for MONDAY, Oct. 27th: topic = LITERATURE REVIEW
bring your 3 articles printed out; we're going to work with them.
Also, bring differently-colored markers!!!
_________________________________________________
Today, we will hear Jeffrey's presentation on LiveText.
For this, you will all receive a password to log in, so you can follow the presentation on your screens.
At the beginning of the lessons, I will distribute the surveys I've graded already. Please make the corresponding changes at home. If your survey says "approved after corrections," you had only minor spelling mistakes and can email it out after correction if your intro letter was approved also.
If your survey says "submit again," you had major button mistakes or missing matrices, and must email me your link by Saturday, Oct. 25th, midnight, so I can check your repaired survey and bring it to class on Monday for you to email out.
Before you email it to your audience, make sure 1) that you cleared out the fake responses of your peers, 2) that you got the right URL (email it to yourself first to check if it really works; some people just sent me URLs connecting me to SurveyMonkey). Remember to put me in the cc: line!!!
I'll bring the other graded surveys on Monday, Oct. 27th, and we'll email them out in class.
Friday, October 24, 2008
Thursday, October 23, 2008
Info about Plagiarism
OK, I think students at a 300-level all know about plagiarism, but it just happened in one of my classes (even if unintentionally), so we have to talk about this.
Sometimes, it's difficult to distinguish whether it is already plagiarism, or just "too close to the text."
Please all read the definition of plagiarism.
I said in class that for your Annotated Bibliographies, you can use the information other researchers have written into their Abstracts and Conclusions, so you don't need to read through the whole research essay and can summarize their findings in a short paragraph. I DID NOT SAY THAT YOU CAN COPY THEIR ENTIRE TEXT WORD FOR WORD into your own summary!!!
This would be plagiarism = academic dishonesty, and can result in 1) failing grade for this paper, 2) failing grade for the whole course, 3) expulsion from the program.
When you submit your final Research Paper, you also have to submit your three sources from your Annotated Bibliography in a hard copy, and I will check whether you have quoted the authors properly in APA style. If you cite, use quotation marks and the proper APA citation, such as (Miller 2006, 78).
This will be extremely important in your Literature Review, where you have to use actual quotes from the three sources you've read, to blend them with your topic (the pros and cons). In an Annotated Bibliography, there must not be any quotations; it is solely your own summary of what you've read, and your personal reaction to it. Even if we write the rest of the research paper in passive voice, you are allowed to use the personal "I" in your Annotated Bibliography. Of course, it would be better to use the passive voice here, too - such as "This article is a valuable resource for education majors, because...," instead of saying "This article is helpful to me as an education major."
Even if you use just ONE sentence from somebody else, or one keyword he/she coined, you have to use quotation marks and the APA citation; you cannot present it as your own.
Quotes that are four lines or longer always have to be indented one tab, and then don't carry quotation marks. After the last word of the quotation, you write the citation (Miller 2006, 78).
Quotes shorter than 4 lines do have quotation marks and go directly in your text flow without indentation.
If you have any questions, or are not sure whether it is plagiarism or not, ask me before you submit your final paper, so we can fix it and you won't face any consequences for plagiarism committed unintentionally. Also, check our Course Schedule about its paragraph on plagiarism.
Sometimes, it's difficult to distinguish whether it is already plagiarism, or just "too close to the text."
Please all read the definition of plagiarism.
I said in class that for your Annotated Bibliographies, you can use the information other researchers have written into their Abstracts and Conclusions, so you don't need to read through the whole research essay and can summarize their findings in a short paragraph. I DID NOT SAY THAT YOU CAN COPY THEIR ENTIRE TEXT WORD FOR WORD into your own summary!!!
This would be plagiarism = academic dishonesty, and can result in 1) failing grade for this paper, 2) failing grade for the whole course, 3) expulsion from the program.
When you submit your final Research Paper, you also have to submit your three sources from your Annotated Bibliography in a hard copy, and I will check whether you have quoted the authors properly in APA style. If you cite, use quotation marks and the proper APA citation, such as (Miller 2006, 78).
