Baruch Program Schedule (Spring, 2005)

Calendar for March 2005

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Day 1 (March 1, 2005)

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Discussion question: Who am I? What do I like to do? What  do I want to be?

Rationale: the focus of this semester will be on students and creating an environment and di[

alogue that will make them more aware of themselves. The activities in this class are intended to help students monitor their own awareness of their own interests and the process they will be involved in over the next five years while applying to college and being in college.

Process:

Activity 1: motivational writing My Life, My Plan

• Write a detailed description of your life for the next 5 - 8 years. What are your goals? What steps will you take to achieve these goals? What resources are available to you to help you accomplish these goals? Who will you be when you have achieved your goals?

• Students will share their plans with the class

• In preparation for the next class, ask students to

Activity 2:  What I Like To Do?  Aptitude Test

• Give students20 minutes to do an aptitude test and once they have completed it allow them to calculate the results.

• Students will share their results with the class. In addition, ask students whether the results reflect the goal / career they mention in the previous discussion.

Homework.

• Formulate 3 - 5 questions regarding the college process, college life, career goals about which they feel they need to know more.

• How much do you know about your intended profession? Identify / find a person who is very successful in your field. In addition, students will find out 3 things about this person's career process.

Day 2  ( March 8, 05)

• Introduction to college office and its resources

• Discussion about Career Role Models-How did they succeed? How can we succeed?

Procedure:

Activity 1

1. Students will meet the college advisor

2. Advisor will review Junior / Senior year plan with students

3. Introduction to resources available to students in the college office

4. Use resources to identify 3 colleges that offer their intended majors. Students will contact the colleges and request a brochure and application from the colleges they have selected( Reminder: we'll use the personal essay questions from your applications to write our personal essay).

Activity 2

1. Whole group discussion: students will introduce the person they have researched and that facts they have discovered about this person's career and education. They will also inform the class of where they found the information.

2. On board: write places where the information on the person was found to create a "resource board" for the class to use to find out more information about their person's career.

3. Use the New York State Professions Licenses Requirements website to seek your interested career and find out what the requirements are for your interested subject. For example, CPA requirements.

4. What should we find out next? Response should be motivated by students in keeping with the theme of the course "Self - reliance".

HW:

Read the article "Getting into College"-What you need to know now about the admissions process (U.S. News & World Report, August 30, 2004) and make a list of tips you have learned from the article. We'll share in class.

Prepare questions for our dialogue with Baruch students concerning college application and the process of achieving your goals next week.

Day 3:  Research Paper 1

Aim:

1. How to narrow down a research topic to a specific research question?

2. How to generate a working thesis?

Procedures:

1. Read and discuss E.B. White's "The Essayist and the Essay".  What  defines an essayist?
2. Go over Gordon Harvey's "Elements of the Academic Essay"
3. Discuss "From topic to research question to working thesis" (see handout 47f page 703)
4. Conduct Thesis Workshop by S. Smith and discuss the examples of theses (1-13)
5. Discuss the Topic for Group Research Paper "On Cell Phones" ( using handout 48h "student's search to guide you).
6. Using sources ( basic, primary, secondary sources)-see handout 47d
7. How to evaluate sources originating on the Internet (49e page 738)

Resources:

Link to Montaigne's Essays

HW:

1. Preliminary Research to Narrow Down the Subject to a Specific Topic
2. Collect 1 primary source interview, survey, etc)   1 source from the Internet, 3 secondary Sources Not from the Internet, Annotated
3.Use Note cards
4.Formal Outline

About Writing a Research Paper

 Please read the following information before we arrive at Baruch College Library:

1. Think now (if you have not yet decided on a broad subject you will do research on): What subject am I interested in( Science, Social Science, Arts, Politics, Social problems, a social phenomena, a college issue, family,  relationships, media’s impact on… )?
2. What about the subject that interests me (for example Subject-Family; possible topics: Parent-Children Relationship; Same Sex Parenting, Siblings, Adopted Children, Foster Homes, etc).

