Day: April 2, 2019
Wednesday 4/3: Research day two
Thursday 4/4: Day one of six: Research skills
SOPHMORE (ENGLISH 6) RESEARCH ASSIGNMENT
ANNOTATED BIBLIOGRAPHY(aka ‘annotated bib’)
WHO AND WHERE: 2nd and 5th pds. English, class of 2021. For the next 6 class periods we’ll meet in the library.
Who else? : Ms. Sunny Childs, our librarian/media specialist. She will teach you what you need to know.
WHAT is our goal, our objective?: To learn how to research a topic effectively, intelligently and purposefully.* (see the nice parallel structure?)
HOW: To achieve our objective, we will learn how to use databases, research tools and various Ninja tricks.
You will need to get here on time and really focus at the start of these sessions. Ms. Childs will show you the process and then you’ll have a chance to do it yourselves.
WHY?: Are you kidding me? These skills are crucial to further success in your education. I’m not just talking the future, I’m talking right now! Today! You will need to focus the best you can at the start of these sessions. Ms. Childs will take you through a process and then you’ll have a chance to do it yourself.
OUR FINAL PRODUCT WILL BE:
- AN ANNOTATED BIBLIOGRAPHY, 2-3 pages long, Calibri 12 font, double-spaced, all following the examples and models you will receive in your handouts.
- Post-research reflection writing.
Our ‘annotated bibs’ (that’s what folks call it) requires you include 4 sources (1 book;2 academic sources)
TOPICS: All the research we will do will focus on an important and relevant aspect of HOUSING ISSUES IN THE U.S. AND PORTLAND. The desire for fair and decent housing is one of the themes of A Raisin in the Sun,the play we will read in a few weeks.
Topics may include:
- Housing discrimination
- Fair affordable housing in Portland.
- Redlining (as we saw in the videos earlier this week)
- Rent Control – Senate Bill 608
- Shelters
- Co-housing
- Portland fair housing
- Oregon’s rent control
- Title X ( pronounced Title 10)
- Housing assistance
- Subsidized housing
- Gentrification
Assignments due for the next 6 class sessions are listed below:
4/3 & 4/4 –
4/5 & 4/9 –
4/10 & 4/11 –
4/12 & 4/15 –
4/167 4/17 –
4/18 & 4/19 –
Wednesday, 4/3: Day One of Six: Research skills
SOPHMORE (ENGLISH 6) RESEARCH ASSIGNMENT
ANNOTATED BIBLIOGRAPHY(aka ‘annotated bib’)
WHO AND WHERE: 2nd and 5th pds. English, class of 2021. For the next 6 class periods we’ll meet in the library.
Who else? : Ms. Sunny Childs, our librarian/media specialist. She will teach you what you need to know.
WHAT is our goal, our objective?: To learn how to research a topic effectively, intelligently and purposefully.* (see the nice parallel structure?)
HOW: To achieve our objective, we will learn how to use databases, research tools and various Ninja tricks.
You will need to get here on time and really focus at the start of these sessions. Ms. Childs will show you the process and then you’ll have a chance to do it yourselves.
WHY?: Are you kidding me? These skills are crucial to further success in your education. I’m not just talking the future, I’m talking right now! Today! You will need to focus the best you can at the start of these sessions. Ms. Childs will take you through a process and then you’ll have a chance to do it yourself.
OUR FINAL PRODUCT WILL BE:
- AN ANNOTATED BIBLIOGRAPHY, 2-3 pages long, Calibri 12 font, double-spaced, all following the examples and models you will receive in your handouts.
- Post-research reflection writing.
Our ‘annotated bibs’ (that’s what folks call it) requires you include 4 sources (1 book;2 academic sources)
TOPICS: All the research we will do will focus on an important and relevant aspect of HOUSING ISSUES IN THE U.S. AND PORTLAND. The desire for fair and decent housing is one of the themes of A Raisin in the Sun,the play we will read in a few weeks.
