Jane Eyre & Bean Trees: Socio-Historical Essay

Jane Eyre & Bean Trees Socio-Historical Essay
     --Essay Rubric
     --Essay timetable:
          -Wednesday, Jan. 2:  draft of 4 body paragraphs
          -Friday, Jan. 4:  draft 6 - 8 body paragraphs
          -Tuesday, Jan. 8:  completed draft including introduction and closing
          -Monday, Jan. 14: revised draft
          -Wednesday, Jan. 16: final draft
---------------------------------------------------------------------------------
Reminder:  body paragraphs should be developed as follows:
1. topic sentence  
2. lead-in to textual evidence 1 
3. textual evidence 1 
4. commentary 
5. transition and lead-in to textual evidence 2 
6. textual evidence 2 
7. commentary 
8. concluding or clincher sentence 

In order to provide convincing evidence of a theme, multiple examples must be provided!
---------------------------------------------------------------------------------
Resources:
--The Importance of Historical Context (skip down to section, "Historical Context in Literature"
The role and status of women:
--"Jane Eyre and 19th Century Women" (text & video)
--"The Bean Trees:  Feminism and Solidarity Among Women" 
Poverty, mobility, & Social class:
--"Class Attitudes in The Westminster Review and Jane Eyre"
--The Bean Trees Quotes
--New York Times Book Review:  The Bean Trees

A more complete list of readings is here.

Rime of the Ancient Mariner

AP Lit. Terms Quiz 

Rime of the Ancient Mariner (text)
--alternate Text with Audio & Study Questions
--Brief Review:  Rime of the Ancient Mariner (recommended)
--Dynamos Rime of the Ancient Mariner Themes incl. "Great Chain of Being"

Rime of the Ancient Mariner and Modern Culture
Rime of the Ancient Mariner & Pirates of the Caribbean
Iron Maiden, "Rime of the Ancient Mariner" lyrics and audio

Have you ever done something stupidly careless and known it was stupid at the time? 

If you have, then you can relate to the narrator of "The Rime of the Ancient Mariner"

allegory: a representation of an abstract or spiritual meaning through concrete or material forms; figurative treatment of one subject under the guise of another.  2.  a symbolical narrative: the allegory of Piers Plowman.

temporal: 1. of or relating to time.
2.pertaining to or concerned with the present life or this world; worldly: temporal joys.
3. enduring for a time only; temporary; transitory (opposed to eternal ).

liminal: 1. relating to a transitional or initial stage of a process.
2. occupying a position at, or on both sides of, a boundary or threshold.

What does liminal mean to you? (short video)
Liminal Spaces/Crossings (video)
An article about modern liminal spaces is here.

Jane Eyre Reading Assignments

for Monday, Dec. 3 -- Chapts. 19 & 20.*

for Tuesday, pp. 235 - 275.  See Ch. 21 questions here.

for Wednesday, pp. 275 - 325

for Thursday, pp. 325 - 365

for Friday, pp. 365 - 405

for Monday, Dec. 10 -- pp. 405 - 445

for Tuesday, pp. 445 - 485

for Wednesday, pp. 485 - end

*As you can see above, the reading pace will pick up beginning next week, so be sure to have read the first 20 chapters by Monday.  Expect to have at least one quiz (and at least one round of Kahoot!) on the reading next week.  Also expect a quiz the following week on the whole book

Double-entry journals will be due Wednesday, Dec. 12.  

Sonnets! Sonnets! Sonnets!

"When Nature made her chief work, Stella's eyes, 

In colour black why wrapt she beams so bright?"

--from Spencer, Astrophil and Stella (an example of the type of poem  Shakespeare is roasting in Sonnet 130.)

Famous Shakespearean Sonnets

Pop Sonnets  (Contemporary Songs Re-Written in Sonnet Form)
     the Time Magazine article featuring a few Pop Sonnets is here.

Assignment for duing class on Thursday:
Choose a sonnet as a base and an approach (see handout for suggestions); then draft the first quatrain of your sonnet.

Jane Eyre -- Resources & First Assignments

Jane Eyre Reading Assignment for Monday, Nov. 26

• Read Jane Eyre, Chapts. 1 - 10.
• Use sticky notes to mark 10 text passages that relate to the socio-historical issue you have chosen as a focus.  See handout for suggestions on issues.

Which Jane Eyre Character Are You?

