The Learner’s Companion:

A Student Reference Guide to Foundation Skills at the

School of Environmental Studies

2003-2004

CONTENTS

GUIDELINES FOR WORKING IN A GROUP……………………… 2

GUIDELINES FOR SOCRATIC SEMINAR…………………………… 3

GUIDELINES FOR FISHBOWL DISCUSSIONS…………………… 5

GUIDELINES FOR LEARNING CIRCLES…………………………… 6

STEPS IN CRITICAL READING………………………………………… 7

ACTIVE READING GUIDELINES……………………………………… 7

JOURNALING AT SES……………………………………………………8

FIELD WRITING………………………………………………………… 9

DOCUMENT CONVENTIONS AT SES…………………………………10

GUIDELINES FOR THE WRITING PROCESS…………………………11

CHECKLIST FOR EFFECTIVE WRITING…………………………… 12

HELP WITH EDITING……………………………………………………12

TIPS FOR REVISION: THE ACADEMIC ESSAY………………………13

GUIDELINES FOR COMPUTER USE AT SES…………………………14

GUIDELINES FOR DATA COLLECTION………………………………14

GUIDELINES FOR THE RESEARCH PROCESS……………………… 15

ACADEMIC INTEGRITY & RESPONSIBILITY……………………… 16

DOCUMENTATION GUIDE (MLA STYLE)…………………………… 17

DOCUMENTATION GUIDE (APA STYLE)…………………………… 19

CHECKLIST FOR EFFECTIVE SPEAKING…………………………… 20

GUIDELINES FOR USING THE MINNESOTA ZOO………………… 21

A MODEL FOR A WRITING & THINKING PROCESS FOR SES…….22

GUIDELINES FOR WORKING IN A GROUP

Good Working Groups… 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 group’s goals

Enable the group to make decisions affecting its Leave all decisions affecting the group’s

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 Don’t Work, Harvey Robbins and Michael Finley, 1995)

GUIDELINES FOR SOCRATIC SEMINAR

“I 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.” (Socrates, in Plato’s 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.  Socrates’ 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, “The unexamined life is not worth living.” (from http://www.secondaryenglish.com/dream_is_the_truth.htm)

What is a Socratic Seminar?

A Socratic Seminar is…

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:

· Suspending judgment

· Examining our own work without defensiveness

· Exposing our reasoning and looking for limits to it

· Communicating our underlying assumptions

· Exploring viewpoints more broadly and deeply

· Being open to disconfirming data

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

· 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
“Rightness” 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 “flow”	Students have ownership for the “flow”
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

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

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

· Think of questions that the text raises for you

Engage in Shared Inquiry

· Keep the discussion focused on the text.

· Ask thoughtful questions that raise issues, lead to further questions, and require more than a “yes or no” answer (remember Socrates’ idea of the dialectic).

· Support your views with evidence from the text.

· Seek to understand everyone’s views and questions. Ask for clarification,;restate ideas.

· Use “intellectual etiquette”---be patient and polite as if the conversation were happening with guests at your dinner table.

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

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

· Follow the conversation closely; keep adding to it without repeating ground that’s already been covered. Taking notes will help your trace the discussion.

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

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

· Take risks; there are no wrong answers.

· Have fun!

GUIDELINES FOR FISHBOWL DISCUSSIONS

What is a “fishbowl” discussion?

A student-led, shared inquiry into a text or topic, like a Socratic Seminar. Like a Socratic Seminar, the teacher’s 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 “fishbowl” are observed by other students, whose role is to examine the process of the discussion and provide feedback.

Why do we have “fishbowl” discussions?

• To practice your critical thinking and discussion skills
• To receive feedback on your behaviors and contributions during a discussion
• To help you improve in your ability to participate in academic conversation

Here’s how a “fishbowl” works:

Half the group will sit in a circle; they will be the discussants (“fish” in a “fishbowl”). The other half will sit in a circle around the discussants; they will be the observers (“fisherpersons” studying the “fish”).

Guidelines for the “Fisherpersons”:

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 “fish,

· Listen and observe carefully.

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

· Offer positive feedback and constructive criticism---your goal is to help the “fish” improve their discussion skills.

Guidelines for the “Fish”:

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

Guidelines for Effective Discussions

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

· Take detailed notes to trace lines of thinking, to help yourself avoid making repetitive or “dead-end’ comments, and to help yourself remember the discussion later.

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

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

· Ask questions to allow the discussion to expand.

· Restate ideas and ask clarifying questions.

· Keep the discussion moving.

· Maintain an open mind.

· Disagree with a person’s ideas, but avoid criticizing the person.

· Listen carefully.

· Communicate clearly.

· 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 don’t 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?

· 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. 

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

· 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.

· 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 speaker’s 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 “go-round” of the circle.

· What’s the point of going around the circle in order?   By going around the circle in order, speakers know when they will speak—it 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, that’s fine, the facilitator will come back to them. 

· What’s 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 fine—this is the way ideas shape ideas.

· 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. 

· 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? what’s 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

“As 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 text’s message. A better analogy for reading is translating: As you read, you transfer into your own words what you understand the page to mean” (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:

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

· Bracket or note important passages

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

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

· Circle or note words you need to define

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

· Notice patterns and evolving themes

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

· Mark statements that summarize main ideas, concepts, themes

· 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 “everything” 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:

· Your journal should be a minimum of 8” by 10”with a hard cover to withstand the weather (a typical “composition book” works well).

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

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

· Number the pages sequentially.

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

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

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

· Buy a ziplock bag to keep your journal waterproof.

