Honors College Writing and Research
College Honors Writing and Research is a course designed to further deepen the writing and research experience for the honors dual credit student. This course is a college freshman level course which meets the General Education requirements in the Communications area. Course Competencies are as follows:
Students in this course will be graded on: a final, full-length research paper and presentation, short-term research papers, writing exercises, reading responses and analysis, synthesis writing, and assignments that are given by the instructor.
- Demonstrate a variety of research techniques utilizing college-level information resources
- Analyze the information and/or methods of persuasion used in a source
- Document sources of information using an academic citation style (i.e. MLA, APA, CMS, CSE, etc.)
- Compose a position/issue paper utilizing the writing process
- Synthesize multiple sources to argue a position
- Follow the steps of the research process
- Compose a research paper draft utilizing the writing process
- Revise research paper draft in response to audience feedback
Students in this course will be graded on: a final, full-length research paper and presentation, short-term research papers, writing exercises, reading responses and analysis, synthesis writing, and assignments that are given by the instructor.
Daily Agendas
Block 1A
Block 1A
Week 13: Block 1a April 3-7
MONDAY (3)
- Life 101
- Warrants and Counterarguments Discussion
- Construct an argument: follow the template on pages 197-198 (remember your number of reasons and amount of evidence may be different than the template...use it only as a guide to check your arguments in your paper.)
- Share template with writer's group...do you feel like you have enough reasons? What evidence do you need to strengthen?
- Evidence-is yours convincing or not?
- For Wednesday: Read Chapter 9
- Discussion of Chapter 9
- Check out Mindmeister, Mindomo, and explore others?
- Need for additional research?
- Common Argument Patterns (Review)
- Read Chapter 10 - Friday is a Work Day
- Work Day for Research Paper
Week 12: Block 1a March 27-31
MONDAY (27)
- Life 101
- Reporting v Arguing quick quiz
- Discussion of pages 177-184
- Conversations with partners (revisit the rhetorical situation, establish the objectivity of reporting, and give three reasons for the side of the argument you are taking
- p. 180: HOLISTICALLY consider the questions presented in the "Write" box and answer on the same document as your quiz. Turn in to Google Classroom
- Amazing World
- Thesis Statements that...make a statement
- Quick Quiz
- Practice
- Determine two different statements to share with your group tomorrow
- Did You Know?
- Ethos, Pathos, and Logos
- Groups create a visual representation (labeled) of the three concepts
- Poetry and Literature
- Share visuals
- Discuss definitions, purpose, application
- Look at ads and identify
- Write a response: Why is it important to have a balance of these three devices in our writing?
- Senior Day at the Leadership Center
Week 11: Block 1a March 20-24
MONDAY (20)
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Week 10: Block 1a
March 13-17
MONDAY (13)
- Life 101
- Work on PSA for plagiarism
- Amazing World
- Work on PSA for plagiarism
- Did You Know?
- Present
- Poetry and Literature
- Discuss Pages 150-158
- How do I incorporate quoted material into my writing and research?
- With chosen quote from working source, show two different ways you can incorporate it into your writing (introduce, use, explain)
- For Friday: Read pp 160-175
Week 9: Block 1a
February 27-March 3
MONDAY (27)
- Life 101
- Discuss Summary Guidelines
- Paraphrase Activity
- Read Chapter 7: Understanding Plagiarism (pages 147-158) for Wednesday
- Read pages 179-198 for Thursday
- Amazing World
- Paraphrase Activity
- Did You Know?
- Share and check paraphrase activity with partner
- Choose a quote for next week
- Poetry and Literature
- Review reading (147-158)
- PEthical Responsibility of Writers and Researchers
- Copyright/Fair Use/Creative Commons/Intellectual Property
- FRIDAY IS A READING AND RESEARCH DAY
- FOR MONDAY - READ Copyright articles (one or more)
- Humor
- Research and Reading Day
Week 8: Block 1A February 20-24
MONDAY (20)
- Life 101 with Kasia
- Information on emergency procedures
- Focused v. Rhetorical reading of articles Activity and Discussion
- Rhetorical response (bottom of page 129) to printed source for Wednesday
- Amazing World with Cheyanne and Austin
- Remember rhetorical response to article for tomorrow
- Reading a website rhetorically - group activity
- Did You Know with Cheyanne, Carter, Donnie
- Poetry and Literature with Cheyanne, Taylor, Austin
- Humor with Cheyanne and Hunter K.