Take the quiz here. 
For extra points, take the survey a 2nd time for your teacher or another class member and see if the character you come up with matches theirs.

Jane Eyre Full Text Online
          Jane Eyre -- Project Guterberg, full text online, searchable by "Control F"

          Jane Eyre -- Literature.org, full text online, searchable by chapter

Jane Eyre Character List (click here)

Upcoming:

• Choose a sonnet as a base and an approach (see handout for suggestions); then draft the first quatrain of your sonnet.

Bean Trees and Socio-Historical Commentary

--"Timeline: Guatemala's Brutal Civil War" (from PBS.org)
--"Guatemalan Army Stole Children . . ."
--"Children Were Routinely Kidnapped . . ."
--Kingsolver's Bean Trees as a Political Critique . . ."

Poetry Techniques and Modern Music

Use of Alliteration, Consonance, and Assonance in Popular Music

"How Does Hamilton . . ."

"Consonance, Assonance, and Alliteration in Hip-Hop"

"Assonance, and the Art of Writing Lyrics"

Bob Dylan, "Subterranean Homestyle Blues"

The Crucible -- A Preview

Ten Powerful Facts about The Crucible.

The Crucible (official trailer)

The Crucible (student project film trailer)

The Crucible (historical context, slideshow)

The Crucible (more detail on witchcraft)

Assignments for week of Oct. 29

Check in / Schedule Conferences as needed:
     --Tragic Characters Comparison Essay (due Friday)

Intro to The Bean Trees
     --Reading Assignments

• Chapts. 1 - 2 -- due Monday, Oct. 29
• Chapt. 3  -- due Tuesday
• Chapt 4 -- due Thursday
• Chapts. 5 - 6 -- due Monday, Nov. 5
• Chapts. 7 - 8 -- due Tuesday, Nov. 6 (plus a total of 8 total double-entries)
• Chapts. 9 - 10 -- due Wednesday
• Chapts 11 - 12 -- due Thursday
• Chapts. 13 - 14 -- due Friday
• Chapts. 15 - 17 -- due Tuesday, Nov. 13

     --Double-entry Journal:  You are asked to keep a double-entry journal of 4 - 6 entries for each set of two chapters.  The left column of each entry is a quote or a paraphrase.  The right column is your analysis.  Analysis may take the form of comments, connections, predictions, or questions.  Connections may take the form of (a) a personal connection; relating the excerpt to personal experience or observation; (b)  a connection to another text; or (c) a connection to the world.
(aka "text to self;" "text to text;" "text to world" connections.)  Include a page number with each entry..

Shakespeare, "Sonnet 97"  & PAWS

Assignment for Wednesday, Oct. 24

--Continue drafting your Tragic Characters Essay.  Your draft should now be up to 700 words (minimum). 
--Plan to complete your draft, including introduction and closing, by the start of class on Friday.

On Dramatic Irony

On Dramatic Irony      --from TypesofIrony.com
This form of irony is considered by many writers as a potent tool for exciting and sustaining the interest of readers and audiences. The irony creates a big contrast between the immediate situation of the character and the episodes that will follow, and therefore, generates curiosity.

By allowing the reader and audience to know more things ahead of the characters, the irony puts the reader and audience [in a position] above the characters and encourages them to hope, to fear, and anticipate the moment when the character finds out the truth behind the situations and events of the story.

Dramatic irony is also used more often in the tragedies. In such stories, the readers and audiences are pushed to sympathize with the characters all the way to the tragic end. The irony is used to emphasize the fatality of limited understanding even on innocent and honest people, and to demonstrate the painful repercussions of misunderstandings. The characters in the story or play remain ignorant about the bad fate while the reader or audience knows about the heartbreaking end.

Assignment for Monday, Oct. 22

1. Create a Google doc which will contain the outline and draft for you Tragic Character Essay.  Link this document to the latest assignment on Google Classroom.

2. Continue to build your outline with quotes and topic sentences.  Also add a thesis statement.  The "skeleton" of your outline might look something like this:
------------------------------------------------------------------
Thesis: The writers of Oedipus Rex and Death of a Salesman both use techniques including imagery, diction, and dramatic irony to bring out a sense of tragedy in the mind of the reader. 

