Section 0: |
|
Intro |
15:32 |
| |
Intro |
0:00 | |
| |
Who Should Take This Course? |
0:12 | |
| |
What Will You Get Out of This Course |
1:24 | |
| |
| Basics |
1:37 | |
| |
| Other Stuff |
2:37 | |
| |
What Do We Write? |
3:36 | |
| |
| Grades |
3:44 | |
| |
| College |
4:18 | |
| |
| Jobs |
5:26 | |
| |
Kinds of Writing |
6:29 | |
| |
| Logos |
6:44 | |
| |
| Rhetoric |
7:35 | |
| |
| Creative |
8:39 | |
| |
| Use All Three |
9:20 | |
| |
Your Brain |
9:48 | |
| |
| Left Brain |
10:10 | |
| |
| Right Brain |
10:35 | |
| |
| Examples of Left Brain Problems |
11:05 | |
| |
| Examples of Right Brain Problems |
11:28 | |
| |
The Assignment |
11:59 | |
| |
| Items Needed |
12:06 | |
| |
| The Task |
13:02 | |
| |
| Potential Problems, Left Brain |
13:43 | |
| |
| Potential Problems, Right Brain |
14:21 | |
| |
| Recap |
14:59 | |
|
How to Write a Summary |
18:20 |
| |
Intro |
0:00 | |
| |
What is Summarization? |
0:12 | |
| |
| Samual Langhorne Clemens |
0:29 | |
| |
| Why Do We Need to Summarize? |
1:03 | |
| |
| Plans for This Lesson |
2:29 | |
| |
Skimming and Scanning |
2:49 | |
| |
| Skimming |
2:53 | |
| |
| Scanning |
3:59 | |
| |
The Details |
4:12 | |
| |
Ask the Right Questions |
4:45 | |
| |
Summarizing an Article |
5:24 | |
| |
| Summarizing an Article, Continued |
6:37 | |
| |
| Summarizing an Article, Continued |
7:43 | |
| |
Get the Details |
8:38 | |
| |
My Summary |
9:36 | |
| |
Summarizing Stories |
11:02 | |
| |
What is a Protagonist? |
11:16 | |
| |
| Qualities |
11:24 | |
| |
| Examples |
11:54 | |
| |
Three Act Structure |
12:12 | |
| |
| Act One |
12:27 | |
| |
| Act Two |
13:15 | |
| |
| Act Three |
13:50 | |
| |
| Three Act Example 1 |
14:18 | |
| |
| Three Act Example 2 |
15:26 | |
| |
| Three Act Example 2, Continued |
16:01 | |
| |
| Three Act Example 2, Continued |
16:41 | |
| |
Assignment |
17:38 | |
|
Intro to Books |
12:09 |
| |
Intro |
0:00 | |
| |
Which Books |
0:11 | |
| |
| Genres: Sci-Fi |
0:34 | |
| |
Wrinkle in Time |
1:32 | |
| |
| Political World in 1963 |
2:16 | |
| |
| Like Harry Potter |
3:35 | |
| |
| Book's Reception |
4:23 | |
| |
Brave New World |
5:13 | |
| |
| Political World in 1932 |
6:24 | |
| |
| Special Type of Sci-Fi |
8:16 | |
| |
| Reception |
9:16 | |
| |
Assignment |
10:28 | |
|
Things to Read |
19:50 |
| |
Intro |
0:00 | |
| |
A Quote from Terry Pratchett |
0:17 | |
| |
Silent with Knowledge |
0:43 | |
| |
Learning What to Learn |
1:24 | |
| |
| Millionaires |
2:01 | |
| |
Two Types of Ignorance |
2:47 | |
| |
| Ignorance of Stuff We Know |
3:06 | |
| |
| Ignorance of Stuff We Don't Know |
3:41 | |
| |
Starting to Research: Internet Sources |
4:20 | |
| |
| Internet News Agencies |
4:37 | |
| |
| Entertainment News |
5:03 | |
| |
| Any Popular Magazine |
5:47 | |
| |
| Crowd Sources |
6:16 | |
| |
| Wikipedia |
7:54 | |
| |
| Blogs |
9:36 | |
| |
| Check the Blogger |
10:15 | |
| |
| Example Derick Sivers |
11:11 | |
| |
| Be Careful About Citing |
11:50 | |
| |
Starting to Research: Libraries |
12:15 | |
| |
Starting to Research: Bookstore |
13:35 | |
| |
Assignment: Check In |
14:40 | |
| |
| Library or Bookstore |
16:09 | |
| |
| Wikipedia Game! |
17:34 | |
| |
| Example: Wikipedia Game! |
18:38 | |
| |
| Reading |
19:14 | |
|
Story Check In: Conflicts |
20:45 |
| |
Intro |
0:00 | |
| |
Story One |
0:16 | |
| |
Story Two |
0:43 | |
| |
Wise Words |
1:23 | |
| |
Conflicts |
2:05 | |
| |
Types of Conflict |
3:34 | |
| |
| Person vs Person |
3:37 | |
| |
| Person vs Nature |
5:51 | |
| |
| Person vs Society |
8:15 | |
| |
| Person vs Machine |
9:39 | |
| |
| Person vs Self |
11:07 | |
| |
Poorly Written Conflict |
14:15 | |
| |
Well Written Conflict |
15:59 | |
| |
| Example |
16:02 | |
| |
| Components |
16:47 | |
| |
Conflict in Wrinkle in Time |
18:11 | |
| |
Conflict in Brave New World |
19:12 | |
|
Brainstorming, Topics & Thesis |
15:06 |
| |
Intro |
0:00 | |
| |
Basic Structure of an Essay |
0:26 | |
| |
| Introduction Paragraph |
0:47 | |
| |
| Body Paragraphs |
1:04 | |
| |
| Closing Paragraph |
1:16 | |
| |
