Session 1: Review of Course Objectives

Why I Write – Intro / Motivation

Join the Forum

Session 2

Brain Candy

A Pinch of Science

On Media and its Impact on Learning( Part I)

Session 3

On Television and its Impact on Learning( Part I)

1. Reflect on one's own experiences

2. Make an assertion on the topic

2. Find texts from Brain Candy that support your assertion.

24

Session 4

Research

On Television and its Impact on Learning( Part III)

1. How to identify information as authemtic or fake?

2. What are databases?

3. How to use keywords to find the desired results?

4. How to cite information?

5. What's plagarism?

6. How to evaluate information for a specific purpose?

7.How to combine your personal view, experinces, references and reaction to the article "Brain Candy" and your conclusion into a powerful introduction for your argument paper?

Session 5

Gale

http://infotrac.galegroup.com/itweb/nysl_me_71_mbhs

login: empirelink

pw: empirelink

EBSCO http://www.nycenet.edu/teachlearn/library/databases.html

UserID: library
password: reads

On Media and its Impact on Learning( Part IV)

1. Use databases to search for more facts and experts' opinions on the issue to support your argument.

2. Annotate the articles.

3. Write an outline of the argument paper.

Skill #1: Counter-argue

Step1: If your assertion is to argue that watching TV has negative effects on learning, than look for statements by Gladwell in Brain Candy that disagree.

Step 2: Look for evidence such as statistics and opinions by experts that can be used to argue against the opposing opinions.

Use Skill #1 to write the first body paragraph.

Skill#2 Support your assertion directly

Step 1#: State a point by Gladwell or other writers' that agree with your assertion.

Step 2: Find evidence such as statistics and opinions by experts that can be used to illustrate your point of view.

Use Skill#2 to write the 2nd paragraph.

Sample Outline 1

Session 6

On Media and its Impact on Learning

Skill #3

Find a powerful quotation that supports your assertion and illustrate it with facts and opinions by experts.

Databases

Gale

http://infotrac.galegroup.com/itweb/nysl_me_71_mbhs

login: empirelink

pw: empirelink

EBSCO http://www.nycenet.edu/teachlearn/library/databases.html

UserID: library
password: reads

Structure of an Argument:

I. Introduction

II. Body

Body#1: Counter argue
Body #2: State directly one of the aspects of your assertion. Support it with evidence and statistics.
Body #3: Use a powerful quotation by an expert that supports your position.Explain in what ways the quotation supports your assertion.

III. Conclusion.

Techniques of writing an argument paper

Basics of an Argument Paper

Sample Outline 2

 Instructional Planning

Session 7

Personal Essay Workshop

(The Kite Runner)

Session 8

Personal Essay Workshop
(The School Days of an Indian Girl)

Personal Essay Workshop
(When I Was Puerto Rican)

Instructional Planning

Session 9

Personal Essay Workshop
('Tis)

Session 10

Teacher Man #1
Teacher Man #2
Papa's Waltz
Personal Essay 4

Summer College Now at Baruch(College-Credited Courses)

Please note that we have changed our summer structure to include mandatory project based afternoon workshops. We have prepared a merge letter that we hope will allow each participant to gain a high school elective credit for their participation. Please distribute this application to NYC public high school students only. The application deadline is Friday May 22, 2009 and will be accepted on a first come first serve basis. Students who are candidates for employment, summer school, or other summer programs should not apply. FAXED applications will not be accepted. Here are the logistics:

Dates: July 6- August 13, 2009

Time: 9:30am- 2:30pm Monday-Thursday (No exceptions)

Requirements: See application

Incomplete applications will not be processed: Immunization records must be signed by a parent or guardian and stamped by a physician or school nurse.

 Transportation: Free 24 day metro card provided

 Lunch: Free lunch voucher provided

 Afternoon workshop: Mandatory. Students must select the afternoon workshop that is offered with the particular morning course. Final grades in the morning course will be contingent upon afternoon workshop attendance and completion.

 Absences: Students will only be allowed (3) overall absences from either the morning course or afternoon workshop. More than 3 absences will result in student being withdrawn from the program. NO EXCEPTIONS.

Instructional Planning

19

Session 11

Personal Essay 5(due)

Modeled Mini Research Paper 

Research Unit 1

Individual Conference

23

Session 12

Modeled Mini Research Paper

Instructional Planning

25

Session 13

Modeled Mini Research Paper

 30

Session 14

Modeled Mini Research Paper

Baruch Databases

Gale Resource

31

Instructional Planning

Individual Conference

Session 21

Debate #1

Instructional Planning

Session 22

Debate #2

Individual Conference

12

Session 23

Debate #3

Instructional Planning

14

Session 24

Debate #4

Individual Conference

19

Session 25

Final Debate #5

Creative Writing 2

metmuseum.org

 Conferences for Portfolio Review