5.2: Classroom Activity
- Page ID
- 261477
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Scholarship as a Literal Conversation: Quoting, paraphrasing, and summarizing
This activity helps students collectively practice summarizing, paraphrasing and quoting. To begin, students have a conversation as a class on any topic of their choosing. The instructor transcribes the conversation and then as a group, the class examines the conversation and writes summaries, paraphrases and quotes.
The instructor can prepare a few suggested topics on conversation - but they should be general and only be used to prompt a student conversation if they do not suggest their own topic.
OUTLINE:
- Introduce Scholarship as Conversation (using Burke’s Parlor is one option) - 5 minutes
- Ask students to conduct a conversation on a topic of their choosing - 10 minutes
○ Instructor transcribes the conversation as it takes place, projected onto a screen for everyone to see
○ Make sure to include student names so you know who said what. If you are use first names during the conversation, at the end, take a moment to discuss academic writing, and how we use last names, and change the names as needed. Or you can have that conversation at the beginning and start with last names.
○ Ask probing questions to push the conversation forward if necessary (e.g. Why do you think Marvel is better than DC Comics? Can you tell us more about Wonder Woman and why you like her?)
- Have students examine the conversation they have as transcribed. Ask them to, individually or in groups, summarize the conversation they just had, include in-text citations. - 2-5 minutes
- To practice paraphrasing, instructor should begin by writing a BAD paraphrase, only changing one word. As the class what they think of the paraphrase, and discuss why this doesn’t work. - 2-5 minutes
- Then have the class, individually or in small groups, write their own paraphrase, including in-text citations 2-5 minutes
- Lastly, individually or in small groups, have students write their own sentence quoting the conversation, including in-text citations. 2-5 minutes
- Share the document with students after the class for reference.
Alternative suggestion: have students anonymously submit their summaries, paraphrases and quotes via a google form, then analyze them collectively as a class.
ALA Frame: Scholarship as Conversation
(Adapted from Rusk, F. https://projectcora.org/assignment/scholarship-literal-conversation)
-OR-
Play some games!
- Goblin Threat Plagiarism game https://libguides.mssu.edu/c.php?g=185283&p=1223333
- Online Citation Games https://researchguides.ccc.edu/c.php?g=575336&p=3967681
ALA Frames: Information Has Value, Scholarship as Conversation