Grounding EE

1. CORE RETREAT EE Grounding EE

2. Session Guidelines • Mobile phones Off • Listen to others • Respect other peoples Idea. • If you feel you want to walk out just do it. • Correspond to the facilitators guidance. • Take good care of the session room. Any thing else

3. Learning opportunities • Hands-on aspects of academic writing. • Analysis of writing to check for academic honesty. • Formatting references. • Planning timelines. • Formatting a large document

4. Program

5. Why Evidence Ideas, opinions, beliefs, and theories abound. You merely need to stand around at a party to hear how everyone has an opinion about anything under discussion: politics, religion, the new TV season, Star Wars (movie or defense system), the skill (or lack of skill) of any team in any sport. Sometimes these discussions can reach a volume level only found in overpopulated animal shelters or auto wrecking yards. However, how many of them are worthy of respect? How many should you agree with? For example, someone may say, "Women are inferior." Do you agree? Disagree? Why? Inferior how? Inferior to what? Define inferior. Define women. All women? Some women? Your mother? Your sister? Who says? What is their motive for saying that? What makes them think so? Why should you agree with them? Did they answer any of these questions? Finally, when you hear the sentence, "Women are inferior," do you ask yourself these questions? Do you ask any of these questions? Why? More, if you didn't, why not? If you did ask the questions, congratulations: you're using your head for something besides keeping your ears apart. If you didn't, don't feel bad--you're like the majority who don't think about what they don't think about (why not? They don't thi nk about it). Evidence is also the key to understanding your subject. A way to understand something is to break it down into its component parts, examine each one, and put it back together. Taflinger (1996)

6. What do we think? Think Pair Share

7. What is our Reaction ?

8. Academic Writing • All similar letter to sit together. • You will be provided with an article to read and make meaning of the information. • Discuss in your respective groups (20 minutes) • Switch to the matching words and form groups. • You will be made up of specialist from each area. • Discuss your specialization.

9. Introduction • This is a good example of an introduction because it has a topic sentence which indicates what will be covered and also tells the reader the specific focus of the review in the concluding sentence. Notice how the student has clearly said WHAT she will cover in this review. This is particularly important in a large topic area.

10. Paragraphs • A paragraph is a group of connected sentences that develop a single point, argument or idea. Paragraphs need to link to other paragraphs so that the themes, arguments or ideas developed are part of a coherent whole rather than separate bits. • A paragraph should include: • a main statement / idea that you are putting forward, ie topic sentence • evidence from research to support / argue your idea, showing where the writers agree and / or disagree

11. Paragraphs cont… • student analysis of the research where appropriate • summing up and linking to the next idea (paragraph). • In the review, you will need to show evidence of integrating your readings into each paragraph and analysis of the readings where necessary.

12. Integrating arguments in paragraphs Integration of multiple sources Integration of student analysis

13. Integration of multiple sources • To develop an integrated argument from multiple sources, you need to link your arguments together. The model below is a guide.

14. Integration of student analysis • It is important to integrate your analysis and interpretation of the literature in your literature review. Read the following paragraph and see how the arguments have been integrated into the paragraph along with student analysis. Analysis is not just student opinion, it needs to be supported by the literature.

15. Verbs for referencing • To incorporate quotations / references into your writing, you can use a variety of verbs. • These verbs are often used with prepositions, e.g. that, by, on. It is poor writing to use the same ones all the time, e.g. says that, states that. • Verbs also allow the writer to indicate the degree to which they support the author of the research, e.g. claims that versus argues that. • The following verbs (and prepositions) can be used to introduce references into your writing. Please note that they can be used in different tenses. acknowledges interprets adds investigates (the impacts of) advises leaves us with advocates lists allows maintains analyzes notes answers objects appreciates observes argues offers asserts opposes believes points out calls points to charges presents cites presents __ aimed at claims proposes clarifies puts forward (the idea/work…) concludes recalls considers recognizes criticizes recommends declares regards defines remarks demonstrates replies describes responds disagrees reveals discuses reverberated by embraces says emphasizes seems to examines sees the use of explains states explores studied the __ of expresses submits finds suggests holds ( the view) supports identifies ___ traces___ to/from implies tells us includes thinks indicates uses worked with/on

16. Referencing as evidence • You are required to reference your sources as evidence of your academic integrity. Failing to cite your sources is plagiarism. • Referencing is very important when: • paraphrasing and summarizing the ideas / words / works of others • quoting directly from a source. • You must follow the instructions in your EE Students Guide.

17. Poor writing • Poor writing in a literature review is often the result of failing to integrate arguments into the review. Many people make the mistake of simply summarizing their readings. Look at the following example of poor writing. • The student here has simply reported each author's theory without any analysis or integration. • Remember what a literature review is not. • A literature review is not just a summary of articles, texts or journals. • A literature review is not an analytical, opinionative or argumentative essay. show

18. Poor writing • Poor writing in a literature review is often the result of failing to integrate arguments into the review. Many people make the mistake of simply summarizing their readings. Look at the following example of poor writing. • The student here has simply reported each author's theory without any analysis or integration. • Remember what a literature review is not. • A literature review is not just a summary of articles, texts or journals. • A literature review is not an analytical, opinionative or argumentative essay.

19. Good writing • it integrates the research of various authors • it shows similarities and differences of ideas • it shows wide reading • it shows analysis and critical evaluation of what the student has read.

