Week 6! Finishing the rain garden memo; on to coffee cup memo
Let's start with a student question or two-->
When do we do specific citations? I know you said that in some paragraphs, you wanted us to specifically say "according to x, rain gardens..." but I wasn't sure where I had to do this instead of doing intext citations (like the author, year)
I am trying to teach two types of citation: 1) formal, which you know primarily as APA style for formal science writing; and 2) informal but POWERFUL citation that helps readers especially in less formal settings.
“According to” is a signal phrase that can be used in both types of settings but is very important -- read essential -- in informal citation.
SAMPLE of signal phrase with information citation using curated referral link: (from the illustrating para)
Rain gardens have two components, to perform their pollution and water/erosion control functions: below ground structure and above ground structure, where the plants are. According to the helpful design manual from the Low Impact Development Center, Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras lacinia placerat rutrum. Integer et commodo dolor, condimentum suscipit massa. Suspendisse vel quam elit. Donec nec facilisis nunc. Duis congue consequat orci, vel pharetra nibh efficitur vitae. Aliquam ornare cursus commodo. Donec ac nulla venenatis, bibendum urna sed, congue risus. Nulla ut orci velit. Praesent lectus lacus, rutrum at dapibus quis, vestibulum in erat. Nulla pharetra congue placerat. Nulla convallis, mauris non finibus fringilla, erat felis mollis ipsum, ut gravida ex mauris quis ligula. Suspendisse a ex vel justo euismod congue id nec augue. Aenean pulvinar dictum neque. Proin nec nibh ac enim accumsan volutpat. You can access this guide here, which will show you both the soil and living materials needed.
I wasn't sure what to write for Davis and Larry coffman paragraphs; I know that we don't specifically need a paragraph dedicated to Larry but I wasn't sure how you wanted us to incorporate it. Also, for the Davis paragraph, should I just talk about one of his research that shows the benefits of rain gardens?
The “Davis para” is the evidence para where you make a claim, which is supported by science. We need to rely on more formal sort of citation as in the APA or author date citation. Therefore, find a peer-reviewed article by Allen Davis that you can mention. We are not just linking to such an article because Jane is on a small device and tight timeline. She only needs to be able to function in this meeting. YET! You need to signal how powerful (per reviewed) this evidence is. So, see this link with an abstract; you can gather some evidence and paraphrase this in this evaluation paragraph. You can write something like:
...In one peer reviewed article, Davis and colleagues note these findings about rain garden effectivenes slacinia placerat rutrum. Integer et commodo dolor, condimentum suscipit massa. Suspendisse vel quam elit. Donec nec facilisis nunc. Duis congue consequat orci, vel pharetra nibh efficitur vitae (Chi‐hsu Hsieh, 2007). Aliquam ornare cursus commodo. Donec ac nulla venenatis, bibendum urna sed, congue risus. Nulla ut orci velit. Praesent lectus lacus, rutrum at dapi........
Cited: (at the end of the memo!)
C Hsieh, AP Davis, BA Needelman (2007). “Nitrogen removal from urban stormwater runoff through layered bioretention columns.” in Water Environment Research.
New info: CHOICES!
- flip P2 and P3, classifying and illustration paras. Hint: which one is longer? Make that the para in the P3 positions to honor the cognitive wedge strategy.
- Use signal phrases in P4 the evaluation paragraph to underscore that signal phases prepaer the reader to wake up to a source!
- Is your P2 or P3 paragraphs two long? You could break into two sub paragraphs. For example, in the illustrating paragraph, you could pivot between the abiotic and biotic portions.
- CHOICE: biotic or abiotic portion can be first or second in the illustrating paragraph
- Other choices you might have? What do you think?
BOOKENDING: Signal phrase PLUS a phase later that encompasses the information signaled above. Let's scroll back to my paragraph example. I bolded the phrases so you can see the bookending.
Question! Is this a craft lesson or a cognitive lesson?
POWER OF LOGOS and THREE: make sure you include three numerical findings that quantify the value of rain gardnens -- TBD.
Focus on courtesy in peer ccollaboration, including discussion of the problem of microaggressions. Let's start with this padlet link (curated HTLM exhibits by Mb).
Exit music here, from Sesame Street.
Marybeth Shea
Wednesday! Here is the entire padlet (html platform for arranging links) where in the second half of the class, we will view a 20 minute video on microagressions. Cognitive note re a stasis theory frame: the video opens with a definition of microaggressions and further subdivides the larger definition into three sub categories. This is a powerful and oft-needed definition strategy, namely, to divide into parts.
