tag:blogger.com,1999:blog-34161689105756411732024-03-05T00:08:04.903-06:00Wendy Sumner-Winter - Intro to Science WritingUnknownnoreply@blogger.comBlogger82125tag:blogger.com,1999:blog-3416168910575641173.post-46729477191536007012010-08-02T10:32:00.000-05:002010-08-02T10:32:54.450-05:00Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com<a href="http://www.nytimes.com/2010/08/02/education/02cheat.html?_r=1">Lines on Plagiarism Blur for Students in the Digital Age - NYTimes.com</a>Unknownnoreply@blogger.com1tag:blogger.com,1999:blog-3416168910575641173.post-11200328776865495732010-03-22T17:54:00.001-05:002010-03-22T18:19:44.539-05:00Visual TextA piece of visual text, or propaganda (which is pejorative), is a picture, graph, chart, etc. that is used to "say" something without words. Look at<a href="http://www.vanderbiltchildrens.org/index.php"> THIS</a><a href="http://www.vanderbiltchildrens.org/index.php"> </a>website. Look at the images and think about what it is that they're "selling" by choosing those particular images. What are they trying to say?<br /><br />So, in your particular issue, you find a web site, or a film, a logo, or a magazine advertisement (there are many other types of visual texts, of course), and think about how it has been created to communicate something about the cause.<br /><br />Another example. What is the image below trying to say? Is it making an argument? How is it doing that? What is it using to do that -- what suppositions does it make about you the viewer?<br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidx-WmrKv6okvDqzuO28egm4U-vVbNmYJks3Iljgytse-bnwzCV_M5aTiG3mUsbimxJMXJcz05xzB8-GFdtd3QNufxL0JZLs87HW5R2vHHtTOKzUdRrwFR4a5eNAmzzOQjLK8RsQifpyyy/s1600-h/visual+text.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 337px; height: 180px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidx-WmrKv6okvDqzuO28egm4U-vVbNmYJks3Iljgytse-bnwzCV_M5aTiG3mUsbimxJMXJcz05xzB8-GFdtd3QNufxL0JZLs87HW5R2vHHtTOKzUdRrwFR4a5eNAmzzOQjLK8RsQifpyyy/s400/visual+text.jpg" alt="" id="BLOGGER_PHOTO_ID_5451601807351627906" border="0" /></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-34979092293209842612010-03-18T15:57:00.000-05:002010-03-18T15:57:47.182-05:00For Those of You Writing About Climate Change:<a href="http://www.slate.com/id/2248236/?sms_ss=blogger">Climate scientists are getting a little too angry for their own good. - By Matthew C. Nisbet - Slate Magazine</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-23919025097646906312010-03-18T10:58:00.002-05:002010-03-18T11:05:15.066-05:00GRAMMAR TAKE-HOME EXAMPlease go to e-Courseware and click on CONTENT under our class. Print and complete the grammar take-home exam. We will meet <span style="font-weight: bold;">at 12:30</span> to exchange the exam for your Part II papers.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-74855345255612449862010-03-16T11:59:00.002-05:002010-03-16T12:21:47.593-05:00Assignment for 3/18We will discuss Primo Levi's <span style="font-style: italic;">Periodic Table</span> on Thursday and discuss your own element essays. Please write an essay, minimum 350 words, in which you reflect on an element in terms of your own life and experiences. You may extend something that Levi began, as in, you may discuss the thing/idea/event that you were put in mind of through what he wrote, or you may do something entirely new. This is to be a creative exercise -- have fun with it.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-47305719959890562912010-03-16T10:34:00.000-05:002010-03-16T10:35:20.687-05:00English 1020<br />The Researched Argument, Part Three<br /><br />Goal<br />The goal of the semester paper is to have you research and write a persuasive essay about an issue that matters to you. That issue should arise from a community to which you belong, and, ideally, your essay should allow you to contribute to the dialogue about that issue in your community. In order to facilitate your increased competence in writing persuasively, the semester paper will be broken down into four interrelated parts, each part devoted to answering an essential question about your issue. When completed, your semester paper will be approximately 12-15 pages and include a bibliography.<br /><br />Process for Part 3<br />Your task for this third part is to write a 3-4 page paper in which you get into the substance of your argument by evaluating what's at the heart of your controversy. It is in this part of your draft that you put forth your opinion regarding the issue in an attempt to persuade your reader about its nature. Listed below are some questions for you to consider. Answering those questions will help you clarify what it is you're actually arguing about.<br /><br /> • What makes it a good or bad thing?<br /> • Should it be sought or avoided?<br /> • Is it right or wrong?<br /> • Is it better or worse than something else?<br /> • Is it more or less desirable than any alternative?<br /> • Is it more or less right or wrong than something else?<br /><br /><br />As you structure your argument, it will likely be helpful at this point to review types of evidence and.<br /><br />In this paper, you should not explain how the problem can be solved; you should not argue for a particular course of action. That will come in Part 4.<br /><br />You'll have to continue your research for this paper, and you should include specific references within your paper that you have found thus far that you think are important to understanding and defining your issue.<br /><br />Evaluation<br />This is considered part of a longer paper, so this writing task is a draft (which counts for credit). My expectation is that this draft has been thoughtfully researched and composed (and proofread). Your paper will be deemed Exemplary, Satisfactory or Unsatisfactory based on how well and how fully you address the aspects of the paper noted above. Because you will revise this paper and incorporate it into the final semester paper, my comments will not be corrections but revision directions and suggestions. You may revise and resubmit this draft for additional feedback.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-74888032286330811632010-03-02T11:59:00.002-06:002010-03-02T12:05:29.640-06:00Assignment1. You will write an annotated bibliography<span style="font-weight: bold;"> on each of the sources</span> that you have encountered for this paper to date. The bibliography must include:<br /><ul><li>The MLA citation.</li><li>A very brief bio/background of the author, or the website from which it is taken.<br /></li><li>The direct quote which you will be using (in quotes or paraphrase, or even just for the establishment of definitions).</li><li>Your response, and rephrasing, of that quote (even if you are going to quote it directly), with an explanation of what it contributes to your paper.</li></ul>2. You will write an outline for your paper thus far (Part I and Part II) using either bullet points or Roman numerals (your choice).