Week 7: Block 1A February 13-17
MONDAY (13)
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Week 6: Block 1A February 6-10
MONDAY (6)
- Life 101: Hunter K.
- Writer's Group - Share Research Proposals
- Check for content, transitions, clarity, and fluency
- Read Chapter 4, pp 73-85
- Primary v Secondary
- Locating Resources
- REVIEW Chapter 5 on Primary Resources
- Amazing World: Tiffany and Taylor
- Primary Research - what do you remember?
- Will you conduct primary research? Why or why not?
- Google Search Practice
- Determining effective search terms
- Work from Broad Topic to Specific Words
- Page 80: Create a visual to explain the nuances of terms - Due on Wednesday
- Read Chapter 4, pages 85-100 for Thursday
- Know the following terms for quiz on Thursday: static, syndicated, dynamic, edited, peer-reviewed, self-published, library v. internet, history of Wikipedia, tertiary, audio and video files, periodicals, database, microfilm, microfiche, podcasts, blogs, RSS feeds, email lists, newsgroups, social networking sites, online communities, Wikis, performances, broadcasts - know more than the definition...be able to discuss when a researcher might use each of these and determine which ones would be most appropriate for your research topic
- Did You Know: Brystol
- Small Groups: Present your visual and explain...check for understanding with your group; choose one from group to share whole class
- Remember to read and prepare for quiz on Thursday
- Poetry and Literature Day: Lisa and Brystol
- Quiz over Chapter 4 focus terms
- A look at secondary research
- Matrix
- Wikipedia
- Search for static resources: challenge - find three or more resources that fit your topic that fit in the "static" resource column of your matrix
- Review the terms for Chapter 4 again
Week 5: Block 1A
January 30-February 3
MONDAY (30)
- Life 101 with Lisa and Brystol
- Turn in CQ Researcher - Conversation three things
- What is Kairos? How does it apply to my research?
- Brainstorm X 4 - Personal, Academic, Professional, Civic
- Complete Questions for discussion and continued work on Tuesday
- Amazing World with Emma
- Conversations: Getting your brain on board
- 3 minute brainstorm of topics
- Choose 5 to 8 topics and create questions for them
- Choose 1 question and write freely for five minutes about what you know, think, or feel about this topic
- Highlight the most important or intriguing sentence or phrase in your writing and then write for 2-3 more minutes on this...how are you feeling about this topic now?
- For tomorrow...
- IF you are one who knows your topic, do some preliminary research to see what the main conversations about this topic are...see what you can find
- IF you have not focused on a topic yet, do a search on topics with a pro/con stance...look with the purpose of coming up with a research topic (preferably one that you find interesting or intriguing)
- Did You Know with Tiffany and Jacob
- Timed Writing
- Research Questions - let's get real (5-10 good, thoughtful questions to lead your research)
- Reflection questions
- Poetry and Literature with Hunter K.
- Hand out texts and record numbers
- Pages 52-54...
- Conversations followed by summary writing
- For tomorrow: Read pages 55-71 on proposal types
- Humor with Lisa and Hunter H.
- Discuss proposal types and possible uses
- For Monday: write a one page research proposal for your topic. Remember to think through your rhetorical situation.
- Use the guide in the text for writing your proposal
Week 4: Block 1A January 23-27
MONDAY (23)
- Life 101 Opening: Emma
- Finish Presentations
- Timed Writing: How would you grade yourself on this project in terms of content (clear message of who you are as a writer), use of visuals to enhance your communication, visual and aural organization, standard of college-level work, attention to publication details (spelling, writing conventions, quality of sound, etc.), and overall project completeness? Explain the why of your decision. Also, as you have witnessed what others created, what stood out to you the most and why? What do you realize about yourself as a writer that you need to take into consideration as you move forward in school and the future?
- Pros/Cons Sites to Explore on the "About" tab in Google Classroom
- For tomorrow, come with five observations about these sites and prepare for discussion with comments and questions
- Amazing World with Hunter K.
