Read About the Following Sections of the JTCR

Week 2/Day 3—Tuesday, August 30th

Homework Due:  Read about the following sections of the JTCR: o Chapter 3: “How can I take notes?” in JTCR. Read about the three different kinds of summary in the “Summarize section. As you read, think about what type of summary would work best for various contexts. For example, an outline summary may work great for a movie review while a main point summary would work better for a movie trailer. Also, read the section about attribution and plagiarizing. o Chapter 7: “How can I ensure I’ve avoided unintentional plagiarism?” o As you read about these skills, answer (type please) the following question: How does an understanding of these skills maintain academic integrity? Why does it matter?

 Re-read Bittman’s article, now with the purpose of summary in mind. Mark where the authors are providing their thesis and key points, as well as any evidence you find to be especially strong. Bring your book with your annotated article to class.  In addition to annotating article, draw the rhetorical triangle and label the parts to bring to class.  Print the assignment sheet for A1 and bring a copy to class. The assignment sheet can be found in Canvas under Modules.

Lesson Objectives  Introduction to Assignment 1: Rhetorical Summary Portfolio  Practice summary skills  Develop an understanding of what academic integrity is, in the class and at the university  Begin to develop an understanding of what constitutes plagiarism and develop strategies for how to avoid plagiarism; in particular, learning how to appropriately and effectively paraphrase, quote, and attribute sources Connections to Course Goals Since we are going into detail with analyzing an audience in order to understand how to most effectively appeal to a specific audience (with the homework they brought in and the introduction to audience appeals), we are certainly hitting the overarching course goal of “Understanding writing as a rhetorical practice, i.e. choosing effective strategies for addressing purpose, audience, and context. Additionally, we will also begin to help students develop an understanding of what plagiarism is and developing strategies for avoiding plagiarism. This connects explicitly to the overarching course goal of “Learning important elements of academic discourse, such as […] using sources effectively and ethically, and writing effective summaries, analyses […].” Prep: You will need to become incredibly familiar with Assignment 1 so that you can confidently guide students through the assignment today and answer any questions that crop up. You also need to have carefully re-read Bittman et al.’s “A National Food Policy,” familiarizing yourself with the

TR Lessons/Project 1/Day 4 context in which the text was written (Google it!) and all of the other rhetorical components and main ideas. Review CSU’s academic integrity ideas (the honor pledge, in particular) and the consequences for students who plagiarize. Review what constitutes plagiarism. Although you might only briefly touch on this today, it will be a good idea to familiarize yourself with the notes about paraphrase, direct quotation, and attribution. Materials:  Copy of A1 to put on overhead (extra copies for students who forgot to print them out and bring them to class—but only if you want to be nice).  Blank key point summary outline (in A1: Appendix)  Completed key point summary outline for Bittman et al. (in A1: Appendix)  Computer with video on academic integrity (see link below)

 Quoting and Paraphrasing handout (available in A1: Appendix)

ACTIVITIES

Attendance and a Welcome Back (2 minutes) At this point you’ve established a routine for taking attendance. Keep it consistent, especially since students are coming back from a long weekend—they’ll appreciate the consistent structure/routine to help re-orient themselves.

Transition: Last week, we worked on close and critical reading by thinking about actively reading and rhetorically analyzing a text. Now, we’re going to see how that will be applied in our first assignment. Introduce Assignment 1 (10 minutes) Since this is the first assignment, it is a good idea to walk students through “how to read” the assignment sheet (you may want to have your students do a rhetorical analysis of the assignment sheet). Start with the graphic of the conversation model in the right-hand corner. This conversation model is specific for this particular writing situation. In many ways, this graphic offers the overview of what students will be doing for this project. However, do take them through the actual overview. You may want to point out that foundational concepts are bolded throughout the assignment. Also point out that there will be two workshops on this paper—and it may be a good idea to briefly describe what you consider a workshop draft to be and briefly explain your workshop policy.

As you go through the Purpose/Focus section, draw their attention to the three texts they will rhetorically summarize: “Chapter 2” from The Real Cost of Food, “’Take my Job!’”, and “Indigenous Diets.” Emphasize that they CANNOT use Bittman et al. as an option because it will be completely summarized through class sessions for practice.

Connect the Development for Audience section to the rhetorical situation and close reading you’ve been working on in class and for homework.

