Congratulations to Emma

Just wanted all of you to know that Emma Makinen, one of our Writing Associates, was just named the winner of an undergraduate paper competition. Emma will be presenting her paper this weekend at a conference to be held at Saint Rose College in Albany, NY., where she will receive the award.

We look forward to hearing about the award and the presentation after spring break, when I will be able to add to this post with more details. Here is the email that Emma received:

"I'm pleased to announce that you've won our undergraduate paper competition. Congratulations on this richly merited accomplishment. We'll be having a brief award ceremony prior to the keynote address at 1:30 where you'll be presented with a certificate and much will be made over you (and, if you think it is appropriate and she's in attendance, your advisor). Make sure that someone in your retinue brings a camera!There is a $100 cash prize that comes with this....Best wishes,Bridgett"

Help with Writing Papers

Credit for image: The logo at the site for SNL's Writing Guide

The link below will take you to a helpful site from the School for New Learning (SNL) at De Paul University, Chicago, about the stages in the writing process. The site is interactive and can be helpful to any student who wants assistance with the stages of writing a paper from invention through to revision, and makes clear that the writing process can move back and forth among the various stages of inventing, organizing, drafting, revising, and editing. The site has an excellent graphic organizer to show writers the recursive nature of the writing process. In addition, it provides examples of how different writers approach the writing process, offers a chart comparing novice and experienced writers, and contains links to many wonderful sites that have handouts on the writing process. Check out the site, and let me know what you think. If anyone wants to develop a similar interconnected sequence for our CAE website, please let me (Judy) know. But in the meantime, please do post your comments on the usefulness of the site. Note the terms on the graphic organizer are hyperlinks, and the various links to other websites are worth checking out. In addition to the link to the main page, I have included the link to the page with the annotated list of useful websites for "Writing Help." You might want to bookmark that specific page, as well as ask Kathy, who is editing our CAE website, to update our own page with links to useful websites.

Writing Guide

http://snl.depaul.edu/writing/How%20to%20Write%20a%20College%20Paper.html

Writing Help

http://snl.depaul.edu/writing/Writing%20Help.html

with lists of links on these topics:

Help with Grammar, ESL, and Writing Papers
Help with Citing Sources and Avoiding Plagiarism
Dictionaries and Encyclopedias

Introduction to Biochemistry Laboratory Manual

Skill Building Exercises, Guided Experiments, and Open Inquiry Experiments
Below is a summary of each experiment type you will perform and expectations for each.

Skill-Building Laboratories : Skill-building labs are designed to help you learn the techniques you will need for that entire section of the lab manual. You will be given step-by-step directions how to perform each technique, including pictures of instruments you will use. Thus, it is very important that you pay particular attention in skill building labs. You will later design your own experiment, so it is important that you know how to apply the skills for the section.

Note: all sections written in your lab notebook should be titled with the headings given below.

I Pre-laboratory assignment (in the lab notebook)
A. Laboratory objective
Briefly state the laboratory skills you will gain from this exercise.
B. Write the protocol
Write the whole protocol out in a step by step list of instructuions you can follow during class include all of the safety concerns for this lab. Also start thinking about how you will organize your data during the experiment.
C. Answer all pre-lab questions

II In-Lab assignment (in the lab notebook)
D) Alterations to the protocol
All the changes made to the protocol should be listed and a statement regarding why the change was made must be included. “Because the instructor told us to” is not a valid reason; the chemical basis for the change must be described.
E) Data Tables
In many experiments, it will be useful to organize your data in a table. In the early labs of this laboratory manual, sample data tables are included as a guide, however all data must be collected in the lab notebook.
F) Observations and Sources of Error
You should record in the laboratory notebook all observations made while performing the lab. Do not retype observations: they are to be the original copy of the observations made while in the lab. Examples of observations include color, color change, cloudiness and, consistency.
You should compile a list of mistakes or parts of the lab that did not work exactly as planned while you are doing the lab. Again, do not recopy it. It must be the original you made in the lab and must be clearly labeled with a heading. Following completion of the lab return to this section and analyze the effects the errors may have had on your results.

III Post-lab Assignment (in lab notebook)
G) Calculations
Some labs require numeric calculations. See individual lab handouts for details. Always use appropriate units and significant figures.
H) Results
Concisely state and present the final results of the laboratory.
I) Answers the Post-lab questions
Following each laboratory there are questions to help you understand the purpose of the laboratory exercise.
J) Discussion and Conclusions
Be sure to return to your sources of error and analyze how they may have affected your results in written form. Summarize the laboratory with a one paragraph conclusion.