Today, I answer questions about where YOU are in the first memo, now that we have two peer revision sessions in Eli Review (about 6-7 minutes).
Also, as requested by Y, we WILL have a Thursday night -- 8PM-9PM -- Office Hourss in the Sky (OHitS/AMA) session. Here is a sample from previous class year.
Here are a few ideas that I talk about briefly before we look at the 20 minute video in the padlet. I divide into microscope view and telescope view. More on that in class. Of course, this is a pair of metaphors to focus on a cognitive and moral strategy about how writers view readers.
Microscope: audience analysis, usability testing, focus group, interview, document testing...🔬
Telescope: ethical behavior, community awareness, team approach, respect for others/all, compassion, moral beauty...🔭
And, this is a NASA hero, Henning Liedecker-------->
Marybeth Shea
Happy Friday. See you between 9-12 at same Google Meet. Remember that in the last ten minutes of each hour, I might be taking small dog out for a quick walk.
Watch your calendar function for the Eli Review prompt for the Assignment 1 long term parking lot for the rain garden memo grade.
Next week you will need to recommend -- with reciepts and very quickly -- to Jane the disposable hot beverage cup that is better for the environment. To prepare, I want you to think about which frame you will use:
- climate change and one partial-yet-huge strategy of energy conservation
- fate of ocean plastic and the emerging science of utter seriousness concerning global food chains and human health effects (biomagnification is one action area)
Listen to this podcast for background on climate change -->
Now, consider the frame of the fate of ocean plastic with this TED resource-->
Preview of next week where I repeat the pattern of
- what each paragraph DOES in the short recommendation memo
- what sentence starters -- NEW! plus transitions -- to move you the writer and your reader through the complexity.
Audience/Context/Purpose: This NEW memo content is more complex and wide-ranging. Transitions (craft lesson) are a way to thread the cognition (achienve flow for the readers, which is a cogntive event) for our busy readers. Your first memo focused on the definition stasis, with a evaluation move at the end.
Now, our boss wants a problem-solution memo about the type of coffee cup we use in our firm. Therefore, we need to frame this work with the stasis of policy (what ought we do).
Back to our boss: Jane wants a coffee cup policy for the office that is "green." Also, the new MD Governor wants her advice, too OK, that is the context for your invention.
Here is rough working arrangement (paragraphs):
POLITE OPENING, with your recommendation that previews your final policy paragraph
CONJECTURE PARAGRAPH Problem description (our office situation, with quantifiers), with reference to national. international size of the problem
CONTEXT PARA(s) Environmental problems (energy efficiency ->climate change AND persistence of plastic in ocean -> food chain disruption)
YOUR WEIGHTED PROBLEM SOLVING METHOD (revealing your pre-analytical frame or bias)
DEFINITION-->CAUSE/EFFECT information
Coffee cup types (how many? Can we do this in one paragraph or do we need one per coffee cup type? Use counting technique of two or three)
PIVOT PARA from backgrount to ANALYSIS PARAS
Decision criteria (HINT: Life cycle analysis, and define this; use an EPA source) HERE, this definition helps us move to the VALUE paragraphs
CAUSE/EFFECT continued (system) -->VALUE (Harm or benefit)
Martin Hocking's work on life cycle analysis of paper v. Styrofoam OR
Charles Moore's work on size of ocean garbage patches
POLICY/ RECOMMENDATION (restate your recommendation, with qualifiers, as one does in science land)
Science/Research support (remind about evidence discussed above in VALUING PARAGRAPHS)
Qualification (concede reasonableness of the other position)
Sentences that can help you as topic sentences or transitions sentences between paragraphs
Any analysis of coffee cup choice requires use of life cycle analysis.
Life cycle analysis -- also known as cradle-to-grave -- helps capture the entire environmental effect from origin and inputs through use and, importantly, to disposal.
In my analysis, I weight [name environmental problem] more heavily than [the other problem].
Life cycle analysis can help us understand this difficult question about coffee cup sustainability
We have two choices in coffee cups: paper or plastic (Styrofoam).
Martin Hocking conducted the first -- and to date only -- peer-reviewed analysis of the energy embodied in coffee cup choices.
Charles Moore is among the first to alert us to the huge problem of persistent ocean plastic.
We will work through the above next week, using stasis theory.
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