You may want to illustrate that the assignment sheet itself is structured to reflect the rhetorical situation, and it’s put in a hierarchy—the most important rhetorical concepts are listed first; the least important are last. You can then refer them to the Feedback/Evaluation Hierarchy of Rhetorical Concerns—tell them that this is how the analysis will ultimately be assessed.

There is a blank triangle right after the style/conventions section. You may want to ask your students to fill in their own writing situation for this assignment here. Share Homework (10 minutes- 15 minutes) Ask students to share their drawing of the rhetorical situation with a partner to see how similar they were. Then, ask them to open their books to Bittman’s article and compare what they highlighted for the thesis, key points, and strong pieces of evidence, as well as what they annotated for SQ3R. Ask them to discuss similarities and differences in their reading, and to talk through how they interpreted the article to figure out their differences.

Questions about SQ3R and R.S. for Bittman et al.

1. How did you decide how often to summarize (RECITE) in the margin?

2. What would you include in a summary (REVIEW)?

3. What did you identify for each part of the rhetorical situation?

Once they’ve discussed for 5-7 minutes, come up with a class drawing of the article’s rhetorical situation. To make this more student centered, you could call on a pair to come up and write one part of the rhetorical situation on the board.

o Authors: Bittman, Pollan, Salvador, De Schutter

o Audience: Politicians (presidential candidates), Americans (voters, impacted by various food issues, taxpayers)

o Purpose: Persuade (to change policy; vote for candidate who supports changes to food system)

o Text: Online news article

o Context: 2016 presidential election, historical lack of food policy, cost of health care, poor diets, food security, climate change

Group Activity: Summary Outline of Bittman et al.’s article (20 minutes) Show an example of a summary outline (There is a summary outline of the Bittman article in the P1: Appendix for you to use; use the following blank template for this activity). Summary Outline: I. Publication Info a. Author: b. Article Title: c. Publication: d. Date of pub: II. Main Point/Thesis/Argument/Claim a.

TR Lessons/Project 1/Day 4 III. Key Points a. 1st Key Point (KP1) a.i.1. Evidence for KP1

b. 2nd Key Point (KP2) b.i.1. Evidence 1 for KP2

 Group Instructions: Each group will complete a summary outline of Bittman’s article. Only one outline per group is necessary—just be sure each participant’s name is on the group outline. These will be collected.

Tip: Give clear directions about a group activity BEFORE assigning groups. Breaking students into groups before they have the directions can be too distracting.

Tip: Students will (should) often be working in small groups; therefore, develop plans to address logistics—such as how to group students. Be sure to use different strategies so that students aren’t always working with the same people. You can use one of the following (or any others you think of): numbering people off (all 1’s together, all 2’s together, etc…); have students line up according to birthdays—then form groups based on birth month; alphabetically by first name; favorite season; etc…

Transition: While there may have been a few minor discrepancies while filling in these summary outlines, I’m sure you mostly came to same conclusions.

Show your version of Bittman’s summary outline.There is no need to go into detail here—you’ll be checking their understanding of the text with the group outlines they turned in. Academic Integrity at CSU (15 min) Transition: Now that you have a basic idea of the first assignment, as well as the various pieces that comprise a rhetorical summary, we’re going to spend the rest of today discussing and practicing how to ethically and accurately represent what you’re hearing in this conversation when you begin to summarize for Assignment #1.

Ask students to share their homework responses with the class. Open with defining academic integrity as a class, writing student ideas on the board as they share. Then, lead into their homework responses about how paraphrasing helps maintain academic integrity and why academic integrity matters to begin with. It may also be a good idea to tease out the differences between cheating and plagiarizing, as students often confuse the two. Generally, cheating is a more "umbrella term" for academic dishonesty on tests, etc., while plagiarism is specific to writing.

TIP: If you've decided that you want to collect this homework for a process work grade, it may be a good time to do so after this discussion. Or, if you want to use it only to facilitate discussion, explain this to students if you're not going to collect. This helps them see that their homework has a purpose, even if it's not collected.

Explain that CSU has an honor pledge in place. Across the entire campus, for all major tests and assignments, you are supposed to write and sign an honor pledge. What this is meant to do is to help establish a culture of academic integrity here at CSU. In this class, for every major project, students will be asked to write out the honor pledge and sign it.

