| Research
Project #1
|
| StoryTelling
Series Speakers: |
| 1. Larry
Sunderland (February 5)—Native America |
| 2. Jim
Lewis (February 19)--Celtic |
| 3. Juan Delgado
(March 5)--Mexico |
| 4. Michael
McCarty (April 2)--Africa |
| 5. Ernie Siva
(April 11)—Native American (Elder)
|
| Summary:
We have been studying folktales (story
with a plot that is fiction and that has no particular location in
either time or space, yet it is a symbolic representation of the
different way humans cope with the world in which they live) and culture
(customs and civilization of a particular group). We have watched four
cultural storytellers (Indian, American, Mexican, African, Celtic) and
analyzed their presentations (story, teller, and audience and
circularity, polyvocalism, participation, tribalism, words, mystery, and
silence). We have discussed the readings and presentations from three
perspectives: as visual literacy and stories generally, as culturally
specific representations, and as relating to our own culture(s). |
| Assignment:
In an essay that demonstrates the four steps in the writing process
(think and research, pre-write [cluster and outline], write, revise),
chose a culture and write an analysis of that culture that fuses the
readings, storytellers, class, and personal information. Students will
choose one of the cultural storytellers and conduct both primary and
secondary research on that orator. Students will use the information
gained from the storytellers and the classroom experience to write a
research paper on the culture of the storyteller. Students will be
required to interview (ten questions and answers) the speaker (type both
the questions and the answers). Students will also acquire five current
sources that validate the research project (one journal for each of the
three sources).
|
| Due
Dates: To be completed by StoryTelling
day: research speaker and cultural background (five sources, five
journal entries, annotated Works Cited) and ten interview questions and
answers. |
| To
be completed on the day of the StoryTelling presentation: |
| 1. Meet
speaker |
| 2.
Introduce speaker to class |
| 3. Observe
the presentation |
| 4. Dine
with the guest (12:30-1:30) |
| 5. Interview the
speaker
|
| Rough
draft (with entire process): April 23 |
| Final
draft (with rough draft and entire process): May 21 |
| Professional
draft (with final draft, rough draft, entire process, and explanation of
changes made): May 9
|
| Expectations:
essay form, 8-10 pages, typed, MLA format, one direct quotation per
source (5), interview (ten questions and answers), one page biography on
the person being interviewed, annotated Works Cited, three current
sources, and three journal entries
|
| Process:
The entire writing process must be included: professional draft: rough
draft, final draft, entire process, and explanation of changes made on
final draft
|
| Final
draft: rough draft and entire process |
| Rough
draft: |
| _____
cluster and outline |
| _____
in-class topic notes |
| _____ four
writing center visits |
| _____ 3
current sources |
| _____
three journal entries |
| _____ ten
interview questions and answers |
| _____ one
page biography on the person being interviewed |
| _____ one direct
quotation per source (5)
|
| Writing
Center: Bring this assignment sheet,
the essay, and the entire process (including instructor’s comments) to
each of the four tutoring sessions and get proof of attendance from the
tutor. |
| 1. essay
form and thesis statement |
| 2. MLA
format and Works Cited |
| 3.
Paragraphing |
| 4. direct
quotation form |
|
|
| Research
Project #2: Cultural Autobiography
|
| Due
dates: |
| Rough
draft (with entire process): April 25 |
| Final
draft (with rough draft and entire process): May 2 |
| Professional
draft (with final draft, rough draft, entire process, and explanation of
changes made): May 9
|
| Summary:
We have been studying folktales (story
with a plot that is fiction and that has no particular location in
either time or space, yet it is a symbolic representation of the
different way humans cope with the world in which they live) and culture
(customs and civilization of a particular group). We have watched four
cultural storytellers (Indian, American, Mexican, African, Celtic) and
analyzed their presentations (story, teller, and audience and
circularity, polyvocalism, participation, tribalism, words, mystery, and
silence). We have discussed the readings and presentations from three
perspectives: as visual literacy and stories generally, as culturally
specific representations, and as relating to our own culture(s).
|
| Assignment:
In an essay that demonstrates the four steps in the writing process
(think and research, pre-write [cluster and outline], write, revise),
chose a culture from your own background (who you are and where you come
from) and write an analysis of that culture that fuses the readings,
storytellers, class, and personal information. Students will conduct
both primary and secondary research and will use the information gained
from the storytellers and the classroom experience in the project.
