ALEXA GARVOILLE – poet + educator
Writing Wikipedia:
THE MASTER PLAN
Final Project due: Monday, April 2
The problem
What’s the problem with Wikipedia? “It’s not a good source. It’s not accurate. It’s evil!” Not so fast.
We all use Wikipedia. Even though your teachers tell you not to, we all use it (even your teachers). Wikipedia is useful. It’s entertaining. It’s convenient. Plus, it’s just as reliable as a print encyclopedia.[1]
Unfortunately, most people don’t understand why or when we’re not supposed to use Wikipedia. Here’s the deal: when conducting research it is never okay to cite any encyclopedia (including Wikipedia) because it isn’t a source; it’s a collection of sources. So, if you’re doing research and you start it on Wikipedia, you need to search for the sources of the article (at the bottom of the page). Secondly, it’s important to double-check all facts with a couple different sources. Third, Wikipedia can be edited by anyone in the world and sometimes people abuse it by putting on incorrect information, even though this information is usually removed very quickly.
In order to combat the idea that Wikipedia is so “bad,” we need to do two things:
1. Understand it.
2. Make it better.
You’re going to do both.
Every day, Wikipedia is vandalized by tons of people. Pages on Young Adult Novels are especially prone to vandalism. Check out the “history” section of any of these pages and you’ll see kids calling each other names in the midst of an encyclopedia entry! This makes Wikipedia, your (and my) cherished source of information and entertainment, look bad. If there are more responsible users, there will be less vandalism and more great articles written.
The project
To learn about conducting research and writing informational articles, you will create or improve one Wikipedia page about a YA novel or bildungsroman in a small group or on your own. This is not something that you write, it gets put into your writing portfolio, and you never see it again (or you burn it when you graduate). This is not something written just for your teacher. This is not pointless. This is a concrete, published article on a well used, super-famous website. You will get a grade for your contribution, but if your work survives the edits of other Wikipedia users, you will have passed the real test. (And you’ll get extra credit.)
You will work on building an article step-by-step within your group:
1. You read your novel, discuss it with your group or write journals, and, as a class, we discuss the conventions of YA novels.
2. As you read, you take detailed notes to help you write your summary later.
3. You collaboratively write the content of the article. We’ll also conduct internet research together in class.
4. You edit like crazy. You rewrite. You Wikify. You publish.
The long-term benefits
After learning how to edit Wikipedia articles, I expect every one of you to keep editing articles outside of class. This happens to me all the time: I’ll be happily reading random articles and then I find a mistake and, all of the sudden, I’m editing them, and three hours have gone by. I am devoted to making Wikipedia work, and I want you to be, too. Don’t just use Wikipedia. Help Wikipedia. Fix a spelling error. A grammar error. A point of view error. Watch out for jerks who vandalize our beloved DSA page. Improve the DSA page! Mark something as a stub article. Rewrite some crazy sentence that doesn’t make any sense. Make a redirect. If you use Wikipedia, all of this is your responsibility.
You will be a part of the democratic process on the internet, as everyone works together towards a common goal. You will make information available to people all over the world. You will bring knowledge to those who don’t have access to the resources you do. Your writing will be published in the largest encyclopedia on Earth.
The details: Each step is essential to earning a high grade on the final project.
|Due Dates |Grading |
| | |
|Finish reading YA novel, finish 4 reading logs: Monday, March 5 |Reading Logs: 1 Quiz Grade |
|Character descriptions due: Monday, March 12 | |
|Plot Summary due: Friday, March 9 |Character List and Summary Rough Draft: Quiz Grade |
|Research Notes due: Monday, March 19 | |
|Literature Review due: Thursday, March 22 |Research Notes: HW Grade |
|Final Article due: at the end of class Friday, March 30 or before class Monday, |Literature Review: HW Grade |
|April 2 |Final Article: Project Grade (60% weight) |
English I Calendar: March 2012
Writing Wikipedia
[pic]
|27 |28 |29 |1 |2 |
|Reading, Log #1 due | |Reading, Log #2 due | |Reading, Log #3 due |
| | | | | |
|Lit Discussion Day 1 |Reading Day |Lit Discussion Day 2 |Intro to Wikipedia use and abuse|Rules of Wikipedia |
| |Vocabulary in context | | | |
| | | |HW: Reading & Log #3 due | |
|HW: Reading & Log #2 due |HW: Reading & Log #2 due |HW: Reading & Log #3 due Friday |tomorrow |HW: FINISH NOVEL & Log #4 BY |
|Wednesday |tomorrow | | |MONDAY |
|5 |6 |7 |8 |9 |
|HAVE FINISHED READING NOVEL |Flowchart due |NPOV worksheet due |Plot summary prewriting due |Complete summary due in |
|Reading, Log #4 due | | | |GoogleDocs |
| | | | | |
|Lit Discussion Day 4 | | |Work day: Summary writing | |
|Theme, Key events, |NPOV: Neutrality and unbiased |Writing a plot summary | |Describing characters using |
|Character list |writing |Colons, Semicolons, | |appositives |
| | |Tone, Organization |HW: Finish summary | |
|HW: Complete flowchart of key | | | | |
|events |HW: Complete NPOV worksheet |HW: Plot summary prewriting |( |HW: Finish character list |
| | | | |( |
|12 |13 |14 |15 |16 |