Topics may include:
- Housing discrimination
- Fair/ Affordable housing in Portland.
- Redlining (as we saw in the videos earlier this week)
- Rent Control – Senate Bill 608
- Shelters
- Co-housing
- Portland fair housing
- Oregon’s rent control
- Title X ( pronounced Title 10)
- Housing assistance
- Subsidized housing
- Gentrification
Thursday 4/4(B): Writing a book review
WRITING A BOOK REVIEW
While they vary in tone, subject, and style, they share some common features:
- First, a review gives the reader a concise summary of the content.This includes a relevant description of the topic as well as its overall perspective, argument, or purpose.
- Second, and more importantly, a review offers a critical assessment of the content.This involves your reactions to the work under review: what strikes you as noteworthy, whether or not it was effective or persuasive, and how it enhanced your understanding of the issues at hand.
- In addition to analyzing the work, a review often suggests whether or not the audience would appreciate it.
THINGS TO CONSIDER:
Before launching into your nuanced and cerebral analysis, briefly tell the reader what the book is about, its genre, and who its intended audience is. Is the book designed for mass commercial appeal or for a select group of academic specialists?
Briefly include some biographical information about the author at the beginning of your review. Is this his or her first book? If not, what types of books has he or she written before? How has his or her background qualified him or her to write about this particular subject? Also, be sure to include the book’s complete title.
What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?
What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion?
How does the author support her argument? What evidence does she use to prove her point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subject?
How does the author structure her argument? What are the parts that make up the whole? Does the order of the chapters work well? Does it persuade you? Why or why not?
Support your argument with direct quotes
Just as you would in academic writing, carefully select passages from the book you are reviewing to support your argument. These passages will help readers understand what you mean when you write that the book is “well-written” or “paints a picture.”
Try to use a natural, informal tone. A book review is not rocket science; you are simply communicating your impressions and opinions of an author’s work.
Wednesday, 4/3(A): Writing a book review
https://www.youtube.com/watch?v=dNTToXKgwZc
https://www.youtube.com/watch?v=fbQqnJw7xL0 Marilyn Monroe
https://www.youtube.com/watch?v=HVEqy6K18Yo Saturday Night Fever
https://www.youtube.com/watch?v=D5k73jx2mIc Usual Suspects
https://www.youtube.com/watch?v=F3UGk9QhoIw Silly Walks
WRITING A BOOK REVIEW
While they vary in tone, subject, and style, they share some common features:
- First, a review gives the reader a concise summary of the content.This includes a relevant description of the topic as well as its overall perspective, argument, or purpose.
- Second, and more importantly, a review offers a critical assessment of the content.This involves your reactions to the work under review: what strikes you as noteworthy, whether or not it was effective or persuasive, and how it enhanced your understanding of the issues at hand.
- In addition to analyzing the work, a review often suggests whether or not the audience would appreciate it.
THINGS TO CONSIDER:
Before launching into your nuanced and cerebral analysis, briefly tell the reader what the book is about, its genre, and who its intended audience is. Is the book designed for mass commercial appeal or for a select group of academic specialists?
Briefly include some biographical information about the author at the beginning of your review. Is this his or her first book? If not, what types of books has he or she written before? How has his or her background qualified him or her to write about this particular subject? Also, be sure to include the book’s complete title.
What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?
What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion?
How does the author support her argument? What evidence does she use to prove her point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subject?
How does the author structure her argument? What are the parts that make up the whole? Does the order of the chapters work well? Does it persuade you? Why or why not?
Support your argument with direct quotes
Just as you would in academic writing, carefully select passages from the book you are reviewing to support your argument. These passages will help readers understand what you mean when you write that the book is “well-written” or “paints a picture.”
Try to use a natural, informal tone. A book review is not rocket science; you are simply communicating your impressions and opinions of an author’s work.
Ambinder English 