the process of the discussion and provide feedback.

 

Why do we have ÒfishbowlÓ discussions?

 

HereÕs how a ÒfishbowlÓ works:

Half the group will sit in a circle; they will be the discussants (ÒfishÓ in a ÒfishbowlÓ).  The other half will sit in a circle around the discussants; they will be the observers (ÒfisherpersonsÓ studying the ÒfishÓ).

 

Guidelines for the ÒFisherpersonsÓ:

Your task is to chart and evaluate the process of the discussion as well as its contents, and then after the discussion, to share what you have observed with the Òfish,

 

á      Listen and observe carefully.

á      Take detailed notes so that you can accurately summarize the process.

á      Offer positive feedback and constructive criticism---your goal is to help the ÒfishÓ improve their discussion skills.

 

Guidelines for the ÒFishÓ:

Your task is to conduct an in-depth, interesting discussion on the designated topic(s).  Follow the guidelines below:

 

Guidelines for Effective Discussions

 

á      You should only be a ÒfishÓ if you have prepared for the discussion (you should have notes, annotations, journal entries or other assigned work as evidence of preparation). 

á      Take detailed notes to trace lines of thinking, to help yourself avoid making repetitive or Òdead-endÕ comments, and to help yourself remember the discussion later. 

á      Offer specific examples and evidence from your reading to support your contributions.

á      Encourage those who are monopolizing to share, and those who are quiet to speak up.

á      Ask questions to allow the discussion to expand.

á      Restate ideas and ask clarifying questions.

á      Keep the discussion moving.

á      Maintain an open mind.

á      Disagree with a personÕs ideas, but avoid criticizing the person.

á      Listen carefully.

á      Communicate clearly.

á      Have fun.

 

 

 

 

 

GUIDELINES FOR LEARNING CIRCLES

 

What is a Learning Circle?

Learning Circles are rooted in the practice of democratic education.  As teachers, we find that we donÕt get to hear from our students enough.  We spend time talking and explaining what we think you need to hear to better understand the curriculum.  This is why a learning circle is exceptionally refreshing.  It guarantees every single person a chance to voice their thoughts on the same subject.  In light of democratic education, every person has reserved air space to voice their opinion or tell their story without it getting interrupted or vacuumed up by the surrounding voices.

Learning Circles center around a predetermined prompt shared by a facilitator.   Prompts are most effective and least controversial when people are asked to tell some sort of story about their life experience.  Brain research also affirms that most learning is connected to our emotional memory in some way and thus, connections between our personal lives and new experiences can provide powerful learning experiences.

 

What are my responsibilities as a facilitator?

á      The biggest responsibility of the facilitator is to create a space for everyone to be heard.  Facilitators introduce the prompt, give people a chance to write or think about their response, and then begin by going clockwise around the circle encouraging people, one by one, to share their thoughts. 

á      The facilitator carefully listens to the comments shared by EACH group member. 

á      By carefully hearing what people are saying, the facilitator may choose to offer a follow-up question that addresses some further thoughts on the same or related topic.

á      Facilitators must be willing to preserve the topic at hand.  In other words, if a group member is so compelled to speak up and affirm or disagree with what the speaker is saying, then the facilitator must be willing to preserve the original speakerÕs air space and ask the interrupter to table the matter for later.  The facilitator should make a conscientious effort and be sure to come back to this tabled matter after the first Ògo-roundÓ of the circle.

á      WhatÕs the point of going around the circle in order?   By going around the circle in order, speakers know when they will speakÑit is as simple as that; by going in order people can anticipate when they will be sharing with the group.  If speakers are not ready to talk yet, thatÕs fine, the facilitator will come back to them. 

á      WhatÕs the point of not letting other topics come up?  Actually, other topics do come up in an organic fashion.  Most speakers that share toward the end of the group are likely to have evolved their thought based on what they have heard already.  This is fineÑthis is the way ideas shape ideas.

á      Circle go-rounds:  Most facilitators will have at least two circle go-rounds followed by an informal discussion.  If facilitators read their group well, they will be able to come up with another prompt following the first one that pushes the participants to further their insight and thinking process. 

á      Whenever actions can connect to what has been discussed, the learner may feel more in control of a situation.  Facilitators should listen carefully to participants and or the reading and consider when a prompt might incorporate actions one can take.  This is where the cycle of transformation/democratic learning gains momentum. 

 

 

 

 

 

STEPS IN CRITICAL READING

 

Knowledge                     1.  Skim the text

                                                ¥ identify author, context, the general idea

                                                ¥ ask yourself what you will look for as you read

Comprehension               2.  Decipher the content

                                                ¥ identify thesis

                                                ¥ identify main ideas, evidence & reasoning              

                                                ¥ search for "5 W's & an H" (who?, what?, when?, where?, why?, how?)

