HTY 110HA Module 8 Presentation Project Instructions

HTY 110HA
Module 8
Presentation Project Instructions
Choose one immigrant or refugee group and prepare an audio-
narrated
PowerPoint presentation about the group.
You may not choose the following groups that have already
been covered extensively
within the modules:
Irish Germans Chinese Jews African Americans
Your presentation must include slides that include the following
information:
1. Images/visuals for each slide in the form of:
• Photos (Required)
• Maps (Required)
• Charts
• graphs
2. An introduction your group and an overview of its place of

origin.
3. Push and Pull factors that affected your chosen group
4. Skills and assets of this group
5. Liabilities of this group
6. Early settlement patterns of the group
7. Occupations in which this group was concentrated
8. Challenges this group faced
9. Settlement patterns and experiences of this group in
American society today
10. Use your critical thinking skills to answer the following
question:
• Based on your research, would you say that your chosen group
has
attained the “American Dream?” In other words, has America
been a
“Promised Land” for your group? Why or why not?
11. List of sources for your presentation (articles, websites,
books, etc.)
Important
1. Slides must not be covered with paragraphs of writing.
Include only short phrases
(bullets) and images/visuals. You should explain the content of
each slide with
your voice, rather than with writing.
2. Do not read from your notes when recording your
presentation. Your words
should flow smoothly as though you are speaking to someone
rather than

reading mechanically from your notes. Try to be animated when
you speak rather
than speaking in a monotone. Try to engage your listener and
keep him or her
interested in what you have to say.
Page 2 of 2
Review the grading rubric to see how this presentation will be
graded.
You will need to record and embed a narrative for each of your
slides; i.e., say what you
would say if you were presenting in front of a live audience. As
such, you will need to
attach a microphone/headset with microphone to your computer
to record the audio.
Prices will vary, but an inexpensive headset with microphone
will work fine.
Instructions for how to record and add audio narrations to your
presentation can be
found by using the PowerPoint help feature. This link may also
help you as you create
your audio PowerPoint with appropriate timing:
http://office.microsoft.com/en-
us/powerpoint-help/record-and-add-narration-and-timings-to-a-
slide-show-
HA010338313.aspx?CTT=1 . Note that you will not be able to
edit your audio if you

choose to record the audio from within PowerPoint, so if you
need to correct any
mistakes, you will just need to rerecord that audio for that
particular slide.
If you wish to record and edit your audio prior to adding it to
your PowerPoint
presentation, you will need recording/editing software. There
are many free audio
recording/editing software packages available on the Internet.
Just search for, select,
and download the one you want to use and follow the
instructions for recording/editing
audio. Instructions for adding externally recorded audio files to
your slideshow can be
found by clicking the PowerPoint help feature and entering
“Add audio to your slide
show” in the search box.
http://office.microsoft.com/en-us/powerpoint-help/record-and-
add-narration-and-timings-to-a-slide-show-
HA010338313.aspx?CTT=1
The Prentice Hall Guide for College Writers
Twelfth Edition
Chapter 1
Forming a Writer’s Habit of Mind

Copyright © 2020, 2017, 2014 Pearson Education, Inc. All
Rights Reserved
Learning Objectives (1 of 2)
1.1 Develop a writer’s habits of mind.
1.2 Practice habits that help you write consistently and
productively.
1.3 Understand the many forms of research.
Rights Reserved
1.4 Use informal writing to generate ideas.
1.5 Collaborate with other writers.
1.6 Use others’ ideas and words ethically.
Rights Reserved
Thinking Like a Writer: Key Habits of Mind (1 of 6)
Develop a writer’s habits of mind.
Curiosity: desire to know more about the world
Openness: willingness to consider new ways of being and
thinking in the world
Engagement: sense of investment and involvement in learning
Rights Reserved
Creativity: ability to use novel approaches for generating,
investigating, and representing ideas
Persistence: ability to sustain interest in and attention to short-

and long-term projects
Responsibility: ability to take ownership of one’s actions and
understand the consequences of those actions for oneself and
others
Rights Reserved
Flexibility: ability to adapt to situations, expectations, or
demands
Metacognition: ability to reflect on one’s own thinking as well
as on the individual and cultural processes used to structure
knowledge
Rights Reserved
Freewriting
Identify things about which you are curious, things about which
you’d like to learn more.
Then write about the first things that come to mind—anything
whatsoever.
Write nonstop for five minutes.
Then move on to other topics.
After five minutes, stop writing and read what you have written.
Rights Reserved
Looping
Involves finding an interesting part of your freewrite and
developing it further