1. Imagery

• Oedipus Rex
• quotes to support
• Death of a Salesman
• quotes to support

2.  Diction

• Oedipus Rex
• quotes to support
• Death of a Salesman
• quotes to support

. . .  etc.
------------------------------------------------------------------------------
Begin drafting your body paragraphs.  Draft 3 paragraphs or 250 words (whichever comes first) by class time on Monday.

Diction & Syntax

Questions for analyzing Diction and Syntax

Diction
1. What type of words draw your attention? (Verbs, Nouns, Adjectives…)
2. Is the language general and abstract or specific and concrete?
3. Is the language formal, informal, colloquial, or slang?
4. Does the text employ figurative language?
5. Are there words with strong connotations that indicate strong emotions?

Syntax
1. What is the order of the parts of the sentence?
         (Subject-Verb-Object) or (Object-subject-verb)
2. What are the sentences like?
         Periodic-moving toward something important at the end.
         Cumulative-beginning with an important idea and then adding details.
                  More on these two sentence types here.
3. Describe the types of sentences.
         (Simple, compound, complex, compound complex)
4. Does the writer ask questions?
5. How does the writer connect words, phrases, and clauses?

More on Diction and Syntax in Death of a Salesman is here.
________________________________________________________

Assignment for Friday, Oct. 18

1. Complete the Tragic Character Venn diagram if you have not already done so.
2. Spend 20 minutes skimming the resources below.  This should help you sharpen your focus, clarify your purpose, and begin to think through ways to organize your essay:

for Sharpening Your Focus:
on Tragedy, Fate, Fatal Flaw, Hubris . . . 

You will be writing an expository essay.  For help with Essay Format:
Purdue Owl:  Expository Essay
" . . . Expository Essay vs. Persuasive Essay" (Pen and Pad)

Organization Patterns for a Compare/Contrast Essay from SJSU
How to Write a Comparative Analysis from Harvard College Writing Center

3. Spend 5 minutes re-reading the essay prompt (click here if you don't have a paper copy)

4. Create a draft outline for your Tragic Character Essay.  This should include the names of two tragic characters and the literary elements you will be discussing.  There are several possible ways to organize this type of essay -- and there are advantages to each.  Which makes the most sense to you?

Assignment for Tuesday, Oct. 16

1. Re-read "Dead Cousin" poem.  Identify two flaws (weaknesses or inconsistencies) in the poem that reveal it as an imposter (fake) poem.

2. Continue adding quotes to your Tragic Character Essay Outline.  You should have 15 or more quotes for Tuesday's class.

Upcoming:
--We will talk more about "Dead Cousin" and "Dead Boy" with the goal of clarifying the questions, What is literature?  Why is it important?

--We will write a timed essay, "What is literature and why is it important?" in-class on Wednesday.

--We will review the prompt and rubric for the tragic character essay.  You will begin drafting the essay later on this week (Wednesday, Thursday, Friday).

Assignment for Monday, Oct. 15

Please complete before class on Monday:

• Develop your Character Diagram by adding 29 or more adjectives or phrases that describe the groups you have already listed.  (You should now have 9 or more characters, 3 or more groups, and 29 more adjectives.)
• Develop your Oedipus & Willy Outline by adding additional quotes, especially from the beginning and ending pages of the book.  Include page numbers.  You should aim for a minimum of 10 quotes.

During Class on Monday:

• Discuss Character Diagrams 
• Complete Oedipus & Willy comparison chart
• Review resources (see links below)
• Choose & write down preliminary focus for essay -- aspects for comparison
• Share out quotes / search for additional quotes / add to outlines
• First reading of 2 poems.

On Tuesday/Wednesday, we will

--Write a timed essay comparing the two poems

--Review the Oedipus/DOAS Comparison Prompt

Death of a Salesman and Tragedy Resources II

for Review:
-Character Diagram (activity)
Death of a Salesman movie trailer
Death of a Salesman (full length film)
"Death of a Salesman in 60 Seconds" (commentary)

for Sharpening Your Focus:
on Tragedy, Fate, Fatal Flaw, Hubris . . . 

You will be writing an expository essay.  For help with Essay Format:
Purdue Owl:  Expository Essay
" . . . Expository Essay vs. Persuasive Essay" (Pen and Pad)

Organization Patterns for a Compare/Contrast Essay from SJSU
How to Write a Comparative Analysis from Harvard College Writing Center

--What is Literature?  Handout & Assignment

--Selected videos

--Kahoot

--Discuss Character Diagrams 

Assignment for Tuesday, Oct. 9

--Read to page 110 and complete 3 sticky note responses.

