Sophomore English
Marquis - Character Research for Introductions
LIBRARY Text 4 Help #: 785-260-0015
Mrs. Finney's Email: [email protected]
Mrs. Sandberg's Email: [email protected]
Mrs. Finney's Email: [email protected]
Mrs. Sandberg's Email: [email protected]
For this assignment, you will be doing a quick research on a person of interest (real or fictional) to use in the introduction of your essay You can use the TSCPL database: Biography in Context to find immediate credible information, or try to find RELIABLE information online to quickly answer your questions. However, you still want to remember to use credible, reliable information.
<-- Complete at END of the Hour! |
Click here -> TSCPL - Gale Biography in Context
Username: 437+ID Number (ex: 4373040000) - Pin: 2026 (anticipated graduation year)*
*if you do not have access, please let Finney know!
*if you do not have access, please let Finney know!
Review: Using lateral searching to fact check
When you find information online, remember to:
For this assignment, good online websites include (but are not limited to):
- Use Click Restraint. The first source is not always the best option!
- Avoid Blogs, Wikipedia, & unknown publishers/authors.
- Do a quick Lateral Search.
- Who is sharing this information? Do a google search on the author/company/etc. to see if they are experts in the field.
- What are the facts? Verify the same facts and statistics on other resources.
For this assignment, good online websites include (but are not limited to):
- Online Encyclopedias. Make sure it's one you recognize. If it isn't - do a lateral search on the publisher. (Britannica, Mythopedia, Thought Co, etc.)
- Movie Characters
- Informational Magazine & Educational Websites. (PBS, BBC, Psychology Today, National Institute of Health, New York Times, etc.)
Cite your Final Sources with MyBib <- Click Here!
Finney's Example: Real
48 times. Gypsy Rose went to prison for stabbing her mother with a knife 48 times. Along with the murder came fame. Gypsy’s entire life has been broadcasted across the globe via documentaries, a fictionalized mini-series, and now her own social media takeover after her recent release from prison (Chery). While the world may appear to be wide open for Gypsy Rose, too much popularity too soon will likely fuel Gypsy’s greed and downfall similar to Avarice and King Midas’ own greed and constant need for more. In “The Golden Touch” and “Avarice,” the desire for money and greed for possessions leads people to feel unhappiness and dissatisfaction.
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Works Cited
Chery, Samantha. "Gypsy Rose Blanchard is out of prison. TikTokers were waiting." Washington Post, 30 Dec. 2023, p. NA. Gale In Context: Biography, link.gale.com/apps/doc/A777813550/BIC?u=tope96505&sid=bookmark-BIC&xid=0b01c983. Accessed 20 Feb. 2024.
Chery, Samantha. "Gypsy Rose Blanchard is out of prison. TikTokers were waiting." Washington Post, 30 Dec. 2023, p. NA. Gale In Context: Biography, link.gale.com/apps/doc/A777813550/BIC?u=tope96505&sid=bookmark-BIC&xid=0b01c983. Accessed 20 Feb. 2024.
Finney's Example: Fictional
The ultimate symbol of power: the moon. That is the center of Gru’s desires in "Despicable Me". After being mocked by his criminal colleagues, Gru scrounges the material necessary and gives up the three new found loves of his life to steal the moon. As Gru holds the moon in his hand, he finds he is filled with regret, not joy, similar to King Midas after he turns his own daughter to gold ("Despicable Me"). In “La Rinconada, Peru, Searching for Beauty in Ugliness" and "the Golden Touch," the intense desire for wealth creates feelings of hardship and regret.
Works Cited “Despicable Me – Illumination Entertainment.” Illumination.com, 2019, www.illumination.com/movie/despicable-me/. Accessed 20 Feb. 2024. |
Kansas Standards: Library/Information & Technology
INFORMATION VALUE
12.1.2 - recognize gaps in one's own knowledge
12.1.4 - assess the value of various types of print and electronic information resources including databases, internet sites, e-books, and government resources
12.1.8 - read a variety of materials for educational and personal enjoyment
INFORMATION AS EXPLORATION
12.2.5 - demonstrate motivation by seeking information to answer nonacademic and academic questions and interests; trying a variety of formats and genres; and displaying willingness to go beyond academic requirements
INFORMATION RESEARCH AS INQUIRY
12.3.3 - demonstrate mastery of technology tools for accessing information and pursuing inquiry
12.3.10 - display emotional resilience by persisting in information searching despite challenges
INFORMATION AUTHORITY
12.4.1 - evaluate and select information based on quality, credibility, accuracy, appropriateness for needs and social and cultural perspective
12.4.4 - recognize and understand own personal biases and cultural context in relation to finding, gathering and processing information
12.4.9 - give credit to original ideas of others through proper attribution and citation
12.4.10 - differentiate various types of authority (e.g., academic expertise; social or political office or title; or special experience such as participation in an historical event)
INFORMATION FORMAT
12.5.8 - use information and computer technology ethically and responsibly
12.5.9 - actively foster a positive digital identity and reputation
INFORMATION AS CONVERSATION
12.6.1 - construct appropriate bibliographic citations including in-text citations for research papers
12.6.9 - identify and evaluate more than one published perspective on an issue
INFORMATION VALUE
12.1.2 - recognize gaps in one's own knowledge
12.1.4 - assess the value of various types of print and electronic information resources including databases, internet sites, e-books, and government resources
12.1.8 - read a variety of materials for educational and personal enjoyment
INFORMATION AS EXPLORATION
12.2.5 - demonstrate motivation by seeking information to answer nonacademic and academic questions and interests; trying a variety of formats and genres; and displaying willingness to go beyond academic requirements
INFORMATION RESEARCH AS INQUIRY
12.3.3 - demonstrate mastery of technology tools for accessing information and pursuing inquiry
12.3.10 - display emotional resilience by persisting in information searching despite challenges
INFORMATION AUTHORITY
12.4.1 - evaluate and select information based on quality, credibility, accuracy, appropriateness for needs and social and cultural perspective
12.4.4 - recognize and understand own personal biases and cultural context in relation to finding, gathering and processing information
12.4.9 - give credit to original ideas of others through proper attribution and citation
12.4.10 - differentiate various types of authority (e.g., academic expertise; social or political office or title; or special experience such as participation in an historical event)
INFORMATION FORMAT
12.5.8 - use information and computer technology ethically and responsibly
12.5.9 - actively foster a positive digital identity and reputation
INFORMATION AS CONVERSATION
12.6.1 - construct appropriate bibliographic citations including in-text citations for research papers
12.6.9 - identify and evaluate more than one published perspective on an issue