Wednesday, March 4, 2009

Due 3/5 - Research Tools for Writing

This week we will be learning about Research Tools for Writing. I am pleased to report that we will have 2 guest speakers for this event. It is always nice to have experts doing the teaching . . . =-)

Cite While You Write - Lois Lindell will take us on a brief 20-minute tour of a reference capability that is built into Word in Office 2007 (Windows) and Office 2008 (Mac). Lois have been researching this function so that she can share it with faculty and students at UNI. This system is designed to make it easier for you to track, cite and format your references. Here are some links to the directions that Lois will be using. She will demonstrate using the Office 2007 for Windows. (They will be linked later)

Zotero Notebook - Chris Eller has agreed to take us on a tour of Zotero Notebook. He wanted me to remind you that he is not an expert on this because he is just beginning to learn how to use it, but he knows more than most of us so Chris is an "expert" in my eyes. The Zotero Notebook is a Firefox add-in that will enable you to copy, sort, and reference resources that you find on the web. This will be VERY functional in your writing.
Chris has created a Wikipage for his Zotero discussion.

Thursday, January 29, 2009

Due 2/5: Writing Well

Unchain My HeartImage by principia aesthetica via FlickrOne Two Fiver - Your writing warm-up exercise. Begin by writing 1 word, then 2 words, then 5 words, then 10 words . . . read the instructions down the left side of the page before beginning. As you progress to the longer segments, you might even find that you will begin writing about the actual subject you intend to cover.

Plagiarism Quiz - Take the quiz to see what you know and need to know about plagiarism.

Thursday, January 22, 2009

Due 1/29 - Writing Abstracts

Harris, M. (2006) Three steps to teaching abstract and critique writing. International Journal of Teaching and Learning in Higher Education. 17(2). 136-146. An instructional model based upon the premise that abstracts and critiques are initial stages of scholarly writing.