_____________________________________
Oops, science is POWERFUL!
ENGL 390, 390H, and (sometimes) 398V Class Journal
_____________________________________
Week 9: deepening our skills at complex recommendation documents
Happy Monday to all of us. Did you start your day with a hot beverage? I did. Coffee, with a splash of milk.
Here is a long but worthy Wed UPDATED/INTERACTIVE FOR YOU NOW Q&A/AMA document from pearlier andemic times. Skim to see what colleagues from an earlier semester wondered about at this stage. Craft note: what document type do you think I am linking to? Do you miss the better curation here or have we established a relationship and working pattern so you assume the type and trust me to click? Just little food for thought. Writers? Thinkers, really. ABT = always be thinking.
I have two lessons for you this week. The first concerns a slide set on what a research article, along with some related scientific communication genres are. The second is a resource for you to consider as you approach giving and recieving feedback in this class. Now that you have experienced Eli Review, you are in a better position to reflect on what you are doing.
Research articles, two guides to this highly effective arrangement for reporting hypothesis-driven science. Bonus: We are learning new and efficient approaches to reading science journal articles. Recall that we started this emphasis on reading in Week 1! Looping back and placing this here for your review: General guidance on reading technical literature in one-page Google Doc (Engelhardt and me).
- Selected slides (six in Google presentation) on authorship conventions
- Entire research article slides here (15-16 that focus on IMRAD)
Quick craft lesson: just above on the bullets, why did I spell out "six' but use roman numerals for '15-16'?; also why do I use single quotes in this quick craft lesson? Bonus lesson! ABT also means always be teaching.
Second lesson: let's look through this visual Padlet together. What is a Padlet? Note, the strong horizontal axis of this interactive visual board application means that the resource is best viewed on a laptop.
So, who is interested in adding questions to the Q&A document linked above? TBD in class. Please read, though. Many typical questions are answered for you.
Preview of Wednesday: which Hocking and/or Moore (help, which 'Charles Moore' do we want) articles can you use in the evaluation paragraph? Recall the process for Davis? We need to use formal citation and perhaps a referral link for this evidence as you argue for your preferred hot beverage cup. Coffee tea, hot chocolate, perhaps a hot toddy or other warming drink based on spirits?
Marybeth Shea
Hello. As per class discussion, (also updated on Monday's post, too)-->
Wed UPDATED/INTERACTIVE FOR YOU NOW Q&A/AMA document
Today we will work from Monday's resources. Here are few very specific sources you can consider for both referral link curation in various paragraphs as well as the two formal cited sources need for the evaluation paragraph, where ytou summarize pertinent, authorotative research. Let's start there. Check, are you-->
- Team Paper? If so, then you will need one of Charles Moore's peer reviewed research articles. List here, at his new website. Worth reading around his site, as well as the first one he founded, now more educational, the Algalita Foundation. This is a good read that is more authorativie then Wikipedia articles. However, I start with Wikipedia articles to scope out a topic. Hope you do too.
- Team Styro? If so, you can select paper-versus-styrofoam cup article from the link re Martin Hocking posted on Monday. Hint: this summary, by Hocking, appearing in Science, is a really good one to include as a referral link in this evaluation paragraph.
Now, let's consider a referral link option for the text passages where you remind/summarize for Jane the broad contours of your environmental frame. Again, check your team-->
- Team Styro? You can look for a recent IPCC policy makers report. What is the IPCC? You may also check out the Wikipedia articles, too. BLUF here? This international panel assembles the complex, interdisciplinary, global science re atmospheric change based on fossil fuel consuption. You can refer Jane to a report. CAUTION HER as these PDFs are huge and colorful. Scope out reports, like
- the more recent synthesis reports of the science and/or
- the policymaker summaries of climate status and options
- Team Paper? I suggest that you use one of Moore's web exhbits (either foundation) to craft a referral link regarding ocean plastic. Why? He is the scientist who opened this line of inquiry. His advocacy is deeply rooted in the science. If you select an environmental organization, even the Natural Resources Defense Council (highly scientific in approach), you are still shifing more to advocacy-ethos. We will chat in class. You can think about how cancer advocacy is part of the larger cancer quest by science, policy, and other human systems.
