Weekly Requirements for Group Meetings with Mr

We= ekly Requirements for Group Meetings with Mr. Ayres

Each group will meet with me one = day a week. The other days are to be spent reviewing and discussing each other’s ARN and building your group’s PowerPoint lecture. At each meeting individual students are required to submit copies of documents= due to the group mates and me. At= the meeting this document has a potential value of ten points. If the student is present but lack= s the document, 0/10 is earned; if present with the document but lacks copies of = it, 5/10 is earned; if absent, the document and copies are due at the meeting n= ext week. The document’s po= int total will also be reduced if the teacher feels it fails to meet all requirements or reflects less than excellence in its content and preparation. The following sc= hedule serves as your instruction regarding the types of documents due and their respective week for collection. All documents are to be typed.

Week One: The student will show the teacher the required text under study (5 points);= the student will submit a single copy of the independent contract—signed = and dated by the student—to the teacher (5 points

Week Two: The student will submit copies of a document based on the primary text. This document will be titled “Primary Text Document” and will have three headings. They are to be, in order, Tentative Thesis, Primary Support, and Argumentation. The student will type out a thesis statement next to the first heading. The thesis will have at least two literary elements and will be rele= vant to the text under study. Next= to the second heading will be a direct quotation from the primary text that supports the tentative thesis. Finally, a full paragraph of argumentation will analyze the direct quotation and prove its support of the thesis. Note: students writing research pa= pers for this project may secure their unique theses at this meeting. NO STUDENTS MAY HAVE THE SAME THES= IS OR I WILL DEDUCT POINTS. COMMUNI= CATE WITH EACH OTHER.

Weeks Three and Four: The student will obtain a different scholarly article, essay or chapter for each week’s meeting AND NO STUDENTS MAY HAVE THE SAME WORK FOR EITHER WEEK. Furthermore, the work m= ust be at least two pages long, and the teacher will decide if the content is wort= hy of the group’s time and attention.&n= bsp; In other words, the student will obtain a significant and substantial scholarly work, not merely a book review, for example. To this end, I require the student= to get the work from the RCC and/or UCR libraries. NO INTERNET ARTICLES WILL BE ACCEP= TED UNLESS PREVIOUSLY APPROVED BY THE TEACHER.= The student will make copies of this scholarly work and clipped on t= op of this work will be a document prepared by the student. The document will be titled “Secondary Text Document” and will have the headings of MLA Citation, Author’s Thesis, Author’s Support and Student’s Evaluation. The content of the first heading will be an accurate MLA citation of the work, formatted corre= ctly (double spacing, reverse indentation and correct punctuation); for the seco= nd heading please include in your own words what you believe is the primary argument of the work, its thesis; next to the third heading the student will use three (3) formatting bullets and type next to each bullet a direction quotation from the work that supports the author’s thesis; finally, t= he student will create a paragraph that evaluates the contribution the work ma= kes to the group’s study of the primary text, placing this paragraph next= to the final heading. Note: stud= ents writing research papers for this project may secure their unique theses at = this meeting.

Week Five: The student will present multiple copies of the rough draft of the research paper (minimum of three full pages) to the group THE DAY BEFORE OUR SCHEDUL= ED MEETING and a copy to the teacher the day of the meeting. Students will take home these rough drafts and applying this site’s Areas of Improvement checklist, evalu= ate them and arrive at the scheduled day’s meeting ready to offer our critiques. When critiquing the rough drafts, each student must write many positive and negative comments on the draft, or I will deduct points from the following day’s meeting f= rom the student reviewing the draft. BE A TEAM PLAYER. This is our fi= nal week of meetings. On Monday o= f the following week students turn in to me the final draft of the research paper= . On this same day the Monday group presents its PowerPoint lecture to the class.