Big Idea Paper



Inspiration Paper

Advanced Composition

The goals of this assignment are to help you:

• Further develop your critical thinking skills and back up your points with evidence

• Develop skills with regard to synthesizing information (combine different ideas, influences or objects into a new whole) and developing informed views

• Develop the ability to apply what you hear and learn in your everyday life to your academic life

• Develop metacognition (thinking about thinking or developing an awareness of your process of learning) skills by explaining your thoughts with regard to subject/theme selection, support material selection, correcting errors, analyzing the effectiveness of learning strategies, and changing learning behaviors and strategies when necessary)

• Discipline yourself to follow a scholarly research format to document in-text sources and a reference page (works cited)

• Compose a well organized, clear, concise, research paper to expand your knowledge

1. You will submit an Inspiration Paper proposal. The due date for your proposal is ______________. Attach a copy of the final proposal to the end of the final version of your Inspiration Paper to be turned in with your portfolio (proposal, progress report, and other attached progress writings –novels/outside sources). It is possible that the topic you propose (poverty, addiction, the history of war trophies, sociopaths, survival, materialism, Midwestern/rural values, the IRA, religion, the UN, children of war …) will morph into something else – which you will explain in the metacognitive portion of your paper.

2. Topic: Your Inspiration paper begins with a theme/big idea search of topics that occur to you as related to the novel you read at the beginning of the term. After you brainstorm about possible subjects you will select one – be sure it is a narrow enough topic in order to be manageable. Investigate possible approaches to your chosen topic and map out your strategy. Your final product will be judged on how well you succeed in producing a well thought out, clear paper which shows you can interpret and intelligently discuss the issue and how well you can backup your findings/thinking with evidence.

3. Approach: Your paper does not have a chance to substantive unless you have substantive sources. It is a balancing act to find sources you can understand and apply and at the same time challenge you intellectually. In this paper I do not want you to try and solve a problem or necessarily reach a conclusion. What I am looking for is evidence that you can gather a body of knowledge on a particular subject, narrow it down to a particular focus and show that you can synthesize the information and make some intelligent, insightful observations about the subject. What I don’t want is just a regurgitation of the information strung together. A significant part of the paper should be your interpretation of the information and how your knowledge has been enriched. Source requirements for this paper include:

• One approved novel (fiction or non-fiction) read at the beginning of Advanced Composition (250 pages of non-fiction if you only have Advanced Composition with me)

• Two sources of academic quality – evaluate your sources based on the following criteria: how you found the page; domain name; authority; accurate, objective information; current as relates to topic; page functions well (easy to navigate).

• Two sources from material you might run across in everyday life (television shows, movies, music, news material, magazines, notes from other classes, etc.) or two more relevant academic sources.

4. In this paper, you should synthesize the information gained from sources and weave them into a well ordered discourse (think intro, body, conclusion), using sources as evidence to support key points. A paper which is just a string of quotations shows that the author made no attempt to come to grips with the subject and is relying on the sources to speak for him or her (think “Bun” – each example/source should support your thinking on your big idea and you should connect it back to that idea – that’s the job of the writer, not the reader).

After you have addressed your Big Idea, you will write a one to two page paper addressing your metacognitive process as your paper/topic developed (separate from you research paper).

5. Format/conventions - Spelling, punctuation, grammar and usage, capitals, and paragraphing are all correct. Paper is 3-5 pages in length (this is of written text, excluding your bibliography, typed and double spaced in 12 point Times New Roman font in black ink – do not skip lines between paragraphs or use margins smaller/larger than 1.00 inch. Use MLA formatting including MLA heading, internal citation and a MLA bibliography. I will stop reading at six pages so be concise – this will effect idea development.

Documentation: Follow the online MLA Style Guide (latest version-use Noodle Tools) for documenting the sources in your text and your Works Cited Page. If you are unsure about a particular source, we can discuss it. In addition, be sure to annotate your source with a short note detailing how this selection supports your big idea (basically why did you choose it – what were you thinking?- this information should be on your progress report)

Works Cited

King, Coretta Scott. "Montgomery Boycott, from My Life with Dr. Martin Luther King, Jr." 1969. The Language of Literature. Evanston: McDougal Littel, 2000. 124-132. King not only paints an intimate portrait of Dr. King and his commitment to civil rights, but also details his doubt not only with regard to the efficacy of the boycott but also with regard to its morality

Use parenthetical citations (citation information in text between parentheses) for information that is someone's opinion and is not common knowledge - things like folklore, common sense observations, myths, urban legends, and historical events (but not historical documents). Generally speaking, you can regard something as common knowledge if you find the same information undocumented in at least five credible sources. Additionally, it might be common knowledge if you think the information you're presenting is something your readers will already know, or something that a person could easily find in general reference sources. But when in doubt, cite; if the citation turns out to be unnecessary, your teacher or editor will tell you.

