Friday, October 14 | Formal Writing

Drafts of formal writing component DUE TODAY!

Addie is meeting with all freshmen and year-long students names M-Z in the cafeteria today to discuss extended annotated bibliographies. 

REMINDERS

• Even if you have gotten feedback from Addie, all new reading and research should be added to your Annotated Bibliography throughout your project.
• Formal writing components are DUE on Friday, October 21, 2016. You should setup a writer’s conference with Addie to discuss your essay before this date.
• YEAR-LONGS should have their panels scheduled and Addie should be present at your meeting. Please remember you are still required to complete all writing components by deadlines stated above. 

Advisors should continue to use the spreadsheet for attendance.


GUIDING QUESTIONS

• Who are we as a community of thinkers, researchers, and innovators?
• How does the world work?
• How do the needs of my community and audience influence my research?

OBJECTIVES:

• Disciplinary groups will continue to grow as a community of wonderers and project managers.
• Students will engage in academic research and writing.
• Students will reflect on their experience and approach to research, identifying specific next steps.
• Students will organize and create their essays by thinking about how we support our thinking in the writing process.

DO NOW:

• Read through the current draft of your research paper. Highlight all words that would be considered unique to the discipline or content you are discussing in your paper. 
• Make a plan for how you will add more authentic terminology within your writing for today, especially the definition section. 

DO NEXT:

• Reread your current draft. On a separate sheet of paper or sticky note, document: 
• 1 word that captures the essence of your argument
• 1 phrase that adds dimension to a sentence
• 1 sentence that you are most proud of because of what it adds to your paper
• Share out with the group

STUDIO TIME WRITING:

• Today is the day to write. Set an intention for your writing period, find a distraction-free space, and let your words flow.
• DRAFTING AND REVISION: Self-reflection questions to consider during the writing process:
• Have I constructed an argument or am I merely summarizing the topic?
• Do I have sufficient evidence that supports my ideas rather than summarizes them? 
• Does my writing include a SO WHAT in which I identify the intent of my essay and what I want my audience to do with this the information presented in it? 

REFLECTION:

• What did you accomplish and complete today during studio time? 
• What are your next steps tonight for Home Learning and tomorrow for IDEAS Block?

Monday, December 14 | Artist Statement Workshop

See, Think, Wonder

Banksy, IKEA Punk, London 2009

Creative Hunt

Now that you have analyzed a work from Banksy, consider an artist statement he constructed.

• What is his story?
• What are the parts of the story, and how do they relate to the above work?
• What makes this artist statement particularly creative?
• Who is the audience? What does he want the audience to think about? 

Artist Statement Studio Time
Begin your artist statement by considering the following questions:

• What is my story?
• How does my art portray my story?
• Who is my audience? What do I want my audience to think about? 

Publication Information

• Generally a page in length
• Block paragraphs
• Single spaced
• Upload into correct assignment in Google Classroom

Additional Resources

• Writing in Art, Claremont Graduate School
• how to write an artist statement, University of Wisconsin- Milwaukee

September 29, 2015 | Annotations and Inferences Workshop

Please Note: The following freshmen should attend the Workshop in the cafeteria with Addie.
Ana, Nick, Liesl, Diane, Raenah, Xandria, Kiera, Jackson, Sophia, Randi, Sierra, Taylor, Elizabeth, Xavier, Brandon P, Mayka, Sebastian, Brandon T, Alexis, Hannah, Tate, and Jordan

Objectives: Create EasyBib Annotated Bibliography. Annotate scholarly research to identify argument, support, and purpose. 

Do Now: Inferences Turn and Talk
Consider the information on the sheet you were given at the start of IDEAS Project Block. Turn and share the information with the person next to you and listen to the information they have on their sheet. Discuss the following questions.

• What does the information help you understand?
• What do you understand that isn't directly stated? What can you read between the lines? 
• Why do you think this information is important? Why would Harper's Index publish this information? 

Harper's Index, August 2015

• Percentage change over the past three decades in the number of U.S. gyms and health clubs : +455 
• In the U.S. obesity rate : +65 
• Hours of television watched each day by the average U.S. kindergartner : 3.3 
• Percentage by which a kindergartner who watches more than an hour a day is more likely to be obese : 73 
• Last year in which Pope Francis watched television : 1990

Annotations
Take ten minutes and read Want Your Kids to Exercise? Skip the Guilt. After reading the article, consider the following questions. We will annotate the text as a group on the SmartBoard. 

• Summary: What was the source about? Provide a brief (one to two sentences) summary of the source. 
• Argument: What was the author's argument? What does the author believe to be true about the topic? 
• Evidence: What evidence does the author use to support their argument? 
• Purpose: What does the author want to happen? What social action is suggested through the text? 
• Inferences: How does the text help you shape your own argument or understanding of the topic? How does this text help guide your future research? Has this text changed how you think about your topic? If so, why? How?

Research Resources

• EasyBib Setup
• MLA Formatting and Style Guide
• Research Sources
• Annotated Bibliography Guidelines