|Character list due in GoogleDocs|Research question due | | | |
| | | | | |
|Research questions | | | | |
|How to read an article |Using the database |In-class research |In-class research |In-class research |
|How to take notes |In-class research | | | |
| | | | | |
|HW: Write individual research | | | | |
|question |HW: Continue research and notes |HW: Continue research and notes |HW: Continue research and notes |HW: Complete all notes and |
| |at home |at home |at home |research |
| |( |( |( |( |
|19 |20 |21 |22 |23 |
|All research notes due | | |Literature review due in | |
| | | |GoogleDocs |End of 3rd quarter |
|Organizing and writing a | | | | |
|literature review |Testing |Testing |Comma use |Peer revision for organization |
| | | |Self-editing | |
| | | | |HW: Revise entire article by |
|HW: Write literature review by | | |HW: Finish self-editing |Tuesday |
|Thursday | | | | |
|26 |27 |28 |29 |30 |
| |Revision of article due | | | |
|No school | | | | |
| |Creation of User Subpage and |Wikipedia citation machine |Work day: Posting |Images, infoboxes, wikification,|
|( |Posting of Information | | |and other media |
| | | | | |
| | | | |HW: Last chance to finish |
| | | | |article, due Monday |
| | | | | |
| |( |( | |( |
| | | |( | |
Italics = Due in class Bold = Homework
KEY: Normal = Class agenda ( = Lab
Writing Wikipedia:
Final Article Rubric Honors
Name: Novel: Grade: _____
| |
|A B C D |
|Plot |24 |22 |20 |18 |___ / 25 |
| |* concise |* mostly concise |* somewhat neutral, but |* mostly biased | |
| |* clear |* mostly neutra |sometimes opinionated |* written in-universe | |
| |* neutral |* mostly real-worldl |* some in-universe |* many incomplete | |
| |* real-world |* complete sentences |* mostly complete |sentences | |
| |* complex sentences |* varied vocab |sentences |* many grammar errors | |
| |* advanced vocab |* some transitions |* some grammar errors |* does not look to be | |
| |* transitions | | |proofread | |
|Characters |24 |22 |20 |18 |___ / 25 |
| |* concise |* mostly concise |* mostly complete |* incomplete sentences | |
| |* strong use of |* correct use of |sentences |* incorrect use of | |
| |appositives |appositives |* use of appositives |appositives | |
| |* complex sentences |* complete sentences |* slightly resembles |* does not resemble | |
| |* encyclopedic |* encyclopedic |encyclopedia entry |encyclopedia entry | |
| |* thorough | | |* minimal information on | |
| | | | |character | |
|Literature Review |19 |17 |15 |13 |___ / 20 |
| |* concise |* mostly concise |* overly opinionated |* your opinion | |
| |* clear |* mostly neutral |* mostly complete |* many grammar errors | |
| |* neutral |* complete sentences |sentences |* does not resemble | |
| |* complex sentences |* varied vocab |* some grammar errors |encyclopedia entry | |
| |* advanced vocab |* somewhat reliable |* questionable sources |* unreliable sources | |
| |* very reliable sources |sources | | | |
|Citations (in all areas) |15 |13 |12 |11 |___ / 15 |
| |* very consistent use of|* considerable number of |* some key information |* few citations | |
| |citations |citations |not cited |* formatting is attempted,| |
| |* always properly |* some incorrectly |* formatting is not |but incorrect | |
| |formatted |formatted (i.e. missing |consistently accurate | | |
| | |page number) | | | |
| |
|[pic] |
|User sandbox |10 |9 |8 |7 |___ / 10 |
|Article talk page | | | | | |
| |* properly formatted |* most headings and |* attempted to format |* seems to be cut and | |
| |headings and citations |citations properly |headings and citations |pasted from GoogleDoc | |
| |* excellent attention to|formatted |* writing not polished |without formatting or | |
| |detail |* correct assignment tag |* assignment tag |proofreading | |
| |* perfect assignment tag| | |* assignment tag has | |
| | | | |errors | |
|Novel page (extra credit) |5 |4 |3 |2 |+ ___ |
| |* considerable edits to |* strong edits to |* made edits to Wikipedia|* made edits to Wikipedia | |
| |Wikipedia page (or |Wikipedia page |page |page | |
| |created page) |* no edits have been |* page has been marked |* edits lack attention to | |
| |* no edits have been |reverted |for clean-up |detail | |
| |reverted | | |* edit has been reverted | |
| |* edits look | | | | |
| |professional | | | | |
| |
|Miscellaneous |
|Work ethic |3 |2.5 |2.25 |2 |___ / 3 |
| |* consistently working |* usually working in class|* sometimes off task in |* often off task in class | |
| |in class |* good group dynamic |class |* argued with group | |
| |* acted as tutor |* cooperative |* weak group dynamic |* distracted others | |
| |* excellent group | |* gave up without |* seldom read directions | |
| |dynamic | |troubleshooting |or troubleshooted | |
| |* took leadership role | | | | |
| |in group | | | | |
| |* formidable | | | | |
| |troubleshooter | | | | |
|Reflection |2 |1.75 |1.5 |1.25 |___ / 2 |
| |* shows considerable |* shows some awareness of |* shows some thought |* shows little thought | |
| |awareness of strengths |strengths and weaknesses | | | |
| |and weaknesses | | | | |
Writing Wikipedia: March 14, 2011
Final Article Rubric Standard
Name: Novel: Grade: _____
| |
|A B C D |
|Plot |24 |22 |20 |18 |___ / 25 |
| |* mostly concise |* somewhat neutral, but |* mostly biased |* completely in-universe | |
| |* mostly neutral |sometimes opinionated |* mostly in-universe |* very fragmented | |
| |* mostly real-world |* some in-universe |* many incomplete |* so many grammar errors | |
| |* complete sentences |* mostly complete |sentences |it is difficult to | |
