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Learning Outcome 5: Document their work using appropriate conventions (MLA).

Learning Outcome 6: Control sentence-level error (grammar, punctuation, spelling).

MLA has been a big part of my sourcing experience since even middle school. I had lots of experience giving credit to authors who helped enforce my paper with theirs. It is a reliable way to go about the process. Attached below is a powerpoint illustrating MLA format and several aspects.

Learning Outcome 4: Be able to critique their own and others’ work by emphasizing global revision early in the writing process and local revision later in the process.

What did I believe editing was? I also saw editing as a means of correction and less a way of perfecting. I thought it was a very one and done type scenario. You see problems and you correct them so they aren’t problems anymore. Following the peer edits, I found that even after perfection is presumably accomplished there is still more to be learned and adjusted. Sure, I may have gotten all of the grammar and spelling mistakes, but someone just told me that my sentence had a weird tone and I would’ve never picked up on that. Analyzing other papers also gave me a great chance to reflect on my own. With that said, I’ve provided two examples of feedback I received from others and two examples I gave to others.

Feedback I received:

Advice I gave:

Learning Outcome 3: Employ techniques of active reading, critical reading, and informal reading response for inquiry, learning, and thinking.

Introduction

When it came to annotating and my own personal experience doing so, I read through the article in its entirety to start the process. I refrained from noting any questions I had or things I found interesting. Once I had read through the article without any interruptions, I went back and slowed things down by quite a bit. Each paragraph was well combed and I looked specifically for things I didn’t understand. I marked it as a potential question only if I thought the answer to the question would broaden my understanding of not just the article, but also the study. The same was done for things I found interesting, but instead of marking it for my own understanding, I marked it as a highlightable point.

Personally, I believe this tells me that my annotating is useful in regard to the “conversation” I am having with the author. By annotating, I am taking the time to read the article multiple times over and ensuring my knowledge on the subject is secured.

An example of a question that I annotated below would be the one in which involves the two schools in Hawaii and Washington, and why they were chosen to be connected for the study. An example of interest that I annotated would be the one that is listed as being on page 30. The article and study have a huge focus on the fact that Hawaii students aren’t interested in marine biology. I made a point of making this the first interesting point I annotated, although it is the main focus it still caught me off guard.

Journal Entry

The main idea of this article is that by giving students early access to hands on, place based experiential learning, they will be more likely to pursue careers in marine sciences. The participants are specifically local Hawaiians that live and go to schools around the facility, this is because the program wanted to increase the amount of locals that are pursuing careers in marine science, they also invested extra interest in getting more women interested in the program. So the study wanted to look at out of all of the participants how many would go into marine science, and if this program would raise the total number of local Hawaiians going into marine science, so the variables would be number of Hawaiian marine scientists over time, to determine if the program is successful or not. 

Because the study is still in its fledgling stages, and it will take over 18 years to get a good data set of how many of the participants go into marine sciences, the findings are limited to how many students are interested in the field. They found that 50% of the students said that they experienced a life altering opinion change about science, and the students also displayed a greater amount of realization and awareness of important scientific issues like climate change. Because we don’t know how many of these participants became marine science majors, I can say that this study doesn’t really show a cause and effect relationship, but instead shows a relationship between the program and the students having a greater appreciation towards

Text Posts:

Q1:

“Using both experimental and place-based learning” (p. 32)

What can place-based learning be defined as? And what kind of activities could be used as key components? Later on the article discusses an approach to outreach and scientific technology being introduced, but specifics are never given.

Q2:

“This program brought together schools” (p. 32)

This quote in its entirety talks about how Hawaii and Washington schools were connected share what they know about marine environments. Why was Washington the state that was chosen to share knowledge with?

Q3:

“The schools selected included a public” (p. 32-33)

In the same general idea as the last question, I’m curious as to why the specific schools chosen were chosen. Also if they had any specific relevance in terms of location.

I1

“Yet for a state enclosed by” (p. 30)

I found it extremely shocking that the interest for Marine biology in Hawaii is so low. I would have also assumed, like the author, that an island state would have a large percentage of people interested in the ocean.

I2

“One goal of HIMB’s outreach is” (p. 31)

I find it interesting and appreciate that the outreach is not only promoting local interest but working towards promoting the inclusion of females to have an increase in female participation in the marine sciences.

I3

“However, many schools are unable” (p. 32)

I took note of this quote because it surprised me that Hawaii either in one area, or in general, not specified. Doesn’t have the funding for field trips for children to take and/or doesn’t have the initiative to bring students to the oceans.