Analysis                        3.  Examine text piece by piece (take it apart)

                                                ¥ what is the writer saying?

                                                ¥ why is s/he saying it? what's the purpose?

                                                ¥ why is s/he saying it in this way? whatÕs the style?

                                                ¥ what is the effect?

Evaluation                      4.  Criticize the text

                                                ¥ do you agree or disagree?

                                                ¥ how effectively does the writer convey the message

Synthesis                       5. Interpret the text (put it back together)

                                                ¥ explain the ideas in context

                                                ¥ relate the ideas to other ideas, other texts, the real world

                                                ¥ relate the text to yourself & your own life

ACTIVE READING GUIDELINES

 ÒAs a reader, you are not a passive receptacle into which meaning is poured.  Nor are you a decoder, deciphering the black marks on a page to discover the textÕs message.  A better analogy for reading is translating:  As you read, you transfer into your own words what you understand the page to meanÓ (Rise Axelrod, Reading Critically, Writing Well)

 

At SES, we expect students to be active readers; we recommend a two-step procedure:

 

Step 1: Annotating

Active readers interact with the text by highlighting, underlining and commenting as they read.  On photocopied readings or in your own copies of books, you can annotate right on the page.  On SES texts, you can annotate by using post-it notes, flags, tabs, etc. and taking notes in your notebook.

There is no right or wrong way to annotate----find what works for you. Some ideas on what to mark and how to comment:

á       Mark or note any passage that interests, excites or confuses you

á       Bracket or note important passages

á       Underline,  highlight or note key words, terms, concepts

á       Outline the main ideas in the margin or in your notebook

á       Circle or note words you need to define

á       Write questions to ask a teacher, your friends, or in a discussion

á       Notice patterns and evolving themes

á       Record enthusiasms (Yes! I agree!) and resistances (Huh? Hmmm. No!)

á       Mark statements that summarize main ideas, concepts, themes

á       Record brief summaries of ideas

 

Step 2:  Writing & Discussing

Active readers are continually exploring their understanding of and response to the text.  The act of composing sentences or engaging in conversation about a text will lead you to clarify and extend your ideas and to discover new insights about what you have read. You should jot your thoughts as and after you read in your notebook or journal and be prepared to share your ideas in discussion. 

JOURNALING at SES

 

What are the Characteristics of Good Journaling?

 

1.  Journaling can be used as a:

            ¥  Prewriting tool---generating ideas for an essay

            ¥  Pre-reading tool---preparation for critical reading

            ¥  Comprehension tool---review of reading, lectures, etc. to check your understanding

            ¥  Observation tool---sharpening your observational skills

            ¥  Reflection tool---sharpening your reflective thinking skills

            ¥  Analytical tool---practicing your analytical or problem-solving skills

            ¥  Evaluative tool---weighing and evaluating ideas or knowledge

            ¥  Therapeutic tool---working through your feelings

            ¥  Questioning tool---generating (possibly answering) questions about what you hear, see,

                read, etc.

2.  Journaling is FREEWRITING---the idea is to write freely, without worrying about correct spelling & grammar, to try out ideas without worrying about their logic or completeness.

3.  Journaling should be THOUGHTFUL WRITING.  Push yourself to write as much as you can in the allotted time, although quality of thought (note:  not necessarily quality of "correct writing") is more important than quantity of words.

4.  Journaling can be CREATIVE.  Feel free to sketch, "paint with words," try out new ideas. 

5.  Journaling must be PERSONAL WRITING.  The person you should really be trying to impress in your journal is yourself.  Your journal is your "letter" to yourself, you are "dumping" your brain onto paper.  Be honest and speak in your own "voice." 

 

Journal Expectations at SES

 

Think of your journal as an ÒeverythingÓ book:  a place to collect data, to take notes, to respond to readings, to reflect upon your experiences at SES, to try out ideas, to prepare for discussions, to record your thoughts and questions.  Lecture notes, field notes, personal reflections, sketches, maps, annotations of readings---in other words, everything except handouts or essays should be included in your journal.   Your journal will be a chronological record of your experience at SES, a way for you to trace your learning throughout the year...something to keep and treasure. 

           

Basic Journal Requirements:

á             Your journal should be a minimum of 8Ó by 10Ówith a hard cover to withstand the weather (a typical Òcomposition bookÓ works well).

á             Clearly label & date each entry (you may have several entries each day).