You must reach the 2^nd point by the end of today’s research: Decide on a manageable-sized topic on a certain subject. If you have several topics on the same subject( which is acceptable), narrow down to three. Write them down on a piece of paper and hand it to me or email me by tomorrow  to collegenow@litstudies.org.

 Next week during our trip to the Baruch Library, We’ll finalize our research topic and generate a working thesis.

 Remember: Don’t keep switching subjects. Once you have determined on a subject, try to work on the specific topics you would like to research on based on the subject. Topics can change as you continue doing the research but not the subject.

Day 4 Visit to Baruch College: Question and Answer with Baruch students( 03/22/05)

Rationale: The previous class will have generated / motivated students to assess their knowledge of college and potential careers. Students also considered what the process of achieving their goals would be like and this session will allow them to ask questions to clarify anything that is unclear and also to build their knowledge of college life and the application process. Students will also gain first hand knowledge since the Baruch students recently entered college and are where they will be in a year or two.

Procedure:

1. Students will have prepared questions in the previous class and will have a conversation with the Baruch students.

2. Teachers should allow the conversation to be organic and motivated by students. The preparation in the previous class regarding questions students might have should suffice to generate conversation. However, if a teacher's class is reticent or shows that they are / not aware of the college process / application more preparation for the Q & A should be built into the previous class.

Day 5  Research Paper 2(03/29/05)

Aim:

• To avoid the common thesis "pitfalls" (see handout "Thesis Workshop" by C. Smith)

• To generate an effective thesis statement for the topic "On Cell Phones"

• To collect information from four different sources (basic-primary, secondary-newspaper or magazine, scholarly periodicals or journals, internet )

• To learn to evaluate sources and information provided by the sources( See handout 49c "How to evaluate works originating in print? 49d How to evaluate sources originating on the Internet?")

Procedures:

1. Review "Designing a research question"( page 706)

2. Formulate a working thesis (47f pages 706-707)

3. Review the main ideas in "Thesis Workshop" and do the diagnostic exercises of theses.

4. Share our research questions and theses on the topic of cell phones

5. Refine the working thesis.

6. Share the  sources collected( primary, secondary)

7. How to evaluate the information from the secondary sources( see handout " A student Search" 49 page 730 ?)

8. How to use the information from various sources to purport your thesis including in-text citations?

9. What is the internal and external structure of  a research paper?

Homework:

Read Part8 Research Writing, Chapter 46 & 47 "Locating and Working with Sources" " Take careful notes-summary, paraphrase, and direct quotations" page 501")

• Form an outline for the research paper

• Write the 1st draft of the paper

Day 6  Research Paper 3 (04/05/05)- Final lesson on group research

Aim:

• To introduce various styles of research paper (i.e. Comparative Analysis)-See handout "Writing Goals in a Comparative Analysis" by C. Smith

• To write sentences with style( See handout "Writing Sentences with Style" by Dr. Smith page 3

• To elaborate the structure of a research paper ( see handout " Writing the Paper" 6f  page  158)

• To familiarize with works cited: MLA Style ( See handout "Works Cited: MLA Style)

• To critique a sample research paper

Procedures:

1. Writing the Introduction

   • Opening with your Thesis Statement

   • Providing Background Information

   • Reviewing  the Literature

   • Taking Exceptions to Critical Views

   • Challenging an Assumption

   • Providing a Brief Summary

   • Defining a Key Term

   • Supplying Datra, Statistics, and Special Evidence

2. Writing the Body of the Research Paper

   • Using Chronology or Plot Summary to Relate a Time Sequence

   • Comparing and Contrasting Critics, Literary Characters and Issues

   • Defining your Key Terminology

   • Showing a Process

   • Asking Questions and Providing Answers

   • Citing Evidence from the Source Materials

   • Using a Variety of Other Methods

   • Writing Paragraphs of Substance for the Body of the Paper

3. Writing the Conclusion of the Research Paper

   • Restating the Thesis and Reaching Beyond it

   • Closing with an Effective Quotation

   • Offering a Directive or Solution

   • Discussing the Test Results

Day 7: Independent Research Paper 1 (04/12/05)-Visit to the Baruch Library- Preliminary Research

Please read the following information before we arrive at Baruch College Library:

1. Think now (if you have not yet decided on a broad subject you will do research on): What subject am I interested in( Science, Social Science, Arts, Politics, Social problems, a social phenomena, a college issue, family,  relationships, media’s impact on… )?
2. What about the subject that interests me (for example Subject-Family; possible topics: Parent-Children Relationship; Same Sex Parenting, Siblings, Adopted Children, Foster Homes,  Euthanasia-the act or practice of killing or permitting the death of hopelessly sick or injured individuals in a relatively painless way for reasons of mercy).
    

