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Room 312 - Authentic Learning in Student Generated Podcasts

Student Persuasive Podcast Projects

The following is one of the handouts that were given to guide the student projects.  In the podcast, I share the student examples.

The Introduction to the Project

To:  The Alpha Research Group

From: The Department of Homeland Security

The following information is classified and should not be discussed outside your research group.  There have been enough reports coming in about an “alien threat” that we would like an initial risk assessment.  The crank reports have been sorted and thrown out, and the following documents have been deemed valid enough to warrant further investigation.

Your team is to read the reports and document the facts using the reading strategies we studied in training (Hot) (Dok).  Your team is to present a 2 – 5 minute picture/audio podcast assessing the reality of the threat (SC) (S3A) at the conference we will be holding titled “Is the Threat Real?”

Thank you for your time and commitment to keeping the homeland safe!

Directions for the Podcast Script

Script Instructions

Before you start your script, you need to come to an agreement based off the information your read and gathered, and decide whether we are at risk of alien invasion or not.  Are these aliens visiting us a threat?  Your opinion of the matter or whether you even believe in aliens is NOT important.  Remember, you are basing your stance on the information you have gathered.  Lay it all out before you and look which side has the most evidence.

Once you have come to a decision, begin writing your script.  It needs to be set up like a script and should be structured as if you are actually talking about it.  Remember the script need to be 2 – 5 minutes long.  Everyone must have a speaking part.

Example”

Part 1:

Scott:      Hello.  We are Alpha Research Group 16 also known as ARG.  We are a subdivision of the Department of Homeland Security

Kim:     In our group we have Scott Tattleburg, Laura Ingles, and myself, Kimmy Johnson.

Laura: After looking at various credible documents, examining the evidence, ARG has come the conclusion that we are NOT at risk from alien invasion.

Here are the segments you need in your script:

The script:

* Part One: - Introduce the name of group - Introduce members - Introduce stance

* Part Two: - Evidence to support your stance - Use specific references to articles your read

* Part Three - Why might people argue against you?  What arguments might they use? - How will you answer these arguments?

* Part Four - Recap your position - Sign off

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Room 312 - (Enhanced) Than/Then and Joss Whedon’s Serenity (mp3)

THAN
Unlike then, than is not related to time. Than is used in comparative statements.
EXAMPLES:
~Another pair of words that I see misused far more often than not is than and then.
~He is taller than I am.
~Other than the interest on a small inheritance, he had no income.
~Today’s students certainly do seem to read less than students in previous generations did.
~We learned more on the playground than we did in the classroom.
~Despite their lack of flavor, the hothouse tomatoes cost far more than those from the farmers’ market.
THEN
Then is used either as a time marker or with a sequence of events.
EXAMPLES:
~I took all of the exams in the morning, and then I spent the rest of the day catching up on sleep.
~Back then we knew what was expected of us.
~I bought apples from this orchard last summer, but I seem to remember paying more for them then.
~Look over the study guide first, and then if you still have questions bring them up in class.
Listen Now:


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Room 312 - (Enhanced) Than/Then and Joss Whedon’s Serenity

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Room 312 - Parallel Structure Part 2

#education

Parallel Structure

Brought to you by the Purdue University Online Writing Lab.


For more information about sentence structure, see our workshop on this topic at http://owl.english.purdue.edu/handouts/general/gl_sentclar.html.
Parallel structure means using the same pattern of words to show that two or more ideas have the same level of importance. This can happen at the word, phrase, or clause level. The usual way to join parallel structures is with the use of coordinating conjunctions such as “and” or “or.” (For more information on coordinating conjunctions, see our handout at http://owl.english.purdue.edu/handouts/grammar/g_clause.html.

1. Words and Phrases

With the -ing form (gerund) of words:

Parallel: Mary likes hiking, swimming, and bicycling.

With infinitive phrases:

Parallel: Mary likes to hike, to swim, and to ride a bicycle. OR Mary likes to hike, swim, and ride a bicycle.(Note: You can use “to” before all the verbs in a sentence or only before the first one.)

For more information on gerunds and infinitives, see our handout at http://owl.english.purdue.edu/handouts/grammar/g_verbals.html.

Do not mix forms.

Example 1

Not Parallel: Mary likes hiking, swimming, and to ride a bicycle.
Parallel: Mary likes hiking, swimming, and riding a bicycle.

Example 2

Not Parallel: The production manager was asked to write his report quickly, accurately, and in a detailed manner.
Parallel: The production manager was asked to write his report quickly, accurately, and thoroughly.

Example 3

Not Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and his motivation was low.
Parallel: The teacher said that he was a poor student because he waited until the last minute to study for the exam, completed his lab problems in a careless manner, and lacked motivation.

2. Clauses

A parallel structure that begins with clauses must keep on with clauses. Changing to another pattern or changing the voice of the verb (from active to passive or vice versa) will break the parallelism.

Example 1

Not Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and to do some warm-up exercises before the game.
Parallel: The coach told the players that they should get a lot of sleep, that they should not eat too much, and that they should do some warm-up exercises before the game.
– or —
Parallel: The coach told the players that they should get a lot of sleep, not eat too much, and do some warm-up exercises before the game.

Example 2

Not Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that questions would be asked by prospective buyers. (passive)
Parallel: The salesman expected that he would present his product at the meeting, that there would be time for him to show his slide presentation, and that prospective buyers would ask him questions.

3. Lists after a colon

Be sure to keep all the elements in a list in the same form.

Example 1

Not Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and looking up irregular verbs.
Parallel: The dictionary can be used for these purposes: to find word meanings, pronunciations, correct spellings, and irregular verbs.

Proofreading Strategies to try:

  • Skim your paper, pausing at the words “and” and “or.” Check on each side of these words to see whether the items joined are parallel. If not, make them parallel.
  • If you have several items in a list, put them in a column to see if they are parallel.
  • Listen to the sound of the items in a list or the items being compared. Do you hear the same kinds of sounds? For example, is there a series of “-ing” words beginning each item? Or do your hear a rhythm being repeated? If something is breaking that rhythm or repetition of sound, check to see if it needs to be made parallel.


The following information must remain intact on every handout printed for distribution.

This page is located at http://owl.english.purdue.edu/handouts/print/grammar/g_parallel.html.

Copyright ©1995-2004 by OWL at Purdue University and Purdue University. All rights reserved. Use of this site, including printing and distributing our handouts, constitutes acceptance of our terms and conditions of fair use, available at http://owl.english.purdue.edu/lab/fairuse.html.

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