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CM 220 Unit 3 Seminar

Professor Julie O’Connor-Colvin General Education, Composition

Kaplan University

Let’s Get Started! Tonight’s Agenda

– Grammar Workshop: Comma Splices, Run-ons, & Sentence Fragments

– Unit 3 Activities Review– Primary and Secondary Research– Interview Research Discussion– Preview Unit 4 Project

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COMMA SPLICES, RUN-ONS, AND SENTENCE FRAGMENTS

Grammar workshop

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Run-on Sentences & Comma Splices

Run-ons and comma splices are terms describing two independent clauses that are joined together with no connecting word or punctuation to separate the clauses.

Incorrect (run-on): They weren't dangerous criminals they were detectives in disguise.Correct: They weren't dangerous criminals; they were detectives in disguise.

Incorrect (comma splice): I didn't know which job I wanted I was too confused to decide.Correct: I didn't know which job I wanted, so I was too confused to decide.

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Correcting Run-Ons & Fragments1. Join the two with one of the coordinating conjunctions (and, but,

for, or, nor, so, yet), and use a comma before the connecting word._________________________, and _________________________.(He enjoys walking through the country, and he often goes backpacking on his vacations.)

2. When you do not have a connecting word (or when you use a connecting word other than and, but, for, or nor, so, or yet between the two independent clauses) use a semicolon (;).__________________________;_____________________________.(He often watched TV when there were only reruns; she preferred to read instead.)or __________________________; however,____________________.(He often watched TV when there were only reruns; however, she preferred to read instead.)

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3. Put a period between the two independent clauses and make them separate sentences.

4. You can turn one of the independent clauses into a dependent clause as well:While she preferred to read, he often watched TV when there were only reruns.

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Correcting Run-Ons & Fragments

Sentence FragmentsA fragment is a dependent clause or phrase punctuated as if it were a complete sentence: Which help screen his yard from the street.Having driven across the desert.

To correct, simply join to another sentence:He enjoys flowers and shrubs, which help screen his yard from the street. Having driven across the desert, we enjoyed the cool weather.

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ACTIVITIES REVIEWUnit 3

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Unit 3 Overview Wednesday, March 14- Tuesday, March

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primarily the interview, as a means of learning more about your “big idea” and how best to implement that idea.

In this unit, you will start thinking about a person to interview regarding your “big idea.” In Unit 4, you will develop interview questions and plan this interview.

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Unit 3 Readings• Introduction to unit on communication, writing and

speaking, and listening skills• Schamberger, M. (1997). Elements of quality in a

qualitative research interview. S. A. Archives Journal, 3925. Retrieved from Academic Search Premier database.

• Cloud, J. (2010, November 29). Strike a pose. Time, 176(22), 61. Retrieved from Academic Search Premier database

• Interview Tips and Research Resources (in one PDF document, “Interview, Research, and Quotations,” posted in Doc Sharing)

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Unit 3 ActivitiesDue by Midnight, Tuesday, March 20

• Live Seminar or Seminar Option #2 (10points)

• Discussion Board: Analysis of Senate hearing videos from Fred Rogers and Al Gore (used for CLAs 4 and 5) (40points)

• Tech Lab: Creating websites-Kaplan optimal resume website builder, Google sites, Weebly, GoDaddy (ideas for unit 7 discussion board presentation which is then revised for the final)

*No Project*

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Purpose of Unit 3 Assignments • Discuss what constitutes effective communication• Review effective listening skills• Prepare for the unit 4 project, which includes an

interview worksheet and discussion of 3 secondary sources

Note: You do not have to conduct the interview, or, if conducted, use it as a source in your project, but this is a great chance to get interviewing experience!

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Unit 3 Discussion BoardEvaluating Communication

When analyzing a presentation, consider:• What is the setting? • What is the appearance of speaker?• Is the speaker reading the speech from notes?• Does the speaker have appropriate pauses and

make eye contact with audience? Use gestures?• Does the speaker gear the speech to the intended

audience? How does the speaker attempt to connect with the audience?

• How does the speaker emphasize specific points? • Does the speaker have any annoying habits that

detract from the speech?

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Unit 3 Discussion BoardUnderstanding Context

When analyzing a presentation, consider:• Everything is written (or spoken) to someone

for some purpose. The email you send to your sister should be written differently than a proposal you send to a business client, and a speech delivered to a group of second graders would differ from the President speaking to Congress.

• Knowing the audience, purpose, and the context is vitally important to good writing and speaking. Ask yourself: – Why am I writing or saying this? – Who is my audience? – What am I trying to say?

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Unit 3 Discussion Board Understanding Communication Medium

Writing vs. Speaking• Writing only uses

words• Message must be

clearly and correctly written to convey ideas

• Demonstrate competence by using Standard American English

• Speaking uses words, tone, gestures, facial expressions, posture, eye contact

• May be accompanied by visual aids (Power Point, etc.)

• Appearance is important!

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PRIMARY AND SECONDARY RESEARCH

Unit 3 seminar

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Basic Types of Research

Types of Research:1.Primary: Research you conduct

yourself– Interviews, surveys, questionnaires,

observations2.Secondary: Published research

Basic Types SourcesTypes of Sources1.Primary: Original Source or evidence

– Letters, diaries, legislation, field research, eye witness accounts, poetry, fiction text, relics of artifacts

2.Secondary: Comments, Analyzes, Cites, or Builds upon primary source– History textbook, article analyzing a

novel, article interpreting environmental study

Finding Secondary Sources

• Kaplan Library (see library presentation in Doc Sharing, as well as video on library home page)

• Google Scholar• Other databases with peer-reviewed

works• Newspapers and appropriate magazines• Sites like NPR and PBS

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INTERVIEWSUnit 3

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Interview

Is this a PRIMARY or SECONDARY source?• What are the benefits of conducting an

interview?• Is all interview information useful and

reliable?• How do you determine what information

is useful and reliable?• How would you choose an interview

subject?