--Complete any revisions on TFA Essay. (To be eligible for a higher grade, revised draft must be turned in with original draft and scoring rubric.)

Assignment for Wednesday, Oct. 3:

Read Death of a Salesman to page 50.
Identify 4 passages from the play that contain imagery or dramatic irony and that enhance the sense of tragedy.  A prompt on Google Classroom has been created for your response.


Tuesday, Oct. 2 -- Day 22 of 87
Death of a Salesman Resources  

Death of a Salesman online (pdf format)

Death of a Salesman Notes & Terms

Death of a Salesman video w/ Dustin Hoffman & John Malkovich

Death of a Salesman:  analysis of the play
     --for more analysis, see also Arthur Miller commentary in Bedford text, pp. 1986 -1989.

Storyboard That (includes themes, motifs, and sample storyboards)

Towards the Examined Life --- Notes for Reading

Tragedy & the Common Man -- Arthur Miller

Oedipus & Willy Comparison Chart

Assignment for Tuesday, Oct. 2

--Read Death of a Salesman, to page 25.
--Write a "found poem" of 6 - 12 lines, using lines from the first 25 pages of the reading.  (The purpose is to look back over this section of the play, to find lines that have symbolic relevance, and to explore what may be potential themes of the play.)  An example is below:

Goin' Off the Road  (a found poem based on lines from Death of a Salesman)
The peonies would come out, and the daffodils
And then all of a sudden I'm goin' off the road

Bricks and windows, windows and bricks
You can't raise a carrot in the back yard

Life is a casting off
The mind is what counts
I see everything
I can't seem to -- keep my mind to it

Assignment for Monday, Oct. 1

Complete Reading Oedipus Rex, pp. 84 - 91.  (Oedipus Rex, Robert Fagles translation, Part 2 (begin on page 82))

Use Kami to create 5 annotations for the pages above.

Things Fall Apart Essay Due Thursday, Sept. 27.

We will set aside some time tomorrow for peer editing and final teacher feedback.

Oedipus Rex Resources

The Riddle of the Sphinx:
The Sphinx stopped travelers on the road to Thebes and posed them a riddle. If they answered wrong, they died. The hero Oedipus was asked the following question: "What walks on four legs in the morning, two legs at noon and three at close of day?"  Click here for the answer.

Oedipus Rex, Robert Fagles, translation Part 1
Oedipus Rex, Robert Fagles translation, Part 2 (begin on page 82)

Oedipus Tyrannus, modern translation

Greek Theatre (slideshow)

The Theater of Ancient Greece -- An Intro. to Oedipus Rex (slideshow)

The Story of Oedipus (Animated cartoon)

Tragedy Unit Overview & Expectations

TFA Interpretive Essay: Getting Started and Timetable for Completion

Write a draft introductory paragraph and a body paragraph for your Things Fall Apart Interpretive Essay.

• Your thesis should appear as the last sentence of your first paragraph.  
• The lead sentences of your first paragraph should introduce your topic in a general way.
• The next few sentences should gradually narrow toward the thesis.
• Your first body paragraph should consist of:
• a topic sentence that includes key words from your thesis.
• one or more quotes 
• specific detail as evidence
• analysis of the quotes and evidence
• transitions that help link the above

----------------------------------------------------------------------------------------------

During Class:  Open the Google Classroom TFA Essay Template.  Personalize the header information and remove the works cited section at the end.  Paste in what you have written so  far.  Then continue drafting your essay.

------------------------------------------------------------------------------------------------

Things Fall Apart  Interpretive Essay Timetable

--prior to Wednesday:  read and collect quotes

--Thursday

• Create outline
• Revise working thesis (if needed)
• Check, reflect on, and revise first 2 paragraphs
• Draft additional body paragraphs 2, 3, 4

--Friday

• Draft additional body paragraphs (if needed)
• Write closing paragraph
• Self-evaluation

--Monday

• Revise essay
• Peer conferences
• Further revisions & teacher conferences

--Tuesday, Sept. 25

• Outside of class teacher conferences as needed.