- Finish final presentations
- Look at links
- (Late Start)
- Did You Know with Lisa O.
- Pro/Con Look and Discussion
- Look over information for CQ Researcher for tomorrow
- Poetry and Literature with Tiffany C.
- CQ Researcher reading/navigation
- Humor with Tiffany C. and Austin A.
- Work time for CQ Researcher assignment - due on Monday
Week 3, Block 1A January 16-20
MONDAY (16) - ICE DAY - NO SCHOOL
TUESDAY (17) - ICE DAY - NO SCHOOL WEDNESDAY (18)
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Week 2, Block 1A January 9-13
MONDAY (9)
- Life 101: Jacob
- Go over/share out information concerning comparison of formal and informal decisions in research
- Discuss Interview section - conduct an interview by Friday and be ready to discusss in class on Friday
- Read section on "Entering a Conversation"
- Why is this concept important to recognize before we get further into research?
- Listening to conversations online...blog searching
- This evening and tomorrow during class: time to explore different blogs (What is the most unexpected or unusual blog you find?)
- Go over instructions for writing about the blog experience - Due on Wednesday to be shared with groups
- Writing, Research, and Support Groups - develop groups of three or four (two is not enough; five is too many...especially with our shortened class time)
- Amazing World:
- Consider ideas for research...begin thinking...
- Work time for blog research and paper writing
- Formal paper (TNR 12, DS, Formal Language, live links to blog sites, etc.)
- Reminder to get the interview questions finished
- Form groups and report to Mrs. W.
- Did You Know?
- Blog Analysis due tomorrow - share with WRS Group
- Turn Blog Analysis in to Google Classrom
- Reminder to get the interview questions finished
- Poetry and Literature:
- Groups - Blog Analysis
- For tomorrow: Read about the myths of research in chapter two and review the Elements of Writing Processes ( Know: invention, arrangement, style, memory, delivery, brainstorming, listing, researching, journaling, drafting, freewriting, looping, cluster mapping...these are all terms we worked with first semester so these should, for the most part, be review)
- Humor: Rachel and Adyson
- Discussion of three myths - why would it be important to understand that these are myths?
- Double check on terms...any that were new or reintroduced to you?
- What type of writer have you become...especially in light of the first semester work you have done?
- Writer I Am - Look at the sections on "How do you write best?" and "What are Your Writing Idiosyncrasies?" and consider a way that you can convey to me your response. I would like your response to be visual. You are welcome to use the written word, but you must also use a visual element. Your choice of medium is up to you. You may do this in anyway you like. You may draw, create a slideshow, create an iMovie, create...anything. Your goal is to convey to the rest of the class the type of writer you have become.
- Friday: share interview discoveries, short timed writing, and work time for writer's project
- Share out with group discoveries from interview
- Work time on Writer visual today and Monday...Tuesday DUE THURSDAY
Week 1, Block 1A Jan. 2-6
MONDAY (2) NO SCHOOL, TEACHER WORK DAY
TUESDAY (3)
TUESDAY (3)
- Welcome Back!
- Three alike; One unique...Break Time
- What is Writing and Research? CCC Syllabus
- Informal Research Project
- View Format
- View Clips and Respond
- Example of Written Response
- Sign up for days
- Welcome
- Opening - Finish Informal Research Project Demonstration
- Sign up for days to present (remember you must have five)
- Informal Presentation: Humor
- Reminder to sign up on the calendar
- Chapter 1 Highlights
- Personal initial response to research
- The Rhetorical Situation (Know the terms)
- Read, Respond
- Partner Activity...How do these parts work together?
- Research Purposes - compare and contrast academic with personal research experiences
- Discussion on Disciplinary approaches - write a supposition based on what you glean from the chart
paraphrase_activity.docx | |
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college_writing_and_research_ch_2.docx | |
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paraphrasing_and_quotations.pptx | |
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college_writing_and_research_ch_3.docx | |
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should_you_conduct_primary_research.docx | |
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ccc_syllabus_spring_2014.docx | |
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college_writing_and_research_ch_4.docx | |
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writing_and_research_ch_6.docx | |
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bu_professor.doc | |
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