Give parenthetical citation information for quotation sans paraphrases. Include page number for direct quotes. Examples are as follows:

As King recalled her husband’s doubt, "alone in his study, he struggled with the question of whether the boycott method was basically unchristian" (128).

OR

Paraphrased version: King wrote about her husband’s struggle with regard to the morality of the boycott method (128).

OR another Paraphrased version

Dr. King struggled with the morality of the boycott method (King 128).

NOTE: There are no quotation marks for a paraphrase. Paraphrasing means restating in your own words the original author's EXACT meaning - not just rearranging words in the author's original text. Quotations should be introduced (quotation background; what’s going around quotation within text;

author; historical information...), quotation itself, and lastly tie quotation to prompt/theme point; explain significance).

It is poor form to begin a paragraph or a sentence with a quotation - letting the source speak for you instead of incorporating the source into your text. For example, here is an illustration of poor form, which shows no input from the writer of the paper. He or she is just writing what the original author said, without trying to paraphrase the information or, at the very least setting up the quotation in context:

"Alone in his study, he struggled with the question of whether the boycott method was basically unchristian" (King 128).

An example of a graceful form of setting up a quotation is:

Although Dr. King believed in the ends they were trying to achieve via a peaceful boycott, "alone in his study, he struggled with the question of whether the boycott method was basically unchristian" (King 128).

All sources in your research paper, like the examples above, are not only documented in the body of your paper, but must also be listed in the proper format on the Works Cited page. Note: Do not refer to an author by his or her first name.

Use quotes judiciously. Use them only when paraphrasing will make the statement unclear or a kernel of an idea is so perfectly stated that trying to paraphrase in your own words will ruin the impact of the statement. See the MLA Style Guides for how to handle long quotations.

Appendices: Graphics, charts or pictures should only be used if they can clarify some concept in your paper. Don't use them just for a "flashy" effect or for "gee whiz" value. If you include large graphics or charts, include each on a separate appendix page and label each one A, B, and so on. Refer to such appendices in the text where you discuss that issue. Graphs, charts, and appendices are not included as pages of text. They must be in addition to the 4 to 6 pages.

Final advice - try to relax

Consult me when needed throughout the process - I'm happy to help. 

Holistic Writing Rubric (Expository w/Narrative elements)

|Introduction. |

|Get your reader’s attention. Author uses a technique to relate/introduce his/her topic to his/her reader |

|Clearly state your thesis or purpose. Author transitions to topic & clearly states his/her thesis or purpose for writing (belief or action). Essay topic |

|_________________________________________ |

|Preview your structure. Author previews the structure of their essay for their reader to “clue them in” on what to listen for during the body of their essay – the main points |

|that will be covered. |

| Emerging/Minimal Evidence 1= 50 (1+ =60 | Gaining Proficiency 2- = 63% 2 = 68% 2+ = |Proficient 3- = 78% 3 = 83% 3+ = | Exemplary 4-= 93% 4 = 98% |

| |73% |88% | |

|No purposes established; no attempt to gain|Purpose is difficult to discern; little |Purpose is communicated; functional AG,|Purpose is clear & smoothly incorporated into |

|reader attention, missing AG, thesis &/or |attempt to gain reader attention, |& thesis, states preview, gains |introduction; engages reader, clever AG, creative|

|preview |missing/weak AG, may open with question, |reader’s attention (humor, anecdote, |preview |

| |missing thesis &/or preview |common ground, shock) | |

|II. Body of essay. Author speaks to the points listed in the introductions preview in their stated order Major Complications – actions/events that intensify the conflict(s) |

|(rising action): Complication(s) creates some sort of conflict for the protagonist (the main character). |

|Content [characters & conflicts] is |Content [characters/conflicts] present but |Relevant information [characters & |Relevant information [characters & conflicts] |

|incomplete, disconnected & disorganized on |not developed, weak transitions (&, so), |conflicts] that is developed & |that is fully developed, clearly organized with |

|both micro and macro levels (paper or |disorganized –on macro or micro level |organized; clearly shows & tells the |strong transitions (however, meanwhile, |

|paragraphing lacks organizational |-inadequate research, support, explanation |story. Adequate explanation, |nevertheless) & word choices; The writer chooses |