<br /><br />3. You will bring all of the above, plus <span style="font-weight: bold;">a printed (and stapled) </span>Part II to class on Tuesday, the 16th.<br /><br />4. We will discuss your reflections on Periodic Table. Bring those in as well.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-44145655200710954992010-02-17T09:46:00.000-06:002010-02-17T09:47:08.263-06:00Aimee Mullins on Disability and Words<object width="446" height="326"><param name="movie" value="http://video.ted.com/assets/player/swf/EmbedPlayer.swf"></param><param name="allowFullScreen" value="true"><param name="wmode" value="transparent"></param><param name="bgColor" value="#ffffff"></param> <param name="flashvars" value="vu=http://video.ted.com/talks/dynamic/AimeeMullins_2009P-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/AimeeMullins-2009P.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=769&introDuration=16500&adDuration=4000&postAdDuration=2000&adKeys=talk=aimee_mullins_the_opportunity_of_adversity;year=2009;theme=unconventional_explanations;theme=new_on_ted_com;theme=master_storytellers;event=TEDMED+2009;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;"><embed src="http://video.ted.com/assets/player/swf/EmbedPlayer.swf" pluginspace="http://www.macromedia.com/go/getflashplayer" type="application/x-shockwave-flash" wmode="transparent" bgcolor="#ffffff" width="446" height="326" allowfullscreen="true" flashvars="vu=http://video.ted.com/talks/dynamic/AimeeMullins_2009P-medium.flv&su=http://images.ted.com/images/ted/tedindex/embed-posters/AimeeMullins-2009P.embed_thumbnail.jpg&vw=432&vh=240&ap=0&ti=769&introDuration=16500&adDuration=4000&postAdDuration=2000&adKeys=talk=aimee_mullins_the_opportunity_of_adversity;year=2009;theme=unconventional_explanations;theme=new_on_ted_com;theme=master_storytellers;event=TEDMED+2009;"></embed></object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-32409442860038238162010-02-16T23:47:00.002-06:002010-02-16T23:51:36.678-06:00Make Something Assignment - Modeling Paragraphs1. Make something - anything. It must be something that you can hold in your hands, show to the class. (Some examples: cookies, a craft project, etc.)<br />2. Write out a list of ingredients. You must have at least three ingredients (or components, parts, etc.). Do not put your name on your paper.<br />3. On a separate sheet, type - in paragraph form, using all of the elements of a paragraph - the process of creation, the recipe, if you will. Make sure that you leave nothing out, and that there is nothing extraneous in the paragraph. Do not put your name on this page either.<br /><br />Bring all three things to class.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-44428272610323725112010-02-15T13:40:00.002-06:002010-02-15T13:45:09.862-06:00Science-Related Outside Events<h3 xmlns="http://www.w3.org/1999/xhtml" id="sites-page-title-header" style="" align="left"> <span id="sites-page-title" dir="ltr">Cognitive Science Seminar Schedule, Spring </span></h3><span style="color:black;">The talks are at 4PM on Wednesdays</span><span style="color:black;"> in 430 FIT</span>.<br /><span style="color:black;"><br /></span><p><b><span style="color:black;">February 24: Speaker, Rob Isenhower; Hosted by Rick Dale</span></b></p> <p><span style="color:black;"> </span></p> <p style="margin-left: 9pt;"><b><span style="color:black;">Rob Isenhower</span></b><span style="color:black;"> earned his BS in psychology from Clemson University in 2003. He is currently a PhD candidate at the Center for the Ecological Study of Perception and Action at the University of Connecticut. His research interests include interpersonal coordination and affordance perception. He has examined differences in coordination between typically-developing children and those diagnosed with autism spectrum disorder. He has also examined how action-scaled information specifies the emergence of cooperation during social interaction. His dissertation, and main research interest, is aimed at providing an empirical and theoretical framework for understanding aspects of emotional experience from an ecological perspective. After providing a theoretical background and situating this problem within the broader context of perception, action, and cognition, his talk will focus on two studies that quantify the temporal structure of aspects of day-to-day emotional experience across shorter and longer time scales and on the coupling of affective states between persons.</span></p> <p><span style="color:black;"> </span></p> <p><b><span style="color:black;">March 3: Speaker, Anne Britt; Hosted by Loel Kim</span></b></p> <p><span style="color:black;"> </span></p> <p style="margin-left: 9pt;"><span style="color:black;">Anne Britt is an associate professor in the Psychology Department at Northern Illinois University. She is a cognitive psychologist with an expertise in advanced literacy skills including argument comprehension, sourcing, and content integration. Over the past 8 years, she has conducted basic research to better understand the processes required when students comprehend, evaluate, and produce written arguments. Based on this research, she and her colleagues have created CASE (Cultivating Argument Skills Efficiently) which is a set of web-based argument modules to provide instruction and practice to improve argumentation skills (funded by the Institute of Education Sciences, U.S. Department of Education). These modules have been found to be effective in teaching argument comprehension, evaluation, and production skills. Prior to CASE, she co-developed the Sourcers Apprentice and Sourcers Apprentice Intelligent Feedback (SAIF) with support from the McDonnell Foundation. The Sourcers Apprentice is a computer-based environment for teaching sourcing and content integration skills and SAIF provides individualized feedback on the essays produced in Sourcers Apprentice. She has received approximately $3.3 million in federally funded grants to examine higher-order literacy skills. Britt has numerous publications in these areas and has served on the expert panel to develop the OECD-sponsored PIAAC international survey of adult literacy for Problem Solving.