| |* varied vocab |sentences |* many grammar errors |understand | |
| |* some transitions |* some grammar errors |* does not look to be | | |
| | | |proofread | | |
|Character Descriptions |24 |22 |20 |18 |___ / 25 |
| |* mostly concise |* mostly complete |* incomplete sentences |* extremely basic | |
| |* correct use of |sentences |* incorrect use of |* no use of appositives | |
| |appositives |* use of appositives |appositives | | |
| |* complete sentences |* slightly resembles |* does not resemble | | |
| |* encyclopedic |encyclopedia entry |encyclopedia entry | | |
| | | |* minimal information on | | |
| | | |character | | |
|Literature Review |19 |17 |15 |13 |___ / 20 |
| |* mostly concise |* overly opinionated |* your opinion |* seems to be a rambling | |
| |* mostly neutral |* mostly complete |* many grammar errors |opinion of your own | |
| |* complete sentences |sentences |* does not resemble | | |
| |* varied vocab |* some grammar errors |encyclopedia entry | | |
| |* somewhat reliable |* questionable sources |* unreliable sources | | |
| |sources | | | | |
|Citations (in all areas) |15 |13 |12 |11 |___ / 15 |
| |* considerable number of|* some key information not|* few citations |* one citation | |
| |citations |cited | | | |
| |* some incorrectly | | | | |
| |formatted (i.e. missing | | | | |
| |page number) | | | | |
| |
|[pic] |
|User sandbox |10 |9 |8 |7 |___ / 10 |
|Article talk page | | | | | |
| |* most headings and |* attempted to format |* seems to be cut and |* created, but has no text| |
| |citations properly |headings and citations |pasted from GoogleDoc | | |
| |formatted |* assignment tag has |without formatting or | | |
| |* correct assignment tag|errors |proofreading | | |
| | | |* no assignment tag | | |
|Novel page (extra credit) |5 |4 |3 |2 |+ ___ |
| |* considerable edits to |* strong edits to |* made edits to Wikipedia|* made edits to Wikipedia | |
| |Wikipedia page (or |Wikipedia page |page |page | |
| |created page) |* no edits have been |* page has been marked |* edits lack attention to | |
| |* no edits have been |reverted |for clean-up |detail | |
| |reverted | | |* edit has been reverted | |
| |* edits look | | | | |
| |professional | | | | |
| |
|Miscellaneous |
|Work ethic |3 |2.5 |2.25 |2 |___ / 3 |
| |* usually working in |* sometimes off task in |* often off task in class|* usually off task | |
| |class |class |* argued with group |* distracted others | |
| |* good group dynamic |* weak group dynamic |* distracted others |* refused help from | |
| |* cooperative |* gave up without |* seldom read directions |instructor | |
| | |troubleshooting |or troubleshooted | | |
|Reflection |2 |1.75 |1.5 |1.25 |___ / 2 |
| |* shows some awareness |* shows some thought |* shows little thought |* not taken seriously | |
| |of strengths and | | | | |
| |weaknesses | | | | |
To keep everyone on the same page in this high-choice unit, we studied the bildungsroman and discussed as a whole class how all of the novels fit that model as students read. Students also read poetry about coming of age.
Coming of Age Novel
Origins
| |
| |
|bildungsroman |
| |
| |
| |
| |
| |
|__________________________________________________ |
| |
|__________________________________________________ |
| |
Protagonist
| |
| |
| |
| |
| |
| |
Conflict
| | |
| | |
| |_______________________ |
| | |
| |_______________________ |
| | |
| |_______________________ |
| | |
| |_______________________ |
| | |
| |_______________________ |
| | |
| |_______________________ |
| | |
Meeting #1
You must complete all five tasks by the end of class.
1. Folder Decoration
You will keep all your completed reading logs and, later, drafts of your Wikipedia page in this folder. This folder will stay in the classroom.
- Decorate your folder with the name of your novel, the author, and your name(s).
- Draw a symbol to represent the protagonist at the beginning of the novel.
- Draw a symbol to represent the reality / society that is trying to influence him (see notes on L27, Conflict, for ideas).
- Add at least one important phrase or sentence from the novel. Include the parenthetical citation.
2. Annotation of First Paragraph
- Have one group member with neat handwriting copy out the first paragraph of your novel in black ink. If your first paragraph is only one line long, you should annotate the first couple paragraphs (about ½ page).
- Have another person read the paragraph aloud.
- Pass the paper around the circle, each person annotating positive and negative diction and looking for clues about foreshadowing.
- As a group, make a prediction about what the entire novel will be about, based on the first paragraph. Write your predication on the back of the annotation.
3. Reader Response
- Each group member should explain one part of the story he enjoyed and one part of the story he found confusing or frustrating.
- If you are working alone, you should write your response on one full side of notebook paper. Title it Journal #1. Simply express your joys and frustrations so far.
4. Character List
Use Reading Log #1 to help you do these tasks.
- On your character list, write the full name (if it appears) of each character in the novel so far. Assign each group member one or two different characters. Write any other facts you know about the character (age, personal history, attitude, catch phrases, etc.). Write one passage from the novel that describes the character (it should be around when the character is first introduced).
5. Plot Summary
- Review the plot so far with your group.
- Then, get up and tell three different people the story so far.