This will be extremely important in your Literature Review, where you have to use actual quotes from the three sources you've read, to blend them with your topic (the pros and cons). In an Annotated Bibliography, there must not be any quotations; it is solely your own summary of what you've read, and your personal reaction to it. Even if we write the rest of the research paper in passive voice, you are allowed to use the personal "I" in your Annotated Bibliography. Of course, it would be better to use the passive voice here, too - such as "This article is a valuable resource for education majors, because...," instead of saying "This article is helpful to me as an education major."
Even if you use just ONE sentence from somebody else, or one keyword he/she coined, you have to use quotation marks and the APA citation; you cannot present it as your own.
Quotes that are four lines or longer always have to be indented one tab, and then don't carry quotation marks. After the last word of the quotation, you write the citation (Miller 2006, 78).
Quotes shorter than 4 lines do have quotation marks and go directly in your text flow without indentation.
If you have any questions, or are not sure whether it is plagiarism or not, ask me before you submit your final paper, so we can fix it and you won't face any consequences for plagiarism committed unintentionally. Also, check our Course Schedule about its paragraph on plagiarism.
Tuesday, October 21, 2008
In-Class, Wed., Oct. 22nd: Hints for Research Essay
Today, we are hearing two mini lessons:
1. Katrina Kosma
2. Charah Gates, or Jamie Wolf
Then, we are having a WORKSHOP to google two more research essays, and create the other two entries for our Annotated Bibliography which are due this Friday, Oct. 24th, at class time.
I will email you when your entries are correct and approved, and this means you can copy and paste them in your Word document under "Annotated Bibliography" that we created this Monday (the one with the 12 headlines for the research essay components).
Remember to always have your Word document accessible (in an email to yourself), so we can continue to work on our research essays during the following two weeks!
We are not emailing out our surveys yet, since I haven't finished grading all of them yet. Only when I have returned and approved both your letter of introduction AND your graded survey, you can go ahead and email it out to the 20 emails of your audience that you should have collected by now. Put me in the cc: line, so I know your survey has been emailed out!!! I hope to have them all graded by this Friday, Oct. 24th.
_________________________________________________
Here are a few HINTS about your Research Essays:
What I don't want to see in your papers: don't use the words
1) fact
2) truth
3) proof
!!!!!
This means, never say, "It is a fact that.... (AAE should be taught in high school, all college freshmen are bad at grammar, etc.)." Nothing ever is a fact; there are always different opinions, numbers, and debates; it might be a hypothesis, a perception, an observation, an appearance, etc.
Never say, "it is true that," "in truth,..." - we are in no position to decide what the higher truth is!
Never say "proof," such as "my results proved." We are not famous researchers who create proof that can overrule existing research - we are just a class gathering data from a limited pool and writing a paper about that. Our reliability/validity is not very high due to our limitations. You can say, "the outcome of this study was," "the results show that," "according to the results," "the findings were that," "It can be suggested that." But we are not going to prove anything to the world.
Also, never use personifications, such as "the research says" - the research cannot say anything; it is the author of a research paper who purports / claims / argues / maintains / states something. (!!!) Make sure you vary your verbs accordingly.
Further, remember to use academic voice, which means you have to write in passive. ("This study was conducted at.... participants were chosen among.... a survey was emailed to..... the following methods were applied... the results were compared to...."). Don't use the personal pronoun "I."
__________________________________________________
1. Katrina Kosma
2. Charah Gates, or Jamie Wolf
Then, we are having a WORKSHOP to google two more research essays, and create the other two entries for our Annotated Bibliography which are due this Friday, Oct. 24th, at class time.
I will email you when your entries are correct and approved, and this means you can copy and paste them in your Word document under "Annotated Bibliography" that we created this Monday (the one with the 12 headlines for the research essay components).
Remember to always have your Word document accessible (in an email to yourself), so we can continue to work on our research essays during the following two weeks!