|structure: topical, chronological; |or description (listy, disjointed, may |description & support. Essay/story |words to create meaning/feeling. The writer uses|

|problem/solution/impact…). Lacks research, |provide example but not explanation or |moves forward smoothly w/functional |the right words to make meaning crystal clear |

|support or explanation. |provide explanation with no example, may |transitions (first, sec), adequate |-words & phrases are original, fresh, accurate |

|Missing transitions, visual aids distract |relate to meeting page length); body out of |research & support; missing required |-sometimes memorable. Vividly shows & tells |

|from presentation, lacks internally cited |order previewed, missing required number of |number of sources; sources synthesized |story. Purposeful & intriguing. Thoroughly |

|sources, lacks works cited/bibliography |sources, sources not synthesized per |per paragraph, sources incorrectly or |researched & supported with multiple examples; |

|Author barely shows & tells the story – |paragraph; MLA works cited or internal |partially cited using MLA format |all required sources complete & accurate- MLA |

|bullet points. Missing MLA formatting. |sources incorrectly or partially cited |–internal citations incorrect, (heading|heading and internal citations/bibliography |

| |(missing author, “web title”, book title, |incorrect, may be missing author, “web |w/author, “web title”, book title, web page, |

| |web page, city: publisher &/or dates, url) |title”, book title, web page, city of |city, publisher &/or dates, url - aligned w/ |

| |using, body may not align w/preview or |publication: publisher &/or dates, url,|preview/thesis |

| |review Author vaguely shows & tells [the |period prior to citation), works cited | |

| |story]. Works cited includes works not in |incorrectly formatted), body aligns | |

| |paper. |w/preview | |

|III. Conclusion. / Climax – an intense moment when something happens that reveals how the plot will turn out or the moment of greatest emotional tension in a narrative, usually |

|marking a turning point in the plot at which the rising action reverses to become the falling action. |

|No clear sense of ending |Conclusion [climax/resolution] Vague, trite|Conclusion [climax/resolution] |Conclusion [climax/resolution] seamlessly |

|-missing review of structure, restatement |or weak ending – loose ends that are not |connects to introduction & body; |connects with introduction & body; creates a |

|of thesis &/or AG |tied up - “& that’s all” or “the end”– may |creates a sense of ending- functionally|clear sense of ending-clearly restates |

| |feel rushed.- may be missing review of |restates preview/thesis & returns to |preview/thesis & returns to AG (call to action |

| |structure, restatement of thesis &/or AG, |AG, implied call to action in body, |is specific (persuasive) major complications |

| |review out of order previewed - |major complications resolved |clearly resolved |

|IV. Overall. |

| Overall, response is vague, |Overall, the response is plausible & |Overall the response is thoughtful & |Overall, the response is perceptive & |

|underdeveloped, or simplistic; it provides |functional; it provides an adequate |effective; it provides a commendable |sophisticated; it provides an exceptional |

|an inadequate explanation, offering little |explanation, orienting the reader to an |explanation, orienting the reader to an|explanation, orienting the reader to an opinion &|

|orientation to an opinion & its importance.|opinion & contextualizing its importance. |opinion & contextualizing its |contextualizing its importance. The writing |

|No control of structure or may control |The writer incorporates sufficient logic, |importance. The writer incorporates |incorporates compelling logic, reasoning, & |

|structure but uses unclear reasoning, |reasoning & evidence, controlling the |sound logic, reason & evidence, |evidence, controlling the structure & a wide |

|flawed logic, or inadequate evidence, & |structure & a restricted range of stylistic |controlling the structure & a range of |range of stylistic elements appropriate for |

|applies few stylistic elements (point of |elements appropriate for exposition (point |stylistic elements appropriate for |exposition or narration (point of view, word |

|view, word choice, syntax, voice, tone, |of view, word choice, syntax, tone, |exposition (point of view, word choice,|choice, syntax, voice, tone, figurative language,|

|figurative language, or figures of speech).|figurative language, or figures of speech). |syntax, tone, figurative language, or |or figures of speech). Though the writing is not|

|Lacks control of writing techniques |Errors in usage, grammar, mechanics, & |figures of speech). Controls usage, |without flaws, the writer effectively controls |

|(action, dialogue, description, |spelling may occur, but do not confuse |grammar, mechanics & spelling with |usage, grammar, mechanics, & spelling, as |

|organization). Errors in usage, grammar, |meaning |occasional lapses. |appropriate to the content. |

|mechanics, & spelling may cause distraction| | | |

|& some confusion | | | |

| Developing knowledge & skill is newly |Developing knowledge & skill is newly | Student knowledge & skill level | Student knowledge & skill level is commendable.|