If you have not yet found something that genuinely interests
you, go back and try freewriting again to see what emerges.
Rights Reserved
Reflecting
Reflect on the process you just went through.
What worked well for you?
What got in the way?
Did your setting stimulate your creativity?
What inspired or distracted you?
Rights Reserved
Acting Like a Writer: Forming Good Habits of Practice (1 of 4)
Writer’s Rituals: Place, Time, and Tools
Rituals are important because they help you with the most
difficult part of any activity: getting started.
Each time you perform your writing rituals, you are creating
habits.
Rights Reserved
Developing Writer’s Rituals
In what places are you able to concentrate?
What distracts you?
When do you feel most creative and energetic?
What do you need to have with you or nearby?
Rights Reserved

Building Positive Energy and Attitude
Start anywhere, quickly.
Even if you’re struggling, don’t quit.
If you’re moving, keep on moving!
When you quit writing for the day, stop at a place where you
know what comes next.
Rights Reserved
Increase your self-efficacy.
Visualize yourself writing.
Discover and emphasize the aspects of writing that are fun for
you.
Set modest goals.
Reflect on your rituals.
Rights Reserved
Collecting Ideas: Thinking Broadly About Research (1 of 2)
All writing involves research, which is simply collecting ideas.
Research involves being creative and curious enough to ask
broad questions.
Being a good researcher requires the engagement and
persistence to seek the expertise that prepares you to write
confidently.
Rights Reserved

It requires the flexibility to ask your research questions in a
variety of ways and to follow the road where it takes you.
It takes openness and responsibility to make honest and ethical
use of what you find.
It takes reflectiveness to identify research processes that work
best for you.
Rights Reserved
Informal Writing: Finding Points of View (1 of 6)
Categories of Informal Writing
Reading entries help you understand and actively respond to
student or professional writing.
Write-to-learn entries help you summarize, react to, or question
ideas or essays discussed in class.
Rights Reserved
Writing entries help you warm up, test ideas, make writing
plans, practice rhetorical strategies, and solve specific writing
problems.
Researching journal entries help you collect and organize what
you learn on a variety of topics and comment on why you find
specific pieces of research useful.
Rights Reserved
Types of Reading Entries
Prereading journal entries
Double-entry logs

Essay annotations
Vocabulary entries
Summary/response entries
Rights Reserved
Types of Write-to-Learn Entries
Lecture/discussion entries
Responses to readings
Time-out responses
Rights Reserved
Types of Writing Entries
Warming up
Writing for a specific audience
Keeping a log of revision plans and postscripts
Imitating styles of writers
Rights Reserved
Types of Research Journal Entries
List topics of interest
Key questions
List possible sources of information
Record key conversations and points of view
Map and sketch notes
Rights Reserved

Writing as a Team Sport: Collaborating with Others
Suggestions for Collaborative Writing
Try group brainstorming.
Consult with people who can help you develop expertise on a
topic and collect new ideas.
Try out ideas on members of your audience to determine how
they are received.
Perform peer reviews at the revision and editing stages.
Rights Reserved
Being Responsible: Writing Ethically
Guidelines for Writing Ethically
Use other people’s ideas in the ways that they were intended.
Give credit where it is due.
Don’t hide contrary ideas.
Be careful of techniques or phrasings that play into others’
predispositions or biases.
Consider the cultural and social norms of others.
Rights Reserved
Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale of
any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to students
except by instructors using the accompanying text in their
classes. All recipients of this work are expected to abide by
these restrictions and to honor the intended pedagogical
purposes and the needs of other instructors who rely on these

materials.
Rights Reserved
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fill:#000000;
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stroke:#000000;
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Twelfth Edition
Chapter 1
Forming a Writer’s Habit of Mind
Rights Reserved
1.1 Develop a writer’s habits of mind.
1.2 Practice habits that help you write consistently and
productively.
1.3 Understand the many forms of research.
Rights Reserved

1.4 Use informal writing to generate ideas.
1.5 Collaborate with other writers.
1.6 Use others’ ideas and words ethically.
Rights Reserved
Curiosity: desire to know more about the world
Openness: willingness to consider new ways of being and
thinking in the world
Engagement: sense of investment and involvement in learning
Rights Reserved
Creativity: ability to use novel approaches for generating,
investigating, and representing ideas
Persistence: ability to sustain interest in and attention to short-
and long-term projects
Responsibility: ability to take ownership of one’s actions and
understand the consequences of those actions for oneself and
others
Rights Reserved
Flexibility: ability to adapt to situations, expectations, or
demands
Metacognition: ability to reflect on one’s own thinking as well
as on the individual and cultural processes used to structure

knowledge
Rights Reserved
Freewriting
Identify things about which you are curious, things about which
you’d like to learn more.
Then write about the first things that come to mind—anything
whatsoever.
Write nonstop for five minutes.
Then move on to other topics.
After five minutes, stop writing and read what you have written.
Rights Reserved
Looping
Involves finding an interesting part of your freewrite and
developing it further
If you have not yet found something that genuinely interests
you, go back and try freewriting again to see what emerges.
Rights Reserved
Reflecting
Reflect on the process you just went through.
What worked well for you?
What got in the way?
Did your setting stimulate your creativity?
What inspired or distracted you?