- Each group member should return to their seats to write a 3-10 sentence summary on a scrap of paper of the plot so far. Write it as if you are explaining the story to someone who has never read the novel. If you are working alone, you may write directly on your plot summary sheet.
- As a group, discuss your summaries and write one final summary on your plot summary sheet.
If working in a group:
Discuss the first half of the book by answering these questions aloud. Cite the text as frequently as possible. Choose one group member to take detailed notes on your conversation on notebook paper.
a. Setting (time, place, mood)
b. Plot: what events have happened prior to the start of the novel? What events have happened thus far?
c. Characters: what are your initial impressions? Does the narrator seem reliable (trustworthy)?
d. Style: What observations can you make about the way the book is written? Why did the author choose that style? What does it add / change?
e. What is your favorite passage? Why?
f. What is the central question your book is trying to answer?
g. What repeated motifs are emerging? Name at least two or three, give examples from the text. What ideas do each of these motifs highlight?
h. What is one theme the novel has taught the reader or the protagonist so far?
i. What issues in your life also appear in the novel?
j. Any other difficulties or confusions?
If working alone:
Answer at least five of the above questions. Your answer to each question should be in paragraph form for a total of five paragraphs. Honors must answer d., g., and h. but may choose any two other questions to add up to five.
_______________________________________________________
title
(___________________ _______)
author last name pg #
|Theme |
| |
| |
| |
Name(s):
Theme in the Bildungsroman
1. What are some of the topics addressed in this novel? A topic is a broad idea all people can relate to (for example, sickness, isolation, friendship). Write down at least five, if not more. Be sure to consider the title of the novel when brainstorming topics.
2. Circle the topic that you think is most important to the development of the character. Answer one of these two questions:
What does the protagonist learn about that topic during the story?
What do you think the author wants the reader to learn about that topic?
You must use your topic word in the theme statement.
3. Find a passage from anywhere in the novel, but preferably from the end, that proves your answer to #2. Copy the quote onto the front of this sheet. Write your theme statement at the bottom. Then, provide at least six annotations in the margin to explain how the passage demonstrates the theme. Finally, underline your topic word in the theme statement on the front.
Use this at the end of the reading process.
Rules for Informational Writing
| |
|Neutral Point of View WP:__________ |
| |
| |
|1 |
| |
| |
| |
|Avoid “peacock language”: ... notably, interestingly, it should be noted, clearly, certainly, without a doubt, of course, fortunately, happily, unfortunately, |
|tragically, untimely ... |
| |
|Real-World Perspective WP:__________ |
| |
| |
|2 |
| |
| |
| |
|Words to use for RWP: |
| |
| |
| |
|Professional Tone WP:__________ |
| |
| |
|3 |
| |
| |
| |
|No Original Research WP:__________ |
| |
|4 |
| |
Rewrite the following in NPOV:
1. Slim is the only likable character in Of Mice and Men.
2. The First Part Last is a moving novel written by Angela Johnson.
3. The characters in The Westing Game could become millionaires, depending on how they play a game. All they have to do is find the answer -- but the answer to what?
Rewrite the following in RWP:
4. Mr. Gilmer was defending Bob Ewell, even though he knew that Bob beat Mayella.
5. Jeremy Atticus "Jem" Finch is the brother of Scout who was four years older than she is.
6. Mr. X Billups was seen only once in the book, at the trial, who is described as a "funny man".
7. Eula May is Maycomb's most prominent telephone operator. She sends out public announcements, invitations, and activates the fire alarm. She announced the closing of schools when it snowed and announced the rabid dog that entered Maycomb.
Rewrite the following in NOR:
8. Arthur "Boo" Radley is one of the harder characters to understand in To Kill a Mockingbird, and slowly reveals himself throughout the novel.
9. Walter Cunningham is invited over to the Finch's house once, after engaging in a fight with Scout, where he covers up all of his dinner with molasses, much to Scout's dislike. This teaches Scout a lesson in humility and compassion.
Rewrite the following using TONE:
10. After the Burris Ewell incident, Miss Caroline is seldom seen and soon forgotten.
11. Scout gets in trouble with her teacher, Ms. Caroline, because she wants Scout to learn reading and writing her way.
Rules for Informational Writing
| |
|Neutral Point of View WP:NPOV |
| |
| |
|1 |
| |
| |
| |
|Avoid “peacock language”: ... notably, interestingly, it should be noted, clearly, certainly, without a doubt, of course, fortunately, happily, unfortunately, |
|tragically, untimely ... |
| |
|Real-World Perspective WP:RWP |
| |
| |
|2 |
| |
| |
| |
|Words to use for RWP: |
|character, described as, protagonist, the novel, the story, the text, characterized as |
| |
| |
|Professional Tone WP:TONE |
| |
| |
|3 |
| |
| |
| |
|No Original Research WP:NOR |
| |
|4 |
| |
WP:NPOV: Cut up these cards and ask students to sort them into neutral and biased. Biased writing can be both simply opinionated or “jacket-copy” style writing. Focus on the individual word-level as well as the meaning of the sentence. For instance, “shocked the world” is a biased statement as it uses over-emotional language.
