Read Through the Section in JTC About Preparing a Works Cited Page, Starting on P. 586

Week 6/Day 15 – Monday, September 25th

Homework Due:

· Work on A2: Stakeholder Proposal. Our workshop will be on Friday, September 29th so start working now so you’re prepared for workshop. Consider visiting instructor office hours and/or the Writing Center as you draft so you can collaborate about your ideas.

· Watch the video entitled “Introduction to Citations,” (available on Canvas), and jot down some of the more important concepts in your notes; make sure to bring these notes to class on Monday. (Link: https://youtu.be/uH5GYo_YZpw) Afterwards, watch the video

· entitled, "MLA 8."(Link: https://www.youtube.com/watch?v=aZ8HOQdXeRU )

· Read through the section in JTC about preparing a Works Cited page, starting on p. 586.

· Bring your Food Reader to class; you’ll need it for an in-class activity.

· Complete Rhetorical Analysis #2. This assignment is similar to the one that you completed for the commercial or movie trailer, however, it you will write your analysis for one of the proposals that we looked in class today. You should be able to access this assignment, as well as the proposals in Canvas. This will be due on Wednesday, September 27th.

Lesson Objectives

· Learn about and practice correct quotation and MLA citation as a way of developing ethos

Prep

· Watch the “Introduction to Citations” Video. Make sure that you’re feeling comfortable with the rules for MLA citations, as students will have questions.

Materials

· Food Reader

· Copies of Citation Handout

· Slide/overhead for WTL

· Introduction to Citation PowerPoint (or hard copies of the slides, if using the document camera)—available in A2 Materials. It’s a good idea for you to have the PPT on hand in case you need to refer back to examples during the review.

· Slides/overhead with directions for activities

Lead-In

Today’s focus is on ethos, specifically quoting and citing. (You’ll remember that during the second week of classes students learned about quotations and paraphrase, but the focus was on paraphrase because that skill was more relevant to A1.) You may be surprised at the very wide diversity of student understanding about citation practices. Some students might have learned about citation in middle school and have years of practice under their belts; others may never have used outside sources in their writing (surprising, but true) and may have no idea what citation really means – let alone how to do it. Some students will be writing for other disciplines and if those include Psychology or other areas that use APA, then quotation is almost never used, and author tags are not used either. So sometimes the “rules” students recite are in fact conventions observed by other disciplinary areas. Be patient and prepared for questions (today and in the coming days as students actually work to write out their Works Cited pages for A2.) Make it clear that they will be using MLA citation style, and hence will need to use the approaches you are recommending. Because citation is generally either “right” or “wrong,” students often have anxieties about making sure it’s exactly as the instructor wants it (hence being prepared for lots of questions!)

ACTIVITIES

Attendance (1 minute)

Transition: Last class was focused on the “genre and organization” section of the hierarchy of rhetorical concerns. We looked closely at a variety of different sample proposals, did reverse outlines of those proposals, and then used those outlines as a jumping-off point for thinking about our own organizational patterns and strategies for A2. Having correct genre conventions for the genre you’re working in is one way of developing your ethos as a writer; today we’ll focus on two more ways to develop ethos: good quoting and good citation.

WTL: What I know and don’t know about citation (5-7 minutes)

For homework, today, students will have watched the “Introduction to Citations” video. Still, some of them will likely have quite a few questions and need some time to review, which is why we are using the “flipped lecture” format, once again. Because of the very diverse backgrounds CO150 students generally have about citation, beginning today’s class with a quick WTL about what they DO and DON’T know about citation can be a good way to “take the temperature” of the room in terms of how experienced they are. Use or tweak the following questions.

Tip: If you do this WTL as a “brain dump” style of writing exercise, be sure to reveal each question one by one to help students focus on the question at hand and not lose focus in the short amount of time given.

· Today’s WTL is in the style of a “brain dump.” Rather than write thorough, developed thoughts in response to the questions below, I’m going to give you 60 seconds to “dump” your ideas about the first question and then another 60 sections to “dump” your ideas about the second question. When you’re “dumping” your ideas, lists and bullet points are OK! The goal here is to get as much info from your brain onto the page in the short amount of time given.

1. Take 60 seconds to “dump” on your paper everything you KNOW about citations. What previous experiences do you have with citations? How comfortable are you with citations? Anything is fair game for your brain dump: from the smallest detail to the biggest, put everything you know about citation starting now!

2. Take another 60 seconds to “dump” on your paper everything you’re NOT sure about citation. Although you watched a video, for class today, you might still have some questions or feel as though you need further clarification. As with question #1, anything is fair game: small details, big ideas, everything!