| Clear Thesis and Topic |
1:28 | |
| |
Topic and a Thesis |
1:58 | |
| |
| Topic |
2:03 | |
| |
| Thesis |
2:32 | |
| |
Steps to a Thesis |
2:54 | |
| |
Brainstorming |
3:18 | |
| |
| The Blank Page / Example |
3:50 | |
| |
| Example: Whales |
4:49 | |
| |
The Exploded Ideas |
5:42 | |
| |
Pick a Topic, Ask Question |
6:12 | |
| |
| Which Questions to Answer |
6:56 | |
| |
Example of the 'What' |
7:50 | |
| |
Rules for a Thesis |
8:21 | |
| |
| Example |
8:52 | |
| |
| Shorter |
9:33 | |
| |
Opinion/ Argument Thesis |
9:59 | |
| |
| Example |
10:45 | |
| |
| Interrogative Questions |
11:27 | |
| |
| What and Why Questions |
11:57 | |
| |
| How Questions |
12:20 | |
| |
| Example of Decent Thesis |
12:35 | |
| |
Assignment |
13:33 | |
|
The Destination, The Path, The Thesis |
17:54 |
| |
Intro |
0:00 | |
| |
Review from Last Lesson |
0:27 | |
| |
| Interrogative Questions |
1:07 | |
| |
For This Current Lesson |
1:20 | |
| |
The Map Analogy |
1:36 | |
| |
| Example: Asking for Directions |
2:07 | |
| |
Finding 'X' on a Map |
3:34 | |
| |
Finding a Path |
6:20 | |
| |
| Questions |
6:29 | |
| |
Refining the Path |
7:19 | |
| |
| Find the Broadest Ideas |
7:23 | |
| |
| Find Ideas that Seem to go Together |
8:17 | |
| |
| Find Ideas that Seem to go Together, Continued |
9:05 | |
| |
| Find Ideas That Can Be Expanded On |
9:29 | |
| |
| Find Ideas That Can Be Expanded On, Continued |
9:53 | |
| |
Examples of Possible Thesis |
10:34 | |
| |
| What's Covered and Not Covered? |
11:26 | |
| |
Thesis for Descriptive Essays |
12:53 | |
| |
| Topic: Reality TV |
13:10 | |
| |
| Kinds of Reality TV |
13:22 | |
| |
| Bird's Eye Thesis |
14:31 | |
| |
| Narrow Focus Thesis |
15:12 | |
| |
| Comparative Thesis |
15:48 | |
| |
Assignment |
16:29 | |
|
Writing Introductions |
22:39 |
| |
Intro |
0:00 | |
| |
Basic Structure of an Essay |
0:11 | |
| |
Introduction to Introductions |
0:33 | |
| |
Your Opening Line |
1:23 | |
| |
Quotations |
1:47 | |
| |
| Emotional Appeal |
1:52 | |
| |
| Where You Can Find Quotes |
2:04 | |
| |
| Aristotle Quote |
2:50 | |
| |
| What It's About |
3:29 | |
| |
| Eisenhower Quote |
3:43 | |
| |
| Lennon Quote |
4:43 | |
| |
| What You Quote |
5:40 | |
| |
| Who You Quote |
6:26 | |
| |
Your Opening Line |
8:13 | |
| |
Rhetorical Question |
8:32 | |
| |
| Example 1 |
8:53 | |
| |
| Example 2 |
9:39 | |
| |
| Example 3 |
10:48 | |
| |
Your Opening Line |
12:13 | |
| |
Jokes and Humor |
12:19 | |
| |
| Examples of Jokes |
13:47 | |
| |
Your Opening Line |
14:23 | |
| |
Irony and Surprise |
14:36 | |
| |
| Definition of Irony |
14:42 | |
| |
| Example 1 |
14:48 | |
| |
| Example 2 |
15:09 | |
| |
| Definition of Surprise |
15:28 | |
| |
| Example |
15:41 | |
| |
| More Examples of Irony and Surprise |
15:59 | |
| |
What Else? |
16:54 | |
| |
Anecdotes |
17:11 | |
| |
| Emotional Appeal |
17:22 | |
| |
| Example 1 |
18:41 | |
| |
| Example 2 |
19:26 | |
| |
| Example 3 |
20:15 | |
| |
Introduction Wrap-Up |
21:16 | |
| |
Assignment |
21:47 | |
|
Major & Minor Details |
14:30 |
| |
Intro |
0:00 | |
| |
Basic Structure of an Essay |
0:16 | |
| |
The Triangle |
0:37 | |
| |
| Topic / Thesis |
0:43 | |
| |
| Major Details |
0:48 | |
| |
| Minor Details |
0:58 | |
| |
Sample Essay |
1:13 | |
| |
The Triangle |
2:03 | |
| |
Major Details |
2:34 | |
| |
| Supports |
2:51 | |
| |
| Common Keywords |
3:07 | |
| |
Minor Details |
3:27 | |
| |
| Supports |
3:42 | |
| |
| Common Keywords |
4:01 | |
| |
Sample Essay |
4:19 | |
| |
Sample Outline |
5:37 | |
| |
What Are Your Major Details? |
6:06 | |
| |
The Triangle |
6:26 | |
| |
What Are Your Major Details? |
6:53 | |
| |
The Triangle |
7:14 | |
| |
What Are Your Major Details? |
7:37 | |
| |
The Triangle |
7:44 | |
| |
Adding Minor Details |
8:14 | |
| |
Organization and Transitions |
8:25 | |
| |
Paragraphs |
8:44 | |
| |
| How To Improve the Paragraph |
9:36 | |
| |
Sample Key Words |
10:32 | |
| |
Basic Structure of an Essay |
11:20 | |
| |
Closing Paragraph |
11:34 | |
| |
| Restate the Thesis |
11:44 | |
| |
| Examples |