|Genocide is an evil action. |Abortion is wrong. |
|Genocide has been described by John Slattery as “the epitome of human evil.” |The pro-life movement holds that abortion is wrong, or occasionally that it is only|
| |justified in certain special cases. |
|The First Part Last is a moving novel written by Angela Johnson. |Scientologists hold the belief that living cells have a memory. This is based on an|
| |incorrect interpretation of the work of Crick and Watson in 1955. |
|The U. S. Census Bureau reported the population of Springfield, MA as 152,082 in |Scientologists hold the belief that living cells have a memory. This is based on an|
|the year 2000 census. |interpretation of the work of Crick and Watson in 1955. This interpretation has |
| |been heavily criticized by notable cell-biologists such as John Healey. |
|Dogs have the scientific name Canis familiaris L. 1758. |Anti-Americanism exists in the world. This is due to a number of serious errors in |
| |American foreign policy. |
|In the 2nd century A.D., Ptolemy wrote a statement which can be translated into |In 1989, Drs. Stanley Pons and Martin Fleischmann of the University of Utah shocked|
|English as: "Now with this done, if one should next take up the question of the |the world by reporting they had discovered a means to tap energy from nuclear |
|earth's position, the observed appearances with respect to it could only be |fusion at near to room temperatures. |
|understood if we put it in the middle of the heavens as the centre of the sphere." | |
|One of the most important parts of the novel is the scene when Danny meets Sofie in|Nineteen Minutes is a great novel for young people to read because it shows the |
|chapter four. |inner workings of the minds of multiple youths. |
|The characters in The Westing Game could become millionaires, depending on how they|Two migrant field workers in California during the Great Depression -- George |
|play a game. All they have to do is find the answer -- but the answer to what? |Milton, an intelligent and cynical man, and Lennie Small, an ironically named man |
| |of large stature and immense strength but limited mental abilities -- are on their |
| |way to a ranch near Soledad. |
|William Peckenridge, eighth Duke of Omnium (1642? – May 8, 1691) is widely |William Peckenridge, eighth Duke of Omnium (1642? – May 8, 1691) was personal |
|considered to be one of the most important men to carry that title. |counselor to King James I, general in the Wars of the Roses, a chemist, bandleader,|
| |and the director of the secret society known as The League of Extraordinary |
| |Gentlemen. He expanded the title of Omnium to include protectorship of Guiana and |
| |right of revocation for civil-service appointments in India. |
|The Yankees are one of the greatest baseball teams in history. |The New York Yankees have won 26 World Series championships—almost three times as |
| |many as any other team. |
WP: UNIVERSE: Cut up these cards and ask students to sort them into real-world and in-universe perspective. Real-world perspective is correct.
|As the Pride of the Panthers, football star Austin Reid is a likable guy, good |Peter Griffin, the main character of Family Guy, is a man of Irish descent |
|with the ladies. Lately though, he doesn’t like his life--or anything else--so |currently residing in Quahog, Rhode Islandwith his wife Lois Griffin |
|much. | |
|Trillian is Arthur Dent's girlfriend. She was taken away from Earth |Trillian is a fictional character from Douglas Adams's radio, book and now film |
|by Zaphod when he met her at a party. She meets Dent while travelling with |series The Hitchhiker's Guide to the Galaxy. In the first book, Trillian is |
|Zaphod. |introduced to the main character Arthur Dent on a spaceship. In her backstory, |
| |she was taken away from Earth when the space alien Zaphod Beeblebrox met her at a|
| |party. |
|Calwyn is a young priestess who chants the ice chants of Antaris. She lives |Calwyn, the protagonist of the story, is a young priestess who lives in Antaris, |
|inside Antaris, a community located among mountains, which is enclosed by an ice |a fictional community located among mountains and described as being enclosed by |
|wall. |an ice wall. |
|Lennie Small: A mentally disabled, but physically strong man who traveled with |Lennie Small: A mentally disabled, but physically strong man who travels with |
|George and was his constant companion. He dreamed of “living off the fatta’ the |George and is his constant companion. He dreams of "living off the fatta' the |
|lan’” and being able to tend to rabbits. His love for soft things conspired |lan'" and being able to tend to rabbits. His love for soft things conspires |
|against him, mostly because he didn’t know his own strength, and it eventually |against him, mostly because he doesn't know his own strength, and eventually |
|became his undoing. |becomes his undoing. |
|Miss Maudie Atkinson lived across the street from the Finch family. She had known|Robert E. "Bob" Ewell is the main antagonist of To Kill a Mockingbird. |
|the Finches for many years, having been brought up on the Buford place, which was| |
|near the Finch's ancestral home, Finch Landing. | |
|Atticus Finch is the protagonist of To Kill a Mockingbird. Atticus is Scout and |Atticus Finch believed in equality and thought of no one to be different prior to|
|Jem's father who is a well-known attorney in Maycomb. He is wise and teaches the |their circumstances. He defended Tom Robinson and foresees many things. His |
|children lessons throughout the novel. |children call him by his name, rather the paternal "Dad." He was originally known|
| |as "One-Shot Finch" because of his skill with the rifle. There are many other |
| |things that Atticus represents in the book. |
This is a webquest designed to familiarize students with Wikipedia and wikicode.
Wikipedia Policies
1. Happy Feelings
We will watch these three videos. Take bullet point notes on what the users say as we watch.
| | |
|Great Feeling |Nice People |
| | |
|Three points made in the video: |Three points made in the video: |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
2. The basics
1. “Wiki” means ____________________ in ________________________.
