Mary E. Brown, Ph.D.
Associate Professor
Information Science
Brown@SouthernCT.edu
Resources for Students:
Dr. Brown Home
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Summary of Type III/IV Assignments
Toys and Games / Fools / Masks and Shadows / Sex Roles / Circles
Readings, explorations, and assignments have been carefully spaced and timed over the term. It is important that you keep up with the schedule and not fall behind.
Due dates (Unit in which each writing assignment is due)
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Themes:
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Type I
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Type II
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Type III
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Type IV
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Type V
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Toys and Games -- (begin Type III/IV by Unit 2)
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Unit 1
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Unit 2
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Unit 3
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Unit 4
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Fools -- (begin Type III/IV by Unit 7)
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Unit 5
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Unit 7
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Unit 8
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Unit 9
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Unit 24*
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Masks and Shadows -- (begin Type III/IV by Unit 11)
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Unit 10
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Unit 11
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Unit 13
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Unit 14
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Unit 24*
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Sex Roles -- (begin Type III/IV by Unit 16)
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Unit 15
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Unit 18
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Unit 19
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Unit 24*
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Circles -- (begin Type III/IV by Unit 20)
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Unit 20
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Unit 22
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Unit 23
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Unit 24*
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* Choose only one of these Type IV papers to be revised into a Type V paper
NOTE:
- Type III papers are revised into Type IV papers
- Type IV papers are revised into Type V papers
- Type I and II writings are intended to get you thinking about Type III/IV themes
DUE IN UNITS 3 and 4 (but start by Unit 2)
Type Three/Four:
1. Assignment:
Now that we have finished reading an essay on toys and games 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 imagine yourself as a comic book writer. Your assignment from the publisher is to write a 300 to 350 word description of the use of toys and games in children's literature to be used to accompany drawings showing a dialogue between two character: a young child about age 6-10 and an animal (stuffed, live, or come-to-life). The editor has reminded you that the purpose of this issue of the comic book is to give young people solid information they can understand and that will not confuse them; therefore, you must have solid information that is easy to understand.
2. Purpose:
Practical/Informative. You are to write clearly, providing information that will help a sixth, seventh, or eighth grader understand the use of toys and games in stories are and why they are important. .
3. The Writer:
You will be writing as if you were a comic book writer, writing a new educational comic for middle school English classes.
4. Audience:
Students in grades six, seven, or eight.
5. Form:
Conversation (dialogue or monologue), no more than 350 words for Type Three and no more than 500 words for Type Four.
6. FCAs:
- Describe the use of toys and games in childrenıs stories and why they are important (40)
- No excess words; write with nouns and verbs (30)
- No long, confusing sentences; no groups of short, monotonous sentences (30)
7. Procedure:
- Review your notes to determine if you feel you have enough information to describe, generally, various uses of toys and games in childrenıs stories and why they are important. If you feel you need more information, you can interview classmates and/or do research in the instructor's website or in the library.
- Write a Type Three essay, DUE IN UNIT 3 THREADED DISCUSSION.
- 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 essay is DUE IN UNIT 4 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 assignment. Type Four writings are expected to be a substantial improvement over the Type Three assignment.
RECALL that a Type Three writing is a writing that has content and focus correction areas. It is read out loud and reviewed by the author who then asks three critical questions: Does it complete the assignment? Is it easy to read? Does it fulfill the requirements set by the focus correction areas? One draft.
A Type Four writing is a Type Three writing that has been read out loud and critiqued by another person. Two drafts.
DUE IN UNITS 8 and 9 (but start by Unit 7)
Type Three/Four:
1. Assignment:
Now that we have finished reading an essay on fools in childrenıs 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 imagine yourself as a teacher instructing high school students in the art of babysitting. Your lesson plan calls for you to give the class a 300 to 350 word description of how stories featuring fools can create be used to entertain a child during fussy times. Your notes in your plan book remind you that the purpose of this lesson is to give teenage babysitters solid information they can understand and that will not confuse them; therefore, you must have solid information that is easy to understand.
2. Purpose:
Practical/Informative. You are to write clearly, providing information that will help high school students understand how characters (fools) can be used to distract otherwise fussy children and why characteristics of the character are important in choosing a story.
3. The Writer:
You will be writing as if you were a teacher, writing a summary review [handout] of a lesson for high school child care classes.
4. Audience:
Students in grades nine, ten, or eleven.
5. Form:
Practical/informative (main intent is to provide clear information), no more than 350 words for Type Three and no more than 500 words for Type Four.
6. FCAs:
- Describe the use of fools in childrenıs stories and their important in setting a mood (40)
- Each paragraph has a main point of focus (20)
- Opening gives clear state of thesis and hints at its importance (20)
- Ending summarizes the discussion using a new example (20)
7. Procedure:
- Review your notes to determine if you feel you have enough information to describe, generally, the use of fools in childrenıs stories and their important in setting a mood. If you feel you need more information, you can interview classmates and/or do research in the instructor's website or in the library.