|formed. Evidence of essential learning (EL)|formed. Evidence of essential learning (EL) |competent. Has progressed to accomplish|Has demonstrated knowledge & skill beyond the |

|barely noticeable. Knowledge emergent & |is becoming noticeable. Knowledge developing|essential learning. Demonstrates solid|essential learning.- solid analysis & evaluation |

|skill level increasing but student has not |& skill level increasing but student has not|knowledge & comprehension levels of |&/or synthesis levels of expository topic, entire|

|yet met the EL. Inferences w/o support. |yet met the EL. Inferences w/o support, |topic, - also demonstrates emerging |text or themes, 2-3 pages in length. [4 3/4 on |

|Demonstrates limited |limited knowledge or comprehension of topic,|application &/or analysis levels of |a 3-5 page paper] Works Cited page does not |

|knowledge/comprehension of expository, |writing, entire text & its themes [3 on 3-5]|topic & writing. Minimally 4 on 3-5 |count toward page count. |

|entire text & its themes.1 ½( pp. [2 ( on | |pg] | |

|3-4 pg -3( on a 5pg] | | | |

Six Trait Writing – Common Areas for Development –stuff to watch out for

I. Conventions – Spelling, punctuation, grammar & usage, capitals, & paragraphing are all correct. Paper is neatly typed in 12 point Times New Roman Font using 1-inch margins. No additional space between paragraphs (check that your spacing before and after paragraphs is set at zero (0) and that you are double-spacing). Self Evaluation is attached

II. Idea Development – Writer’s paper is clear, focused & detailed. The writer knows a lot about his or her topic. The details are significant & support the main points. A formal research paper should synthesize minimally two internal cited sources per paragraph.

a. Each paragraph’s information must support the main idea of the paragraph & link back to the thesis. Do not use less than 3 sentences in a paragraph! Ever! When citing quotations or examples, paragraph begins with quotation/example background; what’s going around quotation/example within text; author; historical information...followed by quotation itself… lastly, tie quotation to prompt/theme point; explain significance.)

III. Organization - Everything seems in order; nothing is out of place. The writer uses transitions to make connections between ideas clear. Everything links back to the thesis. Paper is organized both on the macro (whole paper) and micro (within each paragraph) levels using a format such as topical, chronological, categorical, or problem/solution/impact.

a. Paper may be organized spatially, chronologically, topically or in order of importance as long as organization is consistent & fits topic.

IV. Word Choice – The writer chooses words to create meaning/feeling. The writer uses the right words to make meaning crystal clear. The writer’s words & phrases are original, fresh, accurate -sometimes memorable.

a. Use words precisely to say what you mean. Words such as “good” & “great” are not accurate adjectives. Words such as “That” (“That was followed by…”), “stuff” & “things” (“There are many things…”) are vague. Avoid using "they, he, these, there, etc." USE THE NAME, PLACE, OBJECT in a descriptive way! Be specific. i.e: “They needed stuff to survive.” or “He needed these things.” Instead, use: “The Iroquois needed food to survive”; or “Washington needed the weapons.”

b. Use “very” sparingly – most adjectives can stand alone (“exciting” does not need to be “very exciting”).

c. Avoid using personal pronouns: I, me, you, we, etc. in formal writing

d. Avoid texting in formal writing (unless quoting a cited source) – spell out what you want to say and spell correctly (i.e. no “i” for “I”)

e. Avoid hyperbole and purple prose. When you are telling an exciting story, the temptation to sensationalize is difficult to resist. But when you use highly emotional words, especially adjectives dripping with connotations, your reader will become so suspicious of the exaggeration that your work will lose its impact. Never claim more -- even in choice of words -- than you can prove.

f. Avoid using absolutes like "always" and "never" when writing history. Absolutes are almost impossible to prove.

V. Sentence Fluency - The writer’s sentences begin in many different ways. The writer uses some long, stretched out sentences & some short ones, too. Connecting phrases, such as After a while, However, Meanwhile, Nevertheless show how sentences & ideas relate. Many short sentences strung together give the paper a choppy feel.

a. Repeating a sentence using different words to make the essay "long enough'' i.e.: The Stamp Act was one of the causes of the American Revolution. The American Revolution was caused by taxing the colonists with the Stamp Act.

b. Never begin a sentence with a conjunction such as "And, But, Also, etc."

