User:Morgane Flahault/CMLT C147 East and West: Images of the Self

CMLT C147 “East and West: Images of the Self” will take you on a literary trip around the world along with the Asian diaspora. The construction of the self is informed by notions of gender, race, class, and nationality, which we will learn to unpack as we read works of the Asian diasporic literature. Women authors and artists, especially when they belong to ethnic minorities in the place where they write, tend to be underrepresented in scholarship and published media in general. 6 of our authors and artists pertain to this underrepresented category - it's up to you to make a change! You will be writing a new Wikipedia article or expand an already existing one in collaboration with other students. You will be working on the author's biography and the work we're studying in class.

Articles to work on:
 * Shailja Patel
 * [|Meiling Jin] (creates a new article)
 * Sia Figiel
 * Laura Kina (new work: 2012-2013)
 * Jan Shinebourne
 * Julie Otsuka

Week 1 (2015-02-02):  Wikipedia essentials, Editing basics

 * Introduction to how Wikipedia will be used in the course


 * Create an account and then complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia.


 * Create a User page, and then click the "enroll" button on the top left of this course page.


 * All students have Wikipedia user accounts and are listed on the course page.

Week 2 (2015-02-09):  Exploring the topic area

 * How to find reliable sources for improving a Wikipedia article


 * Understanding Wikipedia as a community, we'll discuss its expectations and etiquette
 * Handout: Editing Wikipedia (available online from the Wiki Education Foundation)
 * Basics of editing
 * Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles


 * To practice editing and communicating on Wikipedia, introduce yourself on the user talk page of one of your classmates, who should also be enrolled in the table at the bottom of the page.

Week 3 (2015-02-16):  Using sources and choosing articles

 * Handout: Editing Wikipedia (available online from the Wiki Education Foundation)
 * Basics of editing
 * Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles


 * Handouts: Citing sources on Wikipedia and Avoiding plagiarism on Wikipedia.
 * Be prepared to explain close paraphrasing, plagiarism, and copyright violations on Wikipedia.


 * Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.


 * Your instructor has created a list of potential topics for your main project. Choose the one you will work on.


 * For next week
 * Instructor evaluates student's article selections, by next week.

Week 4 (2015-02-23):  Finalizing topics and starting research

 * Discuss the topics students will be working on, and determine strategies for researching and writing about them.


 * By the start of our next class, find an article you want to work on and mark the article's talk page with a banner to let other editors know you're working on it. To add the banner, add this code in the top section of the talk page:


 * Add a link to your selected article to the table at the bottom of this course page.
 * Compile a bibliography of relevant, reliable sources and post it to the talk page of the article you are working on. Begin reading the sources. Make sure to check in on the talk page (or watchlist) to see if anyone has advice on your bibliography.

Week 5 (2015-03-02):  Drafting starter articles

 * Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
 * Q&A session with instructor about interacting on Wikipedia and getting started with writing.


 * All students have started editing articles or drafts on Wikipedia.

Week 6 (2015-03-09):  Moving articles to the main space

 * We'll discuss moving your article out of your sandboxes and into Wikipedia's main space.
 * Handout: Moving out of your sandbox
 * If you are starting a new article, write an outline of the topic in the form of a standard Wikipedia lead section of one paragraph in your sandbox. Wikipedia articles use "summary style", in which the lead section provides a balanced summary of the entire body of the article, with the first sentence serving to define the topic and place it in context. The lead section should provide basic biographical information about the author. If you are improving an existing article, draft a new lead section reflecting your proposed changes, and post this along with a brief description of your plans on the article’s talk page. Make sure to check that page often to gather any feedback the community might provide.
 * Check out Manual of Style/Biographies and Biographies of living persons to make sure you follow good practices to edit/create biographies
 * Begin working with classmates and other editors to polish your lead section and fix any major issues.
 * A general reminder: Don't panic if your contribution disappears, and don't try to force it back in.
 * Check to see if there is an explanation of the edit on the article's talk page. If not, (politely) ask why it was removed.
 * Contact your instructor or Wikipedia Content Expert and let them know.


 * Move your sandbox articles into main space.
 * If you are expanding an existing article, copy your edit into the article. If you are making many small edits, save after each edit before you make the next one. Do NOT paste over the entire existing article, or large sections of the existing article.
 * If you are creating a new article, do NOT copy and paste your text, or there will be no record of your work history. Follow these instructions on how to move your work.


 * Optional: For new articles or qualifying expansions of stubs, compose a one-sentence “hook,” nominate it for “Did you know,” (see detailed instructions) and monitor the nomination for any issues identified by other editors. Wiki Education Foundation staff can provide support for this process.


 * Begin expanding your article into a comprehensive treatment of the topic.

Week 7 (2015-03-23):  Building articles, Creating first draft

 * Continue working on expanding your article with your group. Make sure you working on all the following elements:
 * In lead section (intro paragraph) all basic biographical information is there; add info if necessary (including why this person is notable)
 * Bio: all additional info necessary
 * Works: all additional works; if the book we're reading in class doesn't have a description or if it's too brief, add info
 * awards and honors
 * bibliography of the author
 * references
 * external links
 * You may also decide to assign roles in your group, for instance:
 * 1. Project Manager: Propose and manage an outline, plus keep everyone to deadlines that will help you complete your article in a timely fashion.
 * 2. Content Specialist: Write a gloss or introduction to the novel, plus list out several key passages that can give shape to the body of your article.
 * 3. Critical Analyst: Incorporate secondary sources into the article by writing a one- or two-sentence summary of the source and then bringing in quotes that help develop your article.
 * 4. Editor: Edit contributions throughout: move sentences around to establish logical order, write topic sentences, insert or call out questions for the group to address in order to make the article cohere more fully.
 * 5. Resource Librarian: Locate additional online references and add them to the article, either as a “For Further Reading” or as links within the article itself.


 * Select a contribution of one of your group members that you will peer review and copyedit. (You don’t need to start reviewing yet.)


 * Expand your article into an initial draft of a comprehensive treatment of the topic.

Week 8 (2015-03-30):  Getting and giving feedback

 * Peer review your classmate's article. Leave suggestions on the article talk page.
 * Copy-edit the reviewed article.


 * As a group, offer suggestions for improving one or two other students' articles, based on your ideas of what makes a solid encyclopedia article.


 * Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 9 (2015-04-06):  Responding to feedback, Continuing to improve articles

 * Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.


 * Make edits to your article based on peers’ feedback. If you disagree with a suggestion, use talk pages to politely discuss and come to a consensus on your edit.


 * Return to your classmates' articles you previously reviewed, and provide more suggestions for further improvement. If there is a disagreement, suggest a compromise.
 * Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.


 * Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 10 (2015-04-13):  Finishing touches

 * Add final touches to your Wikipedia article. You can find a handy reference guide here.


 * Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 11 (2015-04-20):  Due date

 * On Monday April 20th, students have finished all their work on Wikipedia that will be considered for grading. Any submission added after April 20th at midnight is still welcome but will not be considered for grading.


 * Due on Friday April 24: Write a reflection paper (between 500-600 words, about a page single spaced) on your work for this assignment. Upload it on Canvas under the Wikipedia Assignment page. What are the skills that you learned through this assignment? How did you manage the group work? What would you have liked to be different about the assignment? Do you think you'll keep contributing to Wikipedia in the future? If so, what kind of articles are you interested to work on? You may also add any comments you have.