- Write a Type Three essay, DUE IN UNIT 8 THREADED DISCUSSION.
- 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 essay is DUE IN UNIT 9 THREADED DISCUSSION. Upload your writings to the Peer Editing / Threaded Discussion for the day due. Remember to make comments promptly on classmatesı writings so they can be used in rewriting to the Type Four assignment. Type Four writings are expected to be a substantial improvement over the Type Three assignment.
RECALL that a Type Three writing is a writing that has content and focus correction areas. It is read out loud and reviewed by the author who then asks three critical questions: Does it complete the assignment? Is it easy to read? Does it fulfill the requirements set by the focus correction areas? One draft.
A Type Four writing is a Type Three writing that has been read out loud and critiqued by another person. Two drafts.
DUE IN UNITS 13 and 14 (but start by Unit 11)
Type Three/Four:
1. Assignment:
Now that we have finished reading an essay on masks and shadows 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 imagine yourself as a storyteller. Your assignment is to write a 350 to 500 word narration of a children's story (from Butler), explaining what we can discover about masks and shadows from the tale. A local public library has asked you speak during an adult story hour at which the chosen story will be retold. The librarian has reminded you that the purpose of the talk is to give adults solid examples they can understand; therefore, you must utilize examples and language familiar to a general group.
2. Purpose:
Narrative. You are to write clearly, providing examples that will help a general audience, aged 14 and over, to understand how we can discover unstated information (masks and shadows) from between the lines of a tale.
3. The Writer:
You will be writing as if you were a storyteller, explaining the story you have chosen.
4. Audience:
Local patrons, ages 14 and up, at a public library.
5. Form:
Imagination/Narrative (main intent is to tell a story), 350-500 words for Type Three and no more than 500 words for Type Four.
6. FCAs:
- Describe the use of masks and shadows in stories and how it used in the story you selected (40)
- Each paragraph has a main point of focus (20)
- No passive voice and no jargon or jawbreakers (20)
- Use strong verbs and precise words (20)
7. Procedure:
- Review your notes to determine if you feel you have enough information to describe, generally, the use of masks and shadows in children's 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.
- Write a Type Three essay, DUE IN UNIT 13 THREADED DISCUSSION.
- 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 essay is DUE IN UNIT 14 THREADED DISCUSSION. Upload your writings to the Peer Editing / Threaded Discussion for the day due. Remember to make comments promptly on classmatesı writings so they can be used in rewriting to the Type Four assignment. Type Four writings are expected to be a substantial improvement over the Type Three assignment.
RECALL that a Type Three writing is a writing that has content and focus correction areas. It is read out loud and reviewed by the author who then asks three critical questions: Does it complete the assignment? Is it easy to read? Does it fulfill the requirements set by the focus correction areas? One draft.
A Type Four writing is a Type Three writing that has been read out loud and critiqued by another person. Two drafts.
DUE IN UNITS 18 and 19 (but start by Unit 16)
Type Three/Four:
1. Assignment:
Now that we have finished reading an essay on the views of sex roles 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 imagine yourself as a guest speaker in a high school English class. Your assignment is to write a 300 to 350 word description of the views of sex roles represented in a group of children's story that you will select (from Butler). The classroom teacher has reminded you that the purpose of this talk is to give young people the emotional experiences that create the sex typing that takes place in the stories you have chosen; therefore, you must have vivid examples that are easy to understand and sense.
2. Purpose:
Descriptive. You are to write clearly, providing vivid description that will help an eleventh or twelfth grader experience the sex typing in the stories.
3. The Writer:
You will be writing as if you were an authoritative reader, guiding high school English classes through the emotional sex typing surrounding the stories you have chosen.
4. Audience:
Students in grades eleven and twelve.
5. Form:
Sensory/descriptive (the main intent is to create a dominant impression--so that the reader has the same impression as the writer/speaker), no more than 350 words for Type Three and no more than 500 words for Type Four.
6. FCAs:
- Describe the use of sex roles in stories and how it is used in the story you selected (40)
- Introduction draws reader into the work (20)
- All unrelated ideas have been edited out (20)
- Points of reflection, rest, assimilation are marked by a paragraph (20)
7. Procedure:
- Review your notes to determine if you feel you have enough information to describe, generally, sex typing in childrenıs 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.
- Write a Type Three essay, DUE IN UNIT 18 THREADED DISCUSSION.
- 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 essay is DUE IN UNIT 19 THREADED DISCUSSION. Upload your writings to the Peer Editing / Threaded Discussion for the day due. Remember to make comments promptly on classmatesı writings so they can be used in rewriting to the Type Four assignment. Type Four writings are expected to be a substantial improvement over the Type Three assignment.
DUE IN UNITS 22 and 23 (but start by Unit 20)
Type Three/Four:
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:
- Review your notes to determine if you feel you have enough information to describe, generally, the use of circles in childrenıs 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.
- Write a Type Three essay, DUE IN UNIT 22 THREADED DISCUSSION.
- 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.
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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