C1

“Career days also reach hundreds of” (p. 32)

This was first clear connection I could make. I recall my school often putting on career days. I know first hand that they can do all the things mentioned even in the specific context of the article. there was a career fair and poster at my school advertising various fields in science, which is where I found myself going.

C2

“This designation gave way to the” (p. 30)

I only made note of the sentence, but the whole paragraph is relevant. It is another personal connection that I could make. The research reserve that I inhabited in Costa Rica was in a similar situation. This is the same reserve that is mentioned in my finalized paper and they were part of/nearby a massive protected area. They were very passionate about the area and educating me about it so it is not hard to believe that the Hawaii reserve would be the same.

C3

“Such observational skills are critical” (p. 31)

Growing up I had a great awareness to my location, but I wasn’t alone. I can connect this idea to both myself and my peers. Being raised on the seacoast of northern United States, I became alerted to the effects fo climate change at a young age. I learned quickly how my area would be affected and so were the people I study alongside. Having the observational skills are very critical to understanding the science of situations.

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Learning Outcome 2: Be able to integrate their ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.

Introduction

This outcome is delving into my approach to an annotated bibliography used for my research essay. I’ve included three examples of sources/quotes used. In the third example I outlined specifically a claim I used in my article and how it relates to the quote and support from an article I found. The claim has been colored in red and the direct quote is colored in blue.

1. Qureshi, I. A., Raza, H., & Whitty, M. (2014). Facebook as e-learning tool for higher education institutes. Knowledge Management & E-Learning, 6(4), 440. Retrieved from https://une.idm.oclc.org/login?url=https://search-proquest-com.une.idm.oclc.org/docview/1955097515?accountid=12756

Article about using social media for education. It focuses mainly on the idea of a “smart city”, but mentions the parts I need about social media being an outreach. I would use this article to express the point I’m trying to make about social media being able to influence and educate. It has the strong power of attracting people to one spot. 

“The take of social media is increasing in an informal way in our homes, and communities have provided us the opportunity to introduce e-learning through social media (Dabbagh & Kitsantas, 2012).”

2. Schlaile, M. P., Knausberg, T., Mueller, M., & Zeman, J. (2018). Viral ice buckets: A memetic perspective on the ALS ice bucket challenge’s diffusion.Cognitive Systems Research, 52, 947-969. doi:10.1016/j.cogsys.2018.09.012

Article about the ALS Ice Bucket Challenge. It delves into how the ice bucket challenge came into fruition and how it rose in popularity. Unlike others it dives into meme culture which plays a decent role in the formation of popularity. I would use this article to introduce meme culture (humor) into the basis of why it worked. 

“it is reasonable to argue that a memetic perspective can generate insights that are useful also for viral marketing campaigns, be it for commercial or charitable reasons”

3. Pressgrove, G,  McKeever, BW,  Jang, SM.  What is Contagious? Exploring why content goes viral on Twitter: A case study of the ALS Ice Bucket Challenge. Int J Nonprofit Volunt Sect Mark.  2018; 23:e1586. https://doi-org.une.idm.oclc.org/10.1002/nvsm.1586

Article that asks the question of why things go viral. Specifically it looks in the ALS ice bucket challenge. I used this section to deliver a studied fact on the statistics of the ALS ice bucket challenge. 

Claim: The ALS Ice Bucket Challenge sent the internet into a frozen frenzy.

Support: “Within about 2 weeks of the challenge starting on social media, the ALSA reported 146,000 new donors”

Learning Outcome 1: Demonstrate the ability to approach writing as a recursive process that requires substantial revision of drafts for content, organization, and clarity (global revision), as well as editing and proofreading (local revision).

By clicking on the picture, you will find a powerpoint presentation that demonstrates the writing process of my research paper.

My writing process for the paper was easily stemmed from my passion for purging plastic pollution. I started at the very beginning. A personal experience I could utilize to my advantage in the creative process. For this I went right to my trip to Costa Rica. That’s kind of where the plastic idea first came into fruition. From there it was just a few more brainstorms for me to find solutions to the issue of outreach when it came to understanding/preventing the pollution problem. The bottom half of my second week working found a finished first half placed into my hands. I was very proud of the product, but still eager to hear peer recommendations. Recommendations received and motivation to improve lead to a second draft. From that point there was a final draft. I’ve summed up the basic premise of each section into the powerpoint below. The original narrative essay is also attached with my final paper below that.

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