Research Draft: Using Primary and Secondary Sources (45 min)
Take about 15 minutes and read the student research draft example on Brightspace in the “Student Writing” content module on let side of page (click on the one that has “March 12” as the date).
I’m going to come around and check your journal for today so you get credit for it.
As you read, please do the following:
- Underline signal words and phrases used when the writer is referring to sources. See here for review of signal words and phrases.
- Write down 1-5 words (no more than 5 words!) next to each paragraph to explain what the paragraph is doing. Not what it is about but what it is doing (e.g., introducing problem, explaining appeal, demonstrating how something works). If you repeat the same 1-5 word “label” for a paragraph, that is okay. We want to understand the structure of this essay to think about what the parts do.
In groups, questions for after:
- What do you think about having relationships with chatbots? This paper got me thinking about it a lot differently when I first read it. Where do you stand on it? Where does the writer seem to stand on it? How do you know?
- What was your favorite paraphrase or direct quote and why? Think about: how it fits with the writer’s own voice, how it helps move the argument forward, etc. How did signal words and phrases help contribute to its effectiveness do you think?
- Where is the use of primary research? How is the use here going to be similar to or different from your use of interviews or archival documents (if you use primary research for your paper)? Remember: even if you don’t use primary research for your paper, there is a very high likelihood you will use it for the podcast episode you work on.
- How did the use of primary and secondary sources contribute to what each paragraph was doing in the essay? What do you think?
- Did the sources contribute different kinds of things in different moments? How so? What does this say about how sources might function differently in essays?
When you finish your own drafts, we will do similar work: think about how the use of other perspectives can integrate into your own argument.
Podcast Post 1 and Finalizing Podcast Ideas (30 min)
In groups of 3-4 for about 10-15 minutes, I want you to review all 7 Podcast Posts on Brightspace along with their comments and deliberate among yourselves about which topic sounds like the one you would be most motivated to work on. In other words, what is the kind of podcast you would want to listen to if someone else created it?
Feel free to propose new ideas, too, that did not come up on Brightspace.
Okay, let’s go group by group and mention all the topics you talked about as potential podcast themes. Remember, we may do multiple podcasts rather than one podcast for the whole class. Let’s list the topics:
- Subway system, congestion pricing, lateness to school, school doesn’t give them consideration with late penalties,
- Financial literacy for college students
- Hidden costs of education: unpaid internships, preparing for testing or having time to study, etc. Could connect to subway and other topics. Beyond financial costs but emotional
- Voices of the city: Untold stories of everyday New Yorkers – could connect to the subway
- Intersection of technology and education
- Navigating the college journey: applications, enrolling, what it is like when you get there
- Commuter college vs. non-commuter college.
Anything else not listed here that anyone wants to put out there?
Okay, I’m going to now make a quick Google Form on possible podcast topics and I want people to vote. Refresh the lesson plan on your device and then take the survey linked here.
We might have time to work out who is working on what podcast but we will see. We might need more time to form our ideas a bit more before finalizing.
Podcast Roles (15 min)
Here again are the podcast roles. Remember you will be working on a specific episode as part of a larger podcast.
Producer: coordinate norms for collaboration, coordinate task schedule, create meeting agendas, coordinate meetings, take meeting minutes, coordinate deadlines and reminders for all group members, stays in touch with Prof. Libertz. Will help with other things: research, fact-checking, script writing support, ideas, coordinating and conducting interviews, etc.
Narrator: record self narrating episode while re-recording as needed, to include: monologues, commentary while transitioning between segments, reading end credits. Will help with other things: research, fact-checking, script writing support, ideas, coordinating and conducting interviews, etc.
Script Writer: writing and revising drafts of scripts, mapping out organizing the structure of the episode, coordinating feedback from group on script. May help with other things, too, as needed.
Audio Editor: editing multiple audio files together for the podcast episode (e.g., narrator monologues or commentary, interviews, music, sound effects), thinking about volume, audio quality, etc. May help with others things, too, as needed–especially early on when there is less for audio editor to do.
Take 5 minutes and review what you wrote in your journal entry for today. Here again was the prompt for the journal entry today:
Weekly private writing of at least 10 minutes: Of the roles of producer, narrator, script writer, and audio editor (see March 5 lesson plan at bottom for role descriptions): What role sounds most interesting to you? Why? What role do you think you could succeed in most based on your past experience? Why? What role most relates to future goals you have in life? Why? Consider, also, the “Digital Participation Gap.” What possible way could that help you think about a role you choose? Why or why not? Answer all of these questions.
Talk with someone next to you to bring up any one thing you wrote about (or more) to help verbalize your thoughts on what your preference for a role might be.
When ready, complete this Google Form to list your preferences for podcast roles. I’m asking you to: write your name, rank the roles, and to let me know anything you think I should know before I assign you a role (e.g., specific people you would like to work with, roles you absolutely cannot do for a reason).
Next Time (5 min)
-First draft of research project (what are we thinking about being ready for this on Monday, March 17?)