</span></p> <p><span style="color:black;"> </span></p> <p><b><span style="color:black;">March 17: Speaker, Roger Azevedo</span></b></p> <p><span style="color:black;"> </span></p> <p style="margin-left: 9pt;"><b><span style="color:black;">Dr. Azevedo</span></b><span style="color:black;"> is a tenured Associate Professor in the Department of Psychology and an affiliated member of the Institute for Intelligent Systems at The University of Memphis. He received his doctorate in Educational Psychology and Applied Cognitive Science from McGill University in 1998. He is the Director of the Cognitive Psychology Area and the Director of the Cognition and Technology Research Laboratory. His main research interests are in metacognition and self-regulated learning, complex learning, human and computerized tutoring, and intelligent computer-based learning environments. In addition to publishing over 100 articles in journals, book chapters, and conference proceedings, he has played a major role in bringing in over $8 million in grant funding during the last eleven years as either PI or Co-PI on NSF and NIH grants that test the effectiveness of intelligent tutoring systems for medical and biological sciences. He has received several awards including the prestigious NSF Early Career Award. He is a Fellow of the American Psychological Association. He is an Associate Editor of the Journal of Educational Psychology and a member of editorial board of several top-tiered journals. He serves on several national and international review panels (NSF, IES) and conference program committees (International AI and Education). He is an advisory board member of the Pittsburgh Science of Learning Center.</span></p> <p><span style="color:black;"> </span></p> <p><b><span style="color:black;">March 24: Speaker, Istvan Berkeley; Hosted by Roxanne Raine</span></b></p> <p><span style="color:black;"> </span></p> <p style="margin-left: 9pt;"><b><span style="color:black;">Istvan S. N. Berkeley </span></b><span style="color:black;">(Ph.D., 1997, University of Alberta) is an associate professor at The University of Louisiana at Lafayette. He is cross-appointed in the Institute of Cognitive Science (ICS) and the Philosophy Program, in addition to having an affiliation with the Center for Advanced Computer Studies (CACS). His main research interests concentrate on the interface between philosophy and cognitive science, with particular focus on the foundations of cognitive science and issues concerning representation and embodied cognition. His research frequently employs computational methods to address philosophical conundrums. His work has been published in journals such as Minds and Machines, Connection Science and Philosophical Psychology.</span></p> <p><span style="color:black;"> </span></p> <p><b><span style="color:black;">March 31: Speaker, Robert Atkinson; Hosted by Scotty Craig</span></b></p> <p><span style="color:black;"> </span></p> <p style="margin-left: 9pt;"><b><span style="color:black;">Dr. Robert Atkinson</span></b><span style="color:black;"> is an Associate Professor of Educational Technology at Arizona State University. His research explores the intersection of cognitive science, instructional design, and educational technology. His scholarship involves the design of instructional material—including book- and computer-based learning environments—according to our understanding of human cognitive architecture and how to leverage its unique constraints and affordances. His current research foci include contributing to an empirically grounded theoretical framework for using worked-out examples to support initial cognitive skill acquisition in well-structured domains, studying flow/engagement within games, and the design of multimedia learning environments that incorporate animated pedagogical agents. He has obtained—both independently and collaboratively—over $20 million dollars in grant support from a variety of sources including the National Science Foundation, Office of Naval Research, and the Intel Corporation. His research appears in a variety of highly respected academic journals including Journal of Educational Psychology, Applied Cognitive Psychology, Learning and Instruction, Review of Educational Research, and Educational Psychologist. He currently serves on the editorial boards of five top-tier journals and is a standing member of the Institute of Education Sciences review panel<b>.</b></span></p> <p><b><span style="color:black;"> </span></b></p> <p><b><span style="color:black;">April 7: Speaker, </span>Michele I. Feist; Hosted by Roxanne Raine</b></p> <p><b><span style="color:black;"> </span></b></p> <p style="margin-left: 9pt;"><b>Michele I. Feist</b> is presently an Assistant Professor in the Institute of Cognitive Science at the University of Louisiana at Lafayette.<span> </span>She received a B.A. in Spanish Literature from Northwestern University in 1991 and a Ph.D. in Linguistics from Northwestern University in 2000, after which she was a Postdoctoral Fellow in the Psychology Department at Northwestern University.<span> </span>Dr. Feist’s primary research interests are in lexical semantics and in language and cognition, with a particular focus on the language of space.</p> <p><b><span style="color:black;"> </span></b></p> <p><b><span style="color:black;"> </span></b></p> <p><b><span style="color:black;">April 14: Speaker, David Edelman; Hosted by Stan Franklin</span></b></p> <p><b><span style="color:black;"> </span></b></p> <p style="margin-left: 9pt;"><b><span style="color:black;">David Edelman</span></b><span style="color:black;"> is an Associate Fellow in Experimental Neurobiology at The Neurosciences Institute, an independent, not-for-profit scientific research organization dedicated to understanding how the human brain works at the most fundamental level. His two main areas of study at the Institute are the neural correlates of consciousness in non-human animals and the dynamic properties of mitochondria in neurons of the central nervous system. With his colleague, Dr. Anil Seth of the University of Sussex, Dr. Edelman has recently laid out a framework for the study of animal consciousness that suggests that certain fundamental properties of conscious states are amenable to study and may in fact be present in widely different phyla, from cephalopod molluscs to humans. Currently, Dr. Edelman is working with Dr. Graziano Fiorito of the Stazione Zoologica Anton Dohrn (Naples, IT) to characterize octopus visual perception using a psychophysical approach, in combination with neurophysiological recording in free behaving animals. Dr. Edelman’s cellular research concerns how mitochondria are transported throughout neurons, how these organelles are distributed in particular regions of cells (e.g., axon terminals) during different brain states, such as those underlying learning and the stages of sleep, and more generally, the link between mitochondrial trafficking and neural function. Dr. Edelman earned his B.A. in Sociology and Anthropology from Swarthmore College and his Ph.D. in Physical Anthropology, with a specialization in paleoanthropology, from the University of Pennsylvania. From 1997 to 2005, he was a postdoctoral fellow at both the Scripps Research Institute (La Jolla, California) and the Neurosciences Institute.