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CCR732F06

Workspace for Authorship and Curriculum. Friday, December 15, 2006. Page 1 at bottom: Transparent. Clearly, the quote and the words are "reflections" of one another - stating the same idea in a different way, relying on the quote to make the student's rewording "credible" to the reader. The idea comes from the source. Page 2 top: Opaque. Or are these the student's idea that they are trying to make credible through support, but done unsuccessfully? Page 2 bottom: Transparent. Page 3 top: Transparent.

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CCR732F06 | ccr732f06.blogspot.com Reviews

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Workspace for Authorship and Curriculum. Friday, December 15, 2006. Page 1 at bottom: Transparent. Clearly, the quote and the words are reflections of one another - stating the same idea in a different way, relying on the quote to make the student's rewording credible to the reader. The idea comes from the source. Page 2 top: Opaque. Or are these the student's idea that they are trying to make credible through support, but done unsuccessfully? Page 2 bottom: Transparent. Page 3 top: Transparent.

<META> KEYWORDS

1 syracuse university

2 paper 1 thoughts

3 or following

4 the quote used

5 paper #1

6 page 4 t

7 hey all

8 toward a calendar

9 date

10 irb exemption application

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syracuse university,paper 1 thoughts,or following,the quote used,paper #1,page 4 t,hey all,toward a calendar,date,irb exemption application,category 1,project title,explanation of project,our research questions,robillard citation analysis,pecorari methods

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CCR732F06 | ccr732f06.blogspot.com Reviews

https://ccr732f06.blogspot.com

Workspace for Authorship and Curriculum. Friday, December 15, 2006. Page 1 at bottom: Transparent. Clearly, the quote and the words are "reflections" of one another - stating the same idea in a different way, relying on the quote to make the student's rewording "credible" to the reader. The idea comes from the source. Page 2 top: Opaque. Or are these the student's idea that they are trying to make credible through support, but done unsuccessfully? Page 2 bottom: Transparent. Page 3 top: Transparent.

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ccr732f06.blogspot.com

1

CCR732F06: Robillard citation analysis

http://www.ccr732f06.blogspot.com/2006/11/robillard-citation-analysis.html

Workspace for Authorship and Curriculum. Thursday, November 16, 2006. Robillard, Amy E. "Young Scholars Affecting Composition: A Challenge to Disciplinary Citation Practices." College English 68.3 (January 2006): 253-270. For the reader of a scholarly work, citation functions to. 1 "Provide access to source material. . . . 2 "Establish relationships among texts. . ." (258). For the author of a scholarly text, citing other scholars functions to. 1 "Establish the citing author's expertise. . . . 2 "Establi...

2

CCR732F06: Coding with New Two Code System

http://www.ccr732f06.blogspot.com/2006/12/coding-with-new-two-code-system.html

Workspace for Authorship and Curriculum. Sunday, December 10, 2006. Coding with New Two Code System. Tanya and I had a meeting of the coding minds. Some resulting considerations about oding with Transparent/Opaque as Codes:. 1 Are these categories narrow enough to be useful? I had an awful lot of opaques. but I became suspicious (without the sources) of anything even remotely close to a source or citation. 2 What happens when we can't scrounge up the sources? It feels like digging in the dark without them.

3

CCR732F06: Pecorari methods

http://www.ccr732f06.blogspot.com/2006/11/pecorari-methods.html

Workspace for Authorship and Curriculum. Thursday, November 16, 2006. Pecorari, Diane. "Good and Original: Plagiarism and Patchwriting in Academic Second-Language Writing." Journal of Second Language Writing 12 (2003): 317-345. 17 students, 10 pages of draft diss each. Collected similar material from 8 completed, published PhD theses. Random selection from citation-heavy portions of the diss in which some sources could be located. Texts were compared to their sources. Posted by senioritis @ 2:07 PM.

4

CCR732F06: O/T for paper #1

http://www.ccr732f06.blogspot.com/2006/12/ot-for-paper-1.html

Workspace for Authorship and Curriculum. Tuesday, December 12, 2006. O/T for paper #1. Page 1 at bottom: the student simply rewords the authors claim (puts a little spin on it) as a lead in to the quote. T (TRANSPARENT). Page 2: the quote is a continuation of the student's thought. they use the quote to finish their thought. Sort of a b = c ("c" is the quotation). it's hard to tell if they whole sentence is the thought of the author or the student- therefore: O (OPAQUE). Page 6 top: no page # cited.

5

CCR732F06: sources for After Shocks paper

http://www.ccr732f06.blogspot.com/2006/12/sources-for-after-shocks-paper.html

Workspace for Authorship and Curriculum. Thursday, December 07, 2006. Sources for After Shocks paper. Source 1: http:/ www.workplaceanswers.com/News/Muslim-Pilot-Fired-Due-to-Religion-and-Appearance,35.aspx. The second and third sources are no longer available online :(. Posted by Sarah @ 11:08 AM. Comments: Post a Comment.

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securingaspace.wordpress.com

Young, Teaching Across the Curriculum | securing a space

https://securingaspace.wordpress.com/2008/06/04/young-teaching-across-the-curriculum

Young, Teaching Across the Curriculum. Young, Art. Teaching Writing Across the Curriculum. Third edition. Upper Saddle River, NJ: Prentice Hall, 1999. Invention and discovery can still occur in writing to communicate writing. Writing to communicate writing often calls for revisions, yet depends on goals of writing assignment. The forms of writing to communicate assignments are essays, reports and business letters (12). You’re currently reading “Young, Teaching Across the Curriculum,” an...You are comment...

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Samuels, Re-Inventing the Modern University | securing a space

https://securingaspace.wordpress.com/2008/06/04/samuels-re-inventing-the-modern-university

Samuels, Re-Inventing the Modern University. Samuels, Robert. Re-Inventing the Modern University with WAC: Postmodern Composition as Cultural and Intellectual History. Across the Disciplines 1 (2006). The postmodern educational approach emphasizes interactivity, cultural relativism, collaboration, and interdisciplinarity (? The characteristics embodied in the WAC movement. What are the links between postmodernism and WAC movement? 8211;conflict between objectivism and constructivism. Draws on George ...

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ccr732f06.blogspot.com

CCR732F06

Workspace for Authorship and Curriculum. Friday, December 15, 2006. Page 1 at bottom: Transparent. Clearly, the quote and the words are "reflections" of one another - stating the same idea in a different way, relying on the quote to make the student's rewording "credible" to the reader. The idea comes from the source. Page 2 top: Opaque. Or are these the student's idea that they are trying to make credible through support, but done unsuccessfully? Page 2 bottom: Transparent. Page 3 top: Transparent.

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