--Thursday, Sept. 26 -- TFA Interpretive Essay Due

• quotes/double-entry journal
• rough draft including evidence of peer conference
• final draft

TFA Interpretive Essay Resources

Essay Guidelines

Writing an Interpretive Essay / Literary Analysis -- General Resources
Purdue Owl, Writing a Literary Analysis (slideshow)
Roane State Owl, Literary Analysis
Bucks.edu, How to Write an Analysis

Assignment for Friday, Sept. 14
Choose a topic for your essay.  Identify and label at least 3 d-e quotes that fit your topic.

Assignment:for Tuesday, Sept. 18
-Complete reading Things Fall Apart.
--Add 6 more entries to your double-entry journal.  Ideally, most or all with fit with your focus.

--Pretest yourself on basic AP English vocabulary by practicing the Vocabulary.com activity here.  A second list is here.
--First reading of the Yeats poem, "Second Coming"
--More on Things Fall Apart Interpretive Essay.
--Discussion based on D-E Journals.
--Mini-Research:  West African food, music, and culture.

Assignment:
1. Complete TFA, Part 1 (to page 125) for Thursday.
2. Complete 3 more double-entries.  (Total of 11 double-entries)

Things Fall Apart Resources

Things Fall Apart online

Chinua Achebe biography

Chinua Achebe on Nigeria & Africa 50 years later (video)

Premium Times Nigeria (Nigerian newspaper online)
The Guardian (Nigerian newspaper online)

William Butler Yeats, "The Second Coming"  (poem)

Gender Role Test (Take the test once for yourself.  If you have time, take it again for Okonkwo).
-------------------------------------------------------

"Turning and turning in the widening gyre   

The falcon cannot hear the falconer; 

Things fall apart; the centre cannot hold; 

Mere anarchy is loosed upon the world . . . "

                        --from Yeats, "The Second Coming"

Anthem Resources

Anthem (online version)

Online lectures about Anthem

Interpretive Strategies
Another briefer explanation of interpretive strategies is here.

Online children's stories for practice with interpretive strategies:

• "The Wiener Dog Magnet"
• "Invisible Alligators"

World's Shortest Political Quiz
Are You a Capitalist or Socialist Quiz

Assignment for Thursday, Sept. 6:
--Complete reading Anthem for Thursday's class.
To be completed in-class on Thursday:
--Write a one-paragraph interpretation of Anthem using the interpretive strategy of your choice.  Begin your paragraph with a one-sentence statement about the meaning of Anthem.  Then support your statement with evidence from the text and/or from outside research. (Biographical and historical strategies often require outside research).  Include at least one page number as a parenthetical reference.  (If you use an outside source, also provide an informal reference [author and title] for that.)  Be sure to select evidence appropriate to the interpretative strategy you have chosen.

Welcome to Advanced Placement English Literature & Composition

About AP and About the Course:

The College Board:  Advanced Placement English Literature & Composition

• Reasons to Take AP
• Course Description
• Course Overview

References! References! References!

You are going over your draft and need to check or add a reference to a source.  Should you refer to the author, the page title, the URL or something else?  The Purdue OWL provides a clear answer:

• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text, must be the first thing that appears in the corresponding entry in the Works Cited List.

For example if your bibliography entry looks like this:  

Lundman, Susan. "How to Make Vegetarian Chili." eHow, www.ehow.com/how_10727_make-vegetarian-chili.html.*

You are required to state the last name of the author, "Lundman," in your reference, since the name of the author is what comes first in your bib. entry.  The last name of the author is then your "signal word."

If there is no author last name in your bibliography, then you will refer to the first thing provided in your correctly formatted MLA bib. entry.  In order of preference, these would typically be:

1. Author.
2. If no author:  use the title of the source. (Title of article or web page or abbreviated title)
3. If no title of source:  use the title of the "container" (Title of web site or abbreviated title.  Note this is NOT a URL)

Which brings us to another rule:

In-text citations for sources with no known author

When a source has no known author, use a shortened title of the work instead of an author name. Place the title in quotation marks if it's a short work (such as an article) or italicize it if it's a longer work (e.g. plays, books, television shows, entire Web sites).

We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change" ("Impact of Global Warming").

In this example, since the reader does not know the author of the article, an abbreviated title of the article appears in the parenthetical citation which corresponds to the full name of the article which appears first at the left-hand margin of its respective entry in the Works Cited. Thus, the writer includes the title in quotation marks as the signal phrase in the parenthetical citation in order to lead the reader directly to the source on the Works Cited page. The Works Cited entry appears as follows:

"The Impact of Global Warming in North America." Global Warming: Early Signs. 1999. Web. 23 Mar. 2009.

