Monday, February 28th

Shared issues with Annotated Bibliography.
           Any changed in project direction as you did research?
Summarizing SQR5
            (Below please find a bulleted point list with Notes on our in class disscussion on SQR5)

Homework
Read SQR6 by Wednesday we will disscuss in class
ALL SQRS 1-6 SHOULD BE POSTED ON BLOG BY FRIDAY
ALL SQRS 1-6 SHOULD BE POSTED ON BLOG BY FRIDAY
Anything after will be considered late and points will be deducted per day
Please finish all your readings and have your SQR postings on blog
this will show me that you are commited to my class
and to these assignments.

Written notes during class
bulleted summary of SQR5 up to page 77

• How to research essays
• Why students have a hard time writing paper
• They summarize
• How we can explain to student how to write better papers
• Use textual sources persuasively
• Student Shirley smart
• Knows how to tell stories
• She just summarized
• Look up more than 1 resource
• Researching historical article
• Doesn’t choose a side to argue
• Puts her own version of sources
• Summarizes
• Student’s need to improve on citation
• They approach stuff differently and should analyze sources
• Common problems students have
• “She did not comment on the material; instead she concentrated on telling the story clearly and more completely than her sources had done.”
• Students interpret assignments different ways.
• Shirley sad about grade. Friend Alice has a different way of interpreting assignment
• You should have gone deeper into the analyses
• Choose a side
• Alice tells her that just cause people say different things doesn’t mean they are wrong.
• Instead of summarizing it you should have stood your ground and said he was wrong
• She agreed
• Needed an Original
• Could have been the instructors fault because he should have told her you needed to have an original argument.
• Instead of just summarizing the way she always has
• 78
•  Students misinterpret sources
• Present info as facts instead as arguments
• Read them as narrative regardless of how text is organized
• Suggest that professor teach the different kinds of text that there is
• Shirley used timed based organization patters
• How student organize their sources
• 79
• Students seeing factual text as the truth rather than argument
• Some sources state facts, and pursue students to see the topic as they do
• Students expect text books to tell them the truth or express an opinion in which they may agree or disagree
• Some students get confused looking at different sources they jumble it all together and this makes their paper week
• Students know how to agree or disagree instead of going deeper.
• “She needs a technique for reading texts in ways that give her something more to say”
• “She also needs strategies for analyzing her reading that allow her to build original arguments”
• 80
• “The Term “rhetorical Reading” then, means teaching students to read a text as a message sent by someone to somebody for a reason.
• Tequila shots
• Dam hard page
• All 3 students
• Decoder & Encoder
• Shirley was an Encoder
• Her goal would be to tell a complete story to a reader
• Saying something new
• Facts and opinions are claims
• Only difference is how they are perceived by an audience
• 83
• Rhetorical gaps between the Encoder and the Decoder
• And the Decoder and Reality
• The reason these gaps happens is because the Reader or the Decoder is not the intended audience
• Gap happens also when you don’t get it
• If you got it wrong, another gap
• 84
• Plagiarism, they read it and summarize it and put it in their own words.
• Like Shirley they re-write what the author said in their own words
• Rhetorical reading leads to discoveries about text, and students who use it may take more interest in their paper
• The Estudian Wevon Syndrom
• Now its too much, more than she could handle in one draft.
• 85
• Finding something worth saying
• Time management
• Chasing treasure where you might not find a reward
• Looking for knowledge, not knowing what you are looking for
• With the possibility that you’ll come on something
• This kind of writer that we are asking you to be is hard because its not flat , its complex and its hard when your whole life you’ve summarized and reported facts
• 86
• Drafts and how students need to do it in more than one.
• They think they need to be able to say it in one draft.
• If we pace our assignments to allow for our student “thoughts to develop” we build their confidence in their writing
• Capable writer, active able problem solvers
• Creativity and Research?
• Creativity is an inherently rhetorical quality
• 87
• Yay love school