Watch the first 5-7 minutes of this video featuring our former Director of Academic Integrity here at CSU explaining the honor pledge. (Try it on your computer before class – you may need to install a plug in). Before watching, ask students to listen for the claim about why we have an honor pledge, and to think about why the authors made the rhetorical choice to feature interviews from faculty and students. http://mediasite.colostate.edu/Mediasite/Viewer/? peid=01402b2ddaed4d80bf2fabb5a483a6e71d

Discuss the claim and reasons behind the honor pledge and why they used interviews. You may want to ask students’ opinions of the honor pledge and if they’ve ever heard of honor pledges before to open up discussion a bit more.

So, what happens if you are caught plagiarizing?

Step 1: Instructor and Student meet—student will understand how/why what they did was considered plagiarism (or be able to prove it wasn’t).

Step 2: Instructor reports incident of plagiarism to Director of Composition AND to Student Conflict Resolution.

Step 3: Consequences of the plagiarism will be sent to student.

Consequences can include the following: failure of the assignment; failure of the course; removal of the repeat/delete option for the course; hearing with Conflict Resolution…and it CAN get worse from there, but only if what you’ve done is ridiculously egregious.

This could lead into a conversation of what is considered plagiarism. Not properly attributing borrowed information is the number 1 on the list. There are varying shades of gray, of course. Review your notes from Orientation and/or ASK COMP FACULTY if you are unsure whether or not something constitutes plagiarism.

Transition: Now that we know what “counts” as plagiarism and what happens if you do it, let’s work on something that will help us avoid plagiarizing: correctly quoting and paraphrasing. Prepare students for Quoting and Paraphrasing Handout (20 min) Ask students to briefly share a few responses that they typed for homework connecting paraphrasing and attribution to academic integrity. You may want to collect these.

Go through the Quoting and Paraphrase handout found in the A1: Appendix. This seems like a basic activity, but students often struggle a lot with putting theory into practice with their paraphrasing. Rather than lecturing, an alternative way to present this information is to distribute the handout, have students get into pairs, and give them several minutes to read through the first half of the handout and pick out the most important concepts. After about 5 minutes of the pair brainstorm, bring the whole class back together and create a list of the concepts learned

A list from the major concepts learned from the handout might look something like the following:

 What did you learn about quoting and paraphrasing? (Record answers on board)

TR Lessons/Project 1/Day 4 o When should you quote, for example? (original is so clever that a paraphrase would lessen impact, original is precise and to change would alter meaning, original is concise and a paraphrase would double the original). o When should you paraphrase? (when you shouldn’t quote). o How do you paraphrase? . Use synonyms . Change structure . Check that meaning hasn’t changed . Check that tone hasn’t changed . Attribute

If there is time, allows students the last few minutes of class to work on the worksheet in pairs. Let them know that they will be completing this for homework.

Conclude Class and Assign Homework (3 minutes) We’ve focused quite a bit on reading to summarize today. The skills we’ll be covering next time are those of paraphrasing, quoting, and attribution for summary. In order to prepare fully for our next class, please read the following:

 Look at the interactive example of a rhetorical precis on the Oregon State website. Note that our class assignment requires including ALL key points, and so that section will be more than one sentence. You’ll have some freedom to expand and rearrange some parts of this genre, but you can have a general idea of what you’ll be writing for Assignment 1. http://oregonstate.edu/instruct/phl201/modules/rhetorical- precis/sample/peirce_sample_precis_click.html

 Read “Responding to Other Students’ Writing” by Straub to prepare for workshop. As you read, consider how his description of response is similar or different to your own experiences and which practices you may want to try in our first workshop next week. Bring this article to class!  Complete the Paraphrasing Activity for next class.  Read the first two articles for your rhetorical summary portfolio from FOOD and type a key point summary outline ONLY (you’ll be submitting these outlines to Canvas on Friday with another outline, so hold onto them for now):  "'Take My Job!' Campaign Markets Agricultural Labor" - anonymous author  "Indigenous Diets Can Help Fight Modern Illnesses, Experts Say" anonymous author Connection to Next Class Today students learned some more specific skills to summarize effectively for A1. They also have begun to develop an understanding of the connection between proper attribution and academic integrity. They’ll be reading an example of their A1 genre for homework, and the next class, they’ll be looking at some student examples and looking ahead to how to have an effective peer review workshop. Behind the Scenes Grade the group outlines to check for reading comprehension. TR Lessons/Project 1/Day 4