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How to Conduct an Interview

1. Select interview subject 2. Prepare for interview3. Conduct interview4. Follow up with interviewee

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Step 1: Selecting an Interview Subject

• Who would be a good source of information for your subject?

• How well known is this person? Is this person an expert on the subject?

• How do you locate this person? • How do you request and schedule an

interview?

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Step 2: Preparing for an Interview

• Research your interviewee• Establish a goal or purpose for the

interview• Prepare questions in advance• Prioritize the questions*The Unit 4 Project interview worksheet

requires you to practice planning an interview.*

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Step 2: Preparing for an InterviewDetermining Questions

• Ask yourself: “What do I need to know?”• Write a list of things you want to find out• Write a list of research questions that will help

your interviewee discuss this information• Avoid biased questions: “Don’t you think we

could improve campus parking by building another parking garage?”

• Check the questions carefully to see if the wording could be offensive to your interviewee (“How to Conduct an Interview,” 2008).

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Step 2: Preparing for an InterviewOpen and Closed-ended Questions

Close-Ended: Yes/no questions can be answered with a simple yes or no. They may not be very productive or elicit much information.

Open-Ended: Questions that require more than a yes/no answer. These allows interviewee to explain, clarify and defend an idea.

Examples:Close-Ended: Will you support the new tax

increase?Open Ended: How will increased taxes benefit

or hurt local businesses?

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Step 3: Conducting the Interview

• Be gracious & thank the person for his or her time.• Respect this person’s time by being on time &

prepared.• Pay attention to what the person is saying and use

the opportunity to ask follow up questions• Take notes or record the interview (with

permission)• Stick to the subject but be flexible.

*Conducting an interview is NOT required for Unit 4 Project or Final Project.*

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Step 3: Conducting the InterviewImportance of Listening Skills

• When you interview or are the subject of an interview, listening is a very important skill.

• Look at your interviewee. We learn a lot from a person’s facial expressions, tone, posture, eye contact.

• How can YOU show you are listening and paying attention?

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Step 4: Following-up with Interviewee

• A follow up thank you note would be appropriate.

• Transcribe your notes as quickly as possible after the interview.

• Give the interviewee an opportunity to review the notes to be sure they are accurate.

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UNIT 4 PROJECTLooking Ahead

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Looking Ahead: Unit 4 ProjectDue by Midnight, Tuesday, March 27

This project focuses primary & secondary research for final project. There are 3 parts to this project to complete.

• Part 1) Fill out pre-interview worksheet: use full sentences and Standard American English.

• Part 2) In two paragraphs, summarize 3 secondary sources related to your big idea. At least one of these needs to present challenges and disagreements. Compare and contrast the approaches these authors take towards this issue, and determine which sources will be helpful and why.

• Part 3) Create a References page that lists sources in Part 2.

REQUIRED FORMAT: Include an APA-style Title Page and References Page. Parts one and two should be approximately 2 paragraphs long. All aspects of this project should be in APA manuscript style.

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Unit 4 ProjectInterview Worksheet

• Describe an interviewee you select and reflect on why this person would be helpful for your research

• Create up with three open-ended and three closed-ended questions and discuss your reasons for asking them

• Anticipate answers to questions• Come up with additional questions

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Unit 4 Project Selecting an Interviewee

• Example Topic: Banning smoking in public places

• Possible interviewee: Michael Siegel, a professor at Boston University’s School of Public Health and an anti-smoking advocate

• How do I find information about my interviewee for the Unit 4 Project Worksheet? • Faculty profile on BU website, internet search,

other interviews, search in KU Library for articles written by subject

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Unit 4 Project Sample Interviewee Research

Response“Michael Siegel’s primary research interest is in the area of tobacco control, focusing on secondhand smoke health effects, exposure, and policies, cigarette advertising and marketing practices and their effects on youths, and evaluation of tobacco control policies and their impact on youth and adult smoking behavior. His primary teaching is in the areas of mass communication, marketing, and public health advocacy. He is co-author of a book, entitled Marketing Public Health: Strategies to Promote Social Change, that grew out of his teaching experience at the School. He has been active in promoting smoke-free bar and restaurant policies throughout the country and has served as an expert witness in several major tobacco litigation cases” (Boston University School of Public Health, 2010).

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Unit 4 Project Primary Questions & Anticipated Responses to Questions

ExamplesClosed-ended example: Do you believe smoking bans reduce

the number of smokers?Open-ended example: How have your public criticisms of

claims about dangers of second and third-hand smoke affected your own efforts to reduce smoking?

Anticipated Responses to Questions Example: While Siegel is an anti-tobacco advocate, he worries that researchers exaggerate the impact of tobacco on non-smokers’ health. An article published on Kansas Watchdog.org quotes Siegel regarding the relationship between second-hand smoke and heart attacks and third-hand smoke. He feels that the claims are “hysterical” and pose a threat to reducing the number of smokers (Soutar, 2010, para. 32).

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Let’s Brainstorm Interviewee Ideas for the Unit 4 Project.

• What type of person would be able to share information that is relevant to your “big idea”?

• Is there a specific person you can think of that you would interview?**Remember, you are not actually required to conduct the interview, so you could choose someone you might not realistically be able to schedule an interview with. For example, if your big idea was about changing federal legislation relating to consequences for cyberbullying, you might select US Vice President Joe Biden because of his role as President of the US Senate.**

• What questions would you like to ask?

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Thank you for your attention!

Questions???

Good night!