May 9, 2018 -- English 101

--Read the opinion piece, "Rap Lyrics on Trial"  Underline one sentence from each paragraph and label each as logos, pathos, or ethos.

--Write three versions of a brief letter to your parents, asking if you can swap cars for the weekend.  (Your car is not very trustworthy; the car belonging to your parents is much nicer).  Demonstrate the use of logos, pathos, or ethos in each of the three versions.

--After reviewing your responses in the  Developing Your Argument and Audience Analysis planning sheets (see Google Classroom), after reflecting on what you have learned about logos, pathos, and ethos, and after reflecting on what you have learned about appeals, write the introductory paragraph to your persuasive essay.  Be sure to target wording, subject matter, and approach to your specific audience.  End the introductory paragraph with a specific thesis statement.

--Again reviewing your responses in Developing Your Argument , construct a n informal outline that states your thesis and identifies your arguments and counter-arguments.  Temporarily place your outline just above your introduction (see document on Google Classroom).

--Begin writing your body paragraphs and doing additional research as needed.  Be sure to use authoritative sources and to use academic databases as much as possible.  A rough draft of your entire essay (Works Cited page included) is due Thursday of next week.

Monday, April 30 -- English 101

1. Complete Portfolio #2 Reflection

2. Appeals Activity & Discussion

3. Begin Portfolio #3 Pre-write (Google Classroom)

4. Read text, pp. 88 - 106. (Deductive Reasoning, Inductive Reasoning, and Writing an Argumentative Essay.)

Ways to Appeal to an Audience:

-Videos:  1, 2. 3. 

Apple Pie Controversy 2.0

Apple Pie Controversy 2.0
Complete the prompt here as a way to practice and share strategies for topic sentences, clincher sentences, analysis, and transitions.

Editing Checksheet
The link is here.

Due dates

Due Friday, April 6 -- Introductory paragraphs (see outline)

Due Monday, April 9 -- First body paragraph

Due Friday, April 13 -- Rough draft of entire essay for peer review.

Due Friday, April 27 -- Portfolio 2 (final draft of essay plus all materials that document your process).

References! References! In-text Citations!

You have completed your bibliography and are writing your paper and need to refer to a source.  Should you refer to the author, the page title, the URL or something else?  The Purdue OWL provides a clear answer:

• Any source information that you provide in-text must correspond to the source information on the Works Cited page. More specifically, whatever signal word or phrase you provide to your readers in the text, must be the first thing that appears in the corresponding entry in the Works Cited List.

For example if your bibliography entry looks like this:  

Lundman, Susan. "How to Make Vegetarian Chili." eHow, www.ehow.com/how_10727_make-vegetarian-chili.html.*

You are required to state the last name of the author, "Lundman," in your reference, since the name of the author is what comes first in your bib. entry.  The last name of the author is then your "signal word."

If there is no author last name in your bibliography, then you will refer to the first thing provided in your correctly formatted MLA bib. entry.  In order of preference, these would typically be:

1. Author.
2. If no author:  use the title of the source. (Title of article or web page or abbreviated title)
3. If no title of source:  use the title of the "container" (Title of web site or abbreviated title.  Note this is NOT a URL)

Which brings us to another rule:

In-text citations for sources with no known author

When a source has no known author, use a shortened title of the work instead of an author name. Place the title in quotation marks if it's a short work (such as an article) or italicize it if it's a longer work (e.g. plays, books, television shows, entire Web sites).

We see so many global warming hotspots in North America likely because this region has "more readily accessible climatic data and more comprehensive programs to monitor and study environmental change" ("Impact of Global Warming").

In this example, since the reader does not know the author of the article, an abbreviated title of the article appears in the parenthetical citation which corresponds to the full name of the article which appears first at the left-hand margin of its respective entry in the Works Cited. Thus, the writer includes the title in quotation marks as the signal phrase in the parenthetical citation in order to lead the reader directly to the source on the Works Cited page. The Works Cited entry appears as follows:

"The Impact of Global Warming in North America." Global Warming: Early Signs. 1999. Web. 23 Mar. 2009.

In-text Citations: Fine Print

The Purdue Owl (Online Writing Lab) is a useful resource and reference tool for questions about formatting and grammar.  MLA guidelines are here.  APA format guidelines are here.