</span></p> <p><b><span style="color:black;"> </span></b></p> <p><b><span style="color:black;">April 21: Speaker, Cristina Conati; Hosted by Art Graesser</span></b></p> <p><b><span style="color:black;"> </span></b></p> <p style="margin-left: 9pt;"><b><span style="color:black;">Cristina Conati</span></b><span style="color:black;"> is an Associate Professor of Computer Science at the University of British Columbia. She received a “Laurea” degree (M.Sc. equivalent) in Computer Science at the University of Milan, Italy (1988), as well as a M.Sc. (1996) and Ph.D. (1999) in Intelligent Systems at the University of Pittsburgh. Her areas of research include User Modeling, Adaptive Interfaces, Intelligent Tutoring Systems and Affective Computing. Cristina has published over 50 strictly referred articles, and her work has received awards from the International Conference on User Modeling, the International Conference of AI in Education, the International Conference on Intelligent User Interfaces and the Journal of User Modeling and User Adapted Interaction. She was Program Co-Chair for User Modeling 200, and Conference Co-Chair for Intelligent User Interfaces 2009.</span></p> <p><b><span style="color:black;"> </span></b></p> <p><b><span style="color:black;">April 28: Speaker, James Russell; Hosted by Sidney D’Mello</span></b></p> <p><b><span style="color:black;"> </span></b></p> <p style="margin-left: 9pt;"><b><span style="color:black;">Dr. James Russell </span></b><span style="color:black;">is the Chair of the Department of Psychology at Boston College. His research centers on human emotion. His interest began with the question of how large-scale environments (such as homes, offices, malls) and social events (chatting with a friend, working with a team) influence emotion and thereby influence various activities and outcomes. This led to the fundamental question of how emotions can be described and then assessed. Some specific ideas pursued are a circumplex model of emotion, a prototype theory of emotion concepts, which leads to the idea that specific emotions are understood in terms of scripts, a defense of the traditional view that displeasure is the opposite of pleasure, a skeptical review of the traditional view that basic emotions are universally and easily recognized from facial expressions. More recently, the question has arisen of how these various ideas fit together within a larger framework. An analysis is being developed called "the psychological construction of emotion.". Dr. Russell received his PhD from the University of California, Los Angeles in 1974.</span></p>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-69693381506812122532010-02-09T15:05:00.002-06:002010-02-09T15:09:00.885-06:00Free Outside (Science-Related) Event(s)<div class="widget-content"> Try to attend one of these hikes through Overton Park. <br /><ul><li><b>SATURDAY, FEBRUARY 13, 28, March 13, 28, 10:00am to 11:30am.</b> Meet at the end of Old Forest Lane, next to the Rainbow Lake parking lot, for a free guided 1.5-mile walk through the Old Forest at Overton Park. Kids are welcome! Questions? <a href="mailto:naomi@spiny.com?subject=Old%20Forest%20Hikes">Email Naomi</a> or call 901.278.2396.</li></ul>Check out Citizens to Preserve Overton Park's website, <a href="http://www.overtonparkforever.org/">here</a>. Naomi Van Tol is a WEALTH of information on the Old Forest, and on many many local ecological and environmental issues. This tour is really really fun and easy and interesting.<br /></div>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-1765498947957599422010-02-04T07:27:00.002-06:002010-02-04T07:31:47.743-06:00A Couple of Housekeeping Notes<ul><li>Library TODAY.</li><li>If your blog does not appear in the "Student Blogs" section to the left, then I don't have your URL. Please comment on THIS post with yourURL if you're not listed (click "show all" to make sure you're not further down the list - it's chronologically listed, so you can see all the way back to December - if it's not before that, then you're not there).</li><li>Make sure that your blog posts are "What if?" or "Maybe." in nature. Skies the limit beyond that. Have fun with it. <br /></li><li>Finally, make sure that you're reading each other's blogs - and commenting on them!<br /></li></ul>Unknownnoreply@blogger.com2tag:blogger.com,1999:blog-3416168910575641173.post-26537155994150449412010-01-28T16:22:00.000-06:002010-01-28T16:23:54.710-06:00Writing An Argumentative Essay<span style="font-size:180%;"><span style="font-family: arial;">Read </span><a style="font-family: arial;" href="https://docs.google.com/fileview?id=0B4ekcjLcznujNGE5YWY1MDEtOWVmMS00MWYzLThhMzMtMjc1Mjg2ZmUzMTA3&hl=en">THIS </a><span style="font-family: arial;">for Tuesday. There may be a quiz. </span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-60046043440828136222010-01-18T09:21:00.002-06:002010-01-18T10:10:30.607-06:00A Few LOCAL Science-Related Organizations<span style="font-size:130%;"><a href="http://www.memphisbioworks.org/index.cfm">Memphis Bioworks Foundation</a><br /><a href="http://www.sustainableshelby.com/">Sustainable Shelby</a><br /><a href="http://www.biodimensions.net/">BioDimensions</a><br /><a href="http://www.agricenter.org/research.html">Agricenter International: Agricultural Crop Research Center</a><br /><a href="http://www.infiniteenzymes.com/index.htm">Infinite Enzymes LLC</a><br /><a href="http://www.sierraclub.org/watersentinels/tennessee/">Tennessee Water Sentinels</a><br /><a href="http://www.memphis.edu/erc/people.htm">UofM Ecological Research Center</a><br /><a href="http://www.memphisdailynews.com/editorial/Article.aspx?id=37159">Dr. Kathy Mitchener (does veterinary stem cell and cancer research)</a><br /><a href="http://www.thirdage.com/heart-health/stem-cells-can-repair-hearts-revive-hopes">Stem Cell Research for Human Hearts</a><br /><a href="http://biosurface.memphis.edu/#resources">The National Science Foundation Biosurface Center (UofM)</a><br /><a href="http://best.memphis.edu/">Center for Biofuel Energy and Sustainable Technologies (UofM)</a><br /><a href="http://www.memphis.edu/cch/">Center for Community Health (UofM)</a><br /><a href="http://www.ceri.memphis.edu/index.shtml">Center for Earthquake Research and Information (UofM)</a><br /><a href="http://www.memphis.edu/research1.htm">University of Memphis Research Institutes, Centers, and Initiatives</a></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-35440365293518623762010-01-14T09:59:00.001-06:002010-01-14T10:00:16.876-06:00Welcome Back!<span style="font-size:180%;"><span style="font-family: arial;">It's going to be a fun semester! I look forward to working with all of you - old and new!</span></span>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-80317361368078717882009-12-04T08:46:00.001-06:002010-01-13T12:10:01.933-06:00Paragraphs & Paragraphing - The OWL at Purdue<a href="http://owl.english.purdue.edu/owl/printable/606/?sms_ss=blogger">Paragraphs & Paragraphing - The OWL at Purdue</a><br />
<br />
1. On Paragraphs<br />
What is a paragraph?<br />
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A paragraph is a collection of related sentences dealing with a single topic. Learning to write good paragraphs will help you as a writer stay on track during your drafting and revision stages. Good paragraphing also greatly assists your readers in following a piece of writing. You can have fantastic ideas, but if those ideas aren't presented in an organized fashion, you will lose your readers (and fail to achieve your goals in writing).<br />
