Friday, November 16, 2007
Fall Play
The Fall Play is this weekend. See your peers perform in The Effect of Gamma Rays on Man-in-the-Moon Marigolds. The play is Friday and Saturday evenings.
Friday, November 9, 2007
Preventing Plagiarism
All Perry High School juniors and seniors must complete a research paper for their English classes. The paper is a necessary component to pass the class and, thus, graduate. Unfortunately some of our students over the years have tried to turn in work that was not original, yet claim it as theirs. Plagiarism - using someone else's words or ideas and representing them as your own - is not tolerated. For 5 years I have presented in the English 11 classrooms regarding plagiarism, and every year it still occurs. Indeed, just three days after I presented this year, two students in the class turned in work that they claimed they had written; a very quick search online proved otherwise.
Writing a research paper for the first time can be very difficult. And scary. Call me crazy, but I like doing research and I like writing research papers. I have had to use many citation formats and have found it difficult keeping everything organized. That's when I asked for help, and I encourage all of you to do the same.
Some ways to ask for help:
1. Visit your teacher during zero block or after school and discuss your issue
2. Use the Resource Room during lunch and ask for assistance
3. Come see me during the day or before or after school
4. Turn in a rough draft of your paper for your teacher to read
5. Use various print and Internet resources (see below)
Do not be afraid to advocate for your needs. High school is the perfect time to learn this skill. We do not expect perfection; in fact, we expect you to need help. That's why we are here!
There are some fabulous resources that can be used to help you understand plagiarism. My favorite is plagiarism.org; in fact I use many of their worksheets when working with classes. The language and examples are very clear.
I learned today from Wikipedia that the word "plagiarism" derives "from the Latin "plagiarius," meaning "a plunderer" or, an older term, "plagium," meaning "kidnapping," or possibly "plagiare," which is "to wound"" (Wikipedia). Plainly speaking - in plagiarising, you are stealing someone else's work or idea, which hurts both them and you.
When you enter college, you will learn the committing plagiarism can be grounds for failing a class or expulsion from the school. Many colleges publish their own tips for avoiding plagiarism for student use. Some examples are UNC, Purdue, Indiana University, and Georgetown.
If you question whether or not your action is, in fact, plagiarism -- which is a specific form of academic dishonesty or cheating -- please ask for help before you turn it in to your teacher for a grade. If you have any questions regarding plagiarism, please ask.
Writing a research paper for the first time can be very difficult. And scary. Call me crazy, but I like doing research and I like writing research papers. I have had to use many citation formats and have found it difficult keeping everything organized. That's when I asked for help, and I encourage all of you to do the same.
Some ways to ask for help:
1. Visit your teacher during zero block or after school and discuss your issue
2. Use the Resource Room during lunch and ask for assistance
3. Come see me during the day or before or after school
4. Turn in a rough draft of your paper for your teacher to read
5. Use various print and Internet resources (see below)
Do not be afraid to advocate for your needs. High school is the perfect time to learn this skill. We do not expect perfection; in fact, we expect you to need help. That's why we are here!
There are some fabulous resources that can be used to help you understand plagiarism. My favorite is plagiarism.org; in fact I use many of their worksheets when working with classes. The language and examples are very clear.
I learned today from Wikipedia that the word "plagiarism" derives "from the Latin "plagiarius," meaning "a plunderer" or, an older term, "plagium," meaning "kidnapping," or possibly "plagiare," which is "to wound"" (Wikipedia). Plainly speaking - in plagiarising, you are stealing someone else's work or idea, which hurts both them and you.
When you enter college, you will learn the committing plagiarism can be grounds for failing a class or expulsion from the school. Many colleges publish their own tips for avoiding plagiarism for student use. Some examples are UNC, Purdue, Indiana University, and Georgetown.
If you question whether or not your action is, in fact, plagiarism -- which is a specific form of academic dishonesty or cheating -- please ask for help before you turn it in to your teacher for a grade. If you have any questions regarding plagiarism, please ask.
Thursday, November 8, 2007
Financial Aid Podcast
I was searching through educational podcasts on iTunes yesterday and found a daily podcast on Financial Aid tips. "Financial Aid Podcast" by Christopher Penn is a short daily tip by the Student Loan Network. It is FREE! The topics are very informative.
Each podcast details at least one financial aid topic, news updates, and one scholarship. The titles of each session are very descriptive, so it is easy to pick topics related to your needs and interests.
Each podcast details at least one financial aid topic, news updates, and one scholarship. The titles of each session are very descriptive, so it is easy to pick topics related to your needs and interests.
Wednesday, November 7, 2007
Yes, I took the ACT in June
Yesterday I had the opportunity to present to peers at the Professional Education Symposium on my experience regarding taking the ACT as an adult. I thought as students and parents you might be interested in hearing about it.
I read an essay in the Journal of College Admissions (NACAC) about a college counselor in New York who took the SAT when the format changed. Since the majority of our students take the ACT, I decided to begin with that test, especially with the addition of the writing test.
I registered to take the June 2007 test. It had been over 10 years since I took the ACT "for real," and I was nervous. First, I do not look like I am in high school, so will I stand out? Second, will anyone there know me (um, yes...)? Third, will I remember the material (I did, thankfully, from teaching the ACT Prep class)? And, fourth, what will happen when people hear that I took the test?