For sources with multiple authors:

For a source with two authors, list the authors’ last names in the text or in the parenthetical citation:

Best and Marcus argue that one should read a text for what it says on its surface, rather than looking for some hidden meaning (9).

The authors claim that surface reading looks at what is “evident, perceptible, apprehensible in texts” (Best and Marcus 9).

For a source with three or more authors, list only the first author’s last name, and replace the additional names with et al.

According to Franck, et al, “Current agricultural policies in the U.S. are contributing to the poor health of Americans” (327).

The authors claim that one cause of obesity in the United States is government-funded farm subsidies (Franck, et al. 327).

For sources with no author available:
When a source has no known author, use a shortened title of the work instead of an author name. Place the title in quotation marks if it's a short work (such as an article) or italicize it if it's a longer work (e.g. plays, books, television shows, entire Web sites) and provide a page number.

Friday, March 30 -- English 101

During Class:

• Bibliography final edits:  capitalization and italics.
• Portfolio 2 assignment sheet (handout).  Portfolio 2 is due Wednesday, May 1.
• Plagiarism and how to avoid it.
• Paraphrasing Practice (handout)
• Brainstorm ideas for note making
• Review of text, pp. 353 - 359 (thesis, focused research, note-taking)
• Discuss organizing the structure of the essay
• Work on completing Stakeholder Analysis 

Assignment for Monday, April 2

• Completed Stakeholder Analysis chart (on Classroom)

Assignment for Wednesday, April 4

• Create an informal outline of your essay (on Classroom)  [Sample Outline] 
• Continue note-taking phase of research.  Complete your first 5 note cards or record your first 5 "chunks" of information.  This, ideally, should be a mix of paraphrased information and quotes.
• Read “Summarizing, Paraphrasing, and Quoting Sources” pp. 399-403. Read “Integrating Source Material into your Writing” pp. 404-408. Read “Synthesizing Sources” pp. 408-413 .

Assignment for Thursday, April 5

• Begin writing your essay. Draft at least the introduction (define the issue, include necessary background information, indicate why it’s important to the audience, include your research question).  Sample essays are here.

----------------------------------------------

--Cartoon from Wikimedia Commons via Creative Commons.

MLA 8 Format

General structure of a database citation in MLA 8:

Author’s Last name, First name. “Title of the source.” Title of the first container, First name Last name of any contributors, Version, Numbers, Publisher, Publication date, Name of Database, URL or DOI.

Common items are highlighted above.  Less common are items such as contributors and publisher.  These items should be included if available but often are not available.  

Use the following capitalization rule for your article (or website page) titles:  capitalize the first word of the article title and also capitalize any proper nouns.  All other words should be lower case.

Plagiarism

Plagiarism is something you have to work hard to avoid -- like getting wet when it is raining.  In other words, if you just go about your business as is your habit, you are likely to get wet, just as you are likely to unintentionally plagiarize unless you take safeguards:
1) acknowledge your sources -- bibliography
2) refer to sources as needed
3) use quotation marks for quotes.  If you don't want to put something in your own words, if in doubt, use a direct quote.
4) paraphrase information when taking notes

How to Paraphrase:

• change the words
• change the order of words
• change the structure of the author’s words
• collapse lists
  
  An excellent site on the intricacies of plagiarism and how to avoid it is Plagiarism.org

1. Brief Report out on articles:  a buddy, a foreign agent, a gemstone.

2. Peer Review of Annotated Bibliography

• discuss citation formatting fine points
• discuss annotations

3. Revise Annotated Bibliographies as needed.
4. Complete In-Progress Reflection on Classroom.
5. Review Portfolio #2 Assignment Sheet & Grading Criteria

Paraphrasing -- An Essential Research Skill

Paraphrasing Slideshow
Paraphrasing Practice 
Paraphrasing Answer Key

Assignments:  
Due Thursday:
Read text "Doing Focused Research," pp, 336-341.

Due Friday:
Final draft of Annotated Bibliography.

Due Monday:
Complete total of 15 boxes in Stakeholder Analysis chart

Workshop:

• Fill out 10 boxes on Stakeholder Analysis Chart (see Google Classroom)
• move bookmarks to Diigo, Google doc., notecards, or notebook
• read & annotate articles
• begin to categorize and label articles
• begin selecting sources and creating bibliography.  (Draft bib. including annotations is due Wednesday)

Stakeholder cartoons