The Basic Rule: Keep One Idea to One Paragraph<br />
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The basic rule of thumb with paragraphing is to keep one idea to one paragraph. If you begin to transition into a new idea, it belongs in a new paragraph. There are some simple ways to tell if you are on the same topic or a new one. You can have one idea and several bits of supporting evidence within a single paragraph. You can also have several points in a single paragraph as long as they relate to the overall topic of the paragraph. If the single points start to get long, then perhaps elaborating on each of them and placing them in their own paragraphs is the route to go.<br />
Elements of a Paragraph<br />
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To be as effective as possible, a paragraph should contain each of the following: Unity, Coherence, A Topic Sentence, and Adequate Development. As you will see, all of these traits overlap. Using and adapting them to your individual purposes will help you construct effective paragraphs.<br />
Unity<br />
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The entire paragraph should concern itself with a single focus. If it begins with a one focus or major point of discussion, it should not end with another or wander within different ideas.<br />
Coherence<br />
<br />
Coherence is the trait that makes the paragraph easily understandable to a reader. You can help create coherence in your paragraphs by creating logical bridges and verbal bridges.<br />
Logical bridges<br />
<br />
* The same idea of a topic is carried over from sentence to sentence<br />
* Successive sentences can be constructed in parallel form<br />
<br />
Verbal bridges<br />
<br />
* Key words can be repeated in several sentences<br />
* Synonymous words can be repeated in several sentences<br />
* Pronouns can refer to nouns in previous sentences<br />
* Transition words can be used to link ideas from different sentences<br />
<br />
A topic sentence<br />
<br />
A topic sentence is a sentence that indicates in a general way what idea or thesis the paragraph is going to deal with. Although not all paragraphs have clear-cut topic sentences, and despite the fact that topic sentences can occur anywhere in the paragraph (as the first sentence, the last sentence, or somewhere in the middle), an easy way to make sure your reader understands the topic of the paragraph is to put your topic sentence near the beginning of the paragraph. (This is a good general rule for less experienced writers, although it is not the only way to do it). Regardless of whether you include an explicit topic sentence or not, you should be able to easily summarize what the paragraph is about.<br />
Adequate development<br />
<br />
The topic (which is introduced by the topic sentence) should be discussed fully and adequately. Again, this varies from paragraph to paragraph, depending on the author's purpose, but writers should beware of paragraphs that only have two or three sentences. It's a pretty good bet that the paragraph is not fully developed if it is that short.<br />
<br />
Some methods to make sure your paragraph is well-developed:<br />
<br />
* Use examples and illustrations<br />
* Cite data (facts, statistics, evidence, details, and others)<br />
* Examine testimony (what other people say such as quotes and paraphrases)<br />
* Use an anecdote or story<br />
* Define terms in the paragraph<br />
* Compare and contrast<br />
* Evaluate causes and reasons<br />
* Examine effects and consequences<br />
* Analyze the topic<br />
* Describe the topic<br />
* Offer a chronology of an event (time segments)<br />
<br />
How do I know when to start a new paragraph?<br />
<br />
You should start a new paragraph when:<br />
<br />
* When you begin a new idea or point. New ideas should always start in new paragraphs. If you have an extended idea that spans multiple paragraphs, each new point within that idea should have its own paragraph.<br />
* To contrast information or ideas. Separate paragraphs can serve to contrast sides in a debate, different points in an argument, or any other difference.<br />
* When your readers need a pause. Breaks in paragraphs function as a short "break" for your readers—adding these in will help your writing more readable. You would create a break if the paragraph becomes too long or the material is complex.<br />
* When you are ending your introduction or starting your conclusion. Your introductory and concluding material should always be in a new paragraph. Many introductions and conclusions have multiple paragraphs depending on their content, length, and the writer's purpose.<br />
<br />
Transitions and Signposts<br />
<br />
Two very important elements of paragraphing are signposts and transitions. Signposts are internal aids to assist readers; they usually consist of several sentences or a paragraph outlining what the article has covered and where the article will be going.<br />
<br />
Transitions are usually one or several sentences that "transition" from one idea to the next. Transitions can be used at the end of most paragraphs to help the paragraphs flow one into the next.<br />
2. Paragraphing (Length Consistency)<br />
<br />
Paragraphs are units of thought with one idea developed adequately. Listed here are some rules of thumb to use when paragraphing. As your writing improves, you'll be able to break these "rules" to meet your own needs. Until then, these suggestions can be helpful:<br />
<br />
* Put only one main idea per paragraph.<br />
* Aim for three to five or more sentences per paragraph.<br />
* Include on each page about two handwritten or three typed paragraphs.<br />
* Make your paragraphs proportional to your paper. Since paragraphs do less work in short papers, have short paragraphs for short papers and longer paragraphs for longer papers.<br />
* If you have a few very short paragraphs, think about whether they are really parts of a larger paragraph—and can be combined—or whether you can add details to support each point and thus make each into a more fully developed paragraph.<br />
<br />
You can check on whether your paragraphs are balanced by looking at your paper.<br />
Some balanced pages:<br />
These images show text that is balanced on pages. The left image shows text that is left-justified. The right image shows text that is centered.<br />
<br />
Image Caption: Paragraph Balance<br />
Unbalanced pages with ideas not equally developed:<br />
These images show text in unbalanced boxes to illustrate the need to balance paragraphs and sections in your paper.<br />
<br />
Image Caption: Unbalanced Paragraphs<br />
<br />
Use the following graphics as a tool to organize your paper with one main idea in each box. Use as many pages and boxes as needed.<br />