We are not emailing out our surveys yet, since I haven't finished grading all of them yet. Only when I have returned and approved both your letter of introduction AND your graded survey, you can go ahead and email it out to the 20 emails of your audience that you should have collected by now. Put me in the cc: line, so I know your survey has been emailed out!!! I hope to have them all graded by this Friday, Oct. 24th.
_________________________________________________
Here are a few HINTS about your Research Essays:
What I don't want to see in your papers: don't use the words
1) fact
2) truth
3) proof
!!!!!
This means, never say, "It is a fact that.... (AAE should be taught in high school, all college freshmen are bad at grammar, etc.)." Nothing ever is a fact; there are always different opinions, numbers, and debates; it might be a hypothesis, a perception, an observation, an appearance, etc.
Never say, "it is true that," "in truth,..." - we are in no position to decide what the higher truth is!
Never say "proof," such as "my results proved." We are not famous researchers who create proof that can overrule existing research - we are just a class gathering data from a limited pool and writing a paper about that. Our reliability/validity is not very high due to our limitations. You can say, "the outcome of this study was," "the results show that," "according to the results," "the findings were that," "It can be suggested that." But we are not going to prove anything to the world.
Also, never use personifications, such as "the research says" - the research cannot say anything; it is the author of a research paper who purports / claims / argues / maintains / states something. (!!!) Make sure you vary your verbs accordingly.
Further, remember to use academic voice, which means you have to write in passive. ("This study was conducted at.... participants were chosen among.... a survey was emailed to..... the following methods were applied... the results were compared to...."). Don't use the personal pronoun "I."
__________________________________________________
Saturday, October 18, 2008
Oct. 20: Research Essay - 12 Components
What we are doing today, Monday, Oct. 20th (if you miss this class, do these steps at home. IMPORTANT! You'll get left behind if you don't.):
1) find the 12 components of a Research Essay, and create a Word document with these headlines. Email it to yourself.
2) download the 3 sample essays from last semester, and email them to yourself.
3) read 1 of the 3 sample essays together in class, and look at the corresponding survey and report sheet to see how the student from last semester has integrated his/her data. HOMEWORK for Wednesday, Oct. 22: Read the other two, so you get a good idea of what you are expected to do!
4) Find 3 research articles (or 4, for the 400 level) that deal with your topic and contain information you want to either confirm or contradict with your own survey results. NOTE: You are ONLY allowed to use published research essays from JSTOR, ERIC, or Google Scholar. No others are accepted; especially not websites and Wikipedia (those are not scientific and can contain many errors).
5) Create an Annotated Bibliography of these 3 or 4 articles.
HOMEWORK for Wednesday, Oct. 22: Email me ONE entry for your Annotated Bibliography.
HOMEWORK for Friday, Oct. 24th: Email me the TWO (or three) other entries for your Annotated Bibliography.
When I have graded and approved your entries for your Annotated Bibliography, copy and paste them into your Word document that is going to be your research essay under the corresponding heading.
___________________________________________________
A research essay has 12 main components which are easy to detect: look at the headlines!
TASK 1:
Take 5 min. to briefly look over the following three sample research essays from the Internet (all are a little different, but their main components are always the same), and let's find out in class discussion what the components are (in the right order!!!).
1. article: Genetic Determinants of Bone Mass in Adults
2. article: Exploring the Role of Distance Education....
3. article: about Decision Making Styles
Tell me the components, so I can put them on the blog. You are going to open a Word document, and type those 12 headings in there. This is the beginning of your research essay. Save it on your desktop, and email it to yourself, so you always have access to it, since we are going to work on it in class during the following four weeks.
12 components of Research Essay:
1. Title
2. Your name and institution
3. Abstract
4. Keywords
5. Introduction
6. Literature review
7. Purpose
8. Participants
9. Methods
10. Results
11. a) Discussion (or: Conclusion)
11. b) Limitations
12. Annotated Bibliography (usually: "references," but we do a bit more than that)
As 13., you are going to attach your annex (pdf file of your SurveyMonkey result sheet. If you had open-ended text box questions on your survey, you need to attach the separate Word doc. sheets for the text answers of your subjects, too, since those won't print on your pdf report sheet. You have to click on VIEW on your SurveyMonkey results page, and print them out separately for each question where you had an open-ended text box!)