á             Label field notes with additional information including: date, time, location, and weather conditions. 

á             Number the pages sequentially.

á             Record entries chronologically...if you are absent, please carefully note this on pages which may be out of order.

á             Keep your journal current (filling in the blanks two weeks later will be of little value to your learning).

á             Write legibly (remember that it will be evaluated by your teachers).

á             Buy a ziplock bag to keep your journal waterproof.

á             Keep a glue stick or tape handy for pasting in some items (like this!).

á             Beautify your journal with art and color.

                                                           

FIELD WRITING

 

You will be completing field observations and writing as part of our exploration of the environment around SES, and you will be doing three types of writing in and about the field studies.   You will be sharpening your observation skills and descriptive writing skills while learning more about the habitats and organisms around us.  We will expect you to follow the formats that follow whenever we go out to explore.  You should use a field journal, which should be hard-covered to withstand the outdoors.

Date each entry and mark it with a descriptive title.

 

Field Notes

 

In this type of writing, your goal is to record specific data as you complete careful observations in the field.   Details cannot be accurately retained unless you write them down at the time of observation, which is why you should take careful, thorough notes as you study in the field.   Think of your field notes as a "scrapbook" in which you collect verbal mementos of your study.  Include labeled sketches, drawings, and maps.  If you are not in a park or wildlife refuge, you may collect leaves or other organic materials to include in your "scrapbook." 

 

For each entry of field notes, you should record the: 

á      date

á      time

á      weather

          Include atmospheric conditions, temperature, wind, humidity, cloud cover, etc.

á      location and/or route traveled:

          Pinpoint the precise location so that you or someone else can find it again (maybe a map?).      

á      habitat:

         Include topography, soil characteristics, geologic features, bodies of water, etc. 

á      vegetation:

           Describe the plant community (usually named for the two dominant plant species) on the site.  Describe the extent of plant cover, height, trunk diameter (for trees), and phenology of the development of the plants.

á      species observed (flora & fauna): 

           List the species in a column or in a narrative format.  Separate plant, mammal and bird lists.  Note bird songs you hear.  Whenever possible, you should record numbers with your list (how many male cardinals and how many female cardinals?) and mark if you are estimating rather than doing an exact count. 

á      general commentary as you observe

 

Field Reflections

 

Field reflections are your commentary on the specific details you have recorded in your field notebook.  You may do this kind of writing out in the field, or you may write after you have completed your field work;  no later than the evening of the day you have been in the field.  Think of your journal as a "journey," in which you mentally relive the trip you took in the field, recording the highlights and disappointments of travel.  Think of field journaling as a memoir (NOT a diary) of your time in the field.

 

 

 

DOCUMENT CONVENTIONS at SES

 

When we say Òyour essay should be in SES Format,Ó we generally are referring to the following guidelines, which are a modification of the guidelines of the Modern Language Association (MLA).  We have chosen to make these modifications to enhance resource conservation in our work. Other schools and publishers may require a different citation format.  Always find out what format is required for your audience, and follow that format.

 

Unless specified otherwise by your teacher, follow these conventions in preparing word-processed assignments at SES:

á      Font:

Times

Regular style

12 point

Black

á      Paragraph: 

Alignment left (left justified)

 Indentation .5Ó

 Double Spaced

á       Document:  1Ó margins all around

á      Case:  Sentence case (Each sentence begins with a capital letter; donÕt use all capitals)

á       Page numbers:  after the first page, use a right justified header with the page number; you may choose to incorporate a shortened title or your name with the number

á       Title Page:  not required, to save paper

á      First Page: 

Place your name and date in the upper right corner,

Center a title to your paper using Title Case (capitalize all words except a, an, the or prepositions); donÕt underline it or put it in quotation marks

Double or triple space after the title and begin the first paragraph

á      Punctuation Spacing: 

Type one space after a comma or semicolon.

Type two spaces after a period or colon.

á      Quotation Spacing:

If the quotation is 4 lines or fewer, just incorporate it into your paragraph, using quotation marks. 

If the quotation is more than 4 lines, single space and indent the quote as a block.  Do not use quotation marks.  

á      Parenthetical Citations: 

Whenever you paraphrase or quote a source, use a parenthetical citation giving the authorÕs last name and the page number.   Watch the punctuation carefully in the following example:

         ÒSES is a great placeÓ (Bodette 46).        

(notice:  no punctuation in the quotation, no p. or pp. in the citation,  period after the parentheses)

á      Works Cited:

Whenever sources are cited, include a Works Cited section at the end of the paper.  To save paper, you are not required to put the Works Cited on a separate page.  Just double or triple space after your last sentence, center the title Works Cited (not in italics, capital letters, or underlined) double space, and list your sources using the format outlined later in this packet. 