When students are done “dumping,” put some of their ideas on the board. You might consider making a list of questions/ concerns that you can address later on in class. The goal here is to get students engaged and pulling from prior knowledge – however accurate or fuzzy, depending on the student – so that you can use that as a starting-point for today’s activities.

Transition: Different students’ prior knowledge of citation can really vary depending on their background and the current writing they’re doing in other courses, particularly in the sciences and social sciences. For instance, students may be taking Intro to Psychology, where APA is used and those standards differ substantially from MLA, and not just in terms of the order and placement of punctuation, dates and names. So given these various understandings of citation, it’s important to spend some time getting on the same page. Although students will have watched a thorough video, which outlines these conventions, it’s a good idea to spend a part of class reviewing and allowing them to ask clarifying questions.

Citations Review/ Discussion (15 minutes)

Below are a list of review questions to address before moving into practice. Choose the ones that you think are the most important based on the previous discussion. Once again, you can choose how you would like to facilitate this. You could talk through these questions, as a whole class, and address any questions or concerns. Another option would be to make a game out of it. Give students a few minutes to answer questions in partners or small groups. The group(s) that are able to answer the most questions correctly could be offered some kind of incentive (a prize, a few extra credit points, etc.) Make sure to collect their responses before going over the answers as a class. As you are going through the answers, reference the PPT examples, and address any questions that students have. Remember that if you are asking students to respond from memory, their answers might not be exact. Still, you should be able to get a sense of if they have prepared for class by watching the video or not. While some of these might seem like lower level questions, students often do get bogged down by the details of citations, so reviewing basic comprehension is, in this case, potentially valuable.

· What are some ways that we can develop ethos in our writing other than citations?

· Why are correct citations important when we are writing to a specific audience?

· Citation is a kind of attribution. What kind of attribution did we use in A1?

· What are two components that you need to include in your paper in order to cite correctly?

· What kind of details do you need to pay attention to when you are creating a citation?

· What kind of things do you need to keep in mind when you are formatting your Works Cited page?

· How do you know when to include an in text citations in your paper? How often do you cite?

· How do we define common knowledge?

· What is the difference between a narrative citation and a parenthetical citation? Write a brief example of each.

· How should you cite when you first introduce a source?

TIP: If you are planning to hold them accountable by testing their knowledge of citations in some way, you might consider letting them know ahead of time. This will provide greater incentive for watching a 10-15 minute video on MLA conventions.

Practice Writing Citations (20 minutes)

There are a number of ways you could have students practice citing sources; one is described below. There are a few optional handouts in A2 Materials that you might consider using for these activities. In the past, instructors and GTAs have also used goofy or satirical articles with which to practice these skills. This could be a good opportunity to be creative and “prep” yourself for next week and the rest of the semester (when you’re writing your own lesson plans!) Whatever you decide, make sure that you are not sacrificing the content of the lesson. Don’t forget to remind students of the resources available to them ( The OWL website, their textbook, etc.)

Get your Food Reader and turn to one of the articles you’re using for A2. Using your notes about citation, write out:

· a correct full citation for that article (as it would appear on the Works Cited page, which is an MLA-specific name for what would be called a References page in APA.)

· an in-text citation in which you cite a quotation or paraphrase parenthetically

· an in-text citation in which you cite a quotation or paraphrase narratively

Save five minutes at the end of this activity to have students pass their papers to a peer and have him/her correct it and check its accuracy. You may want to highlight some of the most common problems students have:

· using the wrong citation model

· not understanding how to cite from an anthology (and instead flipping to the Works Cited page at the back of the textbook and just copying that citation)

· problems with capitalization and italics

Assign homework (2 minutes)

Please Note: Student samples and the questions about the student samples as a way to rhetorically analyze the text are both found in A2 Materials.

· Complete Rhetorical Analysis #2, and bring a hard copy to class (or however you would like to have your students turn it in). Make sure to have access to this analysis in class.

· Re-read the Hierarchy of Rhetorical Concerns for A2. Read the A2 student sample posted on Canvas; print it out, and annotate it taking note of how the student is addressing these concerns in their proposal.

· Work on your A2 draft for the Peer Review Workshop on Friday, September 29th.

Conclude Class

Today we focused on citation which is vital for building credibility in academic contexts. Next time we’ll do some close and critical reading of student proposals so we can get ideas about what to do (and what to avoid) in our own writing.

Connection to Next Class

We’re nearing the end of A2 lessons and students should be drafting their A2 proposals and becoming more comfortable with the major features of the assignment. As a way of making connections and putting the “pieces and parts” of A2 together, students will look closely at some sample A2s for next class and rhetorically analyze them.