12:08 | |
| |
| Wrap-Up |
12:43 | |
| |
Sample Key Words |
13:09 | |
| |
Assignment |
13:47 | |
|
Story Check-In: Characters |
22:13 |
| |
Intro |
0:00 | |
| |
A Famous Quote |
0:23 | |
| |
Characters |
1:12 | |
| |
| What They Are |
1:17 | |
| |
| What They Are Not |
1:25 | |
| |
| Example 1 |
2:17 | |
| |
| Example 1, Continued |
2:55 | |
| |
| Characters Must 'Care' About Something |
3:48 | |
| |
| Characters Usually Have a Specific Goal |
5:45 | |
| |
| Characters Will Do Actions |
6:35 | |
| |
| Summary |
7:43 | |
| |
Meg's Introduction |
8:14 | |
| |
| Example Continued |
8:57 | |
| |
| Evaluate the Character |
9:17 | |
| |
Character Roles |
9:40 | |
| |
| Lead Character/ Protagonist |
9:52 | |
| |
| Example: Meg's Perspective |
11:21 | |
| |
| Supporting Characters |
12:33 | |
| |
| Example |
13:06 | |
| |
| Villains |
14:25 | |
| |
Character Strengths and Flaws |
15:36 | |
| |
| Meg Murry Example |
15:51 | |
| |
Character Archetypes |
16:04 | |
| |
| Monomyth |
16:19 | |
| |
| The Herald |
16:44 | |
| |
| The Mentor |
18:04 | |
| |
| The Shadow |
19:30 | |
| |
Summing Up Characters |
21:16 | |
|
Intro to Patterns of Organization |
18:38 |
| |
Intro |
0:00 | |
| |
Basic Structure of an Essay |
0:19 | |
| |
The Triangle |
1:05 | |
| |
| One Body Paragraph |
1:15 | |
| |
Major Points: An Analogy from Stories |
1:44 | |
| |
| Analogy Example |
2:00 | |
| |
| Order to Introduce Characters |
2:50 | |
| |
| Characters: Protagonist, Supporting Character and Villain |
3:28 | |
| |
'Roles' for Major Points/ Body Paragraphs |
4:05 | |
| |
| Description and Definition |
4:08 | |
| |
| Background Information |
4:44 | |
| |
| Describe a Problem and Solution |
5:13 | |
| |
| Tell About an Important Person in the Thesis |
5:51 | |
| |
How to Organize Your Major Points |
6:31 | |
| |
| Example One |
6:48 | |
| |
| How to Organize |
7:34 | |
| |
| Example Two |
7:59 | |
| |
| How to Organize |
8:53 | |
| |
| Example Three |
9:12 | |
| |
| How to Organize |
10:01 | |
| |
| Example Four |
10:24 | |
| |
| How to Organize |
11:29 | |
| |
| Example Five |
12:02 | |
| |
| How to Organize |
12:48 | |
| |
| Example Six |
13:36 | |
| |
| How to Organize |
14:14 | |
| |
Assignment: Outline |
14:43 | |
| |
Sample Key Words |
16:15 | |
| |
Assignment: Writing |
16:56 | |
| |
Assignment: Reading Wrinkle in Time |
18:02 | |
|
Listing & Classification |
15:49 |
| |
Intro |
0:00 | |
| |
Listing and Classification |
0:21 | |
| |
| Purpose and Function |
0:24 | |
| |
| Details |
1:10 | |
| |
Items in a Set |
1:41 | |
| |
| Example |
1:50 | |
| |
More than Three? |
3:59 | |
| |
| How to Get Down to Three Major Points |
4:11 | |
| |
| First Step: Just Choose |
4:38 | |
| |
| Next Step: Combine by Similarities |
5:30 | |
| |
| Next Step: Combine by Similarities, Continued |
6:07 | |
| |
| Final Step: Break the Rules |
7:07 | |
| |
Sample Classification Essays #1 |
8:26 | |
| |
Sample Classification Essays #2 |
9:29 | |
| |
| Sample Classification Essays #2, Continued |
10:14 | |
| |
Listing and Classification Keywords |
10:51 | |
| |
Definition Keywords |
11:55 | |
| |
Example: Major Detail of a Larger Essay |
12:45 | |
| |
Wrap Up |
13:43 | |
| |
| Point One |
13:47 | |
| |
| Point Two |
14:04 | |
| |
| Point Three |
14:27 | |
| |
Assignment: Reading |
15:01 | |
| |
Assignment: Readings, Continued |
15:24 | |
|
Chronological & Compare Contrast |
12:26 |
| |
Intro |
0:00 | |
| |
Chronological |
0:19 | |
| |
| What is Chronological |
0:35 | |
| |
| Purpose and Function |
0:55 | |
| |
| Details |
1:38 | |
| |
The Three Act Story Outline |
1:55 | |
| |
| List of Three Acts |
2:15 | |
| |
Act 1 of Sorcerer's Stone |
2:36 | |
| |
Act 2 of Sorcerer's Stone |
2:55 | |
| |
Act 3 of Sorcerer's Stone |
3:19 | |
| |
Chronological Order in History |
3:57 | |
| |
| Major Detail for The Spanish Armada of 1588 |
4:20 | |
| |
Chronological Keywords |
4:56 | |
| |
| Time Prepositions |
4:59 | |
| |
| Date Mentioned |
5:22 | |
| |
| Words That Imply a Sequence |
5:44 | |
| |
Compare and Contrast |
6:12 | |
| |