á       Printing Back to Back:  Whenever possible, print on both sides of the paper

á       Naming Organisms:  Capitalize the common names of organisms:    Quaking Aspen, Red Oak

Italicize the scientific name, capitalizing the genus but not the species: 

          Populus tremuloides,  Quercus rubra

If you are unsure of the species, just list the genus and the abbreviation of Òunknown speciesÓ: 

         Populus sp., Quercus sp

 

GUIDELINES FOR THE WRITING PROCESS

 

Prewriting

 

q      Select a topic that interests you.

q      Establish a purpose and personal goals.

q      Narrow the topic until it can be thoroughly developed in a specified length according to your teacherÕs instructions.

q      Identify an audience and determine word choice, tone and details to be included.

q      Gather and develop information, including quotes that support your ideas.

q      Evaluate the details and delete details that stray from your writing purpose.

 

Drafting

 

q      Keeping your audience and purpose in mind, begin to write freely.

q      Explore various ways to organize your material without excessive focus on grammar and        punctuation.

q      Decide on a logical, effective organizational format.  Know if the main ideas are best related in terms of time, space, importance, or a combination of these.

 

Revising

 

Read what you have written; then answer the following questions:

 

q      Do the details you present relate directly to your main topic/focus?

q      Is your material organized effectively and logically and are the relationships between the main ideas clear?

q      Are there unnecessary or unrelated ideas?

q      Does each paragraph have a topic sentence and focus clearly on a single main idea?

q      Does the writing flow smoothly with the use of transitions?

q      Is there a clear and logical introduction, body and conclusion?

q      Is there variety in type and structure of your sentences?

q      Is there vivid and precise word choice to establish voice and tone?

q      Is your language and content appropriate for your audience?

q      Have you accomplished your goal?

 

THE QUAD APPROACH TO ORGANIZING A PARAGRAPH

 

A Paragraph  =   QUs  +  As   + Ds

 

QU

(Questions)

A

(Answers)

D

(Details)

What is the topic sentence?

 

 

First support?

 

 

Second support?

 

 

Third Support?

 

 

What is the conclusion?

 

 

 

CHECKLIST FOR EFFECTIVE WRITING

 

Ideas and Content

 

q      Ideas are appropriate, well developed, supported with meaningful information

q      Relationships between ideas and examples are clear and powerful

 

Organization

 

q      Main idea clearly expressed, supporting information presented in a logical, effective sequence

q      Transitions are smooth

q      Clear introduction and conclusion are present

q      Quotes are effectively integrated into the writing

 

Voice

 

q      Essay has the ring of conviction

q      Reader feels strong sense of interaction with writer

q      Expression is individualistic and engaging

 

Word Choice (Diction)

 

q      Word choice is specific and accurate

q      Variety is used; repetition is avoided

q      Language is vivid or energetic in appropriate measure

q      Language is creatively used

 

Sentence Fluency (Syntax)

 

q      Sentence structure reflects logic and sense, helping to show how ideas relate

q      Sentences flow naturally and are varied in structure

 

Conventions

 

q      Paragraphs create sound structure

q      Grammar and usage are correct

q      Punctuation is smooth, guides reader

q      Spelling is correct

q      Correct use of quotations and documentation style

 

HELP WITH EDITING

 

WriterÕs Inc. and Write for College offer many suggestions. 

 

Some helpful Internet sources with advice for writing and editing your papers:

á      On-line Writing Lab at Purdue University:   http://owl.english.purdue.edu      (has many links to other on-line writing labs)

á      Guide to Grammar & Writing:  http://webster.commnet.edu/HP/pages/darling/grammar.htm

á      Website for Writers Inc., Write for College, and other student writing helpers:  http://thewritesource.com

TIPS FOR REVISION:  THE ACADEMIC ESSAY

 

Many of the essays you write at SES will be formal, academic essays which require the defense of a thesis.  In the creation of such essays, revision is an important step.  Think of revision as restructuring your writing, not just cleaning up errors. As you think about how to shape your draft into an effective essay, use these tips for revision. 

 

1.  In an academic essay, make sure you have a solid, clear thesis.  It should be:

á      a confident statement  (not "I think", "I believe.Ó or ÒI feelÓ)

á      a position / argument / opinion / assertion to be proven (not a summary or a fact)     

á      arguable/debatable and supportable          

á      a focus for your paper (but not  a preview, like "In this paper I'm going to. . ."or "There are three parts to . . .")