TASK 2:
Go to the website linked below, and save the three sample essays on your desktop as Word documents. Email them to yourself, so you will always have access to them. They show what last semester's students have done with their survey - they've created a research essay using their own data pool, creating graphs from their results using their SurveyMonkey Report Sheet, and integrating current research about their topic in their literature review, analyzing it in their Annotated Bibliography. The latter will be done in APA format. Use this link to see what your Annotated Bibliography has to look like.
NOTE: If you take this course at a 300 level, you need 3 published and peer-reviewed research essay from scientific journals for your Annotated Bibliography.
If you take this course at a 400 level, you need 5 published and peer-reviewed research essays from scientific journals for your Annotated Bibliography.
NOTE: While all three essays were A's, the students have made some minor mistakes, for example with citing correctly in the text in APA style, or regarding the academic format, etc. Do not take over uncritically everything they did, but use their papers as examples only.
Here are three sample Research Essays that some of my ENGL300 students wrote this Spring.
The first one deals with autism (Report Sheet included). Here's the corresponding survey.
The second one deals with AAE (Report Sheet included). Here's the corresponding survey.
The third one deals with Twins. (Report Sheet included.) Here's the corresponding survey.
In-Class Task:
Browse the Internet for 3 (respectively, 4) research articles about your topic. Use the links on top of this blog to search in the ERIC and JSTOR databases, and Google Scholar. No unscientific essays, please!!!
When you've found a title that sounds like it might be usable for your paper, read over it; and if you find good quotations you want to use (either confirming or contradicting what you want to find out with your own survey), create an Annotated Bibliography entry for it, and type it into your Word document. Your homework for Wednesday is to email me one annotation. An annotation in APA consists of the citation line, a very brief and concise summary of 2-3 sentences, and a personal statement of 2-3 sentences. See example of an annotation as linked at the top of this blog. See also this example I wrote for another class:
1) find the 12 components of a Research Essay, and create a Word document with these headlines. Email it to yourself.
2) download the 3 sample essays from last semester, and email them to yourself.
3) read 1 of the 3 sample essays together in class, and look at the corresponding survey and report sheet to see how the student from last semester has integrated his/her data. HOMEWORK for Wednesday, Oct. 22: Read the other two, so you get a good idea of what you are expected to do!
4) Find 3 research articles (or 4, for the 400 level) that deal with your topic and contain information you want to either confirm or contradict with your own survey results. NOTE: You are ONLY allowed to use published research essays from JSTOR, ERIC, or Google Scholar. No others are accepted; especially not websites and Wikipedia (those are not scientific and can contain many errors).
5) Create an Annotated Bibliography of these 3 or 4 articles.
HOMEWORK for Wednesday, Oct. 22: Email me ONE entry for your Annotated Bibliography.
HOMEWORK for Friday, Oct. 24th: Email me the TWO (or three) other entries for your Annotated Bibliography.
When I have graded and approved your entries for your Annotated Bibliography, copy and paste them into your Word document that is going to be your research essay under the corresponding heading.
___________________________________________________
A research essay has 12 main components which are easy to detect: look at the headlines!
TASK 1:
Take 5 min. to briefly look over the following three sample research essays from the Internet (all are a little different, but their main components are always the same), and let's find out in class discussion what the components are (in the right order!!!).
1. article: Genetic Determinants of Bone Mass in Adults
2. article: Exploring the Role of Distance Education....
3. article: about Decision Making Styles
Tell me the components, so I can put them on the blog. You are going to open a Word document, and type those 12 headings in there. This is the beginning of your research essay. Save it on your desktop, and email it to yourself, so you always have access to it, since we are going to work on it in class during the following four weeks.