These images contain line drawings of three boxes one on top of the other. The first box on the page contains the word introduction. The last box on the page contains the word conclusion.<br />
<br />
Image Caption: Graphics to Help with Balance and OrganizationUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-20751111363358687842009-12-03T10:25:00.002-06:002010-01-13T12:10:24.288-06:00MLA in-text parenthetical citations<br />
<br />
The Modern Language Association (MLA) guidelines require that you cite the quotations, summaries, paraphrases, and other material used from sources within parentheses typically placed at the end of the sentence in which the quoted or paraphrased material appears. The parenthetical method replaces the use of citational footnotes. These in-text parenthetical citations correspond to the full bibliographic entries found in a list of references at the end of your paper. (Note that the titles of works are italicized, rather than underlined.) Unless otherwise indicated, on-line sources follow the same pattern as print versions.<br />
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Single author named in parentheses.<br />
<br />
The tendency to come to terms with difficult experiences is referred to as a "purification process" whereby "threatening or painful dissonances are warded off to preserve intact a clear and articulated image of oneself and one’s place in the world" (Sennett 11).<br />
<br />
Single author named in a signal phrase.<br />
<br />
Social historian Richard Sennett names the tendency to come to terms with difficult experiences a "purification process" whereby "threatening or painful dissonances are warded off to preserve intact a clear and articulated image of oneself and one’s place in the world" (11).<br />
<br />
Two or more authors.<br />
<br />
Certain literacy theorists have gone so far as to declare that "the most significant elements of human culture are undoubtedly channeled through words, and reside in the particular range of meanings and attitudes which members of any society attach to their verbal symbols" (Goody and Watt 323).<br />
<br />
Corporate author (organization, association, etc.).<br />
<br />
The federal government has funded research concerning consumer protection and consumer transactions with online pharmacies (Food and Drug Administration 125).<br />
<br />
Works with no author.<br />
<br />
Several critics of the concept of the transparent society ask if a large society would be able to handle the complete loss of privacy ("Surveillance Society" 115).<br />
<br />
Two or more works by the same author.<br />
<br />
In his investigation of social identity, The Uses of Disorder, Sennett defines adulthood as a stage where people "learn to tolerate painful ambiguity and uncertainty" (108).<br />
<br />
In a surprising move, Richard Sennett combines the idea of power with that of virtue: "the idea of strength is complex in ordinary life because of what might be called the element of its integrity" (Authority 19).<br />
<br />
Work found in an anthology or edited collection.<br />
<br />
For an essay, short story, or other document included in an anthology or edited collection, use the name of the author of the work, not the editor of the anthology or collection, but use the page numbers from the anthology or collection.<br />
<br />
Lawrence Rosenfield analyzes the way in which New York’s Central Park held a socializing function for nineteenth-century residents similar to that of traditional republican civic oratory (222).<br />
<br />
Bible passage.<br />
<br />
Unfortunately, the president could not recall the truism that "Wisdom is a fountain to one who has it, but folly is the punishment of fools" (New Oxford Annotated Bible, Prov. 20-22).<br />
<br />
Secondary source of a quotation (someone quoted within the text of another author).<br />
<br />
As Erickson reminds us, the early psychoanalysts focused on a single objective: "introspective honesty in the service of self enlightenment" (qtd. in Weiland 42).<br />
<br />
Web page.<br />
<br />
Abraham Lincoln's birthplace was designated as a National Historical Site in 1959 (National Park Service). <br />
<br />
Note: Internet citations follow the style of printed works. Personal or corporate author and page number should be given if they exist on the website.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-15690091543055718442009-12-03T08:55:00.006-06:002010-01-13T12:11:30.438-06:00Writing a Bibliography: MLA FormatBelow are standard formats and examples for basic bibliographic information recommended by the Modern Language Association (MLA). For more information on the MLA format, see <a href="http://www.mla.org/style_faq">http://www.mla.org/style_faq</a>. Later, you will need to use APA and Chicago formats (when writing scientific texts), but for now, we will stick to MLA, as per English Department requirements.<br />
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<h3>Basics </h3>Your list of works cited should begin at the end of the paper on a new page with the centered title, <i>Works Cited</i>. Alphabetize the entries in your list by the author's last name, using the letter-by-letter system (ignore spaces and other punctuation.) If the author's name is unknown, alphabetize by the title, ignoring any <i>A, An</i>, or <i>The</i>. <br />
<br />
For dates, spell out the names of months in the text of your paper, but abbreviate them in the list of works cited, except for May, June, and July. Use either the day-month-year style (22 July 1999) or the month-day-year style (July 22, 1999) and be consistent. With the month-day-year style, be sure to add a comma after the year unless another punctuation mark goes there. <br />
<h3><u><br />
Underlining</u> or <i>Italics</i>?</h3><br />
When reports were written on typewriters, the names of publications were underlined because most typewriters had no way to print italics. If you write a bibliography by hand, you should still underline the names of publications. But, if you use a computer, then publication names should be in italics as they are below. Always check with your instructor regarding their preference of using italics or underlining. Our examples use italics. <br />
<h3><br />
<br />
Hanging Indentation</h3><br />
All MLA citations should use hanging indents, that is, the first line of an entry should be flush left, and the second and subsequent lines should be indented 1/2". <br />
<br />
NOTE: THE EXAMPLES ON IN THIS POST ARE NOT FORMATTED AS HANGING INDENTATION ONLY BECAUSE THE BLOGGER FORMAT WILL NOT ALLOW ME TO DO IT. ALL BIBLIOGRAPHICAL ENTRIES MUST UTILIZE HANGING INDENTATION. <br />
<h3><br />
<br />
Capitalization, Abbreviation, and Punctuation </h3><br />
The MLA guidelines specify using title case capitalization - capitalize the first words, the last words, and all principal words, including those that follow hyphens in compound terms. Use lowercase abbreviations to identify the parts of a work (e.g., <i>vol.</i> for <i>volume</i>, <i>ed.</i> for <i>editor</i>) except when these designations follow a period. Whenever possible, use the appropriate abbreviated forms for the publisher's name (<i>Random</i> instead of <i>Random House</i>).<br />