Students will be required to interview (ten questions and answers) two
family members (type both the questions and the answers). Students will
also acquire three current sources that validate the familial cultural
heritage (one journal for each of the three sources).
|
| Expectations:
essay form, 8-10 pages, typed, MLA format, one direct quotation per
source (5), two interviews (ten questions and answers), one page
biography on the person being interviewed, annotated Works Cited, three
current sources, and three journal entries
|
| Process:
The entire writing process must be included: professional draft: rough
draft, final draft, entire process, and explanation of changes made on
final draft
|
| Final
draft: Rough draft and entire process |
| Rough
draft: |
| _____
cluster and outline |
| _____
in-class topic notes |
| _____ four
writing center visits |
| _____ 3
current sources |
| _____
three journal entries |
| _____ ten
interview questions and answers |
| _____ one
page biography on the person being interviewed |
| _____ one
direct quotation per source (5)
|
| Assessment:
Students will be assessed on the quality of their written expression
(both composition and content); grading criteria are in the syllabus and
on-line (drlamay.com).
|
| Writing
Center: Bring this assignment sheet,
the essay, and the entire process (including instructor’s comments) to
each of the four tutoring sessions and get proof of attendance from the
tutor.
|
| 1. essay
form and thesis statement |
| 2. MLA
format and Works Cited |
| 3.
paragraphing |
| 4. direct
quotation form
|
| Dr.
LaMay's Research Paper Comments
|
| MLA
Format/Presentation/Beauty Aspect: |
| Header
(top right hand corner--last name page #), heading (top left hand
corner--yours, mine, ours, date, optional line), title, 1" margins
(right margin unjustified), 12 font, Times New Roman, double space,
paragraphs indented five spaces, long quotations indented ten spaces
from left margin (right margin stays 1" unjustified), no coffee
stains, bent edges, scribbles, or White Out–staple or clip entire
process together before class
|
| Process: |
| Presentation
draft, student explanations regarding all comments on final draft,
writing center visits (with proof of attendance), final draft (with new
Works Cited), rough draft, Works Cited, one direct quotation per source,
five current sources, five journal entries (one full page, handwritten,
summary, and opinion), outline, cluster, in-class topic exercise
|
| Paragraphing: |
| 1.
Form: topic sentence, proof x3, (direct quotation form when applicable)
closing sentence |
| 2. The
average paragraph is fourteen lines. |
| 3.
Every paragraph must prove the thesis statement. |
| 4. Only
one idea per paragraph
|
| Direct
Quotation Form: |
| Author
of quotation, whether the quotation proves or disproves the thesis
statement, direct quotation, citation, context sentence
|
| Essay
Form: |
| Introduction
(general statement, define terms, other side [if applicable], three
sentences, thesis statement), body (see "paragraphing" above,
the body of the essay proves the thesis statement), conclusion (re-state
thesis, what learned/significant, no new information)
|
| Thesis
Statement: |
| A
thesis statement is a focused sentence (last sentence of the first
paragraph) that clearly states the main point of the essay or what the
essay (in the body paragraphs) is going to prove.
|
| Grammar: |
| College
level writing is free of excessive grammar errors.
|
| Logic/Argument: |
| The
argument must not contain logical flaws or fallacies.
|
| Organization: |
| The
relationship between the parts of the essay must be clear.
Students will be assessed on the quality of their written expression |
| |
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