Rights Reserved
Writer’s Rituals: Place, Time, and Tools
Rituals are important because they help you with the most
difficult part of any activity: getting started.
Each time you perform your writing rituals, you are creating
habits.
Rights Reserved
Developing Writer’s Rituals
In what places are you able to concentrate?
What distracts you?
When do you feel most creative and energetic?
What do you need to have with you or nearby?
Rights Reserved
Start anywhere, quickly.
Even if you’re struggling, don’t quit.
If you’re moving, keep on moving!
When you quit writing for the day, stop at a place where you
know what comes next.
Rights Reserved

Increase your self-efficacy.
Visualize yourself writing.
Discover and emphasize the aspects of writing that are fun for
you.
Set modest goals.
Reflect on your rituals.
Rights Reserved
All writing involves research, which is simply collecting ideas.
Research involves being creative and curious enough to ask
broad questions.
Being a good researcher requires the engagement and
persistence to seek the expertise that prepares you to write
confidently.
Rights Reserved
It requires the flexibility to ask your research questions in a
variety of ways and to follow the road where it takes you.
It takes openness and responsibility to make honest and ethical
use of what you find.
It takes reflectiveness to identify research processes that work
best for you.
Rights Reserved
Reading entries help you understand and actively respond to
student or professional writing.

Write-to-learn entries help you summarize, react to, or question
ideas or essays discussed in class.
Rights Reserved
Writing entries help you warm up, test ideas, make writing
plans, practice rhetorical strategies, and solve specific writing
problems.
Researching journal entries help you collect and organize what
you learn on a variety of topics and comment on why you find
specific pieces of research useful.
Rights Reserved
Types of Reading Entries
Prereading journal entries
Double-entry logs
Essay annotations
Vocabulary entries
Summary/response entries
Rights Reserved
Types of Write-to-Learn Entries
Lecture/discussion entries
Responses to readings
Time-out responses

Rights Reserved
Types of Writing Entries
Warming up
Writing for a specific audience
Keeping a log of revision plans and postscripts
Imitating styles of writers
Rights Reserved
Types of Research Journal Entries
List topics of interest
Key questions
List possible sources of information
Record key conversations and points of view
Map and sketch notes
Rights Reserved
Writing as a Team Sport: Collaborating with Others
Suggestions for Collaborative Writing
Try group brainstorming.
Consult with people who can help you develop expertise on a
topic and collect new ideas.
Try out ideas on members of your audience to determine how
they are received.
Perform peer reviews at the revision and editing stages.
Rights Reserved
Being Responsible: Writing Ethically

Guidelines for Writing Ethically
Use other people’s ideas in the ways that they were intended.
Give credit where it is due.
Don’t hide contrary ideas.
Be careful of techniques or phrasings that play into others’
predispositions or biases.
Consider the cultural and social norms of others.
Rights Reserved
Copyright
materials.
Rights Reserved
fill:#000000;
}
stroke:#000000;
}

Twelfth Edition
Chapter 2
Situations, Purposes, and Processes for Writing
Rights Reserved
2.1 Understand techniques for assessing a rhetorical situation.
2.2 Understand your purposes for writing.
2.3 Understand the characteristics and needs of your audience.
Rights Reserved
2.4 Use techniques for choosing a genre, medium, and style that
serve your purpose and audience.
2.5 Develop reading techniques that help you analyze a
rhetorical situation.
2.6 Use the stages of the writing process to develop your
writing.
Rights Reserved
The Rhetorical Situation (1 of 4)
Elements of the Rhetorical Situation
The writer
The occasion
Purpose

Audience
Context
Genre, medium, and style
Rights Reserved
You are the writer.
The occasion is the immediate cause or the pressing need to
write, whether assigned to you or determined by you.
Your purpose in writing is the effect you wish to have on your
intended audience.
Rights Reserved
Your knowledge about your intended audience should always
guide and shape your writing.
As both a reader and a writer, you must consider the rhetorical
and social context surrounding your topic.
The genre you choose is the kind or form of writing you select.
Rights Reserved
Why the Rhetorical Situation Is Important
Every decision you make as a writer depends on the rhetorical
situation.
How you begin
How much evidence you include
How you organize