2. What does a good page also include? _____________________________________________
3. What are two of the key guidelines?
a. _______________________________________________________________________________
b. _______________________________________________________________________________
4. What is the discussion tab for? How is it unlike the main article page?
_________________________________________________________________________________
5. What is the history tab for? ________________________________________________________
6. What is one reason an editor would delete a page? ____________________________________
7. How accurate is Wikipedia, according to Nature?
How many per page on Wikipedia? ______
How many errors per page in the Encyclopedia Britannica? _______
3. WP: CITE, WP: NPOV
Cite Your Sources, Neutral Point of View
1. What is the first basic rule?
________________________________________________________________________________
2. If it’s not verified, ________________________________________________________________.
3. What is the second rule?
________________________________________________________________________________
4. How can you keep an article neutral? _______________________________________________
________________________________________________________________________________
4. User Contributions
A. Decoding the History Page
• This is an example of a line from the history page.
• Label the elements in this line using the terms below (1-10):
(cur | prev) MACROBUTTON HTMLDirect [pic] MACROBUTTON HTMLDirect [pic] 07:18, 22 September 2010 Jeremykemp (talk | contribs) m (11,693 bytes) (→Reviews: removed three extra letters) (undo)
1. who made the edit
2. what you click to see what else the user has added to Wikipedia
3. the summary of what the user has changed on the page (“edit summary”)
4. what you click to go to the user’s talk page, where you can write messages to them
5. what section of the article the user made changes to
6. the time the edit was made
7. how big the article is
8. the date the edit was made
9. what you click to compare the edit to the current version
10. what you click to compare the edit to the previous version
B. Why is our school blocked?!
To find your school’s IP address, simply try to make an edit without being logged in. Then, click on the IP address to see what other edits have been made.
• Go to garvoille.
• Click on edits made anonymously from our IP address
• Click diff next to a five different edits to see if the edit was in “good faith” (helpful) or if it was obvious vandalism.
• How many of those five looked like vandalism? (circle one)
1 2 3 4 5
C. YA Pages
• On Wikipedia, search for the title of your novel. If you don’t see it, search for another YA novel you have read.
• At the top right, click View History.
1. When was the most recent edit made? _______________________________________________
2. Click the blue circle next to one of the edits on the screen. Then click at the top Compare selected revisions. What was changed between these two edits?
3. Click Previous Edit or Next Edit until you find something that looks like vandalism.
4. Click on the vandal’s IP address (should look like a bunch of numbers like this: 68.14.18.12) or username displayed at the top right of this screen. What is the IP address or username?
5. Click on diff next to at least five of this user’s edits. How many of those five looked like vandalism?
1 2 3 4 5
5. WP: PSTS
Sources
• On Wikipedia, search for WP:PSTS (it stands for Wikipedia - Primary, Secondary, Tertiary Source)
• Using the webpage, fill out the chart below.
Source Type Examples Okay to use on Wikipedia?
| | | |
|Primary | | |
|definition: | | |
| | | |
| | | |
| | | |
|Secondary | | |
|definition: | | |
| | | |
| | | |
| | | |
|Tertiary | | |
|definition: | | |
| | | |
| | | |
6. WP:FIVE
The five pillars of Wikipedia
• Go to garvoille.
• Click on Five pillars
•
The five pillars are the core beliefs of Wikipedia. What are they?
1. ______________________________________________________________________________
2. ______________________________________________________________________________
3. _____________________________________________________________________________
4. ______________________________________________________________________________
5. ______________________________________________________________________________
7. WP:SANDBOX
• On Wikipedia, search for WP:Tutorial
• Read each page, then click to the next tab.
[pic]
A. Editing
1. What is the Edit Summary box for? (pictured below) Write an example edit summary in the box below.
[pic]
2. What button should you click to check your work before you publish it? ___________________
3. What do you click to publish your work to Wikipedia after checking it? ____________________
Continue the Tutorial with Formatting (
B. Formatting
1. What is the markup language of Wikipedia called? ____________________________________
Continue the Tutorial with Wikipedia links (
C. Wikipedia links
1. What are links to other Wikipedia pages called? ________________________
2. How do you link to another Wikipedia page? __________________________
3. How would you link to the Wikipedia page for Justin Bieber (Target page) but just display the name Justin (display text)?
______________________________________________________________________________
4. When should you link? _________________________________________________________
8. A final word
Search Wikipedia for WP:Young
Read the article. It is written just for you!
For each section listed, write down what you consider the most important point:
|Your safety and security |Getting help |How can you contribute to |Working on articles |Working with other editors |
| | |Wikipedia? | | |
| | | | | |
Plot Summary Rough Draft due Thursday 3/8
Divide your plot into two to five paragraphs. Write the rough draft today. Your summary should:
• State the obvious
• Chronologically tell the events
• Use specific dates, times, places
• A transition into the next person’s section (if applicable)
• Use at least 2 brief quotes per paragraph (no page number needed)
• Use a Neutral Point of View (NPOV)
• Use Real World Perspective (RWP)
• Use a Professional Tone
• Avoid Original Research
• Use phrases that refer to the fictional nature of the story, like
the novel, the story, the events, the narrative, the characters
Cause-and-Effect Sentences:
Following __________________, ________________________.
After ______________________, ________________________.
Due to _____________________, ________________________.
Since ______________________, ________________________.
Because ____________________, ________________________.
Colon Use:
[general statement]: [specific statement].
Though there are references to “character descriptions” here, I would not recommend incorporating them into your assignment since most Featured Articles work the character descriptions smoothly into the summary.
Workshop Rounds
Self-edit: NPOV and UNIVERSE
Round 1:
Appositives and Complete Sentences - Underline appositives, label FRAG (fragments) or RO (run-ons). Make editing marks to change if possible.