 You must reach the 2^nd point by the end of today’s research: Decide on a manageable-sized topic on a certain subject. If you have several topics on the same subject( which is acceptable), narrow down to three. Write them down on a piece of paper and hand it to me or email me by tomorrow  to collegenow@litstudies.org.

 Next week during our trip to the Baruch Library, We’ll finalize our research topic and generate a working thesis.

 Remember: Don’t keep switching subjects. Once you have determined on a subject, try to work on the specific topics you would like to research on based on the subject. Topics can change as you continue doing the research but not the subject.

P.S.

Day 8: Independent Research Paper 2 (04/19/05)-Visit to the Baruch Library- Finding a Specific  Research Topic and Generating a Working Thesis

 Personal Essay Planning Workshop

Set Up: Place seats in a circle format (to break up the SAT atmosphere)

Goals:

To get students thinking about the elements of well and poorly written essays

To get students started in the process of writing their own essays

To get students comfortable with starting to write.

I. Explain the purpose of the Essay (10 minutes)

"Why is the essay important?" Pose this question to the group and have both students and coaches respond. The answers you want to come out are:

1. Writing is the most important critical skill that you will use in college, so admissions officers want to make sure you can do it.

2. Everything else in your application is numbers and data. This is the only place where you get to speak in your own voice, and they want to hear that voice. The essay makes you human rather than just paper to them.

3. Everyone has take science and English classes and have participated in some after-school activity. What makes you different? What makes you tick?

4. Essays are an opportunity to explain yourself and anything that might otherwise appear as a blemish on your application. If you had a particularly difficult semester, you can explain that in an essay in your own words so that the admissions officer can understand your transcript better.

5. Essays are a great opportunity to show that you are someone whom the admissions officer would like to see at school. If you're funny, charming, cheerful, interesting, smart, etc. all that can come out in an essay more than anywhere else in your application.

6. Essays indicate where you want to go in life and how college can get you there.

II. Explain the Checklist concept (5 minutes)

The essay is an opportunity to talk, not just about one part of your life, but about who you are overall, perhaps using one subject, story, or theme as an entry point into your life and you.

There is a great strategy for making sure that the essay really represents YOU: Before you write your essay, make a checklist to all your qualities and think of how you could include these in the essay. When your essay is finished, anyone reading it should be able to make the same checklist.

III. Review of Two Essays (40 minutes)

IV. Give students the Baby Seal Sample Essay and the Work Opening Lines Sheet for fun.

The College Admissions Essay

 A. Selecting the Essay Topic

            The key to a strong essay is a good topic. When selecting a topic, you should keep in mind to choose a topic that allows you to demonstrate your skills and individuality, a topic that answers the essay question while telling the reviewers what they really want to know: why you should be admitted to that particular college. There are several different kinds of essay questions. Some of the most common types of essay questions and the purposes behind them are given below:

B. Key Influence Questions:

            Definition: Key influence questions require you to write about something that has a certain influence on your life. This influence can be in form of a person, a movie, an event, some world issue, a work of literature – anything.

            Ideal responds: While responding to this question, you should keep in mind that the influence you decide to write about is just as important as what you intend to write about it. You have to make sure that the influence you choose something valued and casts light on your strengths. Write about how that certain thing has influenced your thoughts, ideas, and goals and how it has made an impact on you and made you a better person.

C. Goal Questions:

            Definition: This kind of question can take two forms: it can ask you to directly write about your goals, or it can ask you to write a personal statement that will include your goals and your qualifications. The question usually focuses on academic, career and personal goals.