Looking forward to seeing you. Trixie-the-wonder-dog is stable but serious and I appreciate all your care for me about this deeply upsetting turn of Monday.
Marybeth Shea
Hello.
Here
9-9:50
11-11:50
BE ON TIME FOR EACH OTHER tonight, with the halo penumbra by 11 AM Saturday. Helps if you email me.
This document posted earlier and discussed on M and W IS HELPFUL. Start here, I think, if you have questions
AMA/Offices Hours in the Sky/AMA
Punctuation lesson of the week --> (open in a new tab to see entire and helpful jpg)
Post a Comment
Week 8: short recommendation report that requires judgement
I believe that today is offically swetta wetha.
Audience/Context/Purpose: This NEW memo content is more complex and wide-ranging. Transitions (craft lesson) are a way to thread the cognition (achieve flow for the readers, which is a cognitive 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 (thinking, research, prewriting).
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 background 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.
----
CRAFT LESSON/CHUNKING into paragraphs-->
Paragraphs: One of Aristotle's canons for writing is ARRANGEMENT (of paragraphs, chapters, sections, etc.). The order and "chunking" of information matters very much for reader cognition and receptivity to what you write. This care in arranging information for the audience is also part of the cognitive wedge strategy. Think of chunks of information, served up according to ACP (Audience, Context, Purpose). You are arranging into categories. Of course, we are moving into a food and hospitality metaphor: think small cupcakes or savory tarts that your reader will consume with ease and even a bit of pleasure.
Listen to this podcast for background on climate change -->
Now, consider the frame of the fate of ocean plastic with this TED resource-->
Marybeth Shea
Good morning.
Here is a Google doc guide I wrote in response to questions about citation practices. Hint: we will use these citation practices in the short reccomendation report. Good for you to review. I hope that this guide, which is arranged by two student questions to me think week, helps you see the worth of all citation practices.
Regarding referral links, user design expert Mark Caron addresses hyperlinks in this short article hosted by Medium. A few of you places raw urls in your document. A scant more hyperlinked the entire sentence. Pick a work or short phrase, to embedd your referral link under.
Now, a gathering or round up document that can use to approach the coffee cup memo. You will need this information for your Friday Eli Review task based on pre-drafting this complex memo.
Please also decide if you are team Styro or team Paper. We will have some freedom options later in this process. So, keep on top of these ideas as they occur to you. You can also ignore these other ideas. Freedom works both ways in this class.
Here is a visual representation of the memo we work toward --> (hint: open in another tab on your browser; for your ease, a link to this image is also placed int the round up document just described above)
This is created at Popplet (not well supported anymore, a pity!) and was recommended to me about five years ago by a comp sci student. Said student said that all the text description of this assignment was overwhelming and could I build a flow chart to assist in cognition. Genius.
Marybeth Shea
Happy Friday, turtles and tortoises,
Couple of items:
- Voice -- we will speak more next week but think about how often we are told that science is always written in third person. Well, yes; this is a general principle that serves the values and knowledge frame of science. However, we often use first (and second person/first person plural) strategically in writing. Samples below.
- Begin where you can - My arrangement asks you to reveal the ending at the beginning. Tell your recommendation, with the chosen frame. You are not only showing your work, you are revealing the destination. Imagine getting into a car with friends and the driver does not tell you where you are going. Up 270, you wonder, are we heading to Rockville, Shady Grove, heck Poolesville, or even PA. We mostly want to know the destination as we start. This need to know contrasts with the fiction pattern of not revealing the end until the end. Consider these stories-->
- Game of Thrones
- Harry Potter
- Star Wars
- Use the topic sentences to jump however awkwardly forward to make sense of the memo arrangement. Review with partners will help you so much, clearly.
Make notes of your rebellion, though; most minds just want to tell Jane concepts like:
- the emergence of bioplastics
- use of microbes to break down many plastics
- that styrofoam can be recycled
- that the question is false -- we do not have to choose one cup; we can and must address more than one coffee cup at a time....
- that the ocean plastic problem is related to the extraction and combustion of fossil fuels.
