The Path from Information to Skill

Tabula Rasa

The beginning. No first-hand information. The only information about the subject is what has been heard in passing, and that has not been verified.

Example: Red Riding Hood is a fairy tale about a little girl in the forest. She might have laser vision and know kung fu.

Barrier: Does not try to find out information on own. Expects someone will tell what is important to know about something and blindly trust that information.

Breakthrough: Engage with information. Don't wait to be told the answer, search out the information.

Information

The facts, snippets of information like the meaning of key words (the ones in bold in textbooks), names of characters, description of events.

Example: Red is a girl with a basket of goodies for Grandma. The Wolf is hungry living in the woods. Grandma lives in the woods. The Wolf eats Grandma and Red.

Barrier: Cannot move past the snippets. In "Spark Notes" mode. Still expecting to be told what's important. Not fully engaged.

Breakthrough: Do not skim for information. Important parts won't "jump out" at you. Look at it as a whole instead of for the pieces. Slow down!

Knowledge

The bigger picture, the sequence and overt message, what the author's point was. The whats and the hows.

Example: Red talks to the Wolf, giving him the idea to eat both Grandma and Red. He exploits Red's willingness to talk and makes a trap for her. The author is sending a message about not talking to strangers because they are dangerous.

Barrier: Can only summarize. Can't move beyond presented facts, the obvious point, or the author's point.

Breakthrough: Slow down even more! Ask why at every opportunity. Make notes. Look beyond what was said for what has NOT been said.

Understanding

The deeper picture, how pieces fit together to mean something more. Asks questions and looks for hidden messages, makes connections between things that don't seem connected. The whys.

Example: The Wolf, Red, and Grandma are all connected in some way. They mean something more as a whole than apart. Why doesn't the Wolf eat Red right away? Why pretend to be Grandma? Why does Red take off her clothes before crawling in bed with the Wolf? Why the big eyes, big hands, teeth, etc?

Barrier: Can ask the questions, but cannot formulate own answers, or cannot justify the reasons behind their connection. Must be told what the deeper meaning is instead of creating and articulating it on their own.

Breakthrough: Get creative in making connections; be wild and crazy with the ideas. “If at first the idea is not absurd, then there is no hope for it.” –Albert Einstein. Test connections with logic and reason using evidence from within the source(s). Be aware that there is not a single answer or even a "right" answer, but the answer you can articulate and support after it survives your tests.

Skill

Your own point, using every previous stage to see the pieces in a new way. Independently form new understandings, that advance the whole discipline.

Example: The Wolf is a sexual predator. He deceives his victims, lulling them into safety before he attacks and rapes them (devours them). However, Red was willing because she took off her clothes voluntarily.

On the way to developing a skill, any skill, you will fail. Often. You will become discouraged at points, but you will never reach the skill if you do not continue to thoughtfully try. Look at failures as an opportunity to discover what went wrong. Understand the error, correct it, and resume the path to new skills.

Mastering a skill is simply the result of correct practice, experience, dedication, and more failure. “I have not failed. I've just found 10,000 ways that won't work.” –Thomas Edison

Using Assignment Template

Click to go to Assignment Template Download Page. Follow the instructions on that page to install the template. You can open the template by double-clicking it (if you’ve installed it in your template folder, you can find it by starting a new document and selecting my templates).

Click on ID#, Class Handle, and Response # and make your selection (hints appear above selections. Click on the title area, and type in your own title. After this, click below the title and type in your assignment.

 

When finished with your essay, click on Save As (not Save). The file name is automatically put in. Make sure that the save as type is a Word Document (*.docx). Click the Save button, and you’re done.

Research Basics

Few words bring as much dread to students as “research paper.” The comic relates the stress involved.

            The fault comes from lectures of plagiarism, citations, more plagiarism, and finding a requisite number and specific types of sources. Let’s not forget the desperate midnight searches on the internet to find something that can be included into the paper before it’s due at 9:00 am (hence the coffee in panel 3).