| Purpose and Function |
6:55 | |
| |
| Details |
7:10 | |
| |
| Example Strategy to Organize Paragraphs |
7:30 | |
| |
| Example 1 |
7:54 | |
| |
| Example 2 |
8:11 | |
| |
| Contrast Example |
8:34 | |
| |
| Sample Essays |
9:05 | |
| |
| Sample Essays, Continued |
10:01 | |
| |
Compare Keywords |
10:22 | |
| |
Assignment Reading |
11:02 | |
| |
| Book Response |
11:32 | |
|
Process & Cause & Effect |
16:25 |
| |
Intro |
0:00 | |
| |
Process |
0:12 | |
| |
| Example |
0:17 | |
| |
| Purpose & Function |
0:40 | |
| |
| Details |
1:20 | |
| |
Process Sample Essay |
1:48 | |
| |
| Example of Process Keywords |
3:15 | |
| |
Cause and Effect |
4:06 | |
| |
| Examples |
4:35 | |
| |
| Example: Houses |
4:56 | |
| |
| Caused Questions |
6:16 | |
| |
| Example: Rivers |
7:09 | |
| |
| What is an Effect |
8:10 | |
| |
| Abstract Things |
8:42 | |
| |
| What Caused the House |
10:09 | |
| |
| What Caused the Success of Facebook |
10:35 | |
| |
| Not all 'Cause' Questions Will Help with All Topics |
11:45 | |
| |
Cause Keywords |
12:30 | |
| |
Effect Keywords |
13:06 | |
| |
Brain Teaser |
13:36 | |
| |
| Correct |
13:59 | |
| |
| Incorrect |
14:20 | |
| |
Reading |
15:02 | |
|
Mixing Patterns Together |
12:05 |
| |
Intro |
0:00 | |
| |
Basic Structure of an Essay |
0:09 | |
| |
Which Pattern of Organization to Use? |
0:31 | |
| |
The Interrogative Questions |
1:10 | |
| |
| Who |
1:33 | |
| |
| What |
1:47 | |
| |
| Why |
1:54 | |
| |
| Where |
2:16 | |
| |
| When |
2:25 | |
| |
| How |
2:33 | |
| |
How to Organize Your Major Points |
3:22 | |
| |
| Example 1 |
3:48 | |
| |
| Example: Jefferson |
4:17 | |
| |
| Example 2 |
5:29 | |
| |
| Example 3 |
6:17 | |
| |
| Example 4 |
7:42 | |
| |
| Example 5 |
8:48 | |
| |
| Example 6 (Problem Solution) |
9:21 | |
| |
Assignment |
10:41 | |
|
Story Check-In: Symbols |
18:45 |
| |
Intro |
0:00 | |
| |
Symbolism in Literature |
0:16 | |
| |
What is a Symbol? |
0:55 | |
| |
| Example: Victoria |
1:06 | |
| |
| Example: Celtic Cross |
2:07 | |
| |
| Example: Radiation Warning |
2:48 | |
| |
What Kinds of Stories Use Symbols? |
3:23 | |
| |
| Definition of a Symbol |
3:27 | |
| |
Who Makes the Symbols? |
5:30 | |
| |
| Author Assigns Symbols |
5:38 | |
| |
| Example: J.K. Rowling and Harry Potter |
5:45 | |
| |
| Example: Stanley Kubrick and 2001 Space Odyssey |
7:11 | |
| |
| Audience Assigns Despite Author |
9:00 | |
| |
| Example: To Kill a Mockingbird and Huck Finn |
9:10 | |
| |
What is a Symbol? |
10:28 | |
| |
| Examples |
10:43 | |
| |
How Do You Find a Symbol? |
11:17 | |
| |
| Plot Device |
11:21 | |
| |
| Does It Show Up at Climax? |
11:56 | |
| |
| Characters in the Story Recognize it as a Symbol |
12:41 | |
| |
Analyzing a Few Symbols |
14:29 | |
| |
| Snakes in Harry Potter |
14:50 | |
| |
| 'The Spice' in the Dune Series |
15:35 | |
| |
| 'IT' at the end of Wrinkle in Time |
16:42 | |
| |
Wrap Up |
17:45 | |
|
Writing a Book Response |
17:17 |
| |
Intro |
0:00 | |
| |
Ready for This Lesson? |
0:12 | |
| |
Required Skills |
1:12 | |
| |
Plan |
1:46 | |
| |
Imagine This |
2:42 | |
| |
| Plagiarism |
3:31 | |
| |
| Quote, Summarize, Paraphrase |
4:00 | |
| |
Copying Correctly |
4:53 | |
| |
| How Do You Know What You're Copying |
5:26 | |
| |
| How to Copy Correctly |
6:01 | |
| |
Example of Quotation |
6:18 | |
| |
| Quotation Marks |
6:20 | |
| |
| Quotation Marks + Ellipses |
7:05 | |
| |
| Block Quote |
8:09 | |
| |
| Paraphrase |
9:17 | |
| |
| Summarization |
10:08 | |
| |
When to Use Citation |
10:56 | |
| |
| Citation Definition |
10:58 | |
| |
Example of Citation |
11:26 | |
| |
| Example 2 |
11:35 | |
| |
| Footnote |
12:06 | |
| |
| Insert Footnote |
12:43 | |
| |
Formats of Footnotes |
13:01 | |
| |
| Books |
13:05 | |
| |
| Magazine |
13:34 | |
| |
Assignment |
14:12 | |
| |
Wrinkle in Time Essay |
15:11 | |
| |
Brave New World Essay |
16:00 | |
|
Proofreading & Editing |
29:17 |
| |
Review for the Brains |
0:15 | |
| |
| Right Brain |
0:19 | |
| |
| Left Brain |
0:28 | |
| |
Process of Editing |
0:59 | |
| |
| Three Steps |