Whether you use “I” in your writing
What style or tone you should use
What kind of genre or medium you choose
Rights Reserved
Purposes for Writing
Writer-Based Purposes
Expressing yourself is a fundamental purpose of all writing.
A closely related purpose is learning.
Rights Reserved
Purposes for Writing (1 of 3)
You may write to inform others.
You may write to explain what something means, how it works,
or why it happens.
You may write to persuade others to believe or do something.
Rights Reserved
You may write to explore ideas and “truths”.
You may write to entertain.
Rights Reserved
Purposes may appear in combinations, connected in a sequence.
A thesis statement is a succinct statement of your main idea or

claim.
Rights Reserved
Audience (1 of 6)
Audience Analysis
What genre (or combination of genres) will best enable me to
communicate with my audience?
What kinds of multimedia might they expect?
Should I consider including visuals, video, or audio?
How much information or evidence is enough?
Rights Reserved
Audience (2 of 6)
Audience Analysis
What should I assume my audience already knows?
What do they believe?
Will they readily agree with me, or will they be antagonistic?
How should I organize my writing?
How can I get my readers’ attention?
Rights Reserved
Audience (3 of 6)
Audience Analysis
Should I tell a story, or should I analyze everything in a logical
order?
Should I put my best examples or arguments first or last?
Should I write informally or should I write in a specialized
style, with technical vocabulary?

Rights Reserved
Audience (4 of 6)
Analyzing Your Audience
Audience profile
Audience–subject relationship
Audience–writer relationship
Writer’s role
Rights Reserved
Audience (5 of 6)
Design Thinking and the Writing Process
Empathize
Define
Ideate
Prototype
Test
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Audience (6 of 6)
Conducting an Empathy Interview
Make your interview a true conversation.
Follow up with “why” questions.
Pay attention to body language and spoken words.
Ask open-ended questions that cannot be answered with a
simple “yes” or “no”.
Use a voice recorder if your interviewee is comfortable with it.
Rights Reserved
Genre, Medium, and Style (1 of 2)

Types of Genres
Personal essay
Research review
Argumentative essay
Laboratory report
Brochure
Rights Reserved
Genre, Medium, and Style (2 of 2)
Types of Genres
Letter to the editor
Posting to electronic forum or social media
Email, text message, or tweet
Presentation in PowerPoint, Prezi, etc
Rights Reserved
Analyzing the Rhetorical Situation
The rhetorical situation elements are interrelated and
interconnected.
Writing and revising require reconsidering each of these
elements to make them work harmoniously to achieve your
rhetorical goal.
Rights Reserved
Dimensions of the Writing Process (1 of 2)
Collecting ideas and information
Shaping those ideas by bringing them together toward a working
thesis
Drafting in chosen genre and medium

Rights Reserved
Dimensions of the Writing Process (2 of 2)
Revising toward a polished product
Editing focuses on minor changes that will improve accuracy
and readability of your language
Rights Reserved
Copyright
materials.
Rights Reserved
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www.CharlestonSouthern.edu
Integrating Faith in Learning, Leading and Serving
MSOM 600
Introduction to Graduate Studies
The “Six Stop Process”
Paper Format and Flow
The Importance of Format and Flow
The goal of much of the communication you experience is to
”get to yes.”Professional – get your supervisor to approve your
ideaPersonal – get your banker to approve your loanAcademic –
get your professor to say “yes’ to your paper
Communication clarity can be enhanced by effectively
formatting and flowing your communication.
A Defined Process
Using a defined communication process may help your

communication be:Clear, Concise, & Easy to follow
A significant number of your proposals (professionally &
personally) and papers (academically) will be to either:Solve a
problemAddress an opportunity
In order to do this, a clear process could help.
The “Six Stop Process”Stop 1 – IntroductionStop 2 –
Foundation and DefinitionsStop 3 – Define the Problem or
OpportunityStop 4 – Provide
Solution
sStop 5 – Plan ImplementationStop 6 – Conclusion
Think of this as a directional roadmap with mile-markers/stops
along the way.

Stop 1 - Introduction
An introduction tells the reader the purpose of the paper. This
is important:For the reader – it clearly tells them why the writer
is presenting this information. It addresses much of the
“Rhetorical Situation.”For the writer – it helps to keep the
writer focused on the purpose of the paper and limits
“wandering.”
It is okay to be overt here. You can state in your introduction –
“The purpose of this paper is to . . .”
Stop 2 – Foundation and Definitions
Before you “jump” into the detail of your paper, you will need
to define key terms and set the foundation. In your paper, you
will want to:Define who adult students areWhat are their
demographics?How are they different from “traditional”
students?
If you do not define these, then your reader will provide their
own definitions. It may be different than yours. That can lead

to confusion.
Stop 3 – State Problems or Opportunities
Many papers you will write will focus on solving a problem or
addressing an opportunity. In your paper you may find:Adult
students face challengesShare what they areUniversities may
face challenges addressing these students as well
When you do this, you prove to your reader that the problems or
opportunities exist and need to be addressed.
Stop 4 – Provide

HTY 110HA Module 8 Presentation Project Instructions

HTY 110HA Module 8 Presentation Project Instructions

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HTY 110HA Module 8 Presentation Project Instructions