12 components of Research Essay:
1. Title
2. Your name and institution
3. Abstract
4. Keywords
5. Introduction
6. Literature review
7. Purpose
8. Participants
9. Methods
10. Results
11. a) Discussion (or: Conclusion)
11. b) Limitations
12. Annotated Bibliography (usually: "references," but we do a bit more than that)
As 13., you are going to attach your annex (pdf file of your SurveyMonkey result sheet. If you had open-ended text box questions on your survey, you need to attach the separate Word doc. sheets for the text answers of your subjects, too, since those won't print on your pdf report sheet. You have to click on VIEW on your SurveyMonkey results page, and print them out separately for each question where you had an open-ended text box!)
TASK 2:
Go to the website linked below, and save the three sample essays on your desktop as Word documents. Email them to yourself, so you will always have access to them. They show what last semester's students have done with their survey - they've created a research essay using their own data pool, creating graphs from their results using their SurveyMonkey Report Sheet, and integrating current research about their topic in their literature review, analyzing it in their Annotated Bibliography. The latter will be done in APA format. Use this link to see what your Annotated Bibliography has to look like.
NOTE: If you take this course at a 300 level, you need 3 published and peer-reviewed research essay from scientific journals for your Annotated Bibliography.
If you take this course at a 400 level, you need 5 published and peer-reviewed research essays from scientific journals for your Annotated Bibliography.
NOTE: While all three essays were A's, the students have made some minor mistakes, for example with citing correctly in the text in APA style, or regarding the academic format, etc. Do not take over uncritically everything they did, but use their papers as examples only.
Here are three sample Research Essays that some of my ENGL300 students wrote this Spring.
The first one deals with autism (Report Sheet included). Here's the corresponding survey.
The second one deals with AAE (Report Sheet included). Here's the corresponding survey.
The third one deals with Twins. (Report Sheet included.) Here's the corresponding survey.
In-Class Task:
Browse the Internet for 3 (respectively, 4) research articles about your topic. Use the links on top of this blog to search in the ERIC and JSTOR databases, and Google Scholar. No unscientific essays, please!!!
When you've found a title that sounds like it might be usable for your paper, read over it; and if you find good quotations you want to use (either confirming or contradicting what you want to find out with your own survey), create an Annotated Bibliography entry for it, and type it into your Word document. Your homework for Wednesday is to email me one annotation. An annotation in APA consists of the citation line, a very brief and concise summary of 2-3 sentences, and a personal statement of 2-3 sentences. See example of an annotation as linked at the top of this blog. See also this example I wrote for another class:
Hudson, R. F., Lane, H. B., & Pullen, P.C. (2005). Reading fluency assessment and instruction: What, why, and how? The reading teacher, 58 (8), 702-714.
After defining fluency as accurate oral rendering of connected text at conversational rate with suitable prosody, and its importance with regard to the automaticity needed for textual comprehension, Hudson et al. explain different correlations, such as between reading accuracy and proficiency, reading rate and reading proficiency, and prosody and reading proficiency. They provide research-based information on the assessment of reading fluency and accuracy, explaining different measuring instruments for contextual oral reading, e.g. time readings, AIMSweb, DIBELS, GORT-4, NEEP, Reading Fluency Monitor, as well as observations and Zutell & Rasinski’s scale for prosody. Finally, they list evidence-based instructional fluency-development methods, such as (timed) repeated readings, and connected programs (Carbo Recorded Books, Great Leaps Reading, etc.), and answer some common instructional questions.
As a future reading specialist, I want to get to know as many fluency-development methods and forms of assessment as possible (including the “fads”), to find out which practices work best in my classrooms or tutoring sessions, always keeping in mind that a fast reading pace is NOT always a signal for textual comprehension: some children are good at sounding out words fast and show phonemic awareness without understanding what they read, because they are “glued to the print” focusing on the letters instead of prior knowledge, content, context, and inferences. Those children are also in danger of not being able to “read between the lines” and understand what is not explicit, for example humor / sarcasm / irony. To detect the problems of such students (which often go unnoticed due to said fluency) is a major challenge for reading teachers.