1:08 | |
| |
Proofreading: Most Basic |
1:54 | |
| |
| Checks for Grammar |
2:11 | |
| |
| Double Negatives |
3:39 | |
| |
| Homonyms |
6:23 | |
| |
| The 'To Be' Verb |
9:23 | |
| |
Proofreading Team Work |
10:51 | |
| |
| Have Someone Else Proofread Your Paper |
11:08 | |
| |
Editing for Style |
13:29 | |
| |
| William Strunk's Elementary Composition Rule #9 |
13:56 | |
| |
| William Strunk's Elementary Composition Rule #10 |
14:28 | |
| |
| Passive Voice |
14:38 | |
| |
| Active Voice |
15:50 | |
| |
| William Strunk's Elementary Composition Rule #12 |
15:52 | |
| |
| Negative Form |
16:19 | |
| |
| Active Voice |
16:47 | |
| |
| William Strunk's Elementary Composition Rule #13 |
17:26 | |
| |
| Needless Words |
18:33 | |
| |
| Needless Words, Continued |
20:05 | |
| |
| Pretend |
20:45 | |
| |
| William Strunk's Elementary Composition Rule #14 |
21:39 | |
| |
| Avoid a Succession of Loose Sentences |
22:16 | |
| |
| William Strunk's Elementary Composition Rule #18 |
22:36 | |
| |
Input From an Audience |
24:39 | |
| |
Assignment |
27:53 | |
|
Internet Research & Library Research |
29:47 |
| |
Intro |
0:00 | |
| |
What the Internet Has Done Well |
0:24 | |
| |
Some Perils of the Internet |
1:47 | |
| |
Advantages of Internet Research |
4:47 | |
| |
| Free |
4:52 | |
| |
| Quickly Fact Checked & Corrects Common Misconceptions |
5:31 | |
| |
| Many 'Experts' Are Out There |
6:40 | |
| |
| Easy to Get Information 'Across the Pond' |
7:34 | |
| |
| All Old, Classic Literature is There for Free |
8:37 | |
| |
Disadvantages of Internet Research |
9:39 | |
| |
| Starts as Many Rumors As It Stops |
9:47 | |
| |
| Teaser Information |
10:44 | |
| |
| Quality Checking |
11:45 | |
| |
| Popularity Does Not Mean Quality |
13:13 | |
| |
| The Facebook Factor |
14:48 | |
| |
Research in Libraries |
15:42 | |
| |
| Why We Still Go To Libraries |
15:55 | |
| |
| Academic Articles in Academic Journals |
16:13 | |
| |
| Example of Academic Journal |
18:39 | |
| |
| Example of Academic Journal |
19:19 | |
| |
| Complete Popular Magazines |
20:08 | |
| |
| Example of Popular Magazine |
22:11 | |
| |
| Example of Popular Magazine |
22:31 | |
| |
| Complete Books on Any Subjects |
22:59 | |
| |
| Interlibrary Loan |
23:37 | |
| |
| Specialty Encyclopedias |
24:26 | |
| |
Wrapping Up |
26:05 | |
| |
| Use Internet For |
26:07 | |
| |
| Beware of |
26:22 | |
| |
| Use Libraries For |
26:51 | |
| |
Assignment |
27:54 | |
|
How to Write a Great Research Paper |
31:07 |
| |
Intro |
0:00 | |
| |
Previous Steps to a Thesis |
0:48 | |
| |
More Complex Thesis |
1:11 | |
| |
Picking a Topic |
1:56 | |
| |
| Pick an Area of Interest That You Care About & Know About |
2:22 | |
| |
| Narrow a Topic Down |
3:38 | |
| |
| Narrowing Down the Topic |
5:00 | |
| |
| Narrowing Down the Topic: Example 2 |
5:53 | |
| |
| Narrowing Down the Topic: Example 3 |
6:44 | |
| |
Finding Information: Target |
7:37 | |
| |
| Example |
9:47 | |
| |
Finding Information: The Search |
11:57 | |
| |
| Skimming |
12:13 | |
| |
Finding Information: Library Books |
12:49 | |
| |
| Don't Read All the Books, Look at Table of Contents |
14:37 | |
| |
Finding Information: Magazines |
15:23 | |
| |
| Magazines About 'Theater' |
15:51 | |
| |
| Magazines About Writers |
16:06 | |
| |
Finding Information: Academic Journals |
17:04 | |
| |
| Narrow Focus |
17:13 | |
| |
| Have Arguments You Have Not Thought Of |
17:32 | |
| |
| Examples |
18:33 | |
| |
| Use Specialized Search Engines Available Only at Libraries |
18:58 | |
| |
Finding Information: Encyclopedias |
20:12 | |
| |
Finding Information: Google Search |
21:36 | |
| |
| The Google Search |
21:46 | |
| |
| Example |
22:31 | |
| |
Finding Information: Wikipedia |
22:49 | |
| |
| External Links |
23::29 | |
| |
Finding Information: Blogs |
24:14 | |
| |
Finding Information: Online Magazines |
24:51 | |
| |
Information to Thesis |
25:40 | |
| |
| Questions to Help Narrow Down Thesis |
25:57 | |
| |
| Form Your Thesis |
28:06 | |
| |
| Make a Tentative Outline |
28:27 | |
| |
