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Department of Information and Library Science
Southern Connecticut State University
501 Crescent Street, New Haven, CT 06515
Fax: 1.203.392-5780 / Phone: 1.203.392-5781
Toll Free: 1-888-500-SCSU, then press 4


Mary E. Brown, Ph.D.
Associate Professor
Information Science
Brown@SouthernCT.edu



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Week 1 : Syllabus Day 1 (T/M) Day 2 (W/T) Day 3 (R/W) Day 4 (F/R)

Week 2 : Monday Tuesday Wednesday Thursday Friday

Week 3 : Monday Tuesday Wednesday Thursday Friday

Week 4 : Monday Tuesday Wednesday Thursday Friday

Week 5 : Monday Tuesday Wednesday Thursday Friday

UNIT 20

UNIT 20 READING ASSIGNMENT

Read in Butler the two folk songs found on pp 368-369, the folk play found on pp. 370-372, the three folktales found on pp. 373- 382, and the literary folktale found on pp. 383-386

UNIT 20 LECTURE

Five and Six Year Olds

Five year olds

  • Like stories with animals that talk
  • Like simple folktales and some fairy tales
  • Like a prince and a princess
  • Believe in magic
  • Think fairytale characters lived a long time ago
  • Sometimes confuse real and make-believe
  • Recognize some letters of the alphabet
  • Can write their name

Six year olds

  • Recognize the letters of the alphabet
  • Can count to 100
  • Can write about 10 words from memory
  • Are able to read easy-to-read books
  • Still like fairytales
  • Like being read to
  • Enjoy alphabet and counting books
  • Search for simple informational books
  • Like books about dinosaurs
  • Write with invented spellings

Seven and Eight Year Olds

Seven year olds

  • Develop budding friendships
  • Seek acceptance by other children their age
  • Show increasing independence from home and family
  • Strike out on their own as readers
  • Take pride in showing off their reading skill
  • Understand more complex stories than they can read
  • See the world as good/bad; fair/not fair
  • Believe in magic
  • Accept fairytale "eye for an eye" morality and cruel justice

Eight year olds

  • Reach peak of interest in fairytales
  • Begin interest in stories of real life
  • Show beginning interest in sports
  • Choose to read independently
  • Like poetry/verse and chapter books
  • Like riddles, jokes, off-the-wall humor
  • Want to choose their own books
  • Think picture books are babyish

Nine and Ten Year Olds

Nine year olds

  • Develop best friends
  • Play sports
  • Like series books
  • Like informational books
  • Are fascinated with strange but true facts
  • ReadThe Guinness Book of World Records
  • Like mysteries
  • Consider picture books babyish
  • Prefer tall tales over fairytales
  • Like happy endings
  • Are outgrowing chapter books
  • Have a weird sense of humor
  • Like gross, corny jokes

Ten year olds

  • Are satisfied with themselves
  • Like adventures with real heroes
  • Read biographies about real people
  • Like funny books such as How to Eat Fried Worms
  • Enjoy Choose Your Own Adventure-type books
  • Develop lasting friendships
  • Play Ninetendo and other computer games
  • Like to watch TV sitcoms and family shows
  • Enjoy active sports and bike riding

DUE IN UNITS 22 and 23 (but start on this today)

Type Three/Four:

Circles

1. Assignment:

Now that we have finished reading an essay on the use of circles in children's stories as well as a number of rhymes and stories, your job is to put the information you have to use. This assignment requires you to explain the symbolism of circles in the stories (from Butler) you have chosen and to give concrete examples (from those stories) of the cycles and explain the psychological significance of the cycles or circles to the story.

2. Purpose:

Analytical. Your are to write clearly, providing information that will help a college freshman understand the use of circles in stories and how certain titles demonstrate those uses. 3. The Writer: You will be writing as if you were a expert reader, writing an essay for college freshmen.

4. Audience:

Undergraduate freshmen.

5. Form:

Analytical/expository (the main intent is to analyze, explain why, in your opinion, something is the way it is), 350-50 words for Type Three, 500-750 words for Type Four, and 1250-2000 for Type Five.

6. FCAs:

  • Describe the use of circles in stories and how it used in the story you selected (40)
  • Opening gives clear state of thesis and hints at its importance
  • Introduction draws reader into the work
  • No excess words; write with nouns and verbs
  • Use strong verbs and precise words
  • No passive voice and no jargon or jawbreakers
  • No long, confusing or short monotonous sentences
  • Each paragraph has a main point of focus
  • All unrelated ideas have been edited out
  • Points of reflection, rest, assimilation are marked by a paragraph
  • Ending summarizes the discussion using a new example
  • No punctuation or spelling errors

7. Procedure:

  1. Review your notes to determine if you feel you have enough information to describe, generally, the use of circles in childrenšs stories. If you feel you need more information, you can interview classmates and/or do research in the instructor's website or in the library.
  2. Write a Type Three essay, DUE IN UNIT 22 THREADED DISCUSSION.
  3. After you have entered your Type Three writing, read the entry immediately before yours and make suggestions for improving the writing, based on the focus correction areas (FCAs). [First person will need to read the last entry.] The Type Four writing is DUE IN UNIT 23 THREADED DISCUSSION. The Type Five writing is DUE IN UNIT 24 THREADED DISCUSSION. Upload your writings to the Peer Editing / Threaded Discussion for the day due. Remember to make comments promptly on classmates' writings so they can be used in rewriting to the Type Four and Type Five assignments. Type Four writings are expected to be a substantial improvement over the Type Three assignment. Type Five writings are expected to be a substantial improvement over the Type Four assignment.

Style and Format for Term Paper

Final (Type Five) Writing Assignment

In order to conform to the Type Five specifications, papers should be entered into Unit 24 Threaded Discussion as attachments. Generally, saving your work as a 'word document' or as a 'rich text file' will allow it to be opened and read by others. When the files are printed, the following specifications should apply.

Papers are to be double-spaced throughout with the exception of the bibliography or references, which is to be single-spaced within each reference and double spaced between references. There is to be a 1-inch margin on all four sides (top, bottom, left, right). The font should be set to Times (or Times Roman) 12 point or Helvetica 12 point.

All papers should have a title page which lists the title of the paper, your name, the course number and section, and the following statement:

The ideas expressed in this paper are my own. All sources are
appropriately acknowledged by quotations marks and or citation.
Your signature
Date signed

Every page of the paper (excluding the title page) should be numbered, starting with page 1, in the upper right-hand corner. Every page of the text should carry a header in the upper left-hand corner which contains your name and the course number and section. The title of the paper should be centered about 2 inches from the top of page one.

It is expected that all papers submitted for grading will be written using a word processing application, such as WordPerfect or Word.

All citations and references are to be in APA style. Examples of APA style and other APA style aids are located on the web at URL: http://www.southernct.edu/apa.html

It is expected that all papers will be spell-checked prior to submission for grading.

UNIT 20 QUIZ ON LECTURE

See WebCT

UNIT 20 WRITING ASSIGNMENT

Read "The Blanket" (Butler, pp. 381-382). Explain the life cycle and the social cycle that are represented in this tale.


On this class site, every effort has been made to acknowledge the work of others. Any omission is unintentional. If anyone finds an oversight, please contact me at brown@southernct.edu immediately so that any error can be corrected.

           

                       


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This site is maintained by Mary E. Brown, Ph.D. Art work by Valerie Samandar; photograph of sculpture on Southern's campus.