á      narrow enough to manage in your essay

á      presented in one clear statement (not a question)

 

2.  Next make sure that each supporting paragraph has a clear topic sentence that links back to the thesis.  Each paragraph is a "mini argument" that supports the main argument presented in the thesis.  Remember that an argument has a premise (your topic sentence), support, and a conclusion (your concluding sentence). All of those pieces have to link together to make each paragraph's argument logical, and each paragraph has to link logically to the thesis.  This linking is called unity.  If there are sentences that don't link logically or are irrelevant, remove them.  If links are missing, add them.

 

3.  The supporting evidence in each paragraph must be sufficient to prove the topic sentence, and ultimately your thesis.  Make sure that your supporting evidence includes examples, quotations (properly cited), facts, etc.  When you use quotes, be sure to integrate them into the paragraph by using transitions and introductory phrases that tie the quotes to your point.  Avoid just dropping in quotes, and make sure that they fit your point. 

 

4.  To support your topic sentence, and thesis, it is not enough to toss in evidence.  You must also use reasoning, which includes drawing inferences from the evidence and explaining how the evidence supports your point.  Make sure that you have used good reasoning in each paragraph.

 

5.  When another person reads your paper, the ideas should show coherence.  That means all of the ideas connect, are consistent, and flow together smoothly with good transitions.  

 

6.  A final area for restructuring your paper is to examine the style of your writing.  Each sentence should be a complete idea that makes sense.  You should use varied sentence structures and clear, effective wording.  You should avoid vague words and generalizations. 

 

After you have examined your draft and considered the above tips,  carefully revise your draft, reshaping it to be more effective.   Once you have revised your draft, the next step will be editing, which is the final scan for mechanical errors in grammar, usage, spelling, punctuation, citation, margins, etc. 

 

 

 

 

GUIDELINES FOR COMPUTER USE AT SES

 

Philosophy of Computing

DonÕt Panic!

Computing is a community activity.

Patience is crucial.

ÒFreedom is responsibility realizedÓ (Schiller)

 

We are all responsible for all of the computers at SES:

á      We have free access to computers throughout the building.

á      We are respectful of our computers and the computing environment.

á      We use computers for academic purposes only (no games, personal email, chat rooms, etc.)

á      We leave our computer as we found it.  We donÕt change desktop patterns, control panels, etc.

á      We are environmentally responsible and save paper and toner as much as possible (use print preview, print only when necessary,  print on both sides of the paper whenever possible, reuse and recycle paper).

á      We avoid potential problems by saving frequently and remembering our passwords.

á      We prepare the computer for the next user  (quit the application and drag the log out of the server when you leave the computer).

 

GUIDELINES FOR DATA COLLECTION

 

Data:  Defined as information measured directly

 

I.  Are the data collected appropriate to the task or objective?

            - identify the task and objectives

            - identify the data needed to complete the task or objective

 

II.  What is needed in order to collect data?

            - select equipment (calibrate when necessary)

            - select sample size

            * Double check with the objective

 

III.  How are the data going to be collected?

            - In your notebook or logbook, describe the data collection process.

               (description should be detailed enough so others can duplicate the process)

            - set up a data table with appropriate labels and units

            - collect data and record results

               (determine the appropriate level of accuracy)

            * Double check with the objective

 

IV.  What analysis is needed to accomplish the task or objective?

            - apply appropriate calculations

               (show formulas used and calculations with units on all numbers)

            - use charts and graphs when appropriate

            * Double check with the objective

 

V.  How are the data to be interpreted?

            - relate the analyzed data to the identified task or objective

            * Double check with the objective

GUIDELINES FOR THE RESEARCH PROCESS

 

ÒResearch is to see what everybody else has seen, and to think what nobody else has thought.Ó   Albert Szent-Gyorgyi

 

10 Steps to Research

 

1.  Select an interesting subject that is practical for the time and resources available.

 

2.  Brainstorm what you already know about the subject. 

 

3.  Develop some questions about your subject that you would like to answer.

 

4.  Gather some general information about your subject, trying to answer some of your questions: 

á      talk to people who might have some knowledge about your subject

á      do a word search on keywords for your topic

á      search electronic guides such as Infotrac (the IMC at SES has an extensive list of online resources)

á      do some exploratory reading in reference books, magazines, newspapers, etc.

á      view some videos, DVDs, CD-ROMs, etc.

á      surf the Internet

 

5.  Prepare a preliminary bibliography (see WriterÕs Inc. or Write for College for format)

 

6.  Limit your subject; focus on what aspect interests you most.  Develop a thesis that will give you focus as you continue your research.