| Example of a Tentative Outline |
28:50 | |
| |
What Do You Do With Your Sources |
30:17 | |
|
MLA Format & Citation |
21:48 |
| |
Intro |
0:00 | |
| |
Format for This Lesson |
0:39 | |
| |
Margins |
1:21 | |
| |
| Set Your Margins to 1 Inch |
1:37 | |
| |
| Margin Inches on All Sides |
1:56 | |
| |
Headers |
2:15 | |
| |
| Insert Page Number |
3:13 | |
| |
| Close to Continue Editing Outside the Header |
3:49 | |
| |
Fonts |
3:59 | |
| |
| Legible Fonts |
4:05 | |
| |
| Never Use These Fonts |
4:20 | |
| |
| Top of First Page |
6:11 | |
| |
Bibliography |
7:15 | |
| |
| What Is It |
7:24 | |
| |
| Example |
8:10 | |
| |
| Hanging Indent |
8:13 | |
| |
| Example: Books |
9:16 | |
| |
| Example: Books With More Than One Author |
10:33 | |
| |
| Example: Essay in a Book |
11:40 | |
| |
| Example: Journals and Magazines |
13:40 | |
| |
| Example: Websites |
14:36 | |
| |
In Text Citation Exercise |
16:43 | |
| |
Bibliography: Websites |
19:14 | |
| |
| Books By Organization |
19:20 | |
| |
| More Than One Work by the Same Author |
19:38 | |
| |
| Old 'Classic' Works |
20:06 | |
| |
| Religious Texts |
20:35 | |
| |
Assignment |
20:47 | |
|
Intro to Critical Thinking |
32:07 |
| |
Intro |
0:00 | |
| |
The Brain Teaser |
0:34 | |
| |
| Correct |
0:44 | |
| |
| Incorrect |
1:00 | |
| |
| Why It's Incorrect |
1:23 | |
| |
Critical Thinking: Why Bother? |
2:33 | |
| |
| Avoid the Bad |
2:43 | |
| |
| Get to the Good |
4:34 | |
| |
The Plan |
6:55 | |
| |
A Few Myths |
7:29 | |
| |
| Myth 1 |
7:31 | |
| |
| Example |
8:09 | |
| |
| Practice: Fact or Opinion |
9:16 | |
| |
| Few Things to Remember |
11:03 | |
| |
| Myth 2 |
12:50 | |
| |
| Why It's Partially True |
13:23 | |
| |
Sponging and Panning for Gold |
15:57 | |
| |
| Sponging |
16:10 | |
| |
| Sponging Advantages |
16:24 | |
| |
| Sponging Disadvantages |
17:29 | |
| |
| How Panning for Gold is Similar to Sponging |
18:43 | |
| |
| How Panning for Gold Goes Beyond Sponging |
19:08 | |
| |
| Example: Panning for Gold |
20:50 | |
| |
| Example: Panning for Gold Questions |
22:14 | |
| |
| Example: Panning for Gold Counter Arguments |
23:28 | |
| |
How Do I Know Its True |
24:41 | |
| |
| Empiricism |
25:20 | |
| |
| Rationalism |
25:49 | |
| |
| Examples of Empiricism |
26:26 | |
| |
| Examples of Rationalism |
27:13 | |
| |
Asking the Right Questions |
28:39 | |
| |
Assignment: Your Opinions |
31:25 | |
|
Issues, Reasons & Conclusions |
23:05 |
| |
Intro |
0:00 | |
| |
Overview for This Lesson |
0:15 | |
| |
| The Courtroom |
1:04 | |
| |
Issues |
2:34 | |
| |
| Example |
2:47 | |
| |
| Descriptive Issues |
3:56 | |
| |
| Prescriptive Issues |
5:06 | |
| |
| Difference Between Descriptive and Prescriptive Issue |
6:09 | |
| |
Conclusion |
6:41 | |
| |
| Example |
7:03 | |
| |
| Are Conclusions Opinions? |
7:57 | |
| |
| Two Kinds of Opinions |
8:57 | |
| |
| M. Neil Brown's Definition |
10:16 | |
| |
| Finding a Conclusion |
11:12 | |
| |
| Finding a Conclusion, Continued |
12:31 | |
| |
| Presenting a Conclusion |
13:05 | |
| |
Reasons |
13:55 | |
| |
| What Are the Reasons? |
13:58 | |
| |
| Finding a Reason |
15:02 | |
| |
| Presenting Reasons |
16:34 | |
| |
| Kinds of Reasons: Empirical Evidence |
17:14 | |
| |
| Kinds of Reasons: Logical Appeals |
18:25 | |
| |
Evaluating Reasons |
19:12 | |
| |
| Sample |
19:19 | |
| |
| The Courtroom |
19:33 | |
| |
| Are All Reasons Equally good? |
20:35 | |
| |
Assignment: Self Reflect |
20:49 | |
| |
Assignment: Read |
21:44 | |
|
Good & Bad Reasoning |
32:52 |
| |
Into |
0:00 | |
| |
Outline for This Lesson |
0:25 | |
| |
| What is an Argument? |
1:44 | |
| |
General Rules |
2:39 | |
| |
| Burden of Proof |
2:40 | |
| |
| Why the Prosecutor Has to Prove the Case |
3:31 | |
| |
| Issues |
5:19 | |
| |
| Example of Framing Issues |
5:52 | |
| |
Empirical Evidence |
7:14 | |
| |
| Statistics |
7:22 | |
| |
| Example: Deceptive Statistics |
8:40 | |
| |
| Example 1 Explanation |
9:47 | |
| |
| Example 2 Explanation |
10:37 | |
| |
| Expert Testimony |
11:40 | |
| |
| Good Example |
12:59 | |
