• Writing Log #1 -- Read my course description for our ENGL 1102 class and the Department of Writing and Linguistic's Course Goals and Objectives. Think about what is the same about these and what is different. Remember, this writing log is designed to do two things: 1) on the surface level, I want you to understand what our goals for the course are and what my particular method for achieving these goals is; 2) give you practice seeing how two different texts can speak in very different ways about basically the same thing. The difference between my course description and the department's course description is partly methodological (that is, I give you a method for how we will achieve the department's goals) and partly rhetorical (that is, a way of compelling you to a vision of writing and the work of the class). After reading these two descriptions and thinking about what my course description tells you, write a paragraph analyzing my methodology and rhetoric. (Note: my language can make things sound hard --that's a rhetoric that wants to give you the big picture and a theoretical frame for understanding what I want you to do. But this is really an easy paragraph to write, which, as you will remember, you get credit for simply doing. The short easy way of saying what I want from you: tell me what my course description says we are going to do, how we are going to do it, and why).
  • Objectives: Give you practice thinking critically about sources, which you will need to do for your final project research; give you practice writing a paragraph summary of your source analysis, which you will need to do for your annotated bibliography.
• Writing Log #2 -- Read the chapter "Working Effectively in Groups" and answer the following questions (these are short answer questions -- one to two sentences for each point will be fine, except for the chapter outline, which really is just a list of topics):
  • Who is the audience? Select a quote that shows me how you know this.
  • What is the purpose of the chapter? Select a quote that shows me how you know this.
  • Outline the content of the chapter (you do not need to include sub-categories -- primary categories will do. In your chapter outline, provide the page number on which each major category definition begins).
  • What is the purpose of the exercises/activities included in the chapter?
  • What are the most important things that you need to learn/know/understand from this chapter?
  • Write a few sentences about the strategies you will need to keep your work with your group effective (this is in the way of a personal inventory -- do you tend to take too much responsiblity, and do you need to make sure others are doing their fair share? Do you have trouble voicing your opinion to others and will you need to practice speaking up? Do you drown others out and will you need to practice listening? Do you dislike conflict and so go too easily along with a group decision? Are you contentius and derail the group, which would require you practicing compromise and focus?

June 20: Working effectively in groups -- review and writing log questions
Jeremy/ Hands-On Ogeechee & group definition of issues and actions

• Writing Log #3 After Jeremy's presentation of what Hands on Ogeechee is/does, and our group brainstorming of social/cultural issues, what ideas are you having about issues that are important to you? As we are going to spend the next four weeks researching, thinking, and writing about a community issues, you have an opportunity in your work for this class to really understand a problem the Statesboro community faces and to imagine how to solve -- or at least ameliorate -- that problem. How can you imagine improving the quality of life in Statesboro?

The areas that the class defined are:

Information Technology/ Resources
University/Community Public Relations - Collaborations
Recreation
Elder Care and Children's needs (social services)
Public Transportation
Shopping/Commerce
Cultural Activities (music, theatre, arts)

From these areas, choose one that you want to focus on and the angle into this issue that you are interested in. Email me lamy@georgiasouthern.edu with your project desire, and I will form you into working groups around your issue. Please give me your email address and phone number; I will email you with your group information before class tomorrow. Get to class a few minutes early, check your email, identify your group members, and socialize w/them a bit before we get started w/the work for class. Before class:

1. Review Henderson Library's Research tips and strategies, paying careful attention to the complete guide to research (I would suggest doing this as a group, but you can work this out however you want. Many of you will already be familiar with research strategies, so, most importantly, you want to let your group members know if you are a good researcher and a resource or if you are new to research and will need support)
2. Review Ohio State's Guide to Searching the Internet and print 5 copies of Berkeley's Internet Source Evaluation Checklist (bring these to class w/you Wednesday; we'll be starting our web search and you'll need to complete an evaluation form for each web site you use in your annotated bibliography).