Week 7: rain garden wrap up/preview of coffee cup memo
Let's gather a few resources you have seen to refine your rain garden memo that is due this Friday in Eli Review. I will open up what I call a "parking lot," which will be open for a week. You have a week to turn in the rain garden memo to me for a grade.
Resources:
- Checklist!
- Google discussion guide here!
- Today and Wednesday, we will talk about your options for variations, should you choose.
- Break a very long paragraph into two, to help your reader. Take care with transitions so that your reader can see that the two paragraphs treat one larger topic.
- Divide classifying paragraph into the low impact/bioretention way to address the environmental problem of storm water and carried pollutants into local water sheds; and 2) answer the journalism Qs of who, where, when, (the what is in the first paragraph just described.
- Divide the illustrating paragraph into two, based on the above-ground and below-ground content, if you are wordy or offer many details to also show how the infiltration or absorption is accomplished by the soil media layers, within a natural or built depression. Then, you can note -- IF YOU WANT -- the phytoremediation role of plants that uptake heavy metals by hyperaccumulation as well as all plants taking up borh hydrocarbons and a good measure of N and P.
- For the evaluation paragraph, you may want to close the memo with a separate and brief optional paragraph on cost-effectiveness (we will discuss the differences in class re Larry Hogan as a republican and Wes Moore as a democrat.
- You can even offer the two examples of rain gardens, by curated links, as an additional short paragraph. We also will have another contextual way you can consider this that involves "playing" in our Leaf it To Us case.
- Break a very long paragraph into two, to help your reader. Take care with transitions so that your reader can see that the two paragraphs treat one larger topic.
If we have time, we will scroll back to last week and consider empty subjects again and even the way to revise away your its.
Samples:
It is important to schedule your fall 23 COVID vaccine immediately.
Schedule your fall 23....
It is useful to consider the origin story of rain gardens in Maryland. Larry Coffman....
Larry Coffman, former director of PG County Department of the Environment, invented rain gardens in the early 1990s.
It is essential that people use a green coffee cup when selecting a disposable hot beverage cup.
via GIPHY. And, this wave file (51 seconds and the sound may start, depending on your browser) to help you understand this image of Cousin It.
Reposted from Week 6 and earlier-->
- Empty subjects (there is/are; it) READ THIS ENTIRE PRESENTATION FOR WEDNESDAY
- BLUF?
- NO ITs in the document, period.
- No There is/there are subject
- BLUF?
- Shorter definition of dummy subjects (British term) with a case for when to use them (phrase subjects, often).
- Short google doc on empty subjects in science, whichh features a handy table of substituions.
Marybeth Shea
Happy Friday.
Variations = writing freedom for you. The above clip is from Braveheart (movie titles are in italics; free mini lesson for you). Caution: you can google other freedom clips from the movie but you will find an grisly British execution scene. Not advised by me or go in the peril knowingly. Is a classic movie but not as well done in the genre as Gladiator, says me. Other lesson: that type of argument cannot be won. You just have preferences here and you try to persuade others. Ultimately, we are able to choose our own favorites, which is a kind of critical and aesthetic freedom.
Here are some possible variations on your memo, primarily options that address two goals of some writers:
- If you want to add extra detail but not overwhelm Jane as you understand her specific stresses in the context.
- Perhaps want to follow up with Jane in am imagined context after the meeting, as we do in real life.
You can write this memo per original directions without these details. Yet, I want to reward the thoughtfulness and offer freedom to writers who do want to try variations that fit their preferences.
First, for the two curated links of local rain gardens, you can place them
- as a small separate paragraph after your Evaluation-Davis paragraph. Introduce them with a good topic sentence that says Here are two visual examples from Takoma Park and UMCP, respectively... OR This Blue Baltimore short PDF shows a cross diagram with brief notes on how the layers work....or as you wish.
- if you are concise, you can place earlier in the document at either the Classification or Illustration paragraph similarly.
- NEW: you can add a note to Mb at the end of your memo, saying one of two approaches. 1) Perhaps you want to talk to Jane in a staff meeting or in the hallway and want to mention something like the military uses a variation of rain gardens at their latrine pits or Some EPA clean sites use rain gardens in thee and five year plans to remediate heavy metals from a site near water or cropland.