| |
| Bad Example |
13:39 | |
| |
| Reliable Sources |
14:25 | |
| |
Rationalism and Logic |
15:22 | |
| |
| Deductive Reasoning |
15:49 | |
| |
| Modus Ponens |
16:19 | |
| |
| Hypothetical Syllogism |
17:14 | |
| |
| Disjuctive Syllogism |
17:56 | |
| |
| Reductio ad Absurdum |
18:34 | |
| |
| In Normal Speech |
20:10 | |
| |
Logical Fallacies |
21:35 | |
| |
| Ad Hominem |
22:05 | |
| |
| Attach the Person Saying the Argument |
23:53 | |
| |
| Circular Reasoning |
24:25 | |
| |
| Hasty Generalization |
26:16 | |
| |
| Affirming the Consequent |
28:07 | |
| |
| Appeal to Majority |
30:02 | |
| |
Assignment |
31:42 | |
|
Organizing an Argumentative Paper |
22:58 |
| |
Intro |
0:00 | |
| |
Previous Organization |
0:21 | |
| |
| Basic Five Paragraph |
0:28 | |
| |
| Patterns of Organization |
1:03 | |
| |
Plan for This Lesson |
1:38 | |
| |
Researching an Issue |
2:10 | |
| |
| What Sources Should You Use? |
2:14 | |
| |
| What Kinds of Issues Can You Explore |
3:58 | |
| |
| How Should You 'Frame' The Issue? |
7:45 | |
| |
| Focus Your Yes/ No Question |
8:22 | |
| |
| How Do You Answer the 'Yes/ No'? |
9:56 | |
| |
Introductions |
10:55 | |
| |
| Add This in Addition to Old Rules |
11:37 | |
| |
| The Thesis |
12:11 | |
| |
| Example of an Intro |
13:25 | |
| |
Body Paragraphs |
15:09 | |
| |
| How Many Reasons Do You Have? |
15:18 | |
| |
| Example |
16:07 | |
| |
| Basic Organization |
16:54 | |
| |
| Basic + Rebuttal |
17:45 | |
| |
| Explanation + Reasons |
19:03 | |
| |
Assignment: Write an Argumentative Paper |
21:17 | |
| |
Assignment: A Great Paper |
22:24 | |
|
Introduction to Rhetoric |
18:38 |
| |
Intro |
0:00 | |
| |
Format for This Lesson |
0:16 | |
| |
What is Rhetoric |
0:44 | |
| |
| Definition |
0:48 | |
| |
| Example |
1:45 | |
| |
| Know Your Audience |
2:45 | |
| |
Fear and Higher Values |
4:48 | |
| |
| Appeals to Fear |
4:58 | |
| |
| Examples: Appeals to Fear |
6:13 | |
| |
| Higher Value |
7:03 | |
| |
| Appeals to Higher Values |
8:23 | |
| |
Yes, and Yes Again |
9:40 | |
| |
| Assume the Obvious Examples |
10:50 | |
| |
| Assume the Obvious Example |
11:36 | |
| |
| Specifics |
12:32 | |
| |
Hide Your Cards |
13:27 | |
| |
| Writing Your Thesis |
3:34 | |
| |
| Thesis with Clear Conclusions |
14:15 | |
| |
| Thesis That Hide the Cards |
15:58 | |
| |
Assignment: Writing |
17:16 | |
| |
Assignment: Reading |
18:04 | |
|
Laws of Persuasion |
24:21 |
| |
Intro |
0:00 | |
| |
Laws of Persuasion |
0:09 | |
| |
| Examples of Uses of Laws of Persuasion |
1:01 | |
| |
| Can Be Consistent with Logic or Can Be Logical Fallacies |
2:09 | |
| |
1st Law: Reciprocity |
3:58 | |
| |
| Definition |
4:17 | |
| |
| Example |
4:32 | |
| |
| What You Can Do |
5:50 | |
| |
2nd Law: Contrast |
6:50 | |
| |
| Definition |
6:55 | |
| |
| Example |
7:12 | |
| |
| What You Can Do |
8:39 | |
| |
3rd Law: Social Proof |
9:56 | |
| |
| Definition |
10:01 | |
| |
| Examples of Uses of Laws of Persuasion |
11:14 | |
| |
| What You Can Do |
12:30 | |
| |
4th Law: Consistency |
14:14 | |
| |
| Definition |
14:17 | |
| |
| Examples |
14:32 | |
| |
| What You Can Do |
17:08 | |
| |
5th Law: Association |
19:06 | |
| |
| Definition |
19:09 | |
| |
| Examples |
19:19 | |
| |
| How It Works |
20:22 | |
| |
Wrap Up |
21:49 | |
| |
| Laws Can Be Used for Good or Evil |
22:43 | |
| |
Assignment |
23:29 | |
|
Intro to Creative Writing |
30:47 |
| |
Intro |
0:00 | |
| |
What Have We Covered So Far |
0:37 | |
| |
Rules |
1:39 | |
| |
Sir Ken Robinson's Ted Talks |
2:41 | |
| |
| Everyone is Born Creative |
3:10 | |
| |
| Creativity is as Important as Math/Science |
5:24 | |
| |
| Quotes From Sir Ken Robinson |
7:11 | |
| |
'Teaching' Creativity |
8:13 | |
| |
Rules |
9:41 | |
| |
Three Things to Help |
9:53 | |
| |
Journal Entries |
10:53 | |
| |
| When? |
11:40 | |
| |
| Where? Folk Wisdom |
13:07 | |
| |
| Where? |
15:03 | |
| |
| What? |
15:40 | |
| |
| What? (Things to Imagine) |
17:23 | |
| |
| What If's |
18:51 | |
| |
Go Do Something New |
20:50 | |
| |
| New Simple Ideas |
21:44 | |