 

7.  Gather specific information about your thesis. Take copious notes or photocopy pertinent material as you continue to search:

á      primary sources (informed people who you interview, results of your own surveys/questionnaires, your own direct observations, or an authorÕs original work)

á      secondary sources (the published words of informed people or their observations, or the results of surveys done by others, found in print or electronic sources)

á      tertiary sources (the published or unpublished words of people who are quoting or interpreting the informed peopleÕs words)

A primary source is always considered to have more validity than a secondary or tertiary source.

 

EXAMPLE: 

á      Primary:  You interview Albert Einstein, or read an article by him, in which             he says that E=mc2.

á      Secondary:  You read a book written by Dan Bodette, in which he writes about EinsteinÕs theory that E=mc2.

á      Tertiary:  You read the Enquirer, which tells you about Dan BodetteÕs book             that discusses BodetteÕs interpretation of EinsteinÕs theory that E=mc2, (and that he got this theory from aliens)

 

8.  As you search the various sources, you should:

á      summarize (reduce what you have read to a few important points, using your own words)

á      paraphrase (restate what you have read, using your own words and putting quotation marks around any key words or phrases you borrow from the original source)

á      use a direct quotation (record the sourceÕs exact words in quotation marks)

 

It is extremely important that you carefully credit your sources for their words and ideas.  Ethical researchers respect their sources by appropriately citing their work.  As you write your paper, you will have to use a parenthetical citation for any information you have summarized or paraphrased as well as directly quoted.

 

9.  Periodically stop to re-examine your thesis.  Refocus your search; create some more questions; refine your thesis.

 

10.  Conduct more research based on your refined thesis.  Keep adding to your bibliography.

 

Warning:  you may need to repeat steps seven through ten several times before you feel you have found enough information and refined your thesis to the point where you can begin drafting your preliminary paper. 

 

ÒResearch will not become your own when you simply piece together the ideas of others and call it a research paperÓ  (Patrick Sebranek et al.).

 

ACADEMIC INTEGRITY & RESPONSIBILITY    

 

Academic integrity to essential to excellence in education, and at SES we accept the responsibility of maintaining an academic culture that respects honesty.  In completing your coursework at SES, we expect you will not participate, either directly or indirectly, in cheating or plagiarism,  and you will actively discourage cheating or plagiarism by others. 

 

At its worst, plagiarism is deliberate dishonesty.  You are probably aware of what constitutes academic cheating, a personÕs attempt to receive credit for work that they did not do.  Typical examples include:  copying a friendÕs work and presenting it as your own (or allowing another student to copy your work), revealing or receiving the content of a test, having another person write a paper for you, using technology inappropriately to complete assignments, using crib notes or cheat sheets,, making up quotes for your paper, and so on.   Such deliberate cheating is a serious offense in an academic community. 

 

Sometimes plagiarism may be the result of ignorance or insecurity.  By definition, plagiarism is the use of passages, materials, words or ideas that come from someone else without properly identifying the source.    Even the sequence of ideas or the arrangement of material is unique to a source, and technically cannot be transferred into your own writing without giving credit to the source.  When conducting research and writing papers, you have the responsibility for avoiding plagiarism. 

 

In word-for-word plagiarism, a researcher repeats the exact words of a source without giving the necessary credit.  Paraphrase plagiarism occurs when a researcher says basically the same thing as an original source with just a few words changed. In spot plagiarism, a researcher uses only a sourceÕs key words or phrases as his or her own without giving credit.   Remember, you must document your source whenever you use a direct quotation, a paraphrase, or a summary of that source.

 

Academic integrity requires you to give credit for the ideas you use, unless the ideas are widely accepted as Òcommon knowledge.Ó  Information is considered common knowledge if most people already know it, or if it can be found in nearly any basic reference book on the subject.  (The fact that there are 365 days in the year is common knowledge; the fact that it rained 210 days in Seattle during 1990 is not.)

 

Because we have a collaborative community environment at SES, we must be careful to distinguish what is acceptable in collaborative work and what violates the principles of ethical scholarhip.  When in doubt, ask a teacher. 

 

DOCUMENTATION GUIDE (MLA STYLE)                    

 

Most academic disciplines have their own manuals of style for documentation of sources used in research and writing.   For most papers at SES, you will follow the MLA Style, guidelines for documentation published by the Modern Language Association (MLA).   This documentation style is used in most humanities courses in college (literature, history, philosophy, etc.)  Other schools and publishers may require a different citation format.  Always find out what format is required for your audience, or by your instructor,  and follow that format.