<br />
Separate author, title, and publication information with a period followed by one space. Use a colon and a space to separate a title from a subtitle. Include other kinds of punctuation only if it is part of the title. Use quotation marks to indicate the titles of short works appearing within larger works (e.g., "Memories of Childhood." <i>American Short Stories</i>). Also use quotation marks for titles of unpublished works and songs.<br />
<br />
<h3><b><br />
Format Examples</b></h3><h3><br />
Books </h3><b>Format:</b><br />
Author's last name, first name. <i>Book title</i>. Additional information. City of publication: Publishing company, publication date. <br />
<br />
<b>Examples:</b> <br />
<div id="paddbox"><div id="hangbox">Allen, Thomas B. <i>Vanishing Wildlife of North America</i>. Washington, D.C.: National Geographic Society, 1974. <br />
Boorstin, Daniel J. <i>The Creators: A History of the Heroes of the Imagination</i>. New York: Random, 1992. <br />
Hall, Donald, ed. <i>The Oxford Book of American Literacy Anecdotes</i>. New York: Oxford UP, 1981.<br />
Searles, Baird, and Martin Last. <i>A Reader's Guide to Science Fiction</i>. New York: Facts on File, Inc., 1979.<br />
Toomer, Jean. <i>Cane</i>. Ed. Darwin T. Turner. New York: Norton, 1988.<br />
</div></div><h3><br />
Encyclopedia or Dictionary</h3><b>Format:</b><br />
Author's last name, first name. "Title of Article." <i>Title of Encyclopedia</i>. Date. <br />
<br />
Note: If the dictionary or encyclopedia arranges articles alphabetically, you may omit volume and page numbers.<br />
<br />
<b>Examples:</b> <br />
<div id="paddbox"><div id="hangbox">"Azimuthal Equidistant Projection." <i>Merriam-Webster's Collegiate Dictionary</i>. 10th ed. 1993. <br />
Pettingill, Olin Sewall, Jr. "Falcon and Falconry." <i>World Book Encyclopedia</i>. 1980.<br />
Tobias, Richard. "Thurber, James." <i>Encyclopedia Americana</i>. 1991 ed.<br />
</div></div><h3><br />
Magazine & Newspaper Articles</h3><b>Format:</b><br />
Author's last name, first name. "Article title." <i>Periodical title</i> Volume # Date: inclusive pages. <br />
<br />
Note: If an edition is named on the masthead, add a comma after the date and specify the edition. <br />
<br />
<b>Examples:</b> <br />
<div id="paddbox"><div id="hangbox">Hall, Trish. "IQ Scores Are Up, and Psychologists Wonder Why." <i>New York Times</i> 24 Feb. 1998, late ed.: F1+. <br />
Kalette, Denise. "California Town Counts Down to Big Quake." <i>USA Today</i> 9 21 July 1986: sec. A: 1. <br />
Kanfer, Stefan. "Heard Any Good Books Lately?" <i>Time</i> 113 21 July 1986: 71-72.<br />
Trillin, Calvin. "Culture Shopping." <i>New Yorker</i> 15 Feb. 1993: 48-51.<br />
</div></div><h3><br />
Website or Webpage</h3><b>Format:</b><br />
Author's last name, first name (if available). "Title of work within a project or database." <i>Title of site, project, or database</i>. Editor (if available). Electronic publication information (Date of publication or of the latest update, and name of any sponsoring institution or organization). Date of access and <full url="">. <br />
<br />
<b>Note: If you cannot find some of this information, cite what is available. <br />
</b> <b><br />
Examples:</b> <br />
</full><br />
<div id="paddbox"><div id="hangbox">Devitt, Terry. "Lightning injures four at music festival." <i>The Why? Files</i>. 2 Aug. 2001. 23 Jan. 2002 <http: 137lightning="" index.html="" whyfiles.org="">. </http:><br />
Dove, Rita. "Lady Freedom among Us." <i>The Electronic Text Center</i>. Ed. David Seaman. 1998. Alderman Lib., U of Virginia. 19 June 1998 <http: afam.html="" etext.lib.virginia.edu="" subjects="">.</http:><br />
Lancashire, Ian. Homepage. 28 Mar. 2002. 15 May 2002 <http: www.chass.utoronto.ca:8080="" ~ian="">.</http:><br />
Levy, Steven. "Great Minds, Great Ideas." <i>Newsweek</i> 27 May 2002. 10 June 2002 <http: 754336.asp="" news="" www.msnbc.com="">.</http:><br />
<br />
</div></div><br />
<br />
<br />
<span style="font-size: large;"><b>SAMPLE WORKS CITED PAGE:</b></span><br />
<br />
<div id="paddbox"><div id="hangbox"><br />
<center><br />
<br />
<br />
<h3>Works Cited </h3><br />
<br />
<br />
<br />
</center><br />
"Battery." <i>Encyclopedia Britannica</i>. 1990.<br />
"Best Batteries." <i>Consumer Reports Magazine</i> 32 Dec. 1994: 71-72.<br />
Booth, Steven A. "High-Drain Alkaline AA-Batteries." <i>Popular Electronics</i> 62 Jan. 1999: 58.<br />
Brain, Marshall. "How Batteries Work." <i>howstuffworks</i>. 1 Aug. 2006 <http: battery.htm="" home.howstuffworks.com="">.</http:><br />
"Cells and Batteries." <i>The DK Science Encyclopedia</i>. 1993.<br />
Dell, R. M., and D. A. J. Rand. <i>Understanding Batteries</i>. Cambridge, UK: The Royal Society of Chemistry, 2001. <br />
"Learning Center." <i>Energizer</i>. Eveready Battery Company, Inc. 1 Aug. 2006 <http: default.asp="" learning="" www.energizer.com="">.</http:><br />
"Learning Centre." <i>Duracell</i>. The Gillette Company. 31 July 2006 <http: au="" learning-centre-what-is-a-battery.asp="" main="" pages="" www.duracell.com="">.</http:><br />
</div></div><br />
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<hr />You can find this page online <a href="http://www.sciencebuddies.org/science-fair-projects/project_mla_format_examples.shtml">HERE</a>.Wendy Sumner-Winterhttp://www.blogger.com/profile/08215203902008775803noreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-82069345998875976932009-12-01T10:56:00.004-06:002010-01-13T12:11:54.584-06:00<h2><span style="font-size: x-large;"><a href="http://owl.english.purdue.edu/owl/resource/601/07/">Active Verb Tenses</a></span></h2><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Simple Present</b><br />
</td> </tr>
<tr> <td width="50%">Present or Action Condition<br />
</td><td width="50%">General Truths<br />
</td> </tr>
<tr> <td><ul><li>I hear you.</li>
<li>Here comes the bus.</li>
</ul></td> <td><ul><li>There are thirty days in September.</li>
</ul></td> </tr>
<tr> <td>Non-action; Habitual Action<br />
</td><td>Future Time<br />
</td> </tr>
<tr> <td><ul><li>I like music.</li>
<li>I run on Tuesdays and Sundays.</li>
</ul></td> <td><ul><li>The train leaves at 4:00 p.m.</li>
</ul></td> </tr>
</tbody></table><br />
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<br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Present Progressive</b><br />
</td> </tr>
<tr> <td width="50%">Activity in Progress<br />
</td><td width="50%">Verbs of Perception<br />
</td> </tr>
<tr> <td><ul><li>I am playing soccer now.</li>
</ul></td> <td><ul><li>He is feeling sad.</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Simple Past</b><br />
</td> </tr>
<tr> <td width="50%">Completed Action<br />
</td><td width="50%">Completed Condition<br />