Guided Experiments: Probably most of the labs you have done before are similar to the guided experiment. You will conduct a specific experiment utilizing techniques learned in the skill-building lab. The following sections should be included as outlined for the Skill Building Laboratories. In many of the guided experiments you will need to write parts of the protocol based on what you did in the Skill Building lab for that section.

Note: all sections written in your lab notebook should be titled with the headings given below.

I Pre-laboratory assignment (in the lab notebook)
A) Experimental objective
State the experimental objective. The objective is the experimental question you hope to be able to answer at the end of the experiment.
B) Write the protocol
Write the whole protocol out in a step by step list of instructuions you can follow during class include all of the safety concerns for this lab. Also start thinking about how you will organize your data during the experiment.
C) Answer all pre-lab questions




II In-Lab assignment (in the lab notebook)
D) Alterations to the protocol
All the changes made to the protocol should be listed and a statement regarding why the change was made must be included. “Because the instructor told us to” is not a valid reason; the chemical basis for the change must be described.
E) Data Tables
In many experiments, it will be useful to organize your data in a table. In the early labs of this laboratory manual, sample data tables are included as a guide, however all data must be collected in the lab notebook.
F) Observations and Sources of Error
You should record in the laboratory notebook all observations made while performing the lab. Do not retype observations: they are to be the original copy of the observations made while in the lab. Examples of observations include color, color change, cloudiness and, consistency.
You should compile a list of mistakes or parts of the lab that did not work exactly as planned while you are doing the lab. Again, do not recopy it. It must be the original you made in the lab and must be clearly labeled with a heading. Following completion of the lab and determination of your conclusion return to this section and analyze the effect the error may have had on your conclusions.

III Post-lab Assignment (in the lab notebook)
G) Calculations
Some labs require numeric calculations. Some labs require graphical analysis. Graphs should be included in the lab notebook. You may print them out and tape them into your notebook. See individual lab handouts for details. Always use appropriate units and significant figures.
H) Results
Concisely state and present the final results of the experiment. Results are manipulations of the data. Thus any numbers that were calculated from the data are results as well as graphical representations. You should write paragraph describing the results without drawing any conclusions from them.
I) Answers the Post-lab questions
Following each experiment there are questions to help you understand the purpose of the experiment.

J) Discussion and Conclusions
Be sure to return to your sources of error and analyze how they may have affected your results in written form. Summarize the experiment with a one paragraph conclusion.







Open Inquiry Experiment : This is the most challenging type of experiment you will perform. You will be given a biochemical topic related to the guided experiment(s) performed in that section of the lab manual. You will choose a problem related to that topic, perform any necessary research, and design an experiment that allows you to investigate it based on the knowledge you’ve gained from Skill-Building Laboratories and Guided Experiments. You must present your experimental design to the lab instructor prior to beginning the experiment.

Note: all sections written in your lab notebook should be titled with the headings given below.

I Pre-laboratory assignment (in the lab notebook)
A) Problem statement
This includes a few sentences describing the specific question(s) that you are trying to answer with your experiment. You should also include a brief (1-2 sentences) summary of the theoretical basis of your problem. For example: “The lipids should be separable from the carbohydrate because lipids are soluble in nonpolar solvents while sugars are water soluble.”
B) Proposed protocol
Please begin this section with a list of necessary equipment, supplies and chemicals. Followed by a stepwise protocol similar to the guided experiment protocol will be developed during the lab period following the guided experiment(s). You must outline in a step-by-step fashion exactly how you intend to carry out your protocol. Also included in this section the type of data you will collect (the variables you will measure, i.e. moles glucose and fructose produced in the reaction, optical rotation), and the safety considerations related to your experiment.

II In-Laboratory assignment (in the lab notebook)
C) Final Protocol and alterations
After receiving feedback from the instructor edit and note any additional changes made while performing the experiment.
D) Data Tables
All data collected during the experiment should be in your notebook in the form of tables.
E) Observations and sources of error
Observations should be included as outlined in Skill Building Experiments and Guided Experiments.
Sources of error should be included as outlined in Skill Building Experiments and Guided Experiments.
F) Calculations
Calculations on the data must be done to facilitate the analysis. Always use appropriate units and significant figures.

III Formal Report (Typed post- lab assignment)

G) Results
Concisely state and present the final results of the experiment, making use of tables where appropriate. Results are manipulations of the data. Thus any numbers that were calculated from the data are results as well as graphical representations. You should write paragraph describing the results without drawing any conclusions from them.

H) Discussion and Conclusions
In this section, briefly restate your problem and explain how the procedure you designed was supposed to help you address this problem. Analyze what the results say about the experiment, the procedure, and the problem. Be sure to return to your sources of error and analyze how they may have affected your results. State your conclusions.

Calling All Tutors

Explore this wonderful interactive site from Michigan State University on tips for writing analytical papers. In addition to letting us know what you think about the content and how helpful it is, or isn’t, to you, let us know what you think of this interactive format of the site design. In the next few weeks I will also be posting links to other higher education institutions’ writing across the curriculum (WAC) resources for your input. We are undertaking the project of revamping the look and feel of the CAE website, including adding more resources on writing across the curriculum for both faculty and students. We need your input as we undertake this project.

In the meantime, check out this interactive website from Michigan State University, and please post your comments. The site includes some wonderful interactive features as well as videos. Allow yourself a good 30 minutes to explore and absorb the information. ff you like, bookmark the site on your computer for future reference. Your responses are most welcomed. Thanks in advance. Judy

Getting Started: Analytical Writing in the Humanities
http://writing.msu.edu/interactive/humanities/menu.php

Helping Students to Paraphrase Effectively

Jess Scoppetta, Writing Center Coordinator shares: As tutors, we sometimes come across what I like to call "accidental plagiarism." It is not intentional or malicious, but plagiarism all the same and will carry the same consequences. Most "accidental plagiarism" is the result of students poorly integrating their source material. Yes, that's right - they are having trouble paraphrasing. When I discover this "accidental plagiarism" in a session, the example below of "good" and "bad" paraphrasing has helped me explain the concept to many a tutee. Hopefully, you will find it useful too!

The following is adapted from The Bedford Guide for College Writers:

Paraphrasing
Paraphrasing is restating the author’s ideas in your own words. The APA style encourages writers to paraphrase rather than directly quoting source material. A good paraphrase retains the organization, emphasis and details of the original phrasing, but not the language. For example:

Original: "In staging an ancient Greek tragedy today, most directors do not mask the actors.”

Too Close to the Original: Most directors, in staging an ancient Greek play today, do not mask the actors. THIS IS PLAGIARISM!

A Good Paraphrase: Few contemporary directors of Greek tragedy insist that their actors wear masks.

Steps to a Good Paraphrase:
Read the passage several times
Highlight main points and take notes
Put the original text away
Restate the ideas in your own words
Review to ensure your words are not too close to the original.

Tackling the Tutorial: Content Tutors Share Strategies

Tami Fagan, Assistant CAE Director shares:
For almost ten years, I taught high school English. Invariably, the response I got when I told a new acquaintance about my chosen profession, was something along the lines of, “Are you serious? I could never do that job.” People assume that standing in front of a classroom of 30 or more adolescents would be the stuff of nightmares, and many would prefer Chinese water torture to even a brief stint as a purveyor of knowledge in the American high school.
There is only one job that is harder: one-to-one tutoring.
Teaching takes skill, commitment, instinct, and intelligence. Tutoring takes all of the above plus the demonstration of the following within one hour or less, often multiple times per day:
· The ability to develop an instant rapport with a stranger
· The ability to develop a sense of confidence in a tutee
· The ability to criticize constructively without condescension
· The ability to quickly identify areas of weakness and provide a tutee with guidance accordingly
· The ability to understand how to differentiate between coaching a tutee and doing the work for her
· The ability to provide meaningful praise
· The ability to help a tutee develop new skills
· The ability to reduce a tutee’s frustration

In fact, this list is only partial. Tutoring takes an enormous degree of sustained energy; you are aware of this fact if you have felt drained after conducting several back-to-back tutorial sessions. Tutoring re quires that the tutor is always “on.” There is no down-time, as there might be within a regular classroom setting.

Because all tutors have unique strategies, skills, and approaches, let’s use this opportunity to share our ideas with other content tutors. Consider one or more of the following questions as you post this week:

1. How do you develop a positive rapport with a tutee?
2. How do you help a student alleviate frustration?
3. What tips do you have that would help other content tutors?

College Students Today

Dr. Auclair sent along this link to a YouTube video. Take a look, and post a comment. If you need help in posting a comment, see Judy or Jess.

http://www.youtube.com/watch?v=dGCJ46vyR9o