| |
| New Things Around Your High School |
23:04 | |
| |
| New Things Around Town |
24:37 | |
| |
The Random Sentences |
26:11 | |
| |
| Step 1 |
26:48 | |
| |
| Step 2 and 3 |
27:24 | |
| |
| Step 4 |
29:26 | |
| |
Sir Ken Robinson Says |
30:16 | |
|
Making Story People |
19:33 |
| |
Intro |
0:00 | |
| |
Making Characters |
0:43 | |
| |
Brainstorming Characters |
1:41 | |
| |
| First Thing Everyone Uses for their Character: Yourself |
1:46 | |
| |
| First Thing Everyone Uses for their Character: Friends and Family |
3:07 | |
| |
| Pitfalls to Using Yourself and People You Know |
4:04 | |
| |
| Quickly Overcoming Those Pitfalls |
5:19 | |
| |
| Get to Know 'Personalities' |
7:23 | |
| |
| 4 Types of Personalities |
7:39 | |
| |
| What the Letters Mean |
7:56 | |
| |
Process for Making a Character |
9:40 | |
| |
| Alfred Hitchcock Says |
9:55 | |
| |
| Problem With His Statement |
10:25 | |
| |
| Imagine Unexpected Actions |
11:33 | |
| |
| What Does the Character Care About? |
12:46 | |
| |
| Labels |
14:04 | |
| |
| Label Examples Bart Simpson |
15:42 | |
| |
| Label Examples Hermione Granger |
15:56 | |
| |
| Label Examples Luke Skywalker |
16:09 | |
| |
| Label Examples Bilbo Baggins |
16:26 | |
| |
| Switching Adjectives |
16:57 | |
| |
Assignment |
18:19 | |
|
Making a Plot |
18:54 |
| |
Intro |
0:00 | |
| |
The Goal |
0:17 | |
| |
| Short Story |
0:23 | |
| |
| Things for This Lesson |
1:32 | |
| |
The LOCK System |
2:20 | |
| |
| Lead Character |
2:25 | |
| |
| Examples |
3:34 | |
| |
| Objective |
5:07 | |
| |
| Examples |
5:55 | |
| |
| More Examples |
6:54 | |
| |
| Confrontation |
7:52 | |
| |
| Examples |
8:45 | |
| |
| Knock-Out |
10:00 | |
| |
Three Act Structure |
12:54 | |
| |
| Act 1: Introduce the Characters and the Conflict |
13:03 | |
| |
| Act 2: Thicken the Plot |
14:59 | |
| |
| Act 3: Resolve the Conflict |
16:06 | |
| |
Assignment |
16:47 | |
| |
| More Assignment |
17:49 | |
|
Showing, Not Telling |
17:17 |
| |
Intro |
0:00 | |
| |
Overview for this Lesson |
0:34 | |
| |
| Concept to be Learned |
0:36 | |
| |
| Struck and White's Advice |
1:10 | |
| |
| Examples of Telling |
2:14 | |
| |
Show and Tell |
3:01 | |
| |
| Examples of Showing 1 |
3:11 | |
| |
| Examples of Showing 2 |
3:43 | |
| |
| Examples of Showing 3 |
4:14 | |
| |
| Show and Tell |
5:10 | |
| |
Showing by Actions |
6:09 | |
| |
| Labels |
6:19 | |
| |
| Personality Page |
6:32 | |
| |
| What Would This Character Do (Big Things)? |
6:49 | |
| |
| What Would This Character Do (Mundane Things)? |
7:48 | |
| |
Body Language |
9:35 | |
| |
| Common Emotions |
9:52 | |
| |
| Facial Expressions |
10:33 | |
| |
| Other Parts of the Body |
13:12 | |
| |
Assignment |
15:31 | |
|
Writing Your Way Into College |
26:59 |
| |
Intro |
0:00 | |
| |
Getting Ready for College |
0:48 | |
| |
| Importance of All That You've Done |
1:46 | |
| |
| Communicate Accomplishments Effectively |
2:40 | |
| |
| Things to Cover in This Lesson |
2:58 | |
| |
Persuasion Process |
3:54 | |
| |
| Steps Towards Persuasion |
4:24 | |
| |
Know Your Audience |
5:21 | |
| |
| Meet the Temp Graduate |
5:38 | |
| |
| Meet the Lifer Drone |
6:13 | |
| |
| What do They Have in Common |
6:37 | |
| |
| Things That Admissions People Find Boring |
7:18 | |
| |
| Things That Admissions People Will Like |
9:00 | |
| |
| Admissions People are Like Coal Miners |
9:49 | |
| |
Know Your School |
10:21 | |
| |
| What Do You Know About the School Already? |
10:37 | |
| |
| What Does the School Want? |
12:43 | |
| |
| How Do You Find This Information? |
14:36 | |
| |
Know Your Strengths |
16:32 | |
| |
| What Have I Done That Makes Me a 'Diamond'? |
16:44 | |
| |
| How Do Your Strengths Match the Schools Needs |
17:33 | |
| |
| Communicating Effectively |
19:48 | |
| |
| Communicate Indirectly (Wrong Way) |
20:42 | |
| |
| Communicate Indirectly (Better Way) |
21:46 | |
| |
Opening Lines |
22:49 | |
| |
| Purpose |
22:57 | |
| |
| Bad Opening Line Examples |
23:36 | |
| |
| Good Opener Examples |
24:13 | |
| |
Never Forget |
26:11 | |