Round 2:
Clarity and Coherence - Write questions you have in the margins, make editing marks to change
Round 3:
Tense and Vocabulary - Circle any verbs in past tense or any overly simple vocab
Use this before you start your research to demonstrate how to annotate an article looking for answers to your research question(s). I have an article on Of Mice and Men here because we had just finished reading it.
Research Questions
Writing strong, specific, but open-ended research questions is one of the first steps of any research project. These questions guide your reading so you know what to take notes on. Normally, you would write only a few questions and then revise them as you learn more about the topic.
Below is a list of questions to match the content of the most commonly used encyclopedia sections for an entry on a novel. You will probably not be able answer all of these questions because not all of them apply to your novel. Instead, you will answer only those that fit the articles you read.
1. Plot
• What have the author and influential reviewers identified as the key elements of the plot?
2. Characters
• Who are the main characters in this novel? (no research required)
3. Major themes
• * What themes, ideas, and motifs have critics identified in the novel?
4. Style
• What kinds of unique narrative techniques does the author use to tell the story? (ex: novel written in letters, novel written as a screenplay, verse novel, a novel using alternating narrators, a novel using flashback, a novel written as a journal, etc.)
5. Background/Development/Writing/Influences
• What led the author to write the novel?
• What process did the author go through while writing?
• What allusions does the author use in the novel?
• What real life stories or persons served as inspiration for the novel’s plot, characters, and themes?
6. Publication history (if not much information, merge with Background or Reception)
• How has the novel changed between different publication dates?
• How did censors affect the novel’s content when it was published?
• If notable, how was the novel published? On a blog? In installments?
• Which languages has the novel been translated into?
• What were the sales figures?
7. Reception/Legacy/Influence/Controversy
• * What critiques have prominent reviewers leveled against the novel? (prominent reviewers would also include other authors, artists, or opinion-makers, especially at the time of publication)
• * What praise have prominent reviewers given the novel?
• How did prominent readers at the time of the novel’s publication respond to it?
• How has the novel impacted society at large, including movements in the arts, public policy, or pop culture?
8. Awards and nominations (list form is okay here)
• What literary awards, nominations, or prizes has this novel won? When?
9. Adaptations
• How has the novel been adapted to other art forms, such as films, TV series, Broadway shows, plays, radio plays, performance art, music, etc.?
* Starred questions are mandatory.
You may also use your own who, what, when, where, or why questions based on what kind of information you find.
Research steps:
1. Define research question.
2. Print off an article.
3. Read and annotate the article. (Color code?)
4. Create citation card(s).
Of course you will adapt this to your own school resources with your librarian, media center staff, or instructional technology specialist. In the “search terms” box on the front page, instruct students to write in the title of their novel in italics and the author’s last name. Some students may need to add more of the author’s name to get appropriate results.
Research
All research due at the beginning of class Monday. The more sources, the higher your project grade.
❑ Regular must have at least 3 sources.
❑ Honors must have at least 5 sources.
❑ Honors project must have between 10 and 15 sources incorporated into the final article.
The search terms
EBSCOhost
A database that searches all other databases, including newspapers, journals, and literary criticism.
> from the DSA homepage
> Media Center (on the bottom left)
> HERE
> NCWiseOwl
> Professional Zone
> Resources (bottom left)
> Professional Resources
> EBSCOhost
> password: wiseowl
> ( Select / deselect all
> [pic]
> Enter search terms
General Reference Center Gold
Another database that searches all other databases, including newspapers, journals, and literary criticism.
> from the Professional Resources page
> General Reference Center Gold
> password: wiseowl
> enter author name and title in top two boxes
> Magazines, Academic Journals, or Newspapers to the left to see results
Google Scholar
This is an online collection of articles in journals, books, and newspapers. You may not have access to the full text of some of these journals. The results are sorted by how many times other people have cited them, meaning they are sorted by reliability.
> scholar.
> Enter search terms
> (( include patents)
> Search
> Click the link or [PDF] from to view
> If a Google Book, search within the book for your novel title
> Print only the page(s) that mention your novel
>You cannot print Google Books, so take notes now
Google News
This is an online assortment of newspapers. You may not have access to the full text.
> news.
> Click drop-down menu in search bar (
> all these words: enter your search term
> Date added to Google News: in archive
> Search
Google
We will Google for interviews with the author not published in magazines or newspapers.
> enter your search terms and interview
>Avoid blogs and wikis
YouTube
We will use YouTube to search for interviews with the author.
>
>enter your search terms and interview.
|Jerry Spinelli Milkweed interview |
>Take notes as you watch, including the time in the video that the author makes the point you’d like to use, even if you’re not writing down a word-for-word quote. For instance, “Feels more Mexican than American – connects to character - 1:26”
>If there is a transcript for the interview, include the link in your Google Doc.
Still nothing? Talk to Ms. Garvoille and she’ll log you in to JSTOR.
So should I print it?
Look for your novel in the article with the find feature: Ctrl + F
If your novel is only mentioned once, you probably don’t want this article.
Practice Round
- Read and annotate the article.
- You may want to read all your articles before doing your citation cards to get some perspective on what you need to take notes on.
- Check the box that you are taking notes for.
- Only one box can be checked per card. That means more than one card per source.
- Take notes from the article: write down direct quotes and paraphrased information to answer your Research Questions (W29).
- Write your name on your cards.
- Organize your cards into their checkbox categories.
Citation Card
Write down key information from the article in phrases. If you want to quote key phrases, put them in quotes.