- 2) Pretend you will write a follow up email after Jane writes to thank you and note a detail or two she is intrigued by.
Details on assignment are found in the ELI REVIEW Writing Prompt linked here, on your ELMS calendar, and noted in a group ELMS email to all of you. YOU HAVE A WEEK TO TURN IN, hence I call this a parking lot. Imagine being able to drop off your car at the airport long term lot.
Suggestions:
- Use GroupMe to ask each other questions
- Review these posts to re-aquaint yourself with details
- Study the Eli Review prompts to recall what you learning be comparing your writing to peer partners and to see what comments peer partners offered.
Go forward in confidence. I see excellent work here by all.
Week 6: rain garden memo refinement
Good morning. I can see such good sentence work, as well as sorting through information (details) that can and should appear in the short definition memo for a specific context. Recall that audiences may not always have full digital capabilities. Jane is on low bars, in a parking garage, and about to head into a meaning.
This means that dropping in visuals or attaching a PDF or requiring her to hit links is not helpful Some of you will complete your Review Task tonight. You do NOT need to address what we will talk about today; stay focussed on the Review Prompt task.
Now, to new material to help with the next round, which will be due in an Eli Review Writing Task (will open on Wednesday) due Friday. Two linked documents will help us consider a few style points, as well as overall goals -->
First, a Checklist! (preview of what will be required in the final version; use this as a lodestar or navigation guide). For now, I am reminding you of what you have been learning (looping back) and applying in this memo. We can this situated learning. You are more likely to remember how to use these critical thinking and writing craft skills in the future. For now, you can focus on the topic sentences and general sentence ideas. For example, think bout what we have already discussed often, this semester.
Topic sentences/transitions sentences
- SV early, let detail trail
- SV together
- Short concise, as per Mb "free" sentences
Second, a google discussion guide here, for rain garden revision. I noted some of these small craft, language use, conventions, etc.
New craft lessons, including the empty subjects mini lesson we did not have time for last week.
UPDATED due to link-fail on Monday (first two links are web exhibits). Mea culpa, says Mb.
- Empty subjects (there is/are; it) READ THIS ENTIRE PRESENTATION FOR WEDNESDAY
- BLUF?
- NO ITs in the document, period.
- No There is/there are subject
- BLUF?
- Shorter definition of dummy subjects (British term) with a case for when to use them (phrase subjects, often).
- Short google doc on empty subjects in science, whichh features a handy table of substituions.
-
Paragraph work. Let's start with the sentences that signal/announce new information, which will live in a paragraph.
- Topic sentences (you are experts now)
- Transitions/paragraphs example (google doc)
You have seen how others are dividing their details into paragraphs. I want to focus first on the Illustrating paragraph. Basically, you are also using the compare and contrast structure. Do this by dividing the above ground details from the below ground details. Then, craft a pivot sentence that will mark the division between these categories. You know how to gather like with like. This is a critical thinking strategy -- like counting the parts -- that you learned long ago. Here is Bob McGrath singing to remind you-->
Free pivot sentences/phrases:
- Let's turn now to the underground portion of...
- In addition to the living or biotic material of plants, rain gardens rely on...
- These carefully selected plants work with four-seven layers of ...
Order does not matter in this Illustrating paragraph. You choose. Now, a source for this information that you can reference with a referral link: The 2014 Prince George's County Bioretention Manual (caution HUGE PDF, over 300 pages). Now, this 2009 resource is hosted by the MD Department of the Environment in a combined web exhibit with links to PDFs and sometimes other digital format.s
While we are on sources, you can use the Low Impact Development Center for the Classifying or "kitchen sink" paragraph.
About Allen Davis? We will take this up on Wednesday. You can, however, skim his website for some details. We are going to cite one of his works --without even reading this work -- but also find a link we can curate for Jane that helps her trust us and the two or three specific details that will support this evaluation paragraph.
Second draft due Friday. I will craft a prompt for you. The Checklist from Monday guides you toward the final version, should you wish to work ahead or at least, THINK A HEAD.
Marybeth Shea
Happy Wednesday. I will post your Eli Review Writing Task today here and on the ELMS calendar. Due Friday.