• Sit with your group members. See Groupings here: Go to net.tutor's Smart Research Strategies & Smart Search Techniques-- review and, as a group, come up with search terms. Begin an internet search with google.com. Each of you will search independently, but you will keep checking in with your group to see what your group members are finding, tell them what you are finding, and to revise and refine your searching terms and techniques.
  • Keep track of the sites that seem best. By the end of the class, your group needs to have come up with a preliminary list of the websites you will include in your annotated bibliography.
  • When you have, as a group, decided on the best sites, divide the work of thoroughly reviewing and evaluating the web sties. Use Berkeley's tips for evaluating web sites; completethe evaluation checklist for the web site.
  • Additional searching help from Ohio State's resources: Searching 101, Using Web Search Tools, & Berkeley's Finding Information on the Internet Tutorial

June 22: Continue Research & begin compiling annotated bibliography. (Style Sheets for citing electronic sources)

• Your group will turn in 1 copy of the annotated bibliography and the evaluation checklist for each internet site
• Include the names of all group members on the cover page of the annotated bibliography.
• Indicate, at the end of each annotation, who wrote the annotation.
• Indicate, on the web site evaluation checklist, who completed the evaluation.
• Database Search for scholarly articles:
  • Galileo Tutorial
  • Searching Databases and reading citations
  • Writing Log -- Research Exercise
• Interlibrary Loan Request Form

June 23: Annotated bibliographies due. Each group keeps copy of entire bib, but turn 1 copy in for group. Remember to include names for each group member and who wrote annotations for each source. Full annotation for Interlibrary loan book will be added when the book arrives; do a preliminary annotation for the ILL source based on library description, amazon.com, and google reviews.

• Writing Log #4:
  I need to both assess what you have so far accomplished with your research for your annotated bibliography and to see what you need from me in order to complete this work. To help me assess this, write a few paragraphs summing up your experience of searching so far. What is your topic? How did you begin your search (that is, how did your group define a research strategy, what key words did you use? Did you have to refine your search? Did you have to refine, as you were searching, your project idea? How helpful have your group members been? Did you find valuable web sites? How much "junk" did you have to wade through? What about articles -- did you find good ones? How did the database searching go? Are you a good researcher already, and, if so, did this help in your database searching? Do you need help with your database searching skills? Did you find your books yet? Do you already know how to do that, or do you need some support in this?

June 26: Begin Paper 1/ Source Analysis

• Writing Log #5: After completing the annotated bibliography, do you feel comfortable with the idea your group has had for a project? Were you able to find enough adequate information? Did your search give you ideas about things that you would actually like to see happen in Statesboro/Bulloch County/ your communities? If so, what? If you were not able to find adequate information, or if you are not able to get excited about the idea you have been researching, you may need to revise your idea. For writing log # 5, I want you to tell me what, based on your sources, you could actually imagine doing for a final project.
  • Would you want to write a proposal for services, events, or facilities in Statesboro/Bulloch County?
  • Would you want to write an analysis of existing policy or infrastructure, explain what is not adequate, and propose revisions?
  • Would you want to develop training materials for an organization or department?
  • Would you want to contact a local organization and begin working with a volunteer/outreach coordinator to recruit and train help?
  • Would you want to develop a presentation, brochure, and/or information/resource guides that explain what GSU students and faculty can do for organizations here in the community?
• You're wide open for this -- once you've defined an area of need, you need to define what you want to do about it, who you have to convince to do what in order to accomplish something, and what resources you need in order to do what you want to do. If you have a big project idea -- like bike trails or a green route, or a civic center -- you also have to decide what you can actually do in the four weeks we have remaining. You probably would not actually be able to develop a proposal for these things that you really give to the mayor, but you may be able to complete a study of communities that developed these, the steps that developing these things in a community involves, (planning, consultation, infrastructure development, environmental and economic impact analysis, etc.). This is just a brainstorm -- I want you to use this exercise imagining possibile directions for your final project to catalyze your thinking, but you are not locked into what you brainstorm here.

June 27: Continue work on Source Analysis ; Review Annotated Bibliography Assignment -- individual review of writing errors

• writing log #6/ writing issues checklist
• Revision sources: Purdue On-line writing explanations and handouts & Mark Richardson's compilation of sources
  • Run-on sentences
  • Passive verb problems
  • Exercises for eliminating wordiness
    • answers
  • Effective writing/ general
  • see especially: logical vocabulary, reaching logical conclusions, logical reasoning exercise, fallacies, coherence
  • Paragraph development and exercises for Writing Thesis statement

June 28: Continue work on Source Analysis ; Finish individual review of writing errors from annotated bibliography. NOTE: I will be working with your groups in class to review the sentence level issues in your writing; use your class time as group to carefully revise the annotated bibliographies, which you will turn into me on Friday.