            Ideal responds: Firstly, you should state your goals clearly. Let the readers know that you have a clearly defined set of goals that you are directed by and that hold utmost importance to you. You may also distinguish between your short and long term goals in the process. Secondly, you should write about how this specific college fits your plans for achieving your goals.

D. Open-ended Questions:

            Definition: Open-ended questions are non-specific, they do not require you to write about a specific thing rather they can be something like, “Please provide any additional information about you that you would like us to know”. If the open-ended question is optional, don’t feel an obligation to answer, only try to answer it if you really have something important to share with the review committee.

            Ideal response: If an open-ended question is the only essay question your application includes, you are left with a wide variety of options, you can write anything you wish to. But the most ideal thing to do would be to treat them as key influence or goal questions because these two are the most common type of specific essay questions. You may want to write about more than one thing in the essay, but it is recommended that you decide to write in depth about one certain thing.

E. Growth questions:

            Definition: Personal growth type questions ask you to write about specific things that have been milestones in your growth and how they have helped you grow into the person you are. Some of these questions include: “What is the greatest obstacle you have overcome?” and “What has been your greatest accomplishment?”

            Ideal response: While responding to a personal growth questions, you should be careful not to dwell on the event itself, rather focus on how it has made a difference in your life and turned you in the person you are right now.

F. Creative Questions:

            Definition: Creative questions allow you to express your thoughts and feelings about something – they give you the freedom of expression. Some creative questions can “Choose an issue of international concern and discuss its importance to you” or “Why have you chosen this career?”

            Ideal response: While responding to creative questions, again, as mentioned before, you should not focus on the issue; rather try to write about how they make a difference to you or why they hold importance for you. Also make sure that you demonstrate within the essay how you can succeed in a competitive college setting without actually mentioning it.

G. Getting started

Sometimes the topics you choose can be impossible to write about even though they may seem easy at first, and sometimes even boring topics can be made interesting creatively approached. If the answer to any of the following question is “no” then you really need to rethink your topic and select a new one.

Can you offer supporting material in relevance with your essay topic?

Will your topic include material different from that already mentioned in the application?

Will the admissions officer still remember your topic after having read hundreds of essays?

Can you fully answer the question asked of you?

Can you keep the reader interested right from the very first word?

Can you give personal examples?

H. Keep in mind …

Avoid anything that has already been mentioned in your application such as test scores

Choose only topics for which you can give concrete personal examples.

Keep the reader interested by revealing something about you

Focus more on your personal concerns and talk about things that hold meaning for you

Don’t write about what “they want to hear”

Use caution if you are planning to make your essay funny – Almost always, this is done poorly and not appreciated by the admissions committee. There is nothing worse than not laughing at something that was meant to be funny or amusing.

Tell a story – it’s not a life history; rather it is a glimpse into the life of the applicant

Treat your essay as a snapshot, each of us has different selves at different times: sometimes we are clowning about, while other times we are demonstrating wisdom. Pick one of your better selves, one that seems interesting, rich with meaning and alive with imagery and write an essay about it.

I. Organizing the first draft

The first draft is a preliminary version of your essay and it will always be rough and imperfect and it need of revision. But this essay will contain the ideas that you will carry on till your final draft. To make the task of writing the essay easier, constantly keep in mind the audience it is intended for and what the audience will be looking for.

J. Each essay has four very basic parts:

Title: This is a very vital part of your essay and the first impression the reader gets of you is through the title. Often, most students forget this small, but very important part of the essay that leaves a bad impression on the reader and the essay looks as if it is carelessly written – which of course, does nothing to help your cause.

K. Thesis: Your thesis is the main idea you are intending to carry throughout the essay. It is the guiding theme that sets your essay tone. In a way, the thesis is one-sentence answer to your question. You make a claim in your thesis statement and spend the rest of the essay supporting this claim. How do you come up with a thesis?  Coming up with your thesis requires a great deal of thinking on your part. You should carefully focus on your topic and try to find an angle, which makes it interesting and probably different from what the others will be writing. The thesis statement should be something that people do not usually think about and when they read that line, they are automatically drawn towards the essay to see what it really holds. The thesis statement is the central orienting concept of your essay.