            But this doesn’t have to be stressful and fill you with dread. Research is not just for academics. We do research every day without thinking about it: looking something up on a search engine, consulting a dictionary, asking a friend about a good movie, reading product reviews on Amazon. Research is about finding good information and learning.

Your friend’s movie recommendation

            If your friend said the latest action movie was “meh,” would you consider seeing it? You trust your friends, but is she reliable when it comes to action movies? She likes “slash ‘em up” horror movies more than anything, and rarely sees action movies. Maybe she wanted more people to die. Maybe it wasn’t gory enough. You have to question how she evaluated the movie. What criteria did she use?

Amazon product review

Reviews include a star-rating, a snapshot that tells you (relatively) how good the product is. It also tells you how many people have given it reviews. If 500 people average out to a 2-star review, you’re not likely to buy it. However, if those same 500 averaged out to 4.5 stars, you’d really consider buying it. Even 500 reviews have limited value if all they’ve written is “I liked this product.” And they’re anonymous. Can you trust them? What about their criteria?

Hearing from experts

When the people from Consumer Reports Magazine review a product, they will go into detail and talk about the product, and the ways they tested it out (their criteria). It’s literally their job; they have training and lots of experience. But their expertise has to relate, too. A Ph.D. in biology has no expertise in recommending what car to buy. Ask mechanics.

The best research

            Research doesn’t have an easy, silver bullet solution. When you have a large number of experts (in the appropriate field) who use the same criteria all say the same thing, you can rely on the information. Scientists operate this way. One group performs an experiment and publishes their results. Other scientists don’t accept blindly, they question and challenge to see if they get the same result. They do this over and over until they’re convinced that what the first group discovered is factual. They even question their own results when it’s what they want to see. They’re never finished; they’re ready to change their minds when more research changes things.

English classes

            As students, your first exposure to research isn’t in science classes, but in English, which is actually appropriate. Before scientists perform any experiments, they first have to read all the information out there already. They must research what other people write. They ask questions. They learn about the subject until they become experts themselves; they evaluate and challenge what they are reading. After all of that, they write.

             Research is not about finding the answer. It’s about learning enough to become an expert and make a contribution. Maybe you join one side, preferring their answer. Or the opposite side. Or maybe, and this is the best part, you create a new side. No matter what, you’re adding your voice and expertise to the discussion.

Formal research

            This isn’t about research dressed in a tuxedo or ball gown. It’s about the form, the specific shape of how research is presented. Just as those scientists follow the same criteria in their experiments, formal research is a set of standards to follow. By following these standards, you are making a statement to others that your research is quality, your voice is worth listening to, and you have something valid to contribute. This is where styles of citation, quality of sources, and rules regarding plagiarism come in. They can be tedious, but the ensure that your research is quality.

Alchemist for Students

Alchemist is a program I wrote to aid in my grading of papers. It scans and marks up text on certain patterns of writing, as well as providing an easy way for me to add comments. It is an add-in for Microsoft Word for Windows (not compatible with Macs, sorry).

I have made a version for students to use so that they can scan and markup their own documents prior to submitting them to me. I'm providing this free with the following stipulations:

• Before downloading this, know that I am simply offering it to you. I'm not guaranteeing it will work for you, nor am I requiring it for the submission of your essays.
• Do NOT contact me that you can't get it to work. I don't have time to play tech support  and get it working for you.
• I have included a PDF user guide, which should install in a folder in your start menu. It should cover the basics.
• Do not install this on school computers.

 Download Alchemist

How to Critique an Essay (In order of Importance)

When critiquing a piece of writing, the goal is to offer up feedback, which means to flag errors and offer comments. Editors and proofreaders point out errors, but it is up to the writer to make the corrections.

Likewise, your job is to only point out errors and offer comments on correction. So when you critique, use your word processor's (Word, GoogleDocs, etc.) comment feature to add comments to the writing. Be as detailed as you can as to why what you're flagging is wrong, and how to make corrections. But your job is not to fix the errors for the writer.

Check the format

• This is fundamentally the most important part of a critique. Professors, employers, and even book publishers ask for writing to be formatted according to their instructions. Incorrect format demonstrates that the writer cannot follow directions. If the format is incorrect, no one will read the essay.

