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Today we will:

Today we will: . Be introduced to the Unit 3 assignment sequence; Learn about academic publishing and academic genres; Think about the difference between scholarly and non-scholarly sources; Talk about annotated bibliographies. Reminder:

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Today we will:

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  1. Today we will: • Be introduced to the Unit 3 assignment sequence; • Learn about academic publishing and academic genres; • Think about the difference between scholarly and non-scholarly sources; • Talk about annotated bibliographies. Reminder: • We are meeting in Murphey105, on 9am on Friday!

  2. Are Your Sources Scholarly? • present one source you have found so far that you believe is scholarly to your group and explain why you think it is scholarly • one student records the discussion and reports it to the class; together we will come up with a list of features that define “scholarly”

  3. Scholarly…? • FORMAT • GRAPHICS • SOURCES • AUTHOR/AUDIENCE • LANGUAGE • PURPOSE • PUBLISHER • ADS

  4. Scholarly Genres • Monograph (humanities and social sciences) • Essay collection • Peer-reviewed journal article (with an abstract at the beginning) • Book review • Encyclopedia articles • Conference proceedings • Conference talk or panel • Call for Papers Example: 19th-Century British Literature

  5. Annotated Bibliography • encourages you to think critically about the content of the works you are using, their place within a field of study, and their relation to your own research and ideas. • proves you have read and understand your sources. • establishes your work as a valid source and you as a competent researcher. • situates your study and topic in a continuing professional conversation. • provides a way for others to decide whether a source will be helpful to their research if they read it. • could help interested researchers determine whether they are interested in a topic by providing background information and an idea of the kind of work going on in a field.

  6. Reverse Outline • Reverse outlining can help you distill a text’s main ideas into short, clear statements. • You will be able to see how ideas are arranged and follow the structure in reasoning. • Number each paragraph and then write down the topic of each paragraph. Try to use as few words as possible (5-10 words). • Then write down how the paragraph topic advances the overall argument of the text. Again, be brief.

  7. Homework for Friday • Meet in Murphey 105 at 9am on Friday. • For Friday, decide which of your sources are scholarly and which are popular and make sure you have at least 5 scholarly sources to work with for Friday. • Read one scholarly article of your collection very carefully and create a reverse outline. See the handout for a guide. Upload your reverse outline to our website (Post Your Work > Week 11 > Reverse Outline) and be prepared to discuss and workshop it in class on Friday.

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