Friday, October 17, 2008
Some Hints: how to Edit AFTER Publishing (in class, 17th)
How to go back to EDIT what you've typed into your survey AFTER it has already been opened to the public:
You cannot change the wording or order of your survey questions while people are still answering it and typing into your form - logically, that doesn't work, because what would they see??? Therefore, you must CLOSE your survey to the public BEFORE you EDIT it again according to your peer feedback received.
This is how we do it:
Go to our LABEL, find your survey, click on COLLECT RESPONSES, and click on the little parcel symbol which says OPEN
You cannot change the wording or order of your survey questions while people are still answering it and typing into your form - logically, that doesn't work, because what would they see??? Therefore, you must CLOSE your survey to the public BEFORE you EDIT it again according to your peer feedback received.
This is how we do it:
Go to our LABEL, find your survey, click on COLLECT RESPONSES, and click on the little parcel symbol which says OPEN
and CLOSE it.
When you've CLOSED your survey, that means nobody can type in any answers while you are changing your wording. When you've finished repairing your survey, OPEN it again for your audience to answer!
Homework for Monday, Oct. 20th:
1. Finish survey, repair it according to peer feedback (IF our gmail accounts work again; if not, you'll get more time for the final proofreading),
2. Finish your letter of introduction (with a nice attention catcher, and a link to your final survey. Don't put the whole long URL in there, that doesn't look good; instead, hyperlink the word "survey" or "link" in your sentence, "Please click on the following LINK to take my survey." Email me your letter of introduction for approval.
3. Email me the pdf file of the REPORT SHEET you created with some peer answers. In case nobody answered to your survey because it wasn't finished or for some other reason, take your survey yourself (or have some friends take it), so you can create and email me the REPORT SHEET. The answers are all fake, anyway. However, you will need some feedback and GRADING SHEETS from your peers; if you didn't get any by Monday, Oct. 20th, let me know, and I'll assign someone for extra credit to take your survey.
When you've CLOSED your survey, that means nobody can type in any answers while you are changing your wording. When you've finished repairing your survey, OPEN it again for your audience to answer!
Homework for Monday, Oct. 20th:
1. Finish survey, repair it according to peer feedback (IF our gmail accounts work again; if not, you'll get more time for the final proofreading),
2. Finish your letter of introduction (with a nice attention catcher, and a link to your final survey. Don't put the whole long URL in there, that doesn't look good; instead, hyperlink the word "survey" or "link" in your sentence, "Please click on the following LINK to take my survey." Email me your letter of introduction for approval.
3. Email me the pdf file of the REPORT SHEET you created with some peer answers. In case nobody answered to your survey because it wasn't finished or for some other reason, take your survey yourself (or have some friends take it), so you can create and email me the REPORT SHEET. The answers are all fake, anyway. However, you will need some feedback and GRADING SHEETS from your peers; if you didn't get any by Monday, Oct. 20th, let me know, and I'll assign someone for extra credit to take your survey.
4. Start collecting 20 emails from your audience.
ATTENTION: This morning, all our grammar300.com emails did not work (nobody could read the inbox, or compose).
You can email me your pdf file and letter (and email your peers their feedback and grading sheets) from any private or siu email account you have, in case our gmail class accounts still don't work!!! Just send them to my grammar300.com email, because I can read it ;-) Also, send your peer feedback to the usual address; we suppose gmail will start working soon again. If not, you get a different deadline for reading and incorporating your peers' feedback.
ATTENTION: This morning, all our grammar300.com emails did not work (nobody could read the inbox, or compose).
You can email me your pdf file and letter (and email your peers their feedback and grading sheets) from any private or siu email account you have, in case our gmail class accounts still don't work!!! Just send them to my grammar300.com email, because I can read it ;-) Also, send your peer feedback to the usual address; we suppose gmail will start working soon again. If not, you get a different deadline for reading and incorporating your peers' feedback.
Thursday, October 16, 2008
How to find Results, and create Report Sheet
1. Today, Friday 17th, we are test-taking 5 (or more, if you want extra credit) surveys in class. Email the Survey Grading Sheet to the authors of the surveys, and to me in copy, and include some comment sentences.