</td> </tr>
<tr> <td><ul><li>We visited the museum yesterday.</li>
</ul></td> <td><ul><li>The weather was rainy last week.</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Past Progressive</b><br />
</td> </tr>
<tr> <td width="50%">Past Action that took place over a period of time<br />
</td><td width="50%">Past Action interrupted by another<br />
</td> </tr>
<tr> <td><ul><li>They were climbing for twenty-seven days.</li>
</ul></td> <td><ul><li>We were eating dinner when she told me.</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Future</b><br />
</td> </tr>
<tr> <td width="50%">With will/won't — Activity or event that will or won't exist or happen in the future<br />
</td><td width="50%">With going to — future in relation to circumstances in the present<br />
</td> </tr>
<tr> <td><ul><li>I'll get up late tomorrow.</li>
<li>I won't get up early</li>
</ul></td> <td><ul><li>I'm hungry.</li>
<li>I'm going to get something to eat.</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Present Perfect</b><br />
</td> </tr>
<tr> <td width="50%">With verbs of state that begin in the past and lead up to and include the present<br />
</td><td width="50%">To express habitual or continued action<br />
</td> </tr>
<tr> <td><ul><li>He has lived here for many years</li>
</ul></td> <td><ul><li>He has worn glasses all his life.</li>
</ul></td> </tr>
<tr> <td colspan="2">With events occurring at an indefinite or unspecified time in the past — with ever, never, before<br />
</td> </tr>
<tr> <td colspan="2"><ul><li>Have you ever been to Tokyo before?</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td style="text-align: center;"><b>Present Perfect Progressive</b><br />
</td> </tr>
<tr> <td width="100%">To express duration of an action that began in the past, has continued into the present, and may continue into the future<br />
</td> </tr>
<tr> <td><ul><li>David has been working for two hours, and he hasn't finished yet.</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td colspan="2" style="text-align: center;"><b>Past Perfect</b><br />
</td> </tr>
<tr> <td width="50%">To describe a past event or condition completed before another event in the past<br />
</td><td width="50%">In reported speech<br />
</td> </tr>
<tr> <td><ul><li>When I arrived home, he had already called.</li>
</ul></td> <td><ul><li>Jane said that she had gone to the movies.</li>
</ul></td> </tr>
</tbody></table><br />
<table border="1" cellpadding="3"><tbody>
<tr> <td style="text-align: center;"><b>Future Perfect</b><br />
</td> </tr>
<tr> <td width="100%">To express action that will be completed by or before a specified time in the future<br />
</td> </tr>
<tr> <td><ul><li>By next month we will have finished the job.</li>
<li>He won't have finished his work until 2:00.</li>
</ul></td></tr>
</tbody></table>Wendy Sumner-Winterhttp://www.blogger.com/profile/08215203902008775803noreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-656258166095005922009-11-24T16:21:00.000-06:002009-11-24T16:22:18.537-06:00team darwin<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgj30uR7LU8qZgM8R4Lq74kD2kyVPg6n1rkNlO1SuZiolORvfuqwo2Zy7gPaB7jC9h2EJVYO-Wjcw-M1fV4gBRt2UTVHFjM4bt1RgJLnTzmUqs5iw7c9VPZez7CXA7XNQe3fX0F2h6GC_b/s1600/team+darwin.jpg"><img style="WIDTH: 110px; HEIGHT: 110px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5407798941854347874" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgj30uR7LU8qZgM8R4Lq74kD2kyVPg6n1rkNlO1SuZiolORvfuqwo2Zy7gPaB7jC9h2EJVYO-Wjcw-M1fV4gBRt2UTVHFjM4bt1RgJLnTzmUqs5iw7c9VPZez7CXA7XNQe3fX0F2h6GC_b/s400/team+darwin.jpg" /></a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-56694609879217518582009-11-22T13:35:00.002-06:002009-11-22T13:37:05.542-06:00<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://3.bp.blogspot.com/_jVdc3D0ICG8/SwmSuPBPxTI/AAAAAAAAAAM/K9JPA03oLxs/s1600/designer-babies.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 305px;" src="http://3.bp.blogspot.com/_jVdc3D0ICG8/SwmSuPBPxTI/AAAAAAAAAAM/K9JPA03oLxs/s400/designer-babies.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5407014150638388530" /></a><br /><br />A nice little picture for those of you doing Designer Baby essays to enjoyUnknownnoreply@blogger.com4tag:blogger.com,1999:blog-3416168910575641173.post-31963718475638672212009-11-15T11:32:00.002-06:002009-11-15T11:32:34.917-06:00<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO_NY4w4Pmxc9G_8IxxzDiGCwzdfrCzm3XlkaFuULkU4S9yVIdXoB24zbLVUye-T3pRCb2ivHGWDB8k75uBLQuzS0H2vIqp7eJq_bnDOFoFcUNAd8ZFyJriJIjtxpPxfEXnZRZgg4SHkE/s1600-h/trae+stein.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO_NY4w4Pmxc9G_8IxxzDiGCwzdfrCzm3XlkaFuULkU4S9yVIdXoB24zbLVUye-T3pRCb2ivHGWDB8k75uBLQuzS0H2vIqp7eJq_bnDOFoFcUNAd8ZFyJriJIjtxpPxfEXnZRZgg4SHkE/s320/trae+stein.jpg" /></a><br />
</div>See? Literary Events are FUN!!!!Wendy Sumner-Winterhttp://www.blogger.com/profile/08215203902008775803noreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-35200649717928178942009-11-12T21:31:00.000-06:002009-11-12T21:33:59.836-06:00<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKOP7W_bCSNnaIBVeoSPRbgLy4Oc7t7Uo6XuoAdveUb27G_mGwAre0ef1iDPf26io0FJh6j8lQJc03m-YR33r4vyUHLYGEktadnMXwmzNlXSbKgiJ6mnDj6_EwnlrVctQg9lE27WwsJLMv/s1600-h/evolution.jpg"><img style="WIDTH: 110px; HEIGHT: 110px; CURSOR: hand" id="BLOGGER_PHOTO_ID_5403426152757842226" border="0" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKOP7W_bCSNnaIBVeoSPRbgLy4Oc7t7Uo6XuoAdveUb27G_mGwAre0ef1iDPf26io0FJh6j8lQJc03m-YR33r4vyUHLYGEktadnMXwmzNlXSbKgiJ6mnDj6_EwnlrVctQg9lE27WwsJLMv/s400/evolution.jpg" /></a><br />i saw this on the flair app on facebook. i thought it was pretty funny!Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-89177822031351479652009-11-12T08:49:00.001-06:002009-11-12T08:50:18.077-06:00Assessing Sources<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;"><br />
</span><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">In addition to your annotated bibliographies, I want you to perform an assessment of each of your sources that you actually plan to use for your paper. <a href="http://docs.google.com/Doc?docid=0AYiQX4gSoQ73ZGdkeHJuenZfMTRmcDdiN3dobQ&hl=en">HERE</a> is the link to the directions to the way that I want you to do this. You will turn these in as a part of your final paper.</span><br />
</div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: large;">. <br />
</span><br />
</div>Wendy Sumner-Winterhttp://www.blogger.com/profile/08215203902008775803noreply@blogger.com0tag:blogger.com,1999:blog-3416168910575641173.post-28866129176160988432009-11-09T17:30:00.000-06:002009-11-09T17:30:57.023-06:00On Denialism and the role of science in America. (1) - By Chris Mooney and Michael Specter - Slate MagazineAre We Anti-Science, or Are We Inconsistent?<br /><br /><a href="http://www.slate.com/id/2234719/entry/2234720/?sms_ss=blogger">On Denialism and the role of science in America. (1) - By Chris Mooney and Michael Specter - Slate Magazine</a>Unknownnoreply@blogger.com0