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Information in this card fits into the following Wikipedia category:
( Plot ( Major themes ( Style ( Background
( Publication history ( Reception ( Awards and nominations ( Adaptations ( Other: ____________________
Literature Reviews
(writing about research)
When writing about literary criticism always use _____________________________ tense.
When writing about the literature itself always use ___________________________ tense.
Words to use in your reception section
COMPLIMENTED SAID CRITICIZED
PRAISED NOTED COMPLAINED
EXPLAINED
WROTE
ADDED
CALLED it a
COMMENTED
AGREED
DISAGREED
Reception
1. Intro sentence
Example: The Lightning Thief received mostly positive reviews.
2. Deliver opinions
Options listed here are starting points. You may come up with your own sentence structures.
X said, “------.“ (Name 1) However, “-----negative comment to create balance----.”
X also criticized the novel as being “----negative comment----“. (Name 2)
X praised Book as “---phrase---.” (Name 3)
X complimented the author’s use of “----phrase----“. (Name 4)
X called it “-----” and added that it was “--------“. (Name 5)
The reviews, however, were not all positive. Nameofjournal added, “----negative comment---.” (Name 6)
3. Use transitions
For examples of other sections, like Style, Publication history, or Themes, look at the Durham School of the Arts YA Project Page. Under Resources for Students, click Good article examples.
How to finish your Wikipedia project
due Monday, April 2 before class
instructional slideshows available at garvoille.
❑ I have written a complete summary of my novel. It contains neutral language, real-world perspective, and no original research. It is under 1000 words.
❑ I have read, annotated, and copied links into GoogleDocs for three articles (Standards), five articles (Honors), or ten-fifteen articles (Honors Project).
❑ I wrote at least a Major themes and a Reception paragraph using facts and short quotes from my research.
❑ I placed the educational assignment tag with due date on the Discussion page for my novel’s real Wikipedia article. It looks like this:
{{Educational assignment|date=2 April 2012. Further details are available [[User:Roseclearfield/Durham School of the Arts YA Project Page|here]]}}
It can be copied and pasted from garvoille.
❑ I signed my username under the correct class period on User:Roseclearfield/Durham School of the Arts YA Project Page. Click on edit next to your class period. Then, click the blue pencil icon.
❑ I highlighted everything that I wrote in my GoogleDoc that should be added to my novel’s Wikipedia page. If my novel does not have a Wikipedia page, I highlighted everything except my links.
❑ I copied and pasted the highlighted parts into my Sandbox. This may be whole sections or just certain phrases or sentences, depending on the quality of the current Wikipedia page.
❑ I fixed my page # references on my user subpage. Do this in the edit screen. For each page number you cite in your plot summary, delete the page number and the parentheses. Then, click the reference button (the book and bookmark).
Type in Authorlastname, p. ____ There is a space after the p. Click insert.
❑ I fixed by literature review references on my user subpage. In the edit screen, delete the parentheses with your pink card’s nickname. Then, click the reference button (the book and bookmark). Click insert. Now, using your pink cards, fill in all the fields you can (you will not fill in all the fields). Preview and Save page.
❑ I added a references and notes section to my User subpage. From the edit screen, type
==Bibliography==
{{citebook etc. can be copied from class website
==References==
{{Reflist}}
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _
❑ For extra credit: I added my edits to Wikipedia by copying and pasting from my user subpage edit screen onto the novel page’s edit screen. I also added a references section and a bibliography to the page if it did not already have one.
❑ For extra credit: I added external links to the author’s homepage and the Google Books version of the novel (if there is one). At the bottom of the Wikipedia page, enter
==External links==
*[ ‘’Title of Novel’’ on Google Books]
*[ Author Name’s official website]
the vertical line or “pipe” is created by Shift + /
❑ For extra credit: Add an infobox if there is not one on the page. From the User:Roseclearfield/Durham School of the Arts YA Project Page, go to Resources for Students. Click on the link next to Infobox. Copy and paste the information on the screen into the edit screen at the top of your novel’s Wikipedia page. Fill in the missing fields using information from .
❑ For extra credit: Wikify. On the real Wikipedia page, I created Wikilinks to any complex words or place names the first time they appear in the article. Use the code:
[[Name of Wikipedia article|word as it appears in my sentence]] ex: I love [[Justin Bieber|Justin]].
-----------------------
[1] Jim Giles (December 2005). "Internet encyclopedias go head to head." Nature 438: 900–901.
-----------------------
W31
W30
W29
By: van Doren, Mark. Nation, 3/6/1937, Vol. 144 Issue 10, p275-275, 1p
*’’’Teddy’’’, the protagonist of ‘’Love Sick’’, former alcoholic and star basketball player. At the end of his senior year, he gets in a drunk driving accident and busts his knee, making him unable to play basketball, he is described as “Dennis Quaid gorgeous” (8) and has “nervous Granny Smith eyes” (10).
==Characters==
*’” Matt Alacran’’’ ,is the protagonist and is a clone that was birth from a slice of skin from a rich drug lord El Patron. And the doctor Eduardo created him by putting the growing life form in a cow to be born.
==Plot==
Holden is trying to converse with Ackley but instead Ackley is wanting to go to sleep because he has a long trip in the morning. Then Holden tries to sleep in Ackely’s roommates bed. Ackley does not approve of this so Holden leaves because of Ackley’s “phoniness”. That night Holden decides to change his plans, packing his bag and making his way to New York. Before he leaves Pencey forever he yells “Sleep tight, ya morons!”
*’’’Jane Eyre’’’, the main character of the book, was introduced as a 10 year old orphan who lived with her mean aunt.
“
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
”
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.