Distribute your responses evenly, so that everybody gets some!!! I'll take all surveys, too.
If we have time, we'll do task 2-4 in class - if not, this will be your homework for Monday, Oct. 20th!
2. Then, we're going to look at our RESULTS. Go to http://www.surveymonkey.com/
Open the LABEL of our class, find your survey, but don't open it - just click on the button "ANALYZE," and it will give you a data sheet with blue bars on which you can see the answers of your test takers.
If you want to see what EACH SURVEY TAKER has answered, click on the left menu button "BROWSE RESPONSES," and it will show you a forward and a backward button that leads you to survey taker no. 1, no. 2., no. 5 - whichever you want to see. This might be important for your evaluation. This way, you can also see that the first survey taker was male and African American, the second one female and Caucasian, etc.....
P.S. I am taking your surveys, too, and I am typing my comments into your text boxes, so if you want to see what I had to say read your RESULTS ;-) If there are no comments, I didn't find any big mistakes. I didn't comment on missing parts, like your introductions, just on some very obvious spelling mistakes and/or malfunctioning matrices/buttons. I didn't correct everything, for that's your peers' job. I will fill in your Survey Grading Sheet after you've incorporated your peer feedback, so you'll get a better grade.
3. We will practice to create the pdf file (= REPORT SHEET) that has to be attached as an annex to your research essay later, when you got the real answers from your audience.
To create the REPORT SHEET, click on the left menu button "DOWNLOAD RESPONSES," choose "SUMMARY REPORT," and put the little black dot in the circle for "PDF FORMAT." Then, it will create one for you, and you just need to open it and save it, so you can email it to yourself and print it out.
Only AFTER you've created your pdf REPORT SHEET and have emailed it to yourself for printing, you can proceed with clearing out your responses account, so it will be fresh and empty when your real audience takes your survey.
To CLEAR out your peers' responses, go to the LABEL of our class, find your survey, don't open it, but click on the symbol of the little eraser that says CLEAR, and all your answers will be gone!
4. Create LETTER OF INTRODUCTION (basically the same as the intro on your survey, just a bit more elaborate, with a nice attention catcher in the beginning, such as: Do you believe that twins have language learning development as compared to singletons??? Some current research purports this. In the following survey (LINK of your repaired survey after incorporating your peer and teacher comments) I want to find out whether this is really true. I am a student of...... bla bla bla.)
HOMEWORK for Monday, Oct. 20th, will be to print out your peers' feedback on your REPORT SHEET so I know you all know where to find it, and how to print it. If you don't want to waste paper, you can also email me your report sheet as a pdf file (you don't need to hand in a paper copy).
If you haven't finished sending out the feedback, do so by the deadline of Saturday, Oct. 18th, 8 p.m. that we agreed on in class. That gives the people time from 8 p.m. to noon on Monday, Oct. 20th, to repair and finalize their surveys. The finished final versions of the surveys are due on Monday, Oct. 20th, in class!
Homework is also to finish up the LETTER OF INTRODUCTION we will begin in class today, and to email it to me by midnight on Friday, Oct. 17th, so I can grade it for Monday and give you the permission to email it out.
Also, please read the blog entry from last Monday's class again, because all the dates have changed due to the postponement of the presentations!!!
Distribute your responses evenly, so that everybody gets some!!! I'll take all surveys, too.
If we have time, we'll do task 2-4 in class - if not, this will be your homework for Monday, Oct. 20th!
2. Then, we're going to look at our RESULTS. Go to http://www.surveymonkey.com/
Open the LABEL of our class, find your survey, but don't open it - just click on the button "ANALYZE," and it will give you a data sheet with blue bars on which you can see the answers of your test takers.
If you want to see what EACH SURVEY TAKER has answered, click on the left menu button "BROWSE RESPONSES," and it will show you a forward and a backward button that leads you to survey taker no. 1, no. 2., no. 5 - whichever you want to see. This might be important for your evaluation. This way, you can also see that the first survey taker was male and African American, the second one female and Caucasian, etc.....