• The Annotated Bibliographies are worth 10 points (10% of a your 100 point grade)
• The Citations MUST BE CORRECT! I do not care which style you follow, but I do care that you choose a style and follow it carefully. For websites, be sure to use the style for a government or corporate author (not the more general format for citing a web site which does not include author information)
  • Incomplete information will cost you 1 1/2 to 2 points; sloppy or inconsistent citation format will cost you 1/2 - 1 point;
  • Sentence clarity is crucial -- consistent, major grammatical errors (s/v/o logic, wordy sentences) will cost you up to 3 points; inconsistent minor grammar problems will cost you up to 1 1/2 points;
  • Major and consistent mechanal errors (punctuation, formatting) will cost you up to 3 points; inconsistent minor mechanical errors will cost you up to 1 1/2 points.
• Make sure you read and edit each other's annotations VERY CAREFULLY!
• Format for turning in your bibliographies:
  • on top, Writing Issues Checklist, with notes about what you have worked on, how you have worked on your issues, what progress you think you have made, what you feel that you understand, what you are still not sure about. This is what I will grade as writing log # 6 ;
  • after the Writing Issues Checklist, the revised annotated bibliography
  • after the revised annotated bibliography, the original graded bibliography.

June 29: Finish revising annotated bibliography -- use your class time on these revisions as it is important that your whole group work together on this. Continue work on paper 1/ Source Analysis.

June 30: Paper 1 and annotated bibliographies due. You may turn these in through 5:00 p.m.

Assign Paper 2/ Deciding a Project and Assigning the Work. Some Project Ideas:

• Guide to Writing Proposals
• Fund Raising Project Proposal
• Feasability Study
• Literature Review
  • Additional Resources:
    • Ten Steps to Succeeding in Your Student Initiated Service Learning Project
    • Examples of What students are doing at CSUPomona
    • Central Washington's Academic Service Learning Portfolio Guidelines (especially for those of you who might do a service learning transcript and need to put a portfolio together -- you could extend the work you are doing in this class to meet the service learning requirements)

July 3: Continue work on Paper 2

• Writing Log # 7:
  • Do a before and after analysis -- are you thinking the same way about your project idea after your source analysis than you were before? If so, discuss this.
  • Did you have to do additional research in order to do the source analysis? If so, catch your group up on this.
  • After an in-depth thinking/writing about your sources, what are the most important things for you about the final project? That is, what do you want to explain/understand/do/accomplish? Make sure each group member articulates her/her desires for the group.
  • Based on this discussion, choose a final project option.
  • E-mail wl #7 to me and to each of your group members: Bring print-outs of each of your group members' logs to class on Wednesday and use these to plan your group Project Proposal

July 4: Holiday

July 5: Paper 2 work Begin Final Project (web option) & Research, Writing, and Action Planning

July 6: Paper 2 work

July 7: Paper 2 due /

• Writing workshop for Paper 1
• Model Source Analysis

July 10: Final Project Work / Return and Workshop Paper 2

• Writing Log #8: You have now had practice with three different texts -- the bibliography, the source analysis, and the project proposal -- identifying and revising your writing issues. While I will give you feedback/commentary on your final project drafts, this will be in a general way, not in the specific and instructional manner of your first three critiques. Your job with the final project is to demonstrate to me what you have learned. Writing log #8 is designed to help you consolidate what you have so far been learning/practicing. For this log, review your writing issues checklists and my comments on your previous work. Summarize the issues you have been revising for. Explain what you have learned about each specific issue on which you have worked. Assess your writing improvement -- what do you know know that you didn't know before we began revision work? What are you still confused about and/or having difficulty with? Use this self-analysis to guide your revision for your final project.

July 11: Final Project Work

• Revised Source Analysis due

July 12: Final Project Work -- should have individual portions of final project completed, begin putting project as a whole together.

• Final Project Presentation Format:
  • You'll have 15 - 20 minutes to review with the class your project.
  • You'll need a visual aid -- if you have a web site, you will use the teacher station and projection system to review that with the class. If you are turning in a paper product, you'll need a hand out, poster, or flyer that helps your audience follow your presentation.
  • You'll need to outline the points you will cover and the order in which you will cover them. Please do not read a paper.
  • The presentation will have three primary parts:
    • Overview. Decide how your group will give the overview of the project as whole. One person is going to have the responsibility for opening your presentation overview, but, ideally, you will work out a structure that allows each group member to contribute something to this initial representation of your work. I know this is difficult to organize, so if you end up having a single primary speaker for this part, that is fine. Remember the dynamic interaction format Jeremy and I modeled in class, where I was making the primary points and Jeremy jumped in to fill in, add to, and give concrete examples of what I was talking about? It would be great if you could manage something like that.
    • Individual presentations -- this should be about 10 minutes. Divide and organize your presentation accordingly. You'll need to practice your presentation before you come to class so that you know about how much time you are taking. In this portion, each person explains what s/he was primarily responsible for researching and understanding.
    • Audience feedback. We've all been working on different angles of community engagement. At the end of the presentations, we want to group brainstorm directions for further research, next steps for carrying through the projects, etc. Remember:
  • Please email project link or .rtf file to Jeremy: jeremy@handsonogeechee.org