Requirements

• Requirements can focus on the specific subject matter, what goes into the introduction, the use of citations, specific word choices and vocabulary to include. Review and check off each requirement.
• Length: If an essay needs to be X number of words, it must be at least X number of words. An essay that needs to be Y pages long must completely fill Y pages. Even one line or one word missing is incorrect.

Logic

• The writing must make sense. If something doesn’t make sense to you as the critiquer, then it won’t make sense to the average reader. You need to point this out to the writer. Don’t assume that the writer understands it, and that you missed something. Point it out.

Fact Check

• Whenever a quote or fact is offered, it must be checked. One incorrect fact makes all others suspect, and destroy a writer’s authority on the subject. Double-check all facts, especially statistics, dates, and names.

Grammar & Punctuation

• While not a dealbreaker, readers cannot take a writer with poor grammar and punctuation seriously. They can also misrepresent the point or confuse readers.

Checklist

Format
Font	Set font for entire document to Times New Roman 12 pt.
Title	Title must relate to essay's argument.
Spacing	Set line spacing to double spaced (2.0).
Margins	Set all margins to 1 inch.
Indent	Indent the first line of all paragraphs.
Other	Other formatting as specified by instructor
Required
Length	Verify word count or page count (to the end of the page).
1st & 2nd POV	Remove 1st & 2nd person POV pronouns as specified.
Support	Include appropriate quotations and paraphrases as specified.
Citations	Include citations of requested style for quotations and paraphrases.
Other	Other requirements as specified by instructor.
Logic
Ideas	Paragraph topic sentences contain main argumentative ideas.
Progression	Logical progression of idea and support sentences through paragraph.
Organization	Logical grouping of paragraphs reflect main ideas.
Statistics & Dates	Verify all statistics and dates referenced.
Names	Double-check the spelling of all names.
Context	Ensure facts and quotations are not misrepresented in essay.
Grammar
Fragments/run-ons	Eliminate sentence fragments and run-ons.
Clarity	Make sure sentences are clear and free of awkward constructions.
Passive Voice	Use active voice verbs whenever possible.
Spelling	Check spelling, homophones, definitions, and ensure word choice.
Punctuation
Commas	Commas with coordinating conjunctions, in a series, dates, etc.
Apostrophes	Apostrophes used correctly for possession and contractions only.
Quotation Marks	Opening and closing marks placed next to their words.
Question marks	Eliminate most rhetorical questions
Exclamation Points	Eliminate exclamations from formal writing

Assignment Requirements

            On every assignment I hand out is a section on assignment requirements. Not doing these will result in the specified penalty. Fail to do more than one and the assignment might automatically fail or be rejected entirely. Below is an example of requirements for a response.

• Response must be from 200-500 words. Shorter responses will receive an F. 1/2 length responses are void.
• Max grade of P for responses that do not mark the argumentative thesis in bold type.
• Automatic F for 1st (I, my, we, our, us, etc.) or 2nd (you, your). Write in 3rd person.
• Quotations are required or max grade of P. Please integrate quotations instead of "dropping" them in.
• Please use MLA in-text citations

Requirement categories

• Word Count: You must reach the minimum word count. The maximum word count is more of a guideline (you can go past it without penalty), but every student should strive for the maximum guideline. Doing only the minimum will only get you a minimum grade.
• Thesis in Bold: You need to be aware of your thesis and what your claim is. I want you to mark your thesis so there is no guesswork as to what you are trying to argue.
• Point of View: First person pronouns (I, me, we, our, us, etc.) or 2^nd (you, your) should be avoided in academic writing. These words put the focus on the writer or the reader instead of the topic. More on Point of View
• Quotations: Arguments require support, and I prefer quotations as that form of support. For every argumentative premise, you need support for it either using reason or a quotation. Don’t use only one quote to satisfy a requirement. Use as many quotes as necessary to establish your idea. Do not use quotes to describe what is happening or summarize.
• Citations: Use MLA in-text citations to indicate where your quotations or paraphrases came from. This is an essential skill when it comes to research writing, and proves that you are not plagiarizing. More on MLA

Advice from Past Students

On the first day, I passed out some advice letters from past students. You can read all of the letters (and you should) here. But to make things a little quicker, I've gone through all the letters and assembled the advice in chart form, as seen below.