We will work off the material in Monday's post, with additional help here.
- Logos of quantifiers in the evaluation paragraph that features Davis' groundbreaking work
- See document below but we want to include two specific ways at scale that rain gardens work.
- Logos of examples as details essential for definitions
- Refer Jane by curated links to two examples of local (Maryland, at least) rain gardens. She will likely check these links after the meeting. However, what if she is standing in a security line to enter the Governor's mansion and SHE HAS FIVE BARS on her phone. Might want to look at a picture or two.
- Davis sources and how to portray your research knowledge and the ethos of peer reviewed publication for this context AND not send reader to a pay wall. We will work in this short but useful google doc.
Marybeth Shea
Happy Friday.
Am available for consult today:
- 9-9:50
- 11-11:50
Ask for the help you need in your post to Eli Review. You might ask if your partners think your division of details into paragraphs is reasonable or makes sense.
You can focus on the Davis paragraph now. We spoke about this quite a bit this week. In the linked google docs, I offered you mentoring examples that you can use and modify.
Take care. For enjoyment, think of how a rain garden can be a habitat for our special Terp, Kermit the Frog!-->
Week 5: rain gardens and getting real in memo work
Link!
Let's recap our metaphors:
- cogntive wedge
- lego principle
- needle end of information
- witch hat
- others?
Cognitive strategies: stasis theory, cognitive wedge, scientific method
- Asking good questions! Hint: You can use a question to stage your cogntive wedge (s)! Our memo work answers our bosses questions: What is a rain garden?
Sentence strategies?
- Lego click between subjects and verbs,
- avoid ultra-long verby strings (settle on the two most important for exacting, precise detail)
- build complexity in sentenes by knowing the heart of the sentence (subject-verb-simple object, aka the direct sentence)
- first five big/important words, use lego principle early on in sentence
- let detail trail (recall the embellement location)
Let's pick up with paragraphs. Paragraphs, where sentences live and move and have their being.
(Inside this discussion are aspects of style). Voice, tone, complexity, language choices, etc.
Intentionally constructed paragraphs are evidence that you, the writer, does the heavy lifting for the reader. Why? Please consider paragraphing as an ethical duty to your reader. Part of coherence is flow, supported by transitions between sentences and between paragraphs.
Work your way through this web exhibit, including the links. Read more about working on paragraph coherence strategies at OWL. Here are two links to OWL paragraph resources:
Please, focus particularly on your sentences. A good approach is to write short, clear direct sentences at the beginning and ends of paragraphs. Why in these positions? The brain is attending carefully to
- the topic sentence position, where the main idea of the paragraph is announced
- in the transition position BETWEEN the two paragraphs
- tight transitions (best for most documents; allows the audience to skim) OR
- loose transitions.
New sentence lesson, where we loop into that writer's craft again, more deeply.
BLUF: use your sentence strategies in this memo. Sentences are characters in your paragraphs.
Let's pull an older handout to look more closely at the type of paragraphs we can build in our writing and see in our reading-->
Paragraph Definition: think Architectures (we looked at this together)
Paragraph Types (did you preview? Hope so, as paragraphs have purposes or jobs)
---
Eli Review work and an image to keep in mind, courtesy of k-12 writing expert/master teacher Trevor MacKenzie.
Gradual release of scaffolding/peer coaching
Marybeth Shea
Good Morning. We have an Eli Review WRITING TASK open now and link is posted here and on the Calendar. Please DO NOT try this until we talk today. In other words, early birds do NOT get the worm here.Recall that generally I open the Eli Review WRITING task on Wednesdays, with your work due on Friday (and halo of Saturday before 11 AM). Mid day Saturday, I will craft/open the Eli Review REVIEWING Task then, with that task due on Monday. This gives you a chance to ask questions in class, if needed.
BE ON TIME for each other in these Eli Review tasks, I implore you. The due date for me -- for your four grades -- is flexible. You have a week for this.
On to what you need to complete this work well, to prep for the giving and receiving of feedback. -->
- Jane suddenly has a meeting with Governor Moore about rain gardens.
- She needs quick explainer that she will read on her cell just before meeting.
- Jane texts you saying that she is parking garage and has few bars.
