1. Roughly what proportion of the
world's population is fluent or
competent in English?
A. one person in a thousand
B. one in a hundred
C.one in ten
D.one in four

2. Changes on due dates are reflected in
the Essay #1 prompt

6. Avoiding academic dishonesty

7. Thanks to the OWL at Purdue for
information, definitions, and exercises.
http://owl.english.purdue.edu/

8. 
Obviously plagiarism:




Buying, stealing, or borrowing a paper (including
from the web)
Hiring someone to write your paper for you
Copying large sections of text from a source without
quotation marks or proper citation
Also plagiarism:


Using a source too closely when paraphrasing
Building on someone else’s words or ideas without
citing their work (spoken or written)

9. 




Words or ideas presented in a
magazine, book, newspaper, song, TV
program, movie, Web page, computer
program, letter, advertisement, or any other medium
Information you gain through interviewing or
conversing with another person, face to face, over the
phone, or in writing
When you copy the exact words or a unique phrase
When you reprint any
diagrams, illustrations, charts, pictures, or other visual
materials
When you reuse or repost any electronically-available
media, including images, audio, video, or other media

10. Document any words, ideas, or
other productions that originate
somewhere outside of you.

11. 


You do not need to cite information that is
considered “common knowledge” or is a generally
accepted fact.
Generally, something does not need to be cited if it
is a fact that can be found in at least three reliable
sources.
Examples:
The sky is blue.
Approximately 6 million Jews were killed in the
Holocaust.
 The Pythagorean theorem is a2 + b2 = c2.



“Common knowledge” applies to specific, brief
facts.

12. 
You do not need to cite when you are writing
your own experiences, your own
observations, your own insights, your own
thoughts, or your own conclusions on a subject.

13. 
There are three ways to use the work of
someone else:




Quoting
Paraphrasing
Summarizing
Because we want you to build your own
understanding of the information through an
assignment, most of your use of another
person’s work will be in paraphrases and
summaries.

14. 

Paraphrasing involves putting a passage from
source material into your own words. A
paraphrase must also be attributed to the original
source. Paraphrased material is usually shorter
than the original passage, taking a somewhat
broader segment of the source and condensing it
slightly.
Paraphrasing is a useful skill because the mental
process required for successful paraphrasing helps
you to grasp the full meaning of the original.

15. 1.
2.
3.
4.
5.
6.
Reread the original passage until you understand its full meaning.
Set the original aside, and write your paraphrase on a note card.
Jot down a few words below your paraphrase to remind you later
how you envision using this material. At the top of the note
card, write a key word or phrase to indicate the subject of your
paraphrase.
Check your rendition with the original to make sure that your
version accurately expresses all the essential information in a new
form.
Use quotation marks to identify any unique term or phraseology you
have borrowed exactly from the source.
Record the source (including the page) on your note card so that you
can credit it easily if you decide to incorporate the material into your
paper.

16. 
Summarizing involves putting the main
idea(s) into your own words, including only
the main point(s). Once again, it is necessary to
attribute summarized ideas to the original
source. Summaries are significantly shorter
than the original and take a broad overview of
the source material.

17. 



What is Rosenhan’s experiment and
what did he find?
What is Spitzer’s position?
What happens when Slater reenacts
the experiment?
What do you think?

18. 


Look on page 70 (first two
paragraphs)
With a partner, paraphrase the two
paragraphs
Write your paraphrase on the board

20. To integrate a paraphrase properly within a
paragraph, a good writer usually has
(1) At least one sentence to introduce the
paraphrase,
(2) the paraphrase itself, and
(3) at least one sentence to comment on the
paraphrase.

21. Meat:
paraphrase with
proper
documentation
Top piece of
bread: at least
one sentence
to introduce
the
paraphrase
Bottom piece of bread: at least one
sentence to explain, comment on, or
provide an example of the paraphrase
(usually the majority of the paragraph)

23. Begin with a topic sentence that gives
the reader a sense of what the single
main idea of the paragraph will be.
This sentence should be one of the
“supporting reasons” for your thesis
statement. It should have opinion!