July 13: Final Project Work

July 14: Final Project Work -- each person should have a complete draft of final project

• writing log #9: By today, your group should have completed the invididual writing portions of your project.
  • You need to assemble a complete final draft of your document, and each of you needs to have both an elelctronic file and a hard copy of this document.
  • Over the weekend, you'll need to very carefully edit and revise -- look for both lower and higher order concerns, from sentence construction and paragraph organization to global organization and thorough concept development.
  • Over the weekend, each of you needs to do a Peer Review for the project draft (this is your first review of the complete document, and I want you to use the Peer Review to help you think about what needs to be revised.
  • Bring your peer review in Monday. The group's first step Monday is to compare notes on the revision -- did you see the same things? Work in Monday's class on your revisions.
  • On Tuesday, match up with another group -- I want you to do a peer review for another group's project, and another group to do a peer review for your project. The point here: you need fresh eyes to look at your work. An outside person can see things that you won't be able to.
  • When you do the peer review for another group's project, you'll give the peer review sheet back to the group whose project you reviewed and visa versa.
  • When you turn you projects in on Wednesday or Thursday, you need to include all of your draft work and the peer reviews.

July 17: Final Project Work -- edit and final revisions

• in-group peer review

July 18: Final Project Work -- edit and final revisions --

• outside peer review

July 19: Begin Final Project Presentations

• Writing Log 10:
  • Write a paragraph summing up the experience of doing this project work. Imagine your audience as another professor who is considering having students focus their research and writing on community issues. From the students' point of view, would you recommend it? Why is it a good thing to do? What makes it difficult? What, if we were to do this all over again, would you alter? What did you learn?
  • Write another paragraph, this time imagining your audience as students who are in a class in which they've been assigned the kinds of community engagement work you've been doing. What tips can you give them? How can they make the work effective? Consider this the advice for the up and coming . . .
  • E-mail your project as an .rtf file to Jeremy and David (or, if you have a web project, email the link to your web site).

July 20: Final Exam -- Newton Room 2211

• Project due by 5:00 p.m. Turn into Department of Writing and Linguistics, Newton 1118 --ask the secretary to leave the work for me in my mailbox.
• If you have a web project, turn in your draft work, with peer reviews. Include a cover page with the web address for the final project, which I will grade online.
  
  

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Source Analysis: Global Organization Workshop

Division of Aging Services. DHR Observes First Annual World Elder Abuse Awareness

Day. Welcome to Division of Aging Services. Georgia.gov. 9 June 2006. 22 June 2006. < http://aging.dhr.georgia.gov >

The website Georgia.gov contains very useful information on the elderly population in Georgia which will contribute to our final project idea. There are also many news articles discussing ways to help the elderly in your community. Aging is something that no one can avoid but everyone can help people cope with. Georgia.gov covers many important issues involving the elderly such as abuse, guardian care, and medication plans. The website goes in depth on how you can contribute to the elderly through volunteer programs concerning elder abuse. Using this website can show citizens how to get involved with the elderly, and contribute to the prevention of elder abuse in their community. Using this website will help contribute to our project of recognizing and stopping elder abuse in our community. Creating a group of people to help the elderly with everyday needs is a great way to get involved. The elderly need help with normal activities such as grocery shopping, meal preparation, and doctor visits. A group of volunteers set on helping the elderly can better the lives of the aging people in our communities and furthermore lead finding cases of abuse. With elderly abuse being a big issue creating a group to help victims cope with abuse and prevent it in the future could be included in our project. In many cases elderly people live alone due to their spouse dying, these elderly people become very lonely and need someone to talk to. Volunteering does not always involve hard work. One or two people can cover the issue of just being a friend to elderly people in your community. Visiting nursing homes and personal homes of the elderly is a great way to show you care about the elderly and can help them get over feeling not wanted or cared for. With trained groups visiting such nursing homes teaching people at the homes how to recognize could be a part of our project. Georgia.gov is the best online source I found for ways to help the elderly and get involved in your community. Using the websites information can help create project ideas and in the long run help our community.