- She is stressed and says, "teach me like I am five years old."
- You remember the counting out technique that is a bit like a nursery rhyme (1, 2 Buckle my Shoe)
- You craft the memo with just the right amount of complexity to help her look good.
- Ah yes, you think on the Maryland context and want to situate the knowledge within Prince George's County, Maryland and UMCP-Terpland, and the broader needs of a democratic governor who wants to consider cost effective, elegant, environmental solutions to protect water quality for drinking agriculture, and fishing --- Chesapeake Bay focus.
Now, to remind you of the stasis focus on definitions and the jobs of your four paragraphs.
Focusing in a tighter audience analysis for Jane, our boss. TBD in class. Here are attributes of that discussion:
- Stasis 1: Conjecture (two types: query, OR line of inquiry that is settling)
- Stasis 2: Definition (Here, we have three subroutines, each with a separate paragraph)
- Brief simple Functional definition (what is a rain garden, briefly, by two functions
- Classification (what type of technology is this? Hint: low impact development and storm water management)
- Description (Illustrative; give detail on the layers of soil and the type of plants)
- include two examples; consider the ones on campus
- Where is Stasis 3? TBD: hint -- practical causality -- this appears within the illustrative paragraph. You can keep this within the illustrative paragraph OR separate out as form/function comment
- Stasis 4: Evaluation (is this environmental technology good or bad? Use Dr. Davis' research as you do not have authority to evaluate based on your expertise)
Translating to paragraphs:
- Brief functional defining paragraph (one or two sentences, using the two part form/function of rain gardens).
- Classifying/kitchen sink paragraph (longer, with some sense of the problem that bioremediation solves, add in brief sense of Maryland history, including Larry Coffman and previewing Allen Davis). Can be a longish paragraph but try really hard to be concise).
- Illustrating paragraph (takes the place of an image or diagram; divide into two, with the above ground and below ground features.)
- Evaluating paragraph (makes a claim that rain gardens work and are established; support the claim with evidence from Davis)
Details
- two environmental problems -- sediment and pollutants; carried in stormwater events down stream
- Larry Coffman invented, circa 1991, PG County
- Allen Davis collaborated/designed tests, etc. A FIELD IS BORN
- Plants above ground help stabilze layers, yet study reveals that plants can bioremediate for specific pollutants
- Layers are in depression or dug ditch/ specify 4-7 layers, of different sized media
- Pollutants
- nutrients, N and P
- heavy metals, like Cu, Ar, Pb, etc.
- sediment
How will you distribute details in your paragraphs for Friday? By listing them under your selected/modified topic sentences.
Good resource: Helpful "dummy text" so show you the cognitive wedge/look of the memo.
Hint of comfort: do not worry about sources yet. You can even leave Davis details off for now. Paragraphs one-three rely on common knowledge. Trust me. Am environmental scientist and teacher. Am pretty good at teaching common sources.
Marybeth Shea
Happy Friday. You have a Writing Task (also linked in your ELMS calendar) due this evening by 11:45. Please be on time for each other. If you are completing a big week of to-do items, you can post a partial response and tell yur review buddies that you will learn from them and offer good advice. You can alos ask them for specific areas you feel lost about.
Later today, I will post a short FAQ based on the emails I am getting and the interaction today via GoogleMeet with those who ask me questions that way.
UPDATED FAQ!
- Is peer reviewing anonymouse? YES.
- What if I am only 75% done. OK, GET IN THERE AND POST TO MEET DEADLINE.
- Do I have to use the order givein? PARAS 1 and 4 ARE PRETTY MUCH SET. YOU CAN SWITch 2 (CLASSIFYING/KITCHEN SINK with ILLUSTRATING).
- Do we have to use the topic sentences give? WHY NOT, TO START. YOU CAN MODIFY A BIT.
- You gave some details; are they required? THEY ARE PRETTY GOOD DETAILS, SO WHY NOT. YOU CAN ADD A FEW THAT REALLY ARE COMMITTED TO.
Check back for these resources midday.
Meanwhile, here is a fun audio clip of 13 seconds as go into the weekend-->
And, a 2012/13 song called "Sweather Weather" from I'm Sorry by The Neighbourhood-->