24. This is the part of your paragraph
where you support your topic
sentence by including a specific point
taken from the “proof text” (the
essay, article, book, everyday life, etc.
you are writing about or analyzing).
The evidence is a paraphrase or
quotation.

25. You want to explain your topic sentence and
its connection to the evidence. You want to
include your analysis here. Why did you
include the quotation or paraphrase? What
do you want to say about it? You should
include specific examples to illustrate your
points (these examples should come from
you, not the source), but be sure to show
how your examples connect to your
statement (topic sentence). This section
should comprise the majority of the
paragraph.

26. Statement:
I used to believe that if a particular subject
was difficult for me that I was just not
gifted with intelligence in that area; now
that I am moving toward a growth
mindset, I understand that my knowledge
in anything is dependent on the amount of
effort I put into learning.

27. Evidence:
According to Carol Dweck, students with a
fixed mindset believe that people are
naturally smart in certain subjects whereas
those with a growth mindset understand
that they are capable of understanding
anything with the right amount of effort.

28. Explanation:
I tell people that I am bad at math, but I am working on
changing that attitude to a more realistic self-view. I earned
average grades in my high school math classes, but the
concepts did not come easily to me. In my college algebra
class, I watched as other students breezed through tests and
quizzes and I felt like I was struggling to pass. Instead of
realizing that I needed to put more work into the class, I put the
responsibility on others. I decided the teacher was boring. I
imagined that the other students just understood the material
right away. I began to miss class and skip assignments. Of
course, my actions resulted in a failing grade. At the time, I
was quick to shift the blame to other people and
circumstances, but the truth was that I was making excuses
rather than trying because I did not want to try and fail. Doing
so would affirm my biggest fear: I was dumb. I have come to
realize that I truly earned the F, not because of my lack of
natural math skills, but because of my own lack of effort.

29. I used to believe that if a particular subject was difficult for me that
I was just not gifted with intelligence in that area; now that I am
moving toward a growth mindset, I understand that my knowledge
in anything is dependent on the amount of effort I put into learning.
According to Carol Dweck, students with a fixed mindset believe that
people are naturally smart in certain subjects whereas those with a
growth mindset understand that they are capable of understanding
anything with the right amount of effort. I tell people that I am bad at
math, but I am working on changing that attitude to a more realistic
self-view. I earned average grades in my high school math
classes, but the concepts did not come easily to me. In my college
algebra class, I watched as other students breezed through tests and
quizzes and I felt like I was struggling to pass. Instead of realizing
that I needed to put more work into the class, I put the responsibility
on others. I decided the teacher was boring. I imagined that the other
students just understood the material right away. I began to miss
class and skip assignments. Of course, my actions resulted in a failing
grade. At the time, I was quick to shift the blame to other people and
circumstances, but the truth was that I was making excuses rather
than trying because I did not want to try and fail. Doing so would
affirm my biggest fear: I was dumb. I have come to realize that I truly
earned the F, not because of my lack of natural math skills, but
because of my own lack of effort.

30. 



Choose your favorite paraphrase from the
work on the board
Integrate that paraphrase using the SEE
method
When you are finished, get your work
checked off by me and you are free to go
Do not begin yet—we’ll go through the last
few items of class first

31. 

Cognitive dissonance refers to a situation
involving conflicting attitudes, beliefs or
behaviors.
This produces a feeling of discomfort leading to
an alteration in one of the attitudes, beliefs or
behaviors to reduce the discomfort and restore
balance etc.
Taken from http://www.simplypsychology.org/cognitive-dissonance.html

33. A.
B.
C.
D.
E.
Plagiarism lesson
Paraphrasing lesson
“On Being Sane in Insane
Places”
SEE paragraphs
Essay #1 prompt and rubric

34. A.
B.
C.
D.
E.
Plagiarism lesson
Paraphrasing lesson
“On Being Sane in Insane
Places”
SEE paragraphs
Essay #1 prompt and rubric

35. 



Read “Quieting the Mind” starting on page
112
Write a one-page critical analysis of the
chapter using at least one well-integrated
paraphrase (due Tuesday at 1:40 p.m. to
Turnitin and worth 10 points)
Draw a “Start” picture and a “Success”
picture for our class map
Participate in the weekly discussion (post
due Thursday and replies due Sunday)