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

· 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:

· date

· time

· weather

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

· location and/or route traveled:

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

· habitat:

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

· 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.

· 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.

· 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 “your essay should be in SES Format,” 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:

· Font:

Times

Regular style

12 point

Black

· Paragraph:

Alignment left (left justified)

Indentation .5”

Double Spaced

· Document: 1” margins all around

· Case: Sentence case (Each sentence begins with a capital letter; don’t use all capitals)

· 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

· Title Page: not required, to save paper

· 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); don’t underline it or put it in quotation marks

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

· Punctuation Spacing:

Type one space after a comma or semicolon.

Type two spaces after a period or colon.

· 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.

· Parenthetical Citations:

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

“SES is a great place” (Bodette 46).

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

· 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.

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

· 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 “unknown species”:

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 teacher’s 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

Writer’s Inc. and Write for College offer many suggestions.

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

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

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

· 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:

· a confident statement (not "I think", "I believe.” or “I feel”)

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

· arguable/debatable and supportable

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

· narrow enough to manage in your essay

· 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

Don’t Panic!

Computing is a community activity.

Patience is crucial.

“Freedom is responsibility realized” (Schiller)

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

· We have free access to computers throughout the building.

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

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

· We leave our computer as we found it. We don’t change desktop patterns, control panels, etc.

· 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).

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

· 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

“Research is to see what everybody else has seen, and to think what nobody else has thought.” 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:

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

· do a word search on keywords for your topic

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

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

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

· surf the Internet

5. Prepare a preliminary bibliography (see Writer’s 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:

· primary sources (informed people who you interview, results of your own surveys/questionnaires, your own direct observations, or an author’s original work)

· 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)

· tertiary sources (the published or unpublished words of people who are quoting or interpreting the informed people’s words)

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

EXAMPLE:

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

· Secondary: You read a book written by Dan Bodette, in which he writes about Einstein’s theory that E=mc².

· Tertiary: You read the Enquirer, which tells you about Dan Bodette’s book that discusses Bodette’s interpretation of Einstein’s theory that E=mc², (and that he got this theory from aliens)

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

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

· 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)

· use a direct quotation (record the source’s 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.

“Research will not become your own when you simply piece together the ideas of others and call it a research paper” (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 person’s attempt to receive credit for work that they did not do. Typical examples include: copying a friend’s 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 source’s 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 “common knowledge.” 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 Writer’s 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 “quotation heavy” 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 author’s 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:

· Insert the appropriate information (usually author’s last name and page number) in parentheses after the words or ideas borrowed from another source.

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

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

· 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, “. . . 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 ineffective” (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---that’s a Bibliography). Follow these guidelines:

· At SES, you don’t need to make a separate Works Cited page; just make a section at the end of your paper.

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

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

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

· In general, include the following information: author, title, publishing information, date. You don’t need to include page numbers for books, but you do for periodicals.

· An entry for a book would look like this:

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

· An entry for a magazine would look like this:

Marx, Arthur. “Environmental Disaster.” 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:

Author’s surname, first name. “Title of article or document.”AND?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. “Saving the Woods” 12 May 2003. Nature Convervancy. 15 September 2003. <WWW:http://www.nature.org./issues/stb/html.>

If the Website doesn’t give you all of the documentation information, just include what you can. The most important items are the author’s name, title of document, date retrieved, and the address.

**Due to the rapidly changing nature of Internet research, it’s 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 isn’t necessary to use the author’s 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:

· titles of magazines	· newspapers
· pamphlets	· books
· plays	· films
· radio and television programs	· book-length poems
· ballets	· operas
· lengthy musical compositions	· record albums
· CD’s	· legal cases
· scientific names of species	· the names of ships and aircraft

“Quotation Marks”

Use quotation marks to punctuate:

· “titles of songs”	· “poems”
· “short stories”	· “lectures”
· “courses”	· “radio or television programs”
· “chapters of books”	· “unpublished works”

· “articles from magazines, newspapers,

or encyclopedias”

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 Writer’s 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 author’s 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:

“Quote” (Author, Date, p. page number)

Lynette and Thomas Long, two of the foremost recognized experts on the trend of latchkey children, define latchkey as, “…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 ineffective” (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 author’s initials, and the date appears immediately after the author’s 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:

· Obtain permission from an SES teacher.

· Obtain a Zoo Pass from the SES Main Office.

· Sign out in the SES Main Office.

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

· 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).

· 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).

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

If you need help at the MN Zoo:

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

· 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.

· 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, it’s usually best to make an appointment.

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

• Act in a professional manner,; focus on your work.
• Do not feed the animals. Zoo animals are on restricted diets.
• Refrain from knocking on the glass of an animal exhibit to get an animal’s attention.
• Please discard trash and recyclables in the correct containers.
• Turn off your cell phone, and leave other distracting items back at your desk; they can bother the animals.
• Keep voices and excessive noise down. In addition, running, skipping and hopping are prohibited. Such behaviors are extremely upsetting to animal species, especially birds sitting on eggs.
• Absolutely no animals from home may be brought into the zoo itself. This is to protect the very valuable zoo animal collection from diseases.
• Entry into behind-the-scenes areas of the zoo can occur only with a zoo staff person.
• Please be considerate of the paying visitors to the Zoo. Allow them easy access to exhibits, and be polite and helpful to all visitors and zoo staff. Remember that they will form opinions about SES by watching your behavior.
• When driving on Zoo property, observe all posted speed limits, drive with caution, and remember that you are making a public impression.

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