Manuscript format

For other formats, see the links below.

For any interested in screenplay format, there's Script Frenzy Screenplay Format
Lastly, for stage plays, there's Script Frenzy Stage Format
If there are requests for other format types, let me know in the comments.
For any interested, here are a couple of resources for comic book scripts
Teachingcomics.org http://www.teachingcomics.org/index.php?option=com_content&view=article&id=74%3AGrendel%3A+Devil+Child+&Itemid=58#1,%20pp.%201-5&catid=37:Sample%20Scripts&Itemid=58
Brian Michael Bendis's Scripts:  http://www.jinxworld.com/scripts.html

Works Cited format

Essay format

Title Page Format

Response Format

Assignment Formats

     All assignments must adhere to proper academic formats. These formats are in handouts provided for the course as well as available through the Googledocs folder. Furthermore, you will find examples of formats posted on the blog via the links at the bottom of this post. To execute the formatting, use your word processor. You can start by viewing these videos on Microsoft Word.
     All academic format follows the same general guidelines:

• Double-spaced lines
• 1 inch margins on all sides
• Times New Roman 12 pt font
• First-line indented paragraphs (1 tab, which is .5 inches)
• Separate paragraphs for each idea (1 paragraph assignments for essays NOT accepted)
• No skipped lines, or added spaces, between paragraphs (MS Word users)

     Do not include any of the following:

• Larger or smaller fonts
• Different fonts
• Watermarks
• Graphics

     Please remember that your assignment can be penalized or rejected for failing to adhere to formatting. make sure to get it right. Examples of format can be found below.
Online Format
Response (and Essay) format
Works Cited format

Essays and Point of View

Watch the online presentation to visualize POV

Points of View

    1st Person POV is indicated by the pronouns: I, me, we, us, my, mine, our, ours, myself, ourselves.

    The 1st Person POV is natural to use. The author may freely relate ideas from his own perspective. This works best in personal narratives as the perspective is relevant.

    But for an essay, which is trying to present some kind of argument or analysis, the opinions are automatically tainted as only personal and not relevant. Only authors with authority (having an advanced degree in the subject) can use 1^st person in an argumentative essay.

    2nd Person POV is recognized by the 2nd Person pronouns: you, your, yourself.

    The 2nd person is used with the other POVs. It cannot be used exclusively on its own. Second Person is used by teachers or those who give commands or instruct.

    Second Person is directed towards the reader. It relies on telling the reader what to think and tries to relate experiences based on the idea of a shared, common experience: "You know how you feel when you don't want to get up in the morning?" But people have different experiences, so this doesn’t work. People can also feel resentful at constantly being told what to think and do. Do not use second person in any kind of essay.

    3rd Person POV is recognized by the 3rd Person pronouns: he/she/it, him, her, they, theirs, his/hers/its, them, himself, herself, itself, themselves.

    3rd Person is a distant POV. It is used in a general way. It’s not personal like 1^st. It doesn’t address and alienate like 2^nd. 3rd Person is powerful because of its objectivity.

     In third person, the material is what's most important. In essays, the ideas and evidence are what persuade readers. Ideas stand on their own, seemingly like facts. So instead of "I believe red meat should be banned . . ." the author writes "Red meat should be banned because. . ."

    Anecdotes are used without the constant interruption of the author's presence. Third person allows readers to bring themselves to the essay while ideas and facts are related objectively.

    Using 3rd Person is difficult at first. Removing 1st and 2nd doesn't always work. Also, authors can sound pompous by saying"one can see” or “the author will.” Avoid such phrases. Move on to the idea.

    The best advice is simply to be aware of the pronouns. Train yourself to recognize when you use certain pronouns, and to know that you need to replace them. Also, your word processor's find (or search) feature can be quite useful in eliminating the 1st and 2nd Person.