 

MLA format is discussed in detail with examples in WriterÕs Inc. #259-284, or Write for College # 300-371.   A continually updated source for the most current guidelines for MLA Style can be found on the MLA website.  Go to http://www.mla.org/style

 

Two unique features of the MLA format include the use of parenthetical citations (rather than footnotes) and a Works Cited section (rather than a Bibliography or list of References).

 

Using Quotations Responsibly

 

A paper that is Òquotation heavyÓ usually means a writer has not done much independent thinking.  When you do quote material directly, be sure that the capitalization, punctuation, and spelling are the same as that in the original work.  Any changes you make should be clearly marked for your readers.

 

Short Quotations

If a quotation is four typed lines or fewer, work it into the body of your paper and put quotation marks around it.

 

Long Quotations

Quotations of more than four typed lines should be set off from the rest of the writing by indenting each line 10 spaces and single-spacing the material.  Do not use quotation marks.

     

Generally, a colon is used to introduce quotations set off from the text.

 

Partial Quotations

If you want to leave out part of the quotation, use an ellipsis to signify the omission.  An

ellipsis (. . .) is three periods with a space before and after each one, without the parentheses.

Note - anything you take out of a quotation should not change the authorÕs original meaning.

 

Adding to Quotations

Use brackets [like this] to signify any material you add within a quotation to help clarify its meaning.

 

Parenthetical Citations

 

When you give credit to your sources within the paper, follow these guidelines:

á      Insert the appropriate information (usually authorÕs last name and page number) in parentheses after the words or ideas borrowed from another source.

á      Place your parentheses where a pause would naturally occur (usually at the end of a sentence).

á      Make sure all the sources you cite in your paper are also listed in the Works Cited section.

á      Introduce the beginning of borrowed material to distinguish it from your own writing.  Typically this is done with a brief introduction of the author and some reference to his/her credentials.  For example:

Lynette and Thomas Long, two of the foremost recognized experts on the trend of latchkey children, define latchkey as, Ò. . . children who are regularly left during some period of the day to supervise themselves . . . or for whom care arrangements are so loosely made they are virtually ineffectiveÓ (Long 17).

 

Works Cited

 

At the end of your paper, you should include a section in which you provide detailed information about the sources you have cited in your paper (NOT all the sources you consulted in preparing for the paper---thatÕs a Bibliography).  Follow these guidelines:

 

á      At SES, you donÕt need to make a separate Works Cited page; just make a section at the end of your paper.

á      Center the title Works Cited at the beginning of the section.  Double space before the first entry.

á      Begin each entry flush with the left margin.  Indent the second and following lines 5 spaces.

á      List entries in alphabetical order according to the authorÕs last name.  If there is no author, use the first word of the title.

á      In general, include the following information:  author, title, publishing information, date.  You donÕt need to include page numbers for books, but you do for periodicals.

á      An entry for a book would look like this:

Hemingway, Ernest.  The Old Man and the Sea.  New York:  Scribner, 1952.

á      An entry for a magazine would look like this:

Marx, Arthur.  ÒEnvironmental Disaster.Ó  Newsweek 21 Mar. 1996:  7-10.

 

Citing Electronic Sources


When citing sources from the Internet, the general rule is to include the following information whenever available:

AuthorÕs surname, first name.  ÒTitle of article or document.ÓAND?OR Title of site. Last update or copyright.  Name of institution or organization associated with the site. Date you retrieved the document. <URL>

 

For example:

Bowker, Samuel.  ÒSaving the WoodsÓ  12 May 2003.  Nature Convervancy.  15 September 2003.                       <WWW:http://www.nature.org./issues/stb/html.>

 

If the Website doesnÕt give you all of the documentation information, just include what you can.  The most important items are the authorÕs name, title of document, date retrieved, and the address.

 

**Due to the rapidly changing nature of Internet research, itÕs best to go to http://www.mla.org/style  for the most current method of citing Internet sources.

 

Citing Literary Works

 

If you are only discussing one piece of prose literature in your essay, it isnÕt necessary to use the authorÕs name in your parenthetical citation.  You may just give the page number(s) in parentheses.

 

If you are quoting a poem, you should include the line numbers of the poem rather than a page number.

If you are quoting verse drama (like Shakespeare), you should include the number of the act and scene as well as the line number(s).  For example:  (1.2.133-135)

 

When to underline, when to use quotation marks:

 

Underlining/Italics

Underlining is the same as italics in word processing.