VI. Conventions – Spelling, punctuation, grammar & usage, capitals, & paragraphing are all correct.

a. Avoid contractions (“it’s” for “it is” or “can’t” for “cannot”) in formal writing (except when used in quotations).

b. Avoid referring to a person/author by their first name unless you know them personally.

c. One other writing tip -Do not make assumptions for your reader (“It is obvious…”).

VII. Voice - The writer’s voice is in every line. The writer is aware of his or her reader & wants them to understand this topic. The writer writes with confidence. Maintain a voice appropriate for a formal paper & subject matter. Refrain from sounding too conversational (slang…).

Metacognition

KNOWING HOW TO LEARN, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning.

What Is Metacognition?

Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. (Winn, W. & Snyder, D., 1998) It's about self-reflection, self-responsibility and initiative, as well as goal setting and time management.

|"Metacognitive skills include taking |[pic] |

|conscious control of learning, | |

|planning and selecting strategies, | |

|monitoring the progress of learning, | |

|correcting errors, analyzing the | |

|effectiveness of learning strategies, | |

|and changing learning behaviors and | |

|strategies when necessary." (Ridley, | |

|D.S., Schutz, P.A., Glanz, R.S. & | |

|Weinstein, C.E., 1992) | |

| |Figure 1: Description of an expert learner |

How Does a Novice Learner Differ from an Expert Learner?

Novice Learners don't stop to evaluate their comprehension of the material. They generally don't examine the quality of their work or stop to make revisions as they go along. Satisfied with just scratching the surface, novice learners don't attempt to examine a problem in depth. They don't make connections or see the relevance of the material in their lives.

Expert learners are "more aware than novices of when they need to check for errors, why they fail to comprehend, and how they need to redirect their efforts." (Ertmer, P.A. & Newby, T.J., 1996)

Take reading for example. We've all experienced the phenomenon of reading a page (or a whole chapter!) in a textbook and then realizing we haven't comprehended a single thing. A novice learner would go on to the next page, thinking that merely reading the words on a page is enough. An expert learner would re-read the page until the main concept is understood, or flag a difficult passage to ask for clarification from an instructor or peers later.

Metacognitive Strategies for Successful Learning

Imagine you are about to take a final exam. Here are some metacognitive strategies to try:

|[pic] |

|[pic] |

|Figure 2: Using metacognitive strategies to study for an essay exam. |

More on Metacognitive Strategies for Successful Learning

Awareness:

• Consciously identify what you already know

• Define the learning goal

• Consider your personal resources (e.g. textbooks, access to the library, access to a computer work station or a quiet study area)

• Consider the task requirements (essay test, multiple choice, etc.)

• Determine how your performance will be evaluated

• Consider your motivation level

• Determine your level of anxiety

Planning:

• Estimate the time required to complete the task

• Plan study time into your schedule and set priorities

• Make a checklist of what needs to happen when

• Organize materials

• Take the necessary steps to learn by using strategies like outlining, mnemonics, diagramming, etc.

Monitoring and Reflection:

• Reflect on the learning process, keeping track of what works and what doesn't work for you

• Monitor your own learning by questioning and self-testing

• Provide your own feedback

• Keep concentration and motivation high

Why Are Metacognitive Strategies So Important?

As students become more skilled at using metacognitive strategies, they gain confidence and become more independent as learners. Independence leads to ownership as student's realize they can pursue their own intellectual needs and discover a world of information at their fingertips.

The task of educators is to acknowledge, cultivate, exploit and enhance the metacognitive capabilities of all learners.

References and More Information

Brown, A.L., Bransford, J.D., Ferrara, R.A. & Campione, J.C. (1983). Learning, remembering, and understanding. In J.H. Flavell & E.M. Markman, eds. Vol. 3, Handbook of child psychology: cognitive development, 177-266. New York: Wiley

Ertmer, P.A. & Newby, T.J. (1996). The expert learner: strategic, self-regulated, and reflective. Instructional Science 24: 1-24. Netherlands: Kluwer Academic Publishers

Grabinger, R.S. (1996). Rich environments for active learning. In D.H. Jonassen, ed. Handbook of research for educational communications and technology, 665-692. New York: Simon & Schuster Macmillan

Ridley, D.S., Schutz, P.A., Glanz, R.S. & Weinstein, C.E. (1992). Self-regulated learning: the interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (4), 293-306.

Winn, W. & Snyder D. (1996). Cognitive perspectives in pyschology. In D.H. Jonassen, ed. Handbook of research for educational communications and technology, 112-142. New York: Simon & Schuster Macmillan

[pic]

Julie Halter Graduate Student, SDSU Department of Educational Technology accessed March 26, 2007

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download