The morning of the test I slept in (okay, not in high school terms, but in my world) until 6:45, showered and threw on clothes that I thought would help me blend in - jeans and a sweatshirt. I arrived at the test center at 7:30, checked in, and waited. And, as I was waiting, I realized that one of my students (MG - you know who you are!) was taking the test in the same room. Now, I purposely registered to take the test 45 minutes from Perry so that I wouldn't chance taking the test with one of my students. But it all worked out okay.
The test was very long. I'm glad I brought a granola bar and bottle of water for the 5 minute break. I am also glad I borrow a good calculator to use, as my calculator is from high school (read - before graphing calculators were affordable). Also, I brought 5 pencils, which came in handy, as the room's pencil sharpener was not functional. And the test room was FREEZING; my extra sweatshirt was very useful.
I found parts of the test to be very familiar (Reading, English and Writing) because so much of my job and personal interests involve using these skills daily. The math and science reasoning sections were a very different story. I ran out of time on the math section and had to utilize my "letter of the day." I did well on the science section, but the time came in at the wire. If I had not learned the ACT Prep skills for teaching the class here at Perry, I do not think I would have been prepared for the math or science sections.
And now that the test is over, what will people think? First, I am met with disbelief. Why would you take the test? What were you thinking? Did you send the scores anywhere? Second, they want to know my score. And I show them, but I remind them that I have a bachelor's and master's degree. But I refuse to show students, as it becomes a contest. All I tell them is that I beat my score from high school.
Taking the ACT as an adult opened my eyes to Test Anxiety, which was the focus of my Tuesday presentation. If you are interested in receiving a copy of the presentation, please send me an email and I will gladly forward on the powerpoint.
I encourage all teachers, counselors, administrators, and college admissions counselors to take the ACT and SAT. You will gain so much insight on the process of testing and the pressure that our students feel about one single morning in their lives.
I read an essay in the Journal of College Admissions (NACAC) about a college counselor in New York who took the SAT when the format changed. Since the majority of our students take the ACT, I decided to begin with that test, especially with the addition of the writing test.
I registered to take the June 2007 test. It had been over 10 years since I took the ACT "for real," and I was nervous. First, I do not look like I am in high school, so will I stand out? Second, will anyone there know me (um, yes...)? Third, will I remember the material (I did, thankfully, from teaching the ACT Prep class)? And, fourth, what will happen when people hear that I took the test?
The morning of the test I slept in (okay, not in high school terms, but in my world) until 6:45, showered and threw on clothes that I thought would help me blend in - jeans and a sweatshirt. I arrived at the test center at 7:30, checked in, and waited. And, as I was waiting, I realized that one of my students (MG - you know who you are!) was taking the test in the same room. Now, I purposely registered to take the test 45 minutes from Perry so that I wouldn't chance taking the test with one of my students. But it all worked out okay.
The test was very long. I'm glad I brought a granola bar and bottle of water for the 5 minute break. I am also glad I borrow a good calculator to use, as my calculator is from high school (read - before graphing calculators were affordable). Also, I brought 5 pencils, which came in handy, as the room's pencil sharpener was not functional. And the test room was FREEZING; my extra sweatshirt was very useful.
I found parts of the test to be very familiar (Reading, English and Writing) because so much of my job and personal interests involve using these skills daily. The math and science reasoning sections were a very different story. I ran out of time on the math section and had to utilize my "letter of the day." I did well on the science section, but the time came in at the wire. If I had not learned the ACT Prep skills for teaching the class here at Perry, I do not think I would have been prepared for the math or science sections.
And now that the test is over, what will people think? First, I am met with disbelief. Why would you take the test? What were you thinking? Did you send the scores anywhere? Second, they want to know my score. And I show them, but I remind them that I have a bachelor's and master's degree. But I refuse to show students, as it becomes a contest. All I tell them is that I beat my score from high school.
Taking the ACT as an adult opened my eyes to Test Anxiety, which was the focus of my Tuesday presentation. If you are interested in receiving a copy of the presentation, please send me an email and I will gladly forward on the powerpoint.
I encourage all teachers, counselors, administrators, and college admissions counselors to take the ACT and SAT. You will gain so much insight on the process of testing and the pressure that our students feel about one single morning in their lives.
Auburn Visit Day
Attention Sophomores (and parents of sophomores):
As you learned at our Auburn presentation on Friday, November 2, there will be an opportunity to visit Auburn Career Center and tour two programs on Wednesday, November 14. You MUST turn in your permission slip AND choice of programs sheet (both are available in the office if you need a new copy) NO LATER THAN MONDAY, NOVEMBER 12.
We CANNOT bring students who turn in their forms after this deadline. Auburn needs to prepare for your visit, and our deadline to them is the 12th.
If you have any questions, please talk to your counselor.
As you learned at our Auburn presentation on Friday, November 2, there will be an opportunity to visit Auburn Career Center and tour two programs on Wednesday, November 14. You MUST turn in your permission slip AND choice of programs sheet (both are available in the office if you need a new copy) NO LATER THAN MONDAY, NOVEMBER 12.
We CANNOT bring students who turn in their forms after this deadline. Auburn needs to prepare for your visit, and our deadline to them is the 12th.
If you have any questions, please talk to your counselor.
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