L. Body: As mentioned before, you write your essay providing evidence supporting your thesis statement. All the evidence and supporting paragraphs you write after your thesis statement are collectively known as the body of your essay. What should the body contain? Firstly, your body should support your thesis statement. An essay whose body contradicts its thesis statement is indeed a very bad essay. Starts with describing your thesis statement in detail, then go on to provide evidence supporting the claim made in your thesis. Describe how your perception and behavior was changed by what you are writing about and how it influenced you. While writing the first draft, you do not need to worry about the order you’ll be providing the evidence in: just make sure you know what you’ll be writing about.

M. Conclusion: Finally, the closing paragraph of your essay is known as the conclusion. The conclusion of your essay provides a link between the thesis statement and the body. Keep in mind that you should never summarize your essay in your conclusion; try to introduce a new idea in the conclusion – an idea that will leave your readers thinking. How to decide what to write in the conclusion? Connect your thesis statement with the body of your essay, then go ahead and describe how this turn of events or whatever you have written about related to your decision to apply for college admission. It is a good idea to use rhetorical devices in the conclusion as long as it’s not very overdone. The main point is to connect your changes to your current plans

WRITING A GREAT COLLEGE ESSAY IN 3 STEPS

STEP 1: PICK A TOPIC

For many students, deciding what to write about is the toughest part of the essay process-after all, how many significant experiences had a 17-year-old really had?

Before you start lamenting the fact that your life has been relatively free of tragic moments, take comfort in the knowledge that some of the best essays are about ordinary, everyday experiences.

Often, the smaller, seemingly unimportant moments in your life are the most meaningful.  “Learning how to drive could be significant,” says Sanford Kreisberg, founder of Cambridge Essay Service, a consulting company in Cambridge, Massachusetts.  “So could the first time you argued with your parents, or the first time you realized you didn’t have to fight with your younger siblings.”

Educational planner Judi Robinovitz stressed the importance of telling the reader how the experience has changed your own life.  “If you want to talk about your grandmother’s Alzheimer’s disease,” she says, “You’d better talk about how it affects you.”

STEP 2: WRITE IT DOWN

The most important thing to remember is that you’re not writing a term paper.  “A conclusion that repeats the essay’s main points may show that you know how to write a five-paragraph essay,” says educational consultant Dodge Johnson, “but it sure is boring.”  Here are a few tips:

• Fill the essay with details.  Use words and descriptions that appeal to all five senses.  Include action verbs whenever you can.
• Don’t forget who your audience is.  Your essay will be read by adults, not by teenagers.  Use language your readers can relate to.  That means phrases like “My trop to France was off the hook” are out.
• Watch the humor.  Go with a funny essay only if you’ve already proven you have comic writing ability-and even then, think twice.  Keep in mind that you don’t know the personality of the admission officer reading your essay, so it’s possible that your senses of humor may not click.
• Keep to the specified length.  If no maximum us give, stick to about 500 words.  The friendly college admission officer reading 50 essays a day will thank you.
• Remember:  You don’t have to be Tolstoy.  Admission officers hope to learn more about you by reading your essay.  They are not expecting you to produce the greatest work of literature ever.

STEP 3: EDIT AND CHECK

One of the best ways to pinpoint problems in your essay is to have someone else read it.  But don’t let your editor do the writing!.  “An editor might say, ‘I think you should come up with more details,”’ says Kreisberg, “and then its your job to come up with those details and write them.”

Don’t rely solely on your computer to proofread your essay.  Spell-checks are notorious for not picking up repeated words or words that are spelled differently but sound alike.  (Here what were saying?) And don’t expect an admission rep to overlook grammatical goofs.  Seattle University’s McKeon remembers showing an error-filled essay to a colleague.  “He said it would have been criminal to admit the student.”

If you put in the time and energy, your hard work will be appreciated by the people who matter:  the admission staff.  “Each year, I will read one or two essays that move me to the point where I write the person an individual letter,” says McKeon.  Your essay may get you something just as important-a letter welcoming you to your dream school.