Giving Credit Where Credit is due
Bibliographies
OBJECTIVE: Students should learn the importance of having a bibliography, and the definition and punishment for plagiarism by writing a personal experience essay in class. Then they will practice researching references and writing a bibliography for their homework assignment. .
Materials: Each student should have already decided on a speech topic.
Steps:
1. Explain to the students that we will be reviewing the information they recently learned about bibliographies. (They have learned how to site the most commonly used reference materials in both MLA and APA styles)
2. Explain to the students that having a bibliography is important because it gives credit to the people who originally came up with information, or ideas and so on.
3. Ask the students if they have ever discovered something or came up with a new idea that someone else has taken the credit for. Let a student answer, and then ask that person how he felt.
4. Define plagiarism to the students and explain the punishment for it.
5. Ask the students to write a one page essay about a time when someone has plagiarized one of their ideas. Have them explain what the idea was, how they felt when they didn’t get the credit they deserved, and why citing sources and providing a bibliography is important.
6. After they are done with the essay they need to research their speech topics in the library. (The librarian will be available to help them and make sure they are doing their work and behaving.) Ask them to find relevant information using the reputable sources that we have talked about in class.
Results: Homework: Students should find one book, and 2 reputable internet sources on their speech topic and provide a working draft of their bibliography in the MLA format. Due tomorrow
Citing Sources…
Creating a Bibliography
MATERIALS: Two library books (types of material) per student in classroom, notebook, pen, board in room.
OBJECTIVE: The students will understand the parts of and create an MLA bibliography from a chosen text (material from library).
STEPS:
1. First take the students to the library and tell them each to choose two types of materials to take back to the classroom (tell them to vary what they choose, such as videos, books, dictionaries, magazines, etc. because you want them to know how to cite everything, not just books).
2. Then tell them to place their materials to their sides. Give students the bibliography handout with all the examples on it.
3. Go over a few of the more simple examples, such as the “book” and “Internet” sources. I have split them up and explained the parts of the example for you on your example sheet.
4. Next, after thoroughly going through of the examples on the sheet, tell the students to get out their chosen materials from the library. You will go around the classroom and do the first material together as a class.
5. The student will go up to the board and write the bibliography as the class decides to do so. Review the bibliographies and make sure they are correct.
6. Last, go through the class again, telling each student to do it on their own. Then ask the class if they agree or disagree. Fix the mistakes if they disagree. Tell the students to use their example sheets for help while they are up at the board.
RESULT: The students should understand the parts of an MLA bibliography. They should also be able to write one on their own in front of their class. Examples on the handout sheet should be very helpful to clear questions up. The next step will be to make them work on their own bibliography/works cited page for their latest speech they are working on.
Authors and Titles and Dates…Oh My!
Topic: Bibliography
Objective: At the end of this lesson, each student will be able to cite simple articles, books, and websites for an academic speech.
Materials: Teacher will need a piece of string the length of a classroom, and a soft ball.
Steps:
- Give a short lesson concerning the basics of bibliographies, also give websites for students to refer in order to make a bibliography (Purdue OWL).
- Divide the class in half.
3. Move the desks, half on one side on the room half on the other.
4. Divide the room down the middle with a piece of string, hanging above the desks from wall to wall.
4. Ask one half of the room a question, regarding bibliographies, if they answer correctly toss them the ball. They must get the ball to the other side of the room in 3 hits.
5. If they do, and the other team doesn’t hit the ball back over, team 1 gets a point and another question, and so on.
6. If team 2 gets the ball back over the “net”, and team 1 misses then team 2 gets the ball and a question.
7. If at any point a team doesn’t know the answer to a given question, the opposing team can steal the question and answer it.
8. Keep playing the game until a team hits15. The team that hits15 first wins.
9. The winning team will earn five extra credit points on the next exam.
Results: At the end of this activity students will understand what a bibliography is and why it is necessary for a speech.
Options for Questions
1. What comes first in a bibliography?
-author’s last name
2. How is the author’s name listed?
-Last name then first name.
3. What is the second part of a citation?
– Title of book or article
4. What are the different styles that can be used in citations? List at least 3?
-Chicago, APA, MLA, AMA
5. What does MLA stand for?
-Modern Language Association
6. What does an in-text citation mean?
– citing a source when you paraphrase or directly quote from it.
7. How do you do an in-text citation in MLA style?
– (author last name page number information was found on)
8. What is a retrieval date? And is it necessary in a bibliography? If so where does it go?
– The date the information was found; yes, at the end of the citation
9. Why do we need bibliographies in our academic papers?
– To avoid plagiarism, and to acknowledge other people’s work.
10. What’s the difference between a direct quote and a paraphrase?
-direct quote= exact words of author, paraphrase= author’s ideas in your own words
Katie Hall
23 September 2009