P.S. I am taking your surveys, too, and I am typing my comments into your text boxes, so if you want to see what I had to say read your RESULTS ;-) If there are no comments, I didn't find any big mistakes. I didn't comment on missing parts, like your introductions, just on some very obvious spelling mistakes and/or malfunctioning matrices/buttons. I didn't correct everything, for that's your peers' job. I will fill in your Survey Grading Sheet after you've incorporated your peer feedback, so you'll get a better grade.
3. We will practice to create the pdf file (= REPORT SHEET) that has to be attached as an annex to your research essay later, when you got the real answers from your audience.
To create the REPORT SHEET, click on the left menu button "DOWNLOAD RESPONSES," choose "SUMMARY REPORT," and put the little black dot in the circle for "PDF FORMAT." Then, it will create one for you, and you just need to open it and save it, so you can email it to yourself and print it out.
Only AFTER you've created your pdf REPORT SHEET and have emailed it to yourself for printing, you can proceed with clearing out your responses account, so it will be fresh and empty when your real audience takes your survey.
To CLEAR out your peers' responses, go to the LABEL of our class, find your survey, don't open it, but click on the symbol of the little eraser that says CLEAR, and all your answers will be gone!
4. Create LETTER OF INTRODUCTION (basically the same as the intro on your survey, just a bit more elaborate, with a nice attention catcher in the beginning, such as: Do you believe that twins have language learning development as compared to singletons??? Some current research purports this. In the following survey (LINK of your repaired survey after incorporating your peer and teacher comments) I want to find out whether this is really true. I am a student of...... bla bla bla.)
HOMEWORK for Monday, Oct. 20th, will be to print out your peers' feedback on your REPORT SHEET so I know you all know where to find it, and how to print it. If you don't want to waste paper, you can also email me your report sheet as a pdf file (you don't need to hand in a paper copy).
If you haven't finished sending out the feedback, do so by the deadline of Saturday, Oct. 18th, 8 p.m. that we agreed on in class. That gives the people time from 8 p.m. to noon on Monday, Oct. 20th, to repair and finalize their surveys. The finished final versions of the surveys are due on Monday, Oct. 20th, in class!
Homework is also to finish up the LETTER OF INTRODUCTION we will begin in class today, and to email it to me by midnight on Friday, Oct. 17th, so I can grade it for Monday and give you the permission to email it out.
Also, please read the blog entry from last Monday's class again, because all the dates have changed due to the postponement of the presentations!!!
Wednesday, October 15, 2008
How to Create URL
To create a URL for your finished survey,
log into www.surveymonkey.com, find your survey under the label "grammarians300-2,Fall2008," and open your survey.
Then, click on the button "collect responses" on the horizontal menu list on top of your screen.
Then, put the little black bullet in the circle where it says, "create a link to send in your own email message..."
Copy the http://...... link that you get by right-clicking on it, open an email, paste this link with a right-click, and send it to me!
I will put your URL out on the blog on Thursday, Oct. 17th, 10:00 a.m. (deadline), so that everybody can access your survey on Friday morning at class time.
In case you don't manage to create the URL for whatever technological reason, just have your survey completely finished, and we'll create the link in class/after class in my office or the computer lab really quickly.
If your survey is not finished on Friday at class time, your grade for the survey will be lowered by one grade.
log into www.surveymonkey.com, find your survey under the label "grammarians300-2,Fall2008," and open your survey.
Then, click on the button "collect responses" on the horizontal menu list on top of your screen.
Then, put the little black bullet in the circle where it says, "create a link to send in your own email message..."
Copy the http://...... link that you get by right-clicking on it, open an email, paste this link with a right-click, and send it to me!
I will put your URL out on the blog on Thursday, Oct. 17th, 10:00 a.m. (deadline), so that everybody can access your survey on Friday morning at class time.
In case you don't manage to create the URL for whatever technological reason, just have your survey completely finished, and we'll create the link in class/after class in my office or the computer lab really quickly.
If your survey is not finished on Friday at class time, your grade for the survey will be lowered by one grade.
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