20. Example — analysis of a paragraph

21. Academic Honesty • What ? • Why ? • How ? Open discussion

22. Plagiarism “I found your speech to be good and original. However, the part that was original was not good and the part that was good was not original. Samuel Johnson 1707- 1784

23. What is plagiarism? (And why you should care!)

24. Definition: Plagiarism is using the words, ideas, images, sounds, or the creative expression of others without giving them credit, and then saying that it is your own

25. The Importance of Being Ethical Not giving credit for your sources islike robbing the authors of payment for their original work and robbing them of the recognition they deserve for their work You are also lying to your reader by claiming other people’s work as your own

26. How serious is the problem? McAbe, in his study of almost 4,500 students at 25 schools suggests, cheating is . . . a significant problem in high school - 74% of the respondents admitted to one or more instances of serious test cheating and 72% admitted to serious cheating on written assignments. Over half of the students admitted they have engaged in some level of plagiarism on written assignments using the Internet (p.1) http://www.newu.uci.edu/archive/1998-1999/fall/981012/np-981012-cheating.jpg

27. DP 1, if… You Have Plagiarized! • you have copied and pasted text or pictures from the Internet without listing the source in your references • you are using another CP’s or your parents’ work and claiming it as your own, even with their permission. • you are quoting a source without using quotation marks – even if you do cite it • you are citing sources you didn’t use • you are getting a research paper, story poem or article off the Internet • you are turning in the same paper for more than one course without the permission of both facilitators, (this is called self-plagiarism)

28. Excuses Everyone does it! It’s okay if I don’t get caught! I was too busy to write that paper! (Job, big game, too much school work!) This assignment was BORING! I’ve got to get into ??? U.! My parents expect “A”s! My facilitators expect too much!

29. Think about it! Is your academic reputation valuable to you? • When you copy you cheat yourself. You limit your own learning. • The consequences are not worth the risks! • It is only right to give credit to authors whose ideas you use • Citing gives authority to the information you present; your teacher is impressed because it shows you have done your research • Citing makes it possible for your readers to locate your source • Education is not an “us vs. them” game! It’s about learning to learn! • Cheating is unethical behavior

30. Real life consequences: Kaaya Viswanathan's novel How Opal Mehta Got Wild, Got Kissed and Got a Life Picture: Joe Raedle/Getty Images Kaavya Viswanathan, a gifted Harvard student, came to public attention when her debut novel was reveled to have been plagiarized Consequences: Promising young author with a $500,000.00 book deal and a movie deal with Stephen Spielberg loses all!

31. Real life : The Chiffons, one of the most definitive “girl groups” of the 60’s. Album cover: Amazon.com http://www.wilsonsalmanac.com/images2/harrison_g2.jpg George Harrison unintentionally copied portions of his hit “My Sweet Lord” from the song “He’s so fine” by the Chiffons Consequences: George had to pay $587,000.00 to settle the court case filed against him

32. Real life : Photo from WashingtonSpeakersBureau, 2005 Boston Globe Journalist Mike Barnicle was found to have plagiarized a number of his newspaper articles Consequences: Mike Barnicle, considered a top journalist, was fired from his job at the Boston Globe

33. Is this important? What if… • Your architect cheated his way through math class. Will your new home be safe? • Your lawyer paid for a copy of the bar exam to study. Will the contract she wrote for you stand up in court? • The accountant who does your taxes hired someone to write his papers and paid a stand-in to take his major tests? Does he know enough to complete your tax forms properly? (Lathrop &Foss, 2000, p.87)

34. A Original text from Elaine Tyler May’s Myths and Realities of the American Family: Because women’s wages often continue to reflect the fiction that men earn the family wage, single mothers rarely earn enough to support themselves and their children adequately. And because work is still organized around the assumption that mothers stay home with children, even though few mothers can afford to do so, child care facilities in the United States remain woefully inadequate. (588-589) Check the text given is it plagiarised? Why?

35. More Exercise How do you detect plagiarism • Word for word • Paraphrasing Each desk to read the case given and note the key information presented

36. What does it mean? The work you produce is based on your own ideas,using your own language and expression and respects intellectual property. You may include ideas and works of others if you appropriately mention the source.

37. How can I become academically honest? • You may collaborate with fellow course participants but the work must be produced independently • Use a standard referencing such as APA • If you are uncertain in terms of referencing seek advice from your supervisor • Respond honestly to the supervisor if questioned about the integrity of your work

38. APA What is it

39. How can I be an ‘honest student researcher’?

40. How do I reference?

41. When using books: Authors last name and initial. (Year of publication). Book title. City of Publication: Publisher.

42. When using encyclopedia or other reference work: Author. (Year). Title (italics) (Vol) pp (page numbers). City, Publishers

43. When using magazine articles: Author‘s last name and initial (s). (Date of publication). Article title. Journal Title, volume number, pages of the entire article.

44. When using a Web document: List as much of the following information as possible. (You sometimes have to hunt around to find the information. Try going to the bottom of the page, ‘home’ page, or ‘about us’). • Basic format: • Author. (Date of Web site). Web page title. Retrieved (give date), from (give name) Web site: url (no period at end)

45. When using NON-PRINTELECTRONIC IMAGES Author (Role of Author). (Year image was created). Title of work [Type of work], Retrieved Month Day, Year, from URL (address of website)

46. Referencing Let us do it now Presentation

47. THE IB EXTENDED ESSAY Information

48. Basic Facts • Personal research by the student • On a question or hypothesis chosen by the student, not assigned by the teacher • In a subject or discipline listed by the IB (e.g., NOT Linguistics, Sociology or Mathematical Economics) • In the format of a formal research paper

49. Basic Facts • Length 4,000 words • not including appendices, illustrations, bibliography, footnotes or endnotes • with an abstract within 300 words

50. Basic Facts • Required for the IB Diploma • Counts towards additional diploma points along with Theory of Knowledge • Assessed according to published criteria