Italicize or underline:

á      titles of magazines

á      newspapers

á      pamphlets

á      books

á      plays

á      films

á      radio and television programs

á      book-length poems

á      ballets

á      operas

á      lengthy musical compositions

á      record albums

á      CDÕs

á      legal cases

á      scientific names of species

á      the names of ships and aircraft

 

ÒQuotation MarksÓ

Use quotation marks to punctuate:

á      Òtitles of songsÓ

á      ÒpoemsÓ

á      Òshort storiesÓ

á      ÒlecturesÓ

á      ÒcoursesÓ

á      Òradio or television programsÓ

á      Òchapters of booksÓ

á      Òunpublished worksÓ

á      Òarticles from magazines, newspapers,

                    or encyclopediasÓ

 

DOCUMENTATION GUIDE (APA STYLE)                     

 

The research documentation style often used in science, social science, and social studies courses in college is the method developed by the American Psychological Association (APA).  At SES, you may be asked to write some of your papers in APA Style.  As always, remember that other schools and publishers may require a different citation format.  Always find out what format is required for your audience, or by your instructor,  and follow that format.

 

APA format is discussed in detail with examples in WriterÕs Inc. #285-296, or Write for College # 372-443.   A continually updated source for the most current guidelines for APA Style can be found on the APA website.  Go to http://www.apa.org

 

Two unique features of the APA Style include the use of an Abstract (a 100-150 word summary of your paper) and a References section (rather than a Works Cited or Bibliography).    

 

A few other differences from MLA Style are:

 

Parenthetical Citations

 

Instead of just putting the authorÕs last name and page number as you do in MLA Style, in APA Style, the citation includes the date of the publication and the abbreviation for page (p. or pp.).      So a typical APA Style parenthetical citation looks like:

ÒQuoteÓ (Author, Date, p. page number)   

Lynette and Thomas Long, two of the foremost recognized experts on the trend of latchkey children, define latchkey as, ÒÉchildren who are regularly left during some period of the day to supervise themselvesÉor for whom care arrangements are so loosely made they are virtually ineffectiveÓ (Long, 2003, p. 17).

 

If you are not using a direct quote, you do not need to incorporate the page number).

 

References

 

In MLA Style, you only list the works you cited in the paper in your Works Cited.  In APA Style,  your References list includes all the works you referred to in the paper.

 

The style for the References list is significantly different from the style used for a Works Cited.    Two main differences are that you only use the authorÕs initials, and the date appears immediately after the authorÕs name.  The other difference deal with formatting and punctuation.  Be sure to consult an APA Style Manual for help.

 

CHECKLIST FOR EFFECTIVE SPEAKING

 

Organization

q      The organization enhances the message

q      The ideas flow smoothly

q      The speech has an inviting introduction, transitional devices and a satisfying conclusion

 

Use of Evidence

q      Relevant evidence is used extensively

q      Substantive documentation is employed

 

Delivery (eye contact, rate, volume, enunciation)

q      The delivery is superior

q      The speaker delivers the message in a dynamic fashion

 

Use of Language

q      Words convey the intended message in a full and rich manner

q      Word choice is specific

q      Strong images are conveyed

q      The language flows naturally

 

Argumentation

q      Advanced application of logical and emotional appeals are used to create persuasive arguments

 

GUIDELINES FOR USING THE MINNESOTA ZOO

 

SES students have the unique opportunity to use the MN Zoo as a valuable resource for learning, as well as to provide services for the Zoo.   Because of our partnership between SES and the Zoo, you serve as an ambassador for both SES and the MN Zoo. Please regard this as a special privilege, and an important responsibility.   The following guidelines have been developed by both SES and the MN Zoo.

 

When you go to the MN Zoo to work on a project during school hours, you should follow these steps:

 

á      Obtain permission from an SES teacher.

á      Obtain a Zoo Pass from the SES Main Office.

á      Sign out in the SES Main Office.

á      Walk to the Zoo (you should drive only with special permission from a teacher).

á      Use the main entrance to the Zoo (if you go with a class, your teacher may open the east entrance for you, but on your own you must use the main entrance).

á      Sign in at the turnstile or Guest Services desk (they will ask for your Zoo Pass, and they may ask to see a student ID).

á      When you return to SES, sign in at the Main Office.

 

 

If you need help at the MN Zoo:

 

á      Go to Guest Services in an emergency.  They can access the First Aid Office or make appropriate phone calls.

á      Feel free to ask the Zoo Volunteers (in blue shirts) if you have questions about the animals, or need directions or other general information about the Zoo.

á      If you need to speak to a zoo staff member, go to Guest Services and ask the attendant to call the staff member.  Unless you have been working with a staff member, itÕs usually best to make an appointment. 

 

General rules of conduct for SES students at the MN Zoo: