Reflect back on this class. Use the questions below as guidelines to help you in your reflection. Write roughly 300 words (no less than 200 and no more than 310). This is your chance to tell me what you thought of the class. I want to hear what you REALLY think. Don't just write something because you think I will like it. If you thought I was a jerk or a harsh grader, tell me. That way I can improve myself and this course for future ESL students :D
Before classes started, what was your expectation of this course? Has the course met your expectations? Why or why not? What was the course like for you throughout the semester? What activities did you like best? What activities didn't you like? What activities did you find most helpful? What activities did you find least helpful? Think about peer-reviews, debates, reflective assignments, presentations, small group discussions, etc. What would you like to have learned in this course that was not taught? Has the way you think about and approach writing changed since the beginning of the semester? What do you do differently now when you write a paper? Was instructor feedback on your essays and drafts helpful? Would you prefer more or less feedback? What types of comments were the most helpful for you? Do you find peer review helpful for revision of your work? How would you like to have it done differently? Which assignment do you think is most valuable and relevant to your current needs in terms of academic writing?
Name the file Reflection3_FirstName LastName
Upload the file to your ESL114 FirstName LastName folder
Assignment is worth 15 Reflection Points
This assignment is due Sunday, December 12th at 11:59 PM
Wednesday, December 1, 2010
Announcement
You can now PREAPPROVE for ESL 115 once you know your spring 2011 schedule. You must pass this class with a grade of C- or better to be eligible to take ESL 115.
http://www.linguistics.illinois.edu/students/esl/ESLregistration.html
Thursday, November 18, 2010
Announcement
It just so happens that the folder in which many of the files for this site were stored was modified in some way. This means that many of the links on our course website will no longer work.
I will do my best to rectify this situation.
In the meantime, let me know via email if there are any specific materials that you need.
Sorry for the inconvenience.
I will do my best to rectify this situation.
In the meantime, let me know via email if there are any specific materials that you need.
Sorry for the inconvenience.
Tuesday, November 16, 2010
Announcement
Conferences Schedule
The conference schedule is finalized now. Be sure to double check what time your meeting is scheduled for. Missing a conferences means missing two days of class. You will be documented as having two absences.
CONFERENCE SCHEDULE
The conference schedule is finalized now. Be sure to double check what time your meeting is scheduled for. Missing a conferences means missing two days of class. You will be documented as having two absences.
Monday, November 15, 2010
Announcement
Mini Research Paper:
I have extended the deadline for the MINI RESEARCH PAPER from November 22nd to November 24th. I wanted to make sure you all had adequate time after the conferences to revise the paper since it will contribute to a significant portion of your final grade.
Oral Presentation of Mini Research Paper:
Updated information about the ORAL PRESENTATION can be found here.
ESL 115 Registration:
If you haven't checked the information posted about registration for ESL 115, click HERE
I have extended the deadline for the MINI RESEARCH PAPER from November 22nd to November 24th. I wanted to make sure you all had adequate time after the conferences to revise the paper since it will contribute to a significant portion of your final grade.
Oral Presentation of Mini Research Paper:
Updated information about the ORAL PRESENTATION can be found here.
ESL 115 Registration:
If you haven't checked the information posted about registration for ESL 115, click HERE
Day 36: Presentation Skills
We will begin by going over some very important information about good presentation skills. Be sure you take notes because they will be very helpful in preparing for your oral presentation.
1. Voice Projection
For the first activity, everyone will have to stand up and stand at the back of the classroom. The purpose is to show you the importance of volume when giving a presentation. You should always aim your voice to the person sitting furthest in the room. This is a problem if you are reading off the slides. One suggestion is having small notecards, so that you don’t have to face the screen. Read over the notecards that the instructor passes out, and when you’re ready, go to the front of the classroom and read them to the class as loud as you can so that we can hear you all the way in the back of the room.
2. Connecting with the Audience
Besides speaking loudly, you also want to try to connect with the audience. There are two key factors in doing this: 1) You should try to maintain eye contact if it doesn’t make you too nervous. 2) You shouldn’t read off the slides, so that it seems more like you are talking to them. They already know how to read anyway. Read over the notecards that the instructor passes out and try to memorize the important ideas on the cards. When you’re ready, go to the front of the classroom and explain the main ideas, without looking at the notecard as much as you can, and at the same time, project loudly enough so that the class can hear you in the back. You can underline or circle key words on the cards if that will help you, because you shouldn’t have full sentences on real notecards anyway.
3. Creating a PowerPoint
Even if you already know how to use PowerPoint a little bit, use this as an opportunity to explore some of its more difficult features that nevertheless, make presentations better.
1. Voice Projection
For the first activity, everyone will have to stand up and stand at the back of the classroom. The purpose is to show you the importance of volume when giving a presentation. You should always aim your voice to the person sitting furthest in the room. This is a problem if you are reading off the slides. One suggestion is having small notecards, so that you don’t have to face the screen. Read over the notecards that the instructor passes out, and when you’re ready, go to the front of the classroom and read them to the class as loud as you can so that we can hear you all the way in the back of the room.
2. Connecting with the Audience
Besides speaking loudly, you also want to try to connect with the audience. There are two key factors in doing this: 1) You should try to maintain eye contact if it doesn’t make you too nervous. 2) You shouldn’t read off the slides, so that it seems more like you are talking to them. They already know how to read anyway. Read over the notecards that the instructor passes out and try to memorize the important ideas on the cards. When you’re ready, go to the front of the classroom and explain the main ideas, without looking at the notecard as much as you can, and at the same time, project loudly enough so that the class can hear you in the back. You can underline or circle key words on the cards if that will help you, because you shouldn’t have full sentences on real notecards anyway.
3. Creating a PowerPoint
Even if you already know how to use PowerPoint a little bit, use this as an opportunity to explore some of its more difficult features that nevertheless, make presentations better.
Friday, November 12, 2010
Day 35: Articles
1. PPT and Cheat Sheet
Everyone will receive an ARTICLES CHEAT-SHEET. Fill in the blanks and add your own examples as we go through the this PPT. This cheat-sheet will be an excellent resource for you to use when you are writing.
2. Articles Game
It’s game time! Get into to teams of 4. Each team will receive 4 signs: A, AN, THE, NONE. You will see a sentence on the PPT with one or more blanks. You have 30 seconds to discuss with your team and decide which article (or no article/none) belongs in each blank. After 30 seconds your team must hold up the correct sign(s). Every team that is correct gets a point.
Everyone will receive an ARTICLES CHEAT-SHEET. Fill in the blanks and add your own examples as we go through the this PPT. This cheat-sheet will be an excellent resource for you to use when you are writing.
2. Articles Game
It’s game time! Get into to teams of 4. Each team will receive 4 signs: A, AN, THE, NONE. You will see a sentence on the PPT with one or more blanks. You have 30 seconds to discuss with your team and decide which article (or no article/none) belongs in each blank. After 30 seconds your team must hold up the correct sign(s). Every team that is correct gets a point.
Wednesday, November 10, 2010
Day 34: Outlining the Mini Research Paper
Day 4: Outlining (Student)
1. Expanding the Outline: A Comparison
Take a look at the SAMPLE OUTLINES for the Argumentative Essay and the Research Paper. The research paper's sample outline should be very similar to what you have already created for your Argumentative Essay topic. The outline that you developed for your argumentative essay will eventually it will need to be expanded so that you will be able to write a 6-page mini research paper. Compare the two outlines and highlight/underline the differences between the two samples. What’s new in the Research Paper? How are they similar/different? Note: The research paper outline is only a guide to help you to expand your own outline. You can organize your research paper outline to resemble that one, or you can just add more supporting details to each Main Topic, or both. However you decide to do it, be sure to make it as equally detailed and lengthy as the sample in order to reach 6 pages. It’s better to have too much, than too little.
2. Organizing your Sources: The Notecard Method
The purpose of this activity is to make you realize that you may still have gaps of support in your arguments. At this point, you should be using more expert opinions, facts and statistics from research and less personal experiences. Take a look at the ORGANIZING YOUR SOURCES handout. Next, take out a copy of the reference list from your argumentative essay. Number your sources (1-4) like the sample reference list. Then take a look at the notecards on the 2nd page of the handout. Using notecards to organize your sources is a method that many students use throughout college to help them write long research papers. There are 4 parts to the notecards: There’s the Outline Code (shows you where the information fits in your paper according to where it belongs on the outline), Source # (which source 1-4 is the information from), Page #, and of course, the paraphrase/quote (you should circle which one it is so that you don’t forget). The idea is that you go through all of your sources and take notes/paraphrases, and your goal is to have at least one notecard for every single section of your outline. After you’re done taking notes from all four of your sources, you put them in order, and you’ll be able to see exactly where you are missing support. This way, you can paraphrase as you take notes, and you can write your paper just by going through your notecards--piece of cake!
3. Homework time
Use the remaining class time to either continue writing notecards for your sources or start working on expanding your outline. That way if you have questions, or you want to brainstorm with a partner about expanding your outlines, you have the opportunity. You must bring your expanded version of your argumentative outline to your one-on-one conference with me.
1. Expanding the Outline: A Comparison
Take a look at the SAMPLE OUTLINES for the Argumentative Essay and the Research Paper. The research paper's sample outline should be very similar to what you have already created for your Argumentative Essay topic. The outline that you developed for your argumentative essay will eventually it will need to be expanded so that you will be able to write a 6-page mini research paper. Compare the two outlines and highlight/underline the differences between the two samples. What’s new in the Research Paper? How are they similar/different? Note: The research paper outline is only a guide to help you to expand your own outline. You can organize your research paper outline to resemble that one, or you can just add more supporting details to each Main Topic, or both. However you decide to do it, be sure to make it as equally detailed and lengthy as the sample in order to reach 6 pages. It’s better to have too much, than too little.
2. Organizing your Sources: The Notecard Method
The purpose of this activity is to make you realize that you may still have gaps of support in your arguments. At this point, you should be using more expert opinions, facts and statistics from research and less personal experiences. Take a look at the ORGANIZING YOUR SOURCES handout. Next, take out a copy of the reference list from your argumentative essay. Number your sources (1-4) like the sample reference list. Then take a look at the notecards on the 2nd page of the handout. Using notecards to organize your sources is a method that many students use throughout college to help them write long research papers. There are 4 parts to the notecards: There’s the Outline Code (shows you where the information fits in your paper according to where it belongs on the outline), Source # (which source 1-4 is the information from), Page #, and of course, the paraphrase/quote (you should circle which one it is so that you don’t forget). The idea is that you go through all of your sources and take notes/paraphrases, and your goal is to have at least one notecard for every single section of your outline. After you’re done taking notes from all four of your sources, you put them in order, and you’ll be able to see exactly where you are missing support. This way, you can paraphrase as you take notes, and you can write your paper just by going through your notecards--piece of cake!
3. Homework time
Use the remaining class time to either continue writing notecards for your sources or start working on expanding your outline. That way if you have questions, or you want to brainstorm with a partner about expanding your outlines, you have the opportunity. You must bring your expanded version of your argumentative outline to your one-on-one conference with me.
Monday, November 8, 2010
Day 33: Introduction to Research Papers
1. Warm-up discussion
In groups, discuss these set of questions:
(a)What is a research paper?
(b)What is your general impression on the word “research paper”?
(c)Have you ever read one during this semester? What was it about?
(d)What types of research paper are there?
Remember that the ultimate purpose of writing a research paper is to incorporate the ideas of others to build up your own thoughts. In order to do so, you have to write the paper in a given format. That is why you need to be familiar with conventions to format your paper. Go over PPT SLIDES 2-5 for details.
2. Types of research paper
There are 2 major types of research paper; an analytical paper and an argumentative paper. Bear in mind that your final mini-research paper should be an argumentative paper, which basically is an extended version of their assignment 3. Go over PPT SLIDES 6-7 for detail.
3. General research paper format
Go over PPT SLIDES 8-12 the and example in Hacker book example (p.515-528) to learn more about the general research paper format. Make sure you are familiar with major 4 parts:
(a) Title page
(b) Abstract
(c) Content (introduction, body, conclusion)
(d) Reference list
**You do not need to write an abstract for your final mini-research paper but it is the part of formalized essay you will write in ESL 115.
4. An essay formatting workshop
Pair up and re-organize the ESSAY by undertaking these 6 mini tasks:
1. Create a title page with necessary information
2. Give titles such as abstract, subheadings, reference list, labels for sources
3. Headings and page numbers
4. Indent paragraphs
5. Insert figures (or attach appendixes)
6. Re-arrange reference list
** The original source, unlike ones in Hacker book, does not have subheadings for body paragraphs. Try coming up with subheadings for sub sections.
In groups, discuss these set of questions:
(a)What is a research paper?
(b)What is your general impression on the word “research paper”?
(c)Have you ever read one during this semester? What was it about?
(d)What types of research paper are there?
Remember that the ultimate purpose of writing a research paper is to incorporate the ideas of others to build up your own thoughts. In order to do so, you have to write the paper in a given format. That is why you need to be familiar with conventions to format your paper. Go over PPT SLIDES 2-5 for details.
2. Types of research paper
There are 2 major types of research paper; an analytical paper and an argumentative paper. Bear in mind that your final mini-research paper should be an argumentative paper, which basically is an extended version of their assignment 3. Go over PPT SLIDES 6-7 for detail.
3. General research paper format
Go over PPT SLIDES 8-12 the and example in Hacker book example (p.515-528) to learn more about the general research paper format. Make sure you are familiar with major 4 parts:
(a) Title page
(b) Abstract
(c) Content (introduction, body, conclusion)
(d) Reference list
**You do not need to write an abstract for your final mini-research paper but it is the part of formalized essay you will write in ESL 115.
4. An essay formatting workshop
Pair up and re-organize the ESSAY by undertaking these 6 mini tasks:
1. Create a title page with necessary information
2. Give titles such as abstract, subheadings, reference list, labels for sources
3. Headings and page numbers
4. Indent paragraphs
5. Insert figures (or attach appendixes)
6. Re-arrange reference list
** The original source, unlike ones in Hacker book, does not have subheadings for body paragraphs. Try coming up with subheadings for sub sections.
Friday, November 5, 2010
Oral Presentation
Oral Presentation
Using PowerPoint, you will present your research paper to the class. We’ll have one class lesson on how to effectively present your research paper, and this assignment will be good practice in acquiring and polishing your presentation skills for future conference appearances.
Presentations will take place on 11/29, 12/1, 12/3, and 12/6.
I will assign each of you a presentation date/time on Tuesday, November 16th and post the schedule HERE.
Grading criteria for the Oral Presentation can be found HERE.
The presentation schedule can be found HERE.
Using PowerPoint, you will present your research paper to the class. We’ll have one class lesson on how to effectively present your research paper, and this assignment will be good practice in acquiring and polishing your presentation skills for future conference appearances.
Presentations will take place on 11/29, 12/1, 12/3, and 12/6.
I will assign each of you a presentation date/time on Tuesday, November 16th and post the schedule HERE.
Grading criteria for the Oral Presentation can be found HERE.
The presentation schedule can be found HERE.
Announcement
My office hours for the week of November 14th through the 20th will be canceled.
Class will be canceled on Wednesday, November 17th and Friday, November 19th.
You will be required to have a one-on-one meeting with me to discuss your research paper. Each meeting should last no more than 10 minutes. Failure to attend your scheduled conference will result in your receiving an absence for that day.
Class will be canceled on Wednesday, November 17th and Friday, November 19th.
You will be required to have a one-on-one meeting with me to discuss your research paper. Each meeting should last no more than 10 minutes. Failure to attend your scheduled conference will result in your receiving an absence for that day.
Paper 4: Mini Research Paper
This paper will be an extension of the argumentative paper. In class, you will go over the formatting and organization of APA research papers. The research paper is required to be between a minimum of six full pages (excluding title page and reference list) and a maximum of eight full pages. You need to incorporate a minimum of six reputable sources (do not use wikipdeia.org or blogs). You will not be required to write an abstract for your research paper. You will need to turn your introductions into a literature review and add a fourth argument to your argumentative essay. Your research paper is due Wednesday, November 24th at 11:59 PM
A sample APA style research paper can be found in the course textbook on pages 515-528.
Upload the file to your ESL114_FirstName LastName folder.
Name the file MRP2_FirstName LastName
Upload the file by Wednesday, December 8th at 7:00 PM.
This paper will count towards 20% of your final grade. Not completing this assignment means the highest grade you can get in the class is a B- if you score perfectly on everything else.
A sample APA style research paper can be found in the course textbook on pages 515-528.
Upload the file to your ESL114_FirstName LastName folder.
Name the file MRP2_FirstName LastName
Upload the file by Wednesday, December 8th at 7:00 PM.
This paper will count towards 20% of your final grade. Not completing this assignment means the highest grade you can get in the class is a B- if you score perfectly on everything else.
Day 32: Consistency In Tense
Today’s lesson is on keeping consistency in tenses. We are going to explore some strategies to shift tenses in an organized manner. Here is the POWERPOINT for today's lesson.
1. Warm-up: Raising your awareness
Tense confusion is one of the common mistakes that people make (not only ESL learners, but also native speakers of English). Allowing tenses to get mixed up will cause trouble for your readers and prevent them from fully understanding your essay. Hence, today’s topic is on rules and strategies to keep tenses consistent and organized. Let's look over PPT slide 2 for more details.
2. Tenses consistency: ground rule
Here is a ground rule for tense use: maintain one tense throughout the entire paragraph. See the example on SLIDE 3 for more information. This can be difficult for many reasons. For example, should you still maintain one tense when there’s different time frames being used? In this case, no. It’s actually important that you DO shift tenses in this situation. Just be sure to follow the strategies in SLIDES 3-4
3. Activity 1: consistent or not
Go over PPT SLIDE 5. In pairs, read the 2 PASSAGES with tense changes within the paragraph. One passage makes appropriate tense shifts, and the other does not. Work with a partner to identify which paragraph appropriately switches tenses and which does not. Be prepared to explain WHY one is appropriate and the other is not.
4. Ways to control tenses shift
There is a 3-step strategy to avoid confusion in tense usage. Remember that “Primary tense” is a dominant tense for the paragraph while “shift tense” is the tense that describes events, actions or ideas that take place other than the main discourse. Go over PPT SLIDES 6-7 for details.
5. Activity 2: Primary or shift?
Check your knowledge on identifying primary and shift tenses through this activity. Pair up and identify primary tense and shift tense(s) for the text, TAKING THE BUNGEE PLUNGE.
6. Activity 3: Make it consistent
Now that we know how to identify primary tenses, it’s time to practice tense consistency! Read THIS ESSAY. After identifying the primary tense and misused areas, take some time to correct those mistakes. Work in groups of 3-4 people to re-write those sentences.
7. Wrap up
Remember that this strategy may be useful for revising your future assignments. Try checking your tense consistency using this 3-step strategy.
1. Warm-up: Raising your awareness
Tense confusion is one of the common mistakes that people make (not only ESL learners, but also native speakers of English). Allowing tenses to get mixed up will cause trouble for your readers and prevent them from fully understanding your essay. Hence, today’s topic is on rules and strategies to keep tenses consistent and organized. Let's look over PPT slide 2 for more details.
2. Tenses consistency: ground rule
Here is a ground rule for tense use: maintain one tense throughout the entire paragraph. See the example on SLIDE 3 for more information. This can be difficult for many reasons. For example, should you still maintain one tense when there’s different time frames being used? In this case, no. It’s actually important that you DO shift tenses in this situation. Just be sure to follow the strategies in SLIDES 3-4
3. Activity 1: consistent or not
Go over PPT SLIDE 5. In pairs, read the 2 PASSAGES with tense changes within the paragraph. One passage makes appropriate tense shifts, and the other does not. Work with a partner to identify which paragraph appropriately switches tenses and which does not. Be prepared to explain WHY one is appropriate and the other is not.
4. Ways to control tenses shift
There is a 3-step strategy to avoid confusion in tense usage. Remember that “Primary tense” is a dominant tense for the paragraph while “shift tense” is the tense that describes events, actions or ideas that take place other than the main discourse. Go over PPT SLIDES 6-7 for details.
5. Activity 2: Primary or shift?
Check your knowledge on identifying primary and shift tenses through this activity. Pair up and identify primary tense and shift tense(s) for the text, TAKING THE BUNGEE PLUNGE.
6. Activity 3: Make it consistent
Now that we know how to identify primary tenses, it’s time to practice tense consistency! Read THIS ESSAY. After identifying the primary tense and misused areas, take some time to correct those mistakes. Work in groups of 3-4 people to re-write those sentences.
7. Wrap up
Remember that this strategy may be useful for revising your future assignments. Try checking your tense consistency using this 3-step strategy.
Wednesday, November 3, 2010
Day 31: The Informal You
1. Video
You will be listening a VIDEO CLIP about why gifted students need an education of formal writing. This does not only apply to gifted students. This applies to any college bound student--this means all of you! As you watch this video answer the questions on this WORKSHEET.
2. Job Application Letters
Now you will be provided three different LETTERS for job application. Read them through and discuss what differences there are among the three with a partner. Here's a hint on what to look for: Look at the title of today's lesson.
3. Exercise on the Informal You
You will be learning about why the informalyou is not favorable in writing. We will begin with POWERPOINT SLIDES 1-4. After reviewing the power point, we will move onto an activity. For this activity, you will get a HANDOUT that will give you practice rewriting sentences to make them more precise and formal. Make the necessary changes in each sentence to change them from less formal to more formal. Be prepared to share your answers with the class.
4. Formal Tone
It is also important to maintain a consistent formal tone in academic writing as well. Have look at SLIDES 6 and 7 and think about how you can change the vocabulary of your essay to give your writing a more formal tone by completing the activity in slide 7.
5. Informal Language
We need to push ourselves a bit further to more effectively avoiding using informal language in our writing. First we will go over the SLIDES 8-9 of the Powerpoint. Afterwards, you will look for more specific ways to improve the formality of your writing by reviewing this WORKSHEET. Take a look at the examples of informal language that need be edited and the ways they are made more formal. You will have roughly 7 minutes to finish exercise #1. Work with a partner to complete this activity.
You will be listening a VIDEO CLIP about why gifted students need an education of formal writing. This does not only apply to gifted students. This applies to any college bound student--this means all of you! As you watch this video answer the questions on this WORKSHEET.
2. Job Application Letters
Now you will be provided three different LETTERS for job application. Read them through and discuss what differences there are among the three with a partner. Here's a hint on what to look for: Look at the title of today's lesson.
3. Exercise on the Informal You
You will be learning about why the informalyou is not favorable in writing. We will begin with POWERPOINT SLIDES 1-4. After reviewing the power point, we will move onto an activity. For this activity, you will get a HANDOUT that will give you practice rewriting sentences to make them more precise and formal. Make the necessary changes in each sentence to change them from less formal to more formal. Be prepared to share your answers with the class.
4. Formal Tone
It is also important to maintain a consistent formal tone in academic writing as well. Have look at SLIDES 6 and 7 and think about how you can change the vocabulary of your essay to give your writing a more formal tone by completing the activity in slide 7.
5. Informal Language
We need to push ourselves a bit further to more effectively avoiding using informal language in our writing. First we will go over the SLIDES 8-9 of the Powerpoint. Afterwards, you will look for more specific ways to improve the formality of your writing by reviewing this WORKSHEET. Take a look at the examples of informal language that need be edited and the ways they are made more formal. You will have roughly 7 minutes to finish exercise #1. Work with a partner to complete this activity.
Tuesday, November 2, 2010
Reflection 2: Plagiarism
We have spent a good amount of time discussing plagiarism in class and APA style. Because of this, I would like you to reflect on what exactly is plagiarism, why is it important to avoid, and how can you avoid plagiarism? Explain the difference between quoting, paraphrasing and summarizing. What is the difference between quoting and citing? Do you think that learning about plagiarism and how to avoid it was useful? Why or why not? You may find it helpful to look back on the PREVIOUS LESSONS ON PLAGIARISM as you write thisWhat are the plagiarism policies in your home country? Are they similar or different from the ones you have learned in this class? Is there anything about plagiarism that you would like to discuss more in class? What? Write at least 300 words. If you use any sources to answer any of these questions, give them proper credit (lol, you wouldn't want to plagiarize on a paper about plagiarism).
Length: Between a minimum of 295 words and a maximum of 305 words
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to five spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
This file should be named Reflection2_FirstName LastName
This file should be uploaded to your ESL114_FirstName LastName folder.
This paper is worth 15 reflective assignment points.
This paper is due Wednesday, November 10th at 11:59 PM.
Length: Between a minimum of 295 words and a maximum of 305 words
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to five spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
This file should be named Reflection2_FirstName LastName
This file should be uploaded to your ESL114_FirstName LastName folder.
This paper is worth 15 reflective assignment points.
This paper is due Wednesday, November 10th at 11:59 PM.
Monday, November 1, 2010
Day 30: Argumentative Essay Peer Review
1. Peer Review Handouts
You should be familiar with the key components of argumentative essay. Have look at them again in the slides. Now you will be given two types of peer review documents discussed and read them through carefully. You will need to take the handouts with you when you move other’s seat for peer review. Here's HANDOUT 1, and here's HANDOUT 2. At this point, pull up two copies of HANDOUT 1 on your screen if your argumentative essay followed plan 1. If your argumentative essay followed plan 2, pull up two of the HANDOUT 2 files on your screen.
2. Peer Review 1
Next Pull out your first draft of argumentative essay on screen. Move one seat to your right. Read through your peer’s essay and see if you find any points that you are not sure about or are unclear. Refer to your peer review document and give comments using comment function in word document.
3. Peer Review 2
Now, move one seat to your right. Read through your peer’s essay and see if you find any points that you are not sure about or are unclear. Refer to your peer review document and give comments using comment function in word document.
4. Peer Review Wrap-up
Please come back to your original seat and review the comments from your peers. Examine them carefully and revise your essay based on the comments. If you do not want to take some of them, it is OK. As long as you think you provided supporting reasoning and supporting evidence, it is up to you whether or not to take them. Finish revising your essay by Wednesday, November 3rd at 11:59 PM.
I hope you all had a fun and safe Halloween.
You should be familiar with the key components of argumentative essay. Have look at them again in the slides. Now you will be given two types of peer review documents discussed and read them through carefully. You will need to take the handouts with you when you move other’s seat for peer review. Here's HANDOUT 1, and here's HANDOUT 2. At this point, pull up two copies of HANDOUT 1 on your screen if your argumentative essay followed plan 1. If your argumentative essay followed plan 2, pull up two of the HANDOUT 2 files on your screen.
2. Peer Review 1
Next Pull out your first draft of argumentative essay on screen. Move one seat to your right. Read through your peer’s essay and see if you find any points that you are not sure about or are unclear. Refer to your peer review document and give comments using comment function in word document.
3. Peer Review 2
Now, move one seat to your right. Read through your peer’s essay and see if you find any points that you are not sure about or are unclear. Refer to your peer review document and give comments using comment function in word document.
4. Peer Review Wrap-up
Please come back to your original seat and review the comments from your peers. Examine them carefully and revise your essay based on the comments. If you do not want to take some of them, it is OK. As long as you think you provided supporting reasoning and supporting evidence, it is up to you whether or not to take them. Finish revising your essay by Wednesday, November 3rd at 11:59 PM.
I hope you all had a fun and safe Halloween.
Sunday, October 31, 2010
Announcement
Spring 2011 Registration is now closed. It will open after December 1.
Students currently enrolled in ESL will receive an announcement from their
instructor when registration information is updated. Instructions for how to
register for ESL writing courses will be posted here on or before December
1: http://www.linguistics.illinois.edu/students/esl/ESLregistration.html
Go to the online course schedule to find out what times ESL 115 sections will be offered:
http://courses.illinois.edu/cis/2011/spring/schedule/ESL/115.html?skinId=2169
Students currently enrolled in ESL will receive an announcement from their
instructor when registration information is updated. Instructions for how to
register for ESL writing courses will be posted here on or before December
1: http://www.linguistics.illinois.edu/students/esl/ESLregistration.html
Go to the online course schedule to find out what times ESL 115 sections will be offered:
http://courses.illinois.edu/cis/2011/spring/schedule/ESL/115.html?skinId=2169
Friday, October 29, 2010
Day 29: Argumentative Pre-Writing and Outlining
1. Review: Invention Techniques
Let us remind ourselves about the invention techniques in the early semester. Those skills help you control your ideas and organize them more clearly when you are writing an academic paper. There are several invention techniques you explored to find which fits best you. Refer to DAY 6 if you need to review them.
2. Pre-writing
Now that you have reviewed the invention techniques, we can move on. You should have all selected the topic of your argumentative essay, so what I want you to do is to choose an invention technique that helps you the most and spend seven minutes working on generating ideas for your essay with the strategy you selected.
3. Types of Argumentative Essays
You’ve learned two types of outlines for argumentative essay in the previous classes. It is good to have a reminder of them again so that you have a clear idea of how to construct the outline of your essay. You can review the outlines of both HERE. We will go over how to insert opposing arguments (Cons as they are called in this PPT) into your essay by reviewing this PPT. Now that you have a picture of what your argumentative essay should look like, decide on an outline plan and think about how to put opposing arguments in your essay.
4. Refuting Strategies
There are useful refuting strategies and useful expressions in constructing your argumentative essay. I will walk you through the PROCEDURE OF REFUTATION that you can use in your essay step by step.
5. Outlining
Now that we have reviewed how to refute opposing argument of the claims of your essay. You will be given 10 minutes to finish the outline of your argumentative essay based on the procedures and expression so far. Use the outline as a guide for your argumentative paper. Remember it is due before class on Monday, November 1st.
Be sure to have a fun and safe Halloween
Let us remind ourselves about the invention techniques in the early semester. Those skills help you control your ideas and organize them more clearly when you are writing an academic paper. There are several invention techniques you explored to find which fits best you. Refer to DAY 6 if you need to review them.
2. Pre-writing
Now that you have reviewed the invention techniques, we can move on. You should have all selected the topic of your argumentative essay, so what I want you to do is to choose an invention technique that helps you the most and spend seven minutes working on generating ideas for your essay with the strategy you selected.
3. Types of Argumentative Essays
You’ve learned two types of outlines for argumentative essay in the previous classes. It is good to have a reminder of them again so that you have a clear idea of how to construct the outline of your essay. You can review the outlines of both HERE. We will go over how to insert opposing arguments (Cons as they are called in this PPT) into your essay by reviewing this PPT. Now that you have a picture of what your argumentative essay should look like, decide on an outline plan and think about how to put opposing arguments in your essay.
4. Refuting Strategies
There are useful refuting strategies and useful expressions in constructing your argumentative essay. I will walk you through the PROCEDURE OF REFUTATION that you can use in your essay step by step.
5. Outlining
Now that we have reviewed how to refute opposing argument of the claims of your essay. You will be given 10 minutes to finish the outline of your argumentative essay based on the procedures and expression so far. Use the outline as a guide for your argumentative paper. Remember it is due before class on Monday, November 1st.
Wednesday, October 27, 2010
Announcement
If any of you are interested in professional development, I came across a golden opportunity for you that will take place at 7:00 PM tonight (10/27/10).
WINNING RESUMES FOR INTERNATIONAL STUDENTS
This will be very helpful for those of you who plan to apply for undergraduate research positions as well as other on campus jobs. For those of you interested in graduate school, this is a good place to start. You will need to make several drafts and revisions of your resume when applying to graduate school.
Note: you must register on the website in order to attend this event.
This will be very helpful for those of you who plan to apply for undergraduate research positions as well as other on campus jobs. For those of you interested in graduate school, this is a good place to start. You will need to make several drafts and revisions of your resume when applying to graduate school.
Note: you must register on the website in order to attend this event.
Day 28: APA
1. Warm-up: avoiding plagiarism
Look at PPT slides 2-3. Try to remember what you learned about plagiarism, and how to avoid it.
2. Introduction to APA style
Go over slides 4-6 from the PPT which introduces the general guidelines for citation. Look at the example in slide 5 in detail, and especially focus on how to use the signal phrases.
3. Paraphrasing, summarizing and quoting
Complete the ACTIVITY SHEET. You will have a chance to practice doing a short paraphrase and a quotation. It’s important to keep in mind that you have to cite the source in both cases.
4. Demonstration of the APA style
Go over slides 8-10 of the PPT. You will learn from the slides how to cite the sources (books, articles and web pages) in the reference list.
5. APA activity
Answer the questions in the APA citation PRACTICE HANDOUT 1. In this activity, you will practice writing the reference list for various sources. You can consult the Hacker book or an online source.
6. Group activity: reference list
Look at the APA CITATION HANDOUT 2. Spend about 5 minutes working on correcting the errors in the sources page. I will then call members from each group to come up to the front of the class and make one correction per person.
Monday, October 25, 2010
Day 27: Citation Styles
1. Research
You will be assigned to a research team. Your team will gather information on one of three different citation styles (APA, MLA and Chicago Style). You can find a lot information by searching the Internet, and pretty much everything you need to know can also be found in the course textbook. Your job is to present information on your citation style to the class. Be sure that after hearing your presentation, the class is able to answer the questions at the bottom of this post.
Here are some useful websites that you can use:
Owl Purdue
APA
MLA
Chicago Manual of Style and HERE too.
2. Three citation styles
The specific versions you want to search for are APA (American Psychological Association) -6th edition. 2010, MLA (Modern Language Association) -7th edition. 2009 and Chicago: Author-Date System -16th edition, 2010.
3. Guidelines for what to search
You will need to be able to answer the following questions because you will be asked to present your assigned citation style to the class.
General Information
1. What fields or major is this citation style intended for?
2. What should be the title of the list of sources (title of the sources page)?
3. How should you arrange the reference list?
How to cite a typical source of (give examples)
1. A Whole Book
2. Journal Article
3. Newspaper Article
4. Websites
How are sources cited in the text of your essay for
1. Books
2. Websites
You will be assigned to a research team. Your team will gather information on one of three different citation styles (APA, MLA and Chicago Style). You can find a lot information by searching the Internet, and pretty much everything you need to know can also be found in the course textbook. Your job is to present information on your citation style to the class. Be sure that after hearing your presentation, the class is able to answer the questions at the bottom of this post.
Here are some useful websites that you can use:
Owl Purdue
APA
MLA
Chicago Manual of Style and HERE too.
2. Three citation styles
The specific versions you want to search for are APA (American Psychological Association) -6th edition. 2010, MLA (Modern Language Association) -7th edition. 2009 and Chicago: Author-Date System -16th edition, 2010.
3. Guidelines for what to search
You will need to be able to answer the following questions because you will be asked to present your assigned citation style to the class.
General Information
1. What fields or major is this citation style intended for?
2. What should be the title of the list of sources (title of the sources page)?
3. How should you arrange the reference list?
How to cite a typical source of (give examples)
1. A Whole Book
2. Journal Article
3. Newspaper Article
4. Websites
How are sources cited in the text of your essay for
1. Books
2. Websites
Friday, October 22, 2010
Homework 12: Concluding Paragraphs In Argumentative Writing
Refer to section 3 on DAY 26. Your homework is to revise the conclusion paragraph that you wrote for the sample essay based on the feedback you received from the peer review activity. Follow the guidelines in the POWERPOINT to receive a good score.
This assignment is due Sunday, October 24th at 11:59 PM.
Upload this assignment to your ESL114_FirstName LastName folder.
Name the file Homework12_FirstName LastName
This assignment is worth 5 Homework Points.
This assignment is due Sunday, October 24th at 11:59 PM.
Upload this assignment to your ESL114_FirstName LastName folder.
Name the file Homework12_FirstName LastName
This assignment is worth 5 Homework Points.
Day 26: Argumentative Writing Part 6
We will begin with an in-class quiz.
1. Analyzing sample conclusion paragraphs
Get into groups of two or three. Read the two SAMPLE CONCLUSION PARAGRAPHS. Try to identify what each sentence is doing in the paragraphs. Discuss your answers with your partner. Be prepared to share your answers with the class. After class, you can compare your answers to Sample Conclusion answers. That I will post later. Remember that these are not the only answers!
2. Components of conclusion paragraphs
Go over the points made in the PPT and learn about the key components of a concluding paragraph.
3. Writing a conclusion
Read the SAMPLE ESSAY on high school uniforms, which is missing a concluding paragraph. Follow the directions and write the conclusion for that essay.
4. Peer review
Exchange your conclusion with your friend and give comments to each other. Refer to the PEER REVIEW CHECKLIST when doing this.
5. Introduction & Conclusion matching activity
Complete the INTRODUCTIONS AND CONCLUSIONS ACTIVITY worksheet by responding to the two questions (connecting the introductions to the conclusions and writing titles for each topic).
We will end class with another quiz.
1. Analyzing sample conclusion paragraphs
Get into groups of two or three. Read the two SAMPLE CONCLUSION PARAGRAPHS. Try to identify what each sentence is doing in the paragraphs. Discuss your answers with your partner. Be prepared to share your answers with the class. After class, you can compare your answers to Sample Conclusion answers. That I will post later. Remember that these are not the only answers!
2. Components of conclusion paragraphs
Go over the points made in the PPT and learn about the key components of a concluding paragraph.
3. Writing a conclusion
Read the SAMPLE ESSAY on high school uniforms, which is missing a concluding paragraph. Follow the directions and write the conclusion for that essay.
4. Peer review
Exchange your conclusion with your friend and give comments to each other. Refer to the PEER REVIEW CHECKLIST when doing this.
5. Introduction & Conclusion matching activity
Complete the INTRODUCTIONS AND CONCLUSIONS ACTIVITY worksheet by responding to the two questions (connecting the introductions to the conclusions and writing titles for each topic).
We will end class with another quiz.
Wednesday, October 20, 2010
Announcement
New classroom policies are now in effect. If you speak a language other than English during class time, you will receive a warning telling you to speak in English. If you continue to speak in a language other than English, homework assignments you have submitted will drop in the amount of points you received to zero (every time you speak in a language other than English, another assignment will worth zero points--this can apply to whole groups even if only one of you doesn't use English). In addition to this, you will no longer be able to sit in the back two rows. If you do, you will be marked as absent for the day.
I asked you guys to submit a lot of different things to me this week, so I just wanted to give you a recap on what is due.
Your PAPER 2, is due at 11:59 PM Wednesday, October 20th (today).
You have to write a thesis statement for an argumentative essay about capital punishment (the death penalty). Name the file Thesis1_FirstName LastName and upload it to your ESL114_FirstName LastName folder in DropBox by Friday, October 22nd at 2:59 PM.
You also need to brainstorm ideas for argumentative essay topics. You will want to come up with two possible paper topics. After you have the topics, write thesis statements for both of your topics and email me the topics along with their corresponding thesis statements and your name by 7 PM on Thursday, October 21st.
Also, your group argumentative paragraphs should have been submitted to me via email with each member of the group's name in the email no later than 5 PM today.
I asked you guys to submit a lot of different things to me this week, so I just wanted to give you a recap on what is due.
Your PAPER 2, is due at 11:59 PM Wednesday, October 20th (today).
You have to write a thesis statement for an argumentative essay about capital punishment (the death penalty). Name the file Thesis1_FirstName LastName and upload it to your ESL114_FirstName LastName folder in DropBox by Friday, October 22nd at 2:59 PM.
You also need to brainstorm ideas for argumentative essay topics. You will want to come up with two possible paper topics. After you have the topics, write thesis statements for both of your topics and email me the topics along with their corresponding thesis statements and your name by 7 PM on Thursday, October 21st.
Also, your group argumentative paragraphs should have been submitted to me via email with each member of the group's name in the email no later than 5 PM today.
Paper 3: Argumentative Essay
Argumentative Paper
You will be introduced the structure of a five-paragraph persuasive paper and choose your topic. Once you have your topic, you will search for related sources online to help you support your arguments. A minimum of four sources is required for the argumentative paper.
This paper is due 11/22/2010 at 11:59 PM.
Upload the file to your ESL114_FirstName LastName folder.
Name the file Argue3_FirstName LastName
The paper should be formatted in the following way:
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to ten spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
Title: Give your paper a title that appears above the first line and is centered within the line.
Grading
Make sure you incorporate the following components as you write part of the essay because these factors will affect your grade.
Length: The paper should be between a minimum of 2 full pages and a maximum of 4 full pages. This page limit does not include the references page.
Sources: You are required to use a minimum of 4 reputable sources to support your writing. Sources should be cited in APA Style.
Organization: Your argumentative essay should be organized according to PLAN 1 OR PLAN 2.
Plan 1
Introduction--required
Background Information--optional
Body Paragraph 1--required
Body Paragraph 2--required
Body Paragraph 3--required
Conclusion--required
Body Paragraph Structure for Plan 1:
1st Problematized opposing argument
2nd Topic sentence with rebuttal
3rd Supporting point for your topic sentence followed by details
4th Supporting point for your topic sentence followed by details
5th Concluding sentence
Plan 2
Introduction--required
Background Information--optional
Opposing Points Paragraph--required
Body Paragraph 1--required
Body Paragraph 2--required
Body Paragraph 3--required
Conclusion--Required
Body Paragraph Structure for Plan 2:
1st Topic sentence
2nd Supporting point for your topic sentence followed by details
3rd Supporting point for your topic sentence followed by details
4th Concluding sentence
(You will need to have a separate paragraph that addresses the opposing arguments put this paragraph after your introduction and before your first body paragraph).
Opposing Argument Paragraph Structure for Plan 2:
1st Topic sentence that explains that there are opposing arguments
2nd Introduces the opposing arguments
3rd State opposing 1st opposing argument followed by explanation on why it is bad
4th State opposing 2nd opposing argument followed by explanation on why it is bad
5th State opposing 3rd opposing argument followed by explanation on why it is bad
6th Concluding sentence
Other Notes on Organization:
Make sure your writing has an overall logical flow and uses transitions to introduce new main/supporting points. Using transitions really highlights your main ideas and makes them clear. All papers must have an introduction paragraph, only three body paragraphs, and a conclusion paragraph. This may vary slightly depending on which argumentative plan you choose.
APA Style: any sources that you took information from and used in your essay must be cited, cite in the text of your essay using in-text citations, create a separate page that contains the list of references you used in your essay; Consult the APA STYLE TUTORIAL I prepared if you are confused about this. The references page does not count towards your 4-page limit. Be sure you have 4 sources for this essay.
Grammar: The highest scoring papers will be relatively free of grammatical errors. Errors distract your reader from your writing and make it difficult for you to make a clear point.
If you are still confused about what I am looking for in this essay, check out this SAMPLE ARGUMENTATIVE ESSAY that I made some comments on. It follows Plan 2. You can also check out this SAMPLE ARGUMENTATIVE BODY PARAGRAPH. It follows Plan 1.
You will be introduced the structure of a five-paragraph persuasive paper and choose your topic. Once you have your topic, you will search for related sources online to help you support your arguments. A minimum of four sources is required for the argumentative paper.
This paper is due 11/22/2010 at 11:59 PM.
Upload the file to your ESL114_FirstName LastName folder.
Name the file Argue3_FirstName LastName
The paper should be formatted in the following way:
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to ten spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
Title: Give your paper a title that appears above the first line and is centered within the line.
Make sure you incorporate the following components as you write part of the essay because these factors will affect your grade.
Length: The paper should be between a minimum of 2 full pages and a maximum of 4 full pages. This page limit does not include the references page.
Sources: You are required to use a minimum of 4 reputable sources to support your writing. Sources should be cited in APA Style.
Organization: Your argumentative essay should be organized according to PLAN 1 OR PLAN 2.
Plan 1
Introduction--required
Background Information--optional
Body Paragraph 1--required
Body Paragraph 2--required
Body Paragraph 3--required
Conclusion--required
Body Paragraph Structure for Plan 1:
1st Problematized opposing argument
2nd Topic sentence with rebuttal
3rd Supporting point for your topic sentence followed by details
4th Supporting point for your topic sentence followed by details
5th Concluding sentence
Plan 2
Introduction--required
Background Information--optional
Opposing Points Paragraph--required
Body Paragraph 1--required
Body Paragraph 2--required
Body Paragraph 3--required
Conclusion--Required
Body Paragraph Structure for Plan 2:
1st Topic sentence
2nd Supporting point for your topic sentence followed by details
3rd Supporting point for your topic sentence followed by details
4th Concluding sentence
(You will need to have a separate paragraph that addresses the opposing arguments put this paragraph after your introduction and before your first body paragraph).
Opposing Argument Paragraph Structure for Plan 2:
1st Topic sentence that explains that there are opposing arguments
2nd Introduces the opposing arguments
3rd State opposing 1st opposing argument followed by explanation on why it is bad
4th State opposing 2nd opposing argument followed by explanation on why it is bad
5th State opposing 3rd opposing argument followed by explanation on why it is bad
6th Concluding sentence
Other Notes on Organization:
Make sure your writing has an overall logical flow and uses transitions to introduce new main/supporting points. Using transitions really highlights your main ideas and makes them clear. All papers must have an introduction paragraph, only three body paragraphs, and a conclusion paragraph. This may vary slightly depending on which argumentative plan you choose.
APA Style: any sources that you took information from and used in your essay must be cited, cite in the text of your essay using in-text citations, create a separate page that contains the list of references you used in your essay; Consult the APA STYLE TUTORIAL I prepared if you are confused about this. The references page does not count towards your 4-page limit. Be sure you have 4 sources for this essay.
Grammar: The highest scoring papers will be relatively free of grammatical errors. Errors distract your reader from your writing and make it difficult for you to make a clear point.
If you are still confused about what I am looking for in this essay, check out this SAMPLE ARGUMENTATIVE ESSAY that I made some comments on. It follows Plan 2. You can also check out this SAMPLE ARGUMENTATIVE BODY PARAGRAPH. It follows Plan 1.
Day 25: Argumentative Writing Part 5
Get into your groups before class begins because you will have 5 minutes to wrap up your GROUP PARAGRAPHS from last class.
1. Warm-up activity--keynote speech:
Watch Steve Jobs’ intro to iphone KEYNOTE SPEECH. Think about how this serves as a great introduction and what Steve Jobs is doing in this introduction.
2. Analyzing sample introduction:
Now it’s time to look at written introductions. First I will put you into pairs. Have a look at the two sample introduction paragraphs - INTRODUCTION 1 and INTRODUCTION 2. After reading the paragraph I assign your group. Try to identify what kinds of things are included in the introduction in the two paragraphs.
3. What to include in introductions:
Now compare what you’ve listed with the points made in the PPT (slides 2-3). The PPT summarizes the components of an introduction of argumentative essays.
4. Good thesis statements vs. bad thesis statements
Work with your partner again on theTHESIS STATEMENT ACTIVITY HANDOUT. Your goal is to identify why the sentences are considered as bad thesis statements. You can skip number six.
5. Thesis statement checklist
Based on the observations from the previous activity, work with your partner and try to come up with a checklist for writing a good thesis statement. Compare your checklist with the one in slide 4 from the PPT.
6. Writing and revising thesis statements
It’s time for you to write a thesis statement. Write a clear thesis statement on the topic “capital punishment“ (the death penalty). Keep in mind the checklist you’ve just come up with. After you are finished writing, I will tell you to switch seats with someone nearby. You then have the opportunity to peer review your classmate's thesis statement. After you receive some feedback from your peers, revise your thesis statement to make it clearer!
Your homework is to brainstorm ideas for argumentative essay topics. You will want to come up with two possible paper topics. After you have the topics, write thesis statements for both of your topics and email me the topics along with their corresponding thesis statements and your name by 7 PM on Thursday, October 21st.
1. Warm-up activity--keynote speech:
Watch Steve Jobs’ intro to iphone KEYNOTE SPEECH. Think about how this serves as a great introduction and what Steve Jobs is doing in this introduction.
2. Analyzing sample introduction:
Now it’s time to look at written introductions. First I will put you into pairs. Have a look at the two sample introduction paragraphs - INTRODUCTION 1 and INTRODUCTION 2. After reading the paragraph I assign your group. Try to identify what kinds of things are included in the introduction in the two paragraphs.
3. What to include in introductions:
Now compare what you’ve listed with the points made in the PPT (slides 2-3). The PPT summarizes the components of an introduction of argumentative essays.
4. Good thesis statements vs. bad thesis statements
Work with your partner again on theTHESIS STATEMENT ACTIVITY HANDOUT. Your goal is to identify why the sentences are considered as bad thesis statements. You can skip number six.
5. Thesis statement checklist
Based on the observations from the previous activity, work with your partner and try to come up with a checklist for writing a good thesis statement. Compare your checklist with the one in slide 4 from the PPT.
6. Writing and revising thesis statements
It’s time for you to write a thesis statement. Write a clear thesis statement on the topic “capital punishment“ (the death penalty). Keep in mind the checklist you’ve just come up with. After you are finished writing, I will tell you to switch seats with someone nearby. You then have the opportunity to peer review your classmate's thesis statement. After you receive some feedback from your peers, revise your thesis statement to make it clearer!
Your homework is to brainstorm ideas for argumentative essay topics. You will want to come up with two possible paper topics. After you have the topics, write thesis statements for both of your topics and email me the topics along with their corresponding thesis statements and your name by 7 PM on Thursday, October 21st.
Monday, October 18, 2010
Day 24: Argumentative Writing Part 4
1. Warm-up Activity: Paragraph Structure
You should already be familiar with the structure of a paragraph (topic sentence, supporting details, closing sentence), and now that you’ve learned how to PROBLEMATIZE the opposing argument, you are almost ready to write an argumentative essay! Use what you know about both paragraphs and argumentative essays to identify each component of paragraph structure and put the sentences in order. One paragraph is organized for PLAN #1 and the other is for PLAN #2 of Incorporating the Opposing Arguments.
2. Handout: The Three Types of Evidence
Take a look at the THREE TYPES OF EVIDENCE used in writing an argumentative essay: Personal Experiences, Facts and Statistics, and Expert Opinions. Using the examples and prompts given, try to properly use evidence to back up your argument.
3. Argumentative Writing Workshop
You will be divided into groups of 2-3 students and have the remainder of the class to write an argumentative paragraph as a group. Each group will be assigned either TOPIC 1 or TOPIC 2 Take no more than 5-10 minutes to read the source provided and take notes that are relevant to your Main Topic. Then work with your group to come up with the opposing argument and at least 3 supporting details. Work together to write a paragraph (at least 6-7 sentences) applying all of the skills of argumentative essay writing so far: Persuasive Strategies, Problematizing, Integrating Expert Opinions and Facts, Transition Words, Maintaining a Good Relationship with the Reader and Paraphrasing. Phew! Finish this before the end of the class and have one member of the group E-mail the finished paragraph to me. Be sure the body of the email contains the first and last names of each member in the group. Attach the paragraph to the E-mail as a Microsoft Word document. Be sure that you saved the file correctly. If I can't open the file, your group will not receive credit for this assignment. You will receive a score on this, so be sure to proof read your final version. This is due at 4:00 PM on Monday, October 18th. Late submissions will not receive credit.
You should already be familiar with the structure of a paragraph (topic sentence, supporting details, closing sentence), and now that you’ve learned how to PROBLEMATIZE the opposing argument, you are almost ready to write an argumentative essay! Use what you know about both paragraphs and argumentative essays to identify each component of paragraph structure and put the sentences in order. One paragraph is organized for PLAN #1 and the other is for PLAN #2 of Incorporating the Opposing Arguments.
2. Handout: The Three Types of Evidence
Take a look at the THREE TYPES OF EVIDENCE used in writing an argumentative essay: Personal Experiences, Facts and Statistics, and Expert Opinions. Using the examples and prompts given, try to properly use evidence to back up your argument.
3. Argumentative Writing Workshop
You will be divided into groups of 2-3 students and have the remainder of the class to write an argumentative paragraph as a group. Each group will be assigned either TOPIC 1 or TOPIC 2 Take no more than 5-10 minutes to read the source provided and take notes that are relevant to your Main Topic. Then work with your group to come up with the opposing argument and at least 3 supporting details. Work together to write a paragraph (at least 6-7 sentences) applying all of the skills of argumentative essay writing so far: Persuasive Strategies, Problematizing, Integrating Expert Opinions and Facts, Transition Words, Maintaining a Good Relationship with the Reader and Paraphrasing. Phew! Finish this before the end of the class and have one member of the group E-mail the finished paragraph to me. Be sure the body of the email contains the first and last names of each member in the group. Attach the paragraph to the E-mail as a Microsoft Word document. Be sure that you saved the file correctly. If I can't open the file, your group will not receive credit for this assignment. You will receive a score on this, so be sure to proof read your final version. This is due at 4:00 PM on Monday, October 18th. Late submissions will not receive credit.
Friday, October 15, 2010
Day 23: Argumentative Writing Part 3
1. Warm-Up Activity: Connecting Words
You are already familiar with the many different transitional phrases in English, so this activity is just for a refresher. You may be using the same ones in your writing over and over again, or you may forget to use them sometimes when you need to. This ACTIVITY will remind you of all the synonyms there are for each transitional action, so that you can connect your ideas better in your essays.
2. Peer-Check the Arguments
Pull up the outline you did for homework last night and switch computers with someone near you. You have 5 minutes to peer-check someone else’s outline. You are checking to see that their outline follows one of the two ARGUMENTATIVE ESSAY PLANS from last class, and incorporates the opposing arguments. You should also be looking at the actual argument that your peer is presenting. What persuasive strategies does he/she use? Is it convincing? Are each of the Main Topics different, or do they overlap? Is he/she missing any important opposing arguments? Afterwards, discuss the strengths and weaknesses of the outline with your peer.
3. Recap of Problematizing: Gaining the reader’s trust
Today we are working to create good relationships with our readers. The reason for presenting the opposing argument is to gain the reader’s trust. You have about 4 minutes to choose one of the opposing arguments from your outline and problematize it. Use the POWERPOINT handout from last class for reference. You don’t need to do research or anything. The point is to work on the structure of problematizing. Then volunteer to read your problematized opposing argument to the class.
4. Tone: Setting up the relationship with the reader
The words you choose to use and choose not to use are extremely important in Academic Writing. You can change the relationship with the reader, either positively or negatively, just by using certain words. Remember, a good relationship with the reader is your #1 priority. You want the reader to not only agree with you by the end of the essay, but also believe and trust in everything you say; you want the reader to like you. Take a look at Part II on the RELATIONSHIP WITH THE READER handout. Which words set good or bad tones for the reader and why?
5. Hedging: Leave room for other possibilities
In the following cases, not only tone is important, but also the strength of our certainty. We are using a skill called hedging to assert claims/explanations/generalizations. To hedge in writing is to choose certain words that will demonstrate how sure we are of a statement we are making. That way, we can leave room for other possibilities and scenarios that the reader may think of, and we can maintain our credibility. Take a look at Parts III and IV of the RELATIONSHIP HANDOUT. Do you see how each word has its own degree of certainty?
6. Avoiding Hasty Generalizations: Don’t lie to the reader! Duh!
When you make a generalization about a group of people, events, etc., you should use hedging to assert your certainty of the statement. It is very rare that you can make a statement that includes an entire group or event in every instance. Even if something is almost always true, it’s not always true! So don’t lie to the reader and tell them it’s always true or you will lose your credibility. Take a look at Part V of the RELATIONSHIP HANDOUT. Which words can be changed so that the writer isn’t making a hasty generalization?
You are already familiar with the many different transitional phrases in English, so this activity is just for a refresher. You may be using the same ones in your writing over and over again, or you may forget to use them sometimes when you need to. This ACTIVITY will remind you of all the synonyms there are for each transitional action, so that you can connect your ideas better in your essays.
2. Peer-Check the Arguments
Pull up the outline you did for homework last night and switch computers with someone near you. You have 5 minutes to peer-check someone else’s outline. You are checking to see that their outline follows one of the two ARGUMENTATIVE ESSAY PLANS from last class, and incorporates the opposing arguments. You should also be looking at the actual argument that your peer is presenting. What persuasive strategies does he/she use? Is it convincing? Are each of the Main Topics different, or do they overlap? Is he/she missing any important opposing arguments? Afterwards, discuss the strengths and weaknesses of the outline with your peer.
3. Recap of Problematizing: Gaining the reader’s trust
Today we are working to create good relationships with our readers. The reason for presenting the opposing argument is to gain the reader’s trust. You have about 4 minutes to choose one of the opposing arguments from your outline and problematize it. Use the POWERPOINT handout from last class for reference. You don’t need to do research or anything. The point is to work on the structure of problematizing. Then volunteer to read your problematized opposing argument to the class.
4. Tone: Setting up the relationship with the reader
The words you choose to use and choose not to use are extremely important in Academic Writing. You can change the relationship with the reader, either positively or negatively, just by using certain words. Remember, a good relationship with the reader is your #1 priority. You want the reader to not only agree with you by the end of the essay, but also believe and trust in everything you say; you want the reader to like you. Take a look at Part II on the RELATIONSHIP WITH THE READER handout. Which words set good or bad tones for the reader and why?
5. Hedging: Leave room for other possibilities
In the following cases, not only tone is important, but also the strength of our certainty. We are using a skill called hedging to assert claims/explanations/generalizations. To hedge in writing is to choose certain words that will demonstrate how sure we are of a statement we are making. That way, we can leave room for other possibilities and scenarios that the reader may think of, and we can maintain our credibility. Take a look at Parts III and IV of the RELATIONSHIP HANDOUT. Do you see how each word has its own degree of certainty?
6. Avoiding Hasty Generalizations: Don’t lie to the reader! Duh!
When you make a generalization about a group of people, events, etc., you should use hedging to assert your certainty of the statement. It is very rare that you can make a statement that includes an entire group or event in every instance. Even if something is almost always true, it’s not always true! So don’t lie to the reader and tell them it’s always true or you will lose your credibility. Take a look at Part V of the RELATIONSHIP HANDOUT. Which words can be changed so that the writer isn’t making a hasty generalization?
Thursday, October 14, 2010
Announcement
I just finished uploading all of your essays with feedback into DropBox. Check the comments and submit revisions by Wednesday, October 20th at 11:59 PM. Name the revised version CCCE2_FirstName LastName. Many of you said that you liked the feedback you were getting on your essays, so I made sure to make lots of comments. I mostly commented on things to improve. There were things I liked, but I wanted to devote extra attention on suggestions for improvement, so I was unable to add those. However, you will receive both positive and negative feedback on the final version.
Good job everyone.
Good job everyone.
Wednesday, October 13, 2010
Homework 11: Incorporating Opposing Arguments
Open the INCORPORATING OPPOSING ARGUMENTS HANDOUT. Your assignment is to complete page 1 of the handout. Since you made an outline for the previous class's homework. You may find it helpful to use the ideas you put into that outline. In this outline you should incorporate the opposing arguments along with your main points OR include them in a separate paragraph (other opposing arguments). Do not include opposing arguments in both sections.
Name the file Homework11_FirstName LastName
Upload the file to your ESL114_FirstName LastName folder.
This assignment is due Thursday, October 14th at 11:59 PM.
This assignment is worth 5 Homework points.
Name the file Homework11_FirstName LastName
Upload the file to your ESL114_FirstName LastName folder.
This assignment is due Thursday, October 14th at 11:59 PM.
This assignment is worth 5 Homework points.
Day 22: Argumentative Writing Part 2
1. Warm-Up Activity:
[SIRENS BLARING]
Welcome aboard the spaceship ESL114G. The ship has been struck by a meteor. The life support systems on the ship are now damaged and cannot sustain the whole crew. You and your crew of three other members have just 8 minutes to decide as a group which of the colonists to sacrifice, or the ship will lose power and crash! Be sure to have 3 supporting reasons, using ethos, pathos, logos or kairos. Be ready to present your final decision in 8 minutes! Click HERE to start this mission that is of utmost importance to your survival.
2. Supporting and Opposing Arguments
Read the following ESSAY looking for the key components of argumentative writing that we have discussed so far. Follow the directions and identify the thesis statement, the connecting words used, and the three supporting arguments. Pay attention to the persuasive strategies that the author uses (ethos, pathos, logos, etc.) Then think about why the author mentions 2 opposing arguments. How does this help the argument?
3. “Problematizing” the Opposing Argument
After reading the essay and answering the questions, you will have seen an example of how an author can present the opposing argument. This is an essential component of argumentative writing. Participate during the PowerPoint to learn how to include an opposing argument in your writing without seeming like you agree with it!
4. Two Ways of Incorporating the Opposing Arguments
Now that you know how opposing arguments are used in an argumentative essay, you will need to know how to actually incorporate them into your own essays. Take a look at pages 2 and 3 of the INCORPORATING THE OPPOSING ARGUMENTS HANDOUT to see two different ways. Notice the differences in the order of the arguments and topics, the number of paragraphs for each and how this would fit with the outline that you already have. Then go back to the first page to do some brainstorming and come up with as many opposing arguments as you can. This sheet should help you decide which Plan would work best for your essay.
[SIRENS BLARING]
Welcome aboard the spaceship ESL114G. The ship has been struck by a meteor. The life support systems on the ship are now damaged and cannot sustain the whole crew. You and your crew of three other members have just 8 minutes to decide as a group which of the colonists to sacrifice, or the ship will lose power and crash! Be sure to have 3 supporting reasons, using ethos, pathos, logos or kairos. Be ready to present your final decision in 8 minutes! Click HERE to start this mission that is of utmost importance to your survival.
2. Supporting and Opposing Arguments
Read the following ESSAY looking for the key components of argumentative writing that we have discussed so far. Follow the directions and identify the thesis statement, the connecting words used, and the three supporting arguments. Pay attention to the persuasive strategies that the author uses (ethos, pathos, logos, etc.) Then think about why the author mentions 2 opposing arguments. How does this help the argument?
3. “Problematizing” the Opposing Argument
After reading the essay and answering the questions, you will have seen an example of how an author can present the opposing argument. This is an essential component of argumentative writing. Participate during the PowerPoint to learn how to include an opposing argument in your writing without seeming like you agree with it!
4. Two Ways of Incorporating the Opposing Arguments
Now that you know how opposing arguments are used in an argumentative essay, you will need to know how to actually incorporate them into your own essays. Take a look at pages 2 and 3 of the INCORPORATING THE OPPOSING ARGUMENTS HANDOUT to see two different ways. Notice the differences in the order of the arguments and topics, the number of paragraphs for each and how this would fit with the outline that you already have. Then go back to the first page to do some brainstorming and come up with as many opposing arguments as you can. This sheet should help you decide which Plan would work best for your essay.
Monday, October 11, 2010
Homework 10: Argumentative Essay Outline
Select one of the following topics.
medicinal marijuana, arranged marriage, euthanasia, death penalty, bilingual education, cell phones, and cigarettes
Generate ideas using one of the invention techniques.
listing, clustering, free-writing, or questions
Then write a debatable thesis statement so that you can begin filling in THIS OUTLINE. (Check that your thesis is debatable by trying to think of a possible opposing argument). You will need 3 Main Topics with 2 Supporting details each, and you should use at least 2 of the persuasive strategies that we have talked about in class to make your argument more convincing. You don’t need to do any research for this assignment, but if you decide to use any sources, you must list them on your outline.
Name the file Homework10_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
This assignment is worth 10 Homework Points.
This assignment is due Tuesday, October 12th at 11:59 PM
medicinal marijuana, arranged marriage, euthanasia, death penalty, bilingual education, cell phones, and cigarettes
Generate ideas using one of the invention techniques.
listing, clustering, free-writing, or questions
Then write a debatable thesis statement so that you can begin filling in THIS OUTLINE. (Check that your thesis is debatable by trying to think of a possible opposing argument). You will need 3 Main Topics with 2 Supporting details each, and you should use at least 2 of the persuasive strategies that we have talked about in class to make your argument more convincing. You don’t need to do any research for this assignment, but if you decide to use any sources, you must list them on your outline.
Name the file Homework10_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
This assignment is worth 10 Homework Points.
This assignment is due Tuesday, October 12th at 11:59 PM
Day 21: Argumentative Writing
1. Warm-Up Activity
I will need two volunteers to read the firstSCENARIO as loudly and clearly as you can. I will then need two more volunteers to read the secondSCENARIO loudly so everyone in the class can hear. While listening to the role play think about which child is more successful in his/her argument and why.
2. Fact vs. Opinion/ Debatable vs. Non-Debatable Statements
Next we will review an interactive POWERPOINT. It's not a lecture PowerPoint, so don’t fall asleep because I need your participation! Think about fact vs. opinion, and later, debatable vs. non-debatable statements. A different person should volunteer for each statement. At the last slide, choose a category and type a debatable statement into Microsoft Word, followed by the opposing argument to check that it’s debatable. Then, volunteers will be needed to read/show their statement, so be ready and ask me if you are not sure about something.
3. Reverse-Engineering the Argumentative Essay
You should have already read the article called ARE MEN BORN WITH POWER by Helen Fisher for homework. Now you will work on putting it into OUTLINE FORM to see how the author arranges her information and support. Try to practice your paraphrasing skills when creating your outline. Review the SAMPLE COMPLETED OUTLINE.Also, think critically about the essay. Is the thesis statement debatable? What could be an opposing argument? Is the argument convincing? What strategies of persuasion does she use? What could she have added to make it more convincing?
4. Outlining Support
Take a look at the words written on the board, medicinal marijuana, arranged marriage, euthanasia, death penalty, bilingual education, cell phones, and cigarettes. Choose one that you are familiar with and do one of the pre-writing activities: listing, clustering, free-writing, or questions for 5 minutes. If you forgot the pre-writing activities, you can review them HERE. Then write a debatable thesis statement so that you can begin filling in THIS OUTLINE. (Check that your thesis is debatable by trying to think of a possible opposing argument). You will need 3 Main Topics with 2 Supporting details each, and you should use at least 2 of the persuasive strategies that we have talked about in class to make your argument more convincing. You don’t need to do any research for this assignment, but if you decide to use any sources, you must list them on your outline. Finish the outline for HOMEWORK.
I will need two volunteers to read the firstSCENARIO as loudly and clearly as you can. I will then need two more volunteers to read the secondSCENARIO loudly so everyone in the class can hear. While listening to the role play think about which child is more successful in his/her argument and why.
2. Fact vs. Opinion/ Debatable vs. Non-Debatable Statements
Next we will review an interactive POWERPOINT. It's not a lecture PowerPoint, so don’t fall asleep because I need your participation! Think about fact vs. opinion, and later, debatable vs. non-debatable statements. A different person should volunteer for each statement. At the last slide, choose a category and type a debatable statement into Microsoft Word, followed by the opposing argument to check that it’s debatable. Then, volunteers will be needed to read/show their statement, so be ready and ask me if you are not sure about something.
3. Reverse-Engineering the Argumentative Essay
You should have already read the article called ARE MEN BORN WITH POWER by Helen Fisher for homework. Now you will work on putting it into OUTLINE FORM to see how the author arranges her information and support. Try to practice your paraphrasing skills when creating your outline. Review the SAMPLE COMPLETED OUTLINE.Also, think critically about the essay. Is the thesis statement debatable? What could be an opposing argument? Is the argument convincing? What strategies of persuasion does she use? What could she have added to make it more convincing?
4. Outlining Support
Take a look at the words written on the board, medicinal marijuana, arranged marriage, euthanasia, death penalty, bilingual education, cell phones, and cigarettes. Choose one that you are familiar with and do one of the pre-writing activities: listing, clustering, free-writing, or questions for 5 minutes. If you forgot the pre-writing activities, you can review them HERE. Then write a debatable thesis statement so that you can begin filling in THIS OUTLINE. (Check that your thesis is debatable by trying to think of a possible opposing argument). You will need 3 Main Topics with 2 Supporting details each, and you should use at least 2 of the persuasive strategies that we have talked about in class to make your argument more convincing. You don’t need to do any research for this assignment, but if you decide to use any sources, you must list them on your outline. Finish the outline for HOMEWORK.
Friday, October 8, 2010
Announcement
For class on Monday, you are all expected to read the following ESSAY because we will be working with it in class, and you will not have sufficient time to read it during class. Please come to class on time on Monday and be prepared.
Have a good weekend.
Have a good weekend.
Day 20: Get Tough Policy
As you come in the room for class, you may be assigned a seat on this day. Please be cooperative and sit where I tell you.
You will be divided into 7 groups. You will need to sit with the members in your group because you will be working as a group today.
I will start by reading the directions and situation on the ARGUMENTATION GROUP ACTIVITY document. I will define the following words that you may not be familiar with: vagrants, panhandlers, misdemeanor, probation, urinating, defecating, and prosecution.
I will assign each group a role to play in the debate. Your job, as a group, is to decide whether you will support the policy or argue against it. You should make this decision based on the role you have been given. You will be presenting your argument to the class as a group.
Begin by using the resources available in the classroom to construct your arguments and delegate tasks to each group member. It may be helpful to write down notes to remember what points of your argument you want to emphasize when you try to persuade the rest of the class to support your claim. Remember to speak in English because you will be presenting in English :D
Make sure you have your handout from the previous day on PERSUASIVE STRATEGIES and note during the presentations what persuasive strategies each group used. Take notes inside the persuasive strategies document about what strategies each group used in the supporting strategies section. You should upload this to your ESL 114_Firstname Lastname folder in Dropbox by 11:59 PM on Friday, October 8th in order to receive participation points for today's class.
First, group 1 will present its argument.
Second, group 2 will present its argument.
Third, group 3 will present its argument.
Fourth, group 4 will present its argument.
Fifth, group 5 will present its argument.
Sixth, group 6 will present its argument.
Seventh, group 7 will present its argument.
As a class, you all will vote to see whether or not the policy is passed.
We will use the remaining time to discuss what strategies each group used to support its claims.
You will be divided into 7 groups. You will need to sit with the members in your group because you will be working as a group today.
I will start by reading the directions and situation on the ARGUMENTATION GROUP ACTIVITY document. I will define the following words that you may not be familiar with: vagrants, panhandlers, misdemeanor, probation, urinating, defecating, and prosecution.
I will assign each group a role to play in the debate. Your job, as a group, is to decide whether you will support the policy or argue against it. You should make this decision based on the role you have been given. You will be presenting your argument to the class as a group.
Begin by using the resources available in the classroom to construct your arguments and delegate tasks to each group member. It may be helpful to write down notes to remember what points of your argument you want to emphasize when you try to persuade the rest of the class to support your claim. Remember to speak in English because you will be presenting in English :D
Make sure you have your handout from the previous day on PERSUASIVE STRATEGIES and note during the presentations what persuasive strategies each group used. Take notes inside the persuasive strategies document about what strategies each group used in the supporting strategies section. You should upload this to your ESL 114_Firstname Lastname folder in Dropbox by 11:59 PM on Friday, October 8th in order to receive participation points for today's class.
First, group 1 will present its argument.
Second, group 2 will present its argument.
Third, group 3 will present its argument.
Fourth, group 4 will present its argument.
Fifth, group 5 will present its argument.
Sixth, group 6 will present its argument.
Seventh, group 7 will present its argument.
As a class, you all will vote to see whether or not the policy is passed.
We will use the remaining time to discuss what strategies each group used to support its claims.
Wednesday, October 6, 2010
Day 19: Persuasive Strategies
We are going to warm up with a fun activity. Listen to the following commercial jingle. Can you tell what commercial it is from or what product/business it is advertising? If you can, it is because advertisers use strategies like jingles to make connections in your head between sound and the product because it is easier to remember a short jingle rather than a set of words. Watch this next video. Who is the man stepping out of the car? Here's a hint: he is very famous. Advertisers and businesses capitalize on using celebrities or sports stars to endorse their product because these people believe that these famous people have a certain amount of credibility since they are well-known. Lastly, we will watch an advertisement for a car commercial. What did the advertisers use here to make their product more attractive?
At the heart of every persuasive piece of writing is a claim. A claim is a view that the author is trying to convince you to accept. There are three types of claims--fact, value, and policy. We will review each on strategy on the STRATEGIES document.
Now that you have an understanding of each type of claim, work in pairs to complete Exercise 1 on the STRATEGIES document. Remember to speak in English in your discussions :D
Next, we will review different types of persuasive strategies you can use in your writing. First, we will then review the big names strategy. After you understand the concept half of you will come up with ideas to support the claim "Arranged Marriages Should Be Outlawed" using the big name strategy. The other half will come up with ideas to refute it using the big name strategy.
Second, we will then review the pathos strategy. After you understand the concept half of you will come up with ideas to support the claim "Animals don't belong in zoos" using the big name strategy. The other half will come up with ideas to refute it using the pathos strategy.
Third, we will review the ethos strategy. After you understand the concept half of you will come up with ideas to support the claim "Internet Chatrooms Are Not Safe" using the big name strategy. The other half will come up with ideas to refute it using the ethos strategy.
Fourth, we will review the logos strategy. After you understand the concept half of you will come up with ideas to support the claim "Metal Detectors In Schools Violate Students' Rights" using the big name strategy. The other half will come up with ideas to refute it using the logos strategy.
Fifth, we will review the kairos strategy. After you understand the concept half of you will come up with ideas to support the claim "Internet Censorship Should Be Outlawed" using the big name strategy. The other half will come up with ideas to refute it using the kairos strategy.
Lastly, we will review the research strategy.
At the heart of every persuasive piece of writing is a claim. A claim is a view that the author is trying to convince you to accept. There are three types of claims--fact, value, and policy. We will review each on strategy on the STRATEGIES document.
Now that you have an understanding of each type of claim, work in pairs to complete Exercise 1 on the STRATEGIES document. Remember to speak in English in your discussions :D
Next, we will review different types of persuasive strategies you can use in your writing. First, we will then review the big names strategy. After you understand the concept half of you will come up with ideas to support the claim "Arranged Marriages Should Be Outlawed" using the big name strategy. The other half will come up with ideas to refute it using the big name strategy.
Second, we will then review the pathos strategy. After you understand the concept half of you will come up with ideas to support the claim "Animals don't belong in zoos" using the big name strategy. The other half will come up with ideas to refute it using the pathos strategy.
Third, we will review the ethos strategy. After you understand the concept half of you will come up with ideas to support the claim "Internet Chatrooms Are Not Safe" using the big name strategy. The other half will come up with ideas to refute it using the ethos strategy.
Fourth, we will review the logos strategy. After you understand the concept half of you will come up with ideas to support the claim "Metal Detectors In Schools Violate Students' Rights" using the big name strategy. The other half will come up with ideas to refute it using the logos strategy.
Fifth, we will review the kairos strategy. After you understand the concept half of you will come up with ideas to support the claim "Internet Censorship Should Be Outlawed" using the big name strategy. The other half will come up with ideas to refute it using the kairos strategy.
Lastly, we will review the research strategy.
Monday, October 4, 2010
Announcement
For all your papers, you will need to cite your sources in APA format as stated on the first day handout.
You should begin learning APA citation guidelines by watching this video:
http://www.youtube.com/watch?v=kX03qcDBPuU&feature=related
There are very good APA format guidelines in the course textbook that begin on page 476 and end on page 528.
A directory that explains how you should cite your sources in the text can be found on page 490.
A directory that explains how you should cite your sources in your references section in your essay can be found on page 497.
You must cite your sources as you use them in the text. You must also create a list of references. There is an example on page 527-528 of your textbook with guidelines on how the references should be formatted and organized. If you are struggling with this, come to my office hours.
Citationmachine.net is a very helpful website for organizing your source information into APA style for your references page. You can navigate to the following link
http://citationmachine.net/index2.php?reqstyleid=2&mode=form&reqsrcid=APABook&more=yes&nameCnt=1
and select the type of source you are using form the left (book, journal, magazine, online webpage, university document online, etc.)
OWL at Purdue has a good APA help page as well:
http://owl.english.purdue.edu/owl/resource/560/01/
You should begin learning APA citation guidelines by watching this video:
http://www.youtube.com/watch?v=kX03qcDBPuU&feature=related
There are very good APA format guidelines in the course textbook that begin on page 476 and end on page 528.
A directory that explains how you should cite your sources in the text can be found on page 490.
A directory that explains how you should cite your sources in your references section in your essay can be found on page 497.
You must cite your sources as you use them in the text. You must also create a list of references. There is an example on page 527-528 of your textbook with guidelines on how the references should be formatted and organized. If you are struggling with this, come to my office hours.
Citationmachine.net is a very helpful website for organizing your source information into APA style for your references page. You can navigate to the following link
http://citationmachine.net/index2.php?reqstyleid=2&mode=form&reqsrcid=APABook&more=yes&nameCnt=1
and select the type of source you are using form the left (book, journal, magazine, online webpage, university document online, etc.)
OWL at Purdue has a good APA help page as well:
http://owl.english.purdue.edu/owl/resource/560/01/
Day 18: Peer Review
You should have decided on what your paper topic will be and whether it will be a cause and effect essay or a compare and contrast essay as homework from last class period, so have now you will brainstorm ideas for your paper topic by using the invention techniques discussed in class on Friday, September 3rd: listing, free-writing, clustering, or questions.
You will discuss your ideas that your invention technique generated in pairs. It is ok if you and your partner differ in essay type or essay topic.
Have students search online for possible sources for their paper and to generate a few more ideas. Be sure to mention that they need a minimum of two sources for this essay.
You will work on using the ideas you generated during the brainstorm activity and put them in an outline form. If you already have an outline, use this time to review the comments I gave you and make it better.
Don't forget about the key components of an outline. We will review the OUTLINE PEER REVIEW document. This document should serve as a guide for your peer review of your classmate's outline. You may find it helpful to reference during this process.
You will begin by moving one seat to your left and peer review the outline of the person that was in that seat.
If there is time left, you will move another seat to your left and peer review the outline of the person that was in that seat.
You will discuss your ideas that your invention technique generated in pairs. It is ok if you and your partner differ in essay type or essay topic.
Have students search online for possible sources for their paper and to generate a few more ideas. Be sure to mention that they need a minimum of two sources for this essay.
You will work on using the ideas you generated during the brainstorm activity and put them in an outline form. If you already have an outline, use this time to review the comments I gave you and make it better.
Don't forget about the key components of an outline. We will review the OUTLINE PEER REVIEW document. This document should serve as a guide for your peer review of your classmate's outline. You may find it helpful to reference during this process.
You will begin by moving one seat to your left and peer review the outline of the person that was in that seat.
If there is time left, you will move another seat to your left and peer review the outline of the person that was in that seat.
Sunday, October 3, 2010
Paper 2: Compare/Contrast & Cause/Effect Essay
You will be introduced how to write compare/contrast essays as well as cause/effect essays and do pre-writing activities in addition to outlines for both. However, you will choose one type of essay to write (compare/contrast OR cause/effect), in addition to the things you are going to compare/contrast OR discuss causes/effects. You will be required to use a minimum of two sources for this paper. Remember that the sources should support YOUR ideas and not vice versa. Also, in the compare/contrast essay you should only compare or contrast--not both. In the cause/effect essay you should only write about causes or effects--not both. The paper should be between a minimum of 2 full pages and a maximum of 3 full pages. The late penalty for this paper will be very harsh. If your paper is between 1 minute and 24 hours late, your grade will be reduced by 1 letter grade (5 points). Every 24 hours late after that, your grade will be reduced by an additional letter grade.
The final version Wednesday, November 3rd at 11:59 PM
The file should be named CCCE3_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
The paper should be formatted in the following way:
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to ten spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
Grading
Make sure you incorporate the following components as you write part of the essay because these factors will affect your grade.
Introduction: hook, background information, clear thesis statement (compare/contrast/cause/effect), introduction to body paragraphs
Body Paragraphs (Three of them unless you are using the block outline for compare/contrast which only needs two): Relevant and comprehensive topic sentence, use supporting details to support topic sentence, support your arguments with evidence, make sure you clearly explain how the evidence relates to your topic sentence, explain any scientific or area-specific terms and concepts, concluding sentence
Conclusion: restate thesis statement, do not summarize your essay, instead briefly revisit the main idea of each body paragraph, mention the significance of the discussion, expand upon the discussion (example: by suggesting actions that can be taken on the issue).
Organization: Make sure your writing has an overall logical flow. If you are writing a compare/contrast essay, make sure you follow either the BLOCK OUTLINE or the POINT-BY-POINT OUTLINE. All papers must have an introduction paragraph, three body paragraphs, and a conclusion paragraph.
APA Style: any sources that you took information from and used in your essay must be cited, cite in the text of your essay using in-text citations, create a separate page that contains the list of references you used in your essay; Consult the APA STYLE TUTORIAL I prepared if you are confused about this. The references page does not count towards your 3-page limit.
Grammar: The highest scoring papers will be relatively free of grammatical errors. Errors distract your reader from your writing and make it difficult for your writing to make a clear point.
The final version Wednesday, November 3rd at 11:59 PM
The file should be named CCCE3_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
The paper should be formatted in the following way:
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to ten spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
Make sure you incorporate the following components as you write part of the essay because these factors will affect your grade.
Introduction: hook, background information, clear thesis statement (compare/contrast/cause/effect), introduction to body paragraphs
Body Paragraphs (Three of them unless you are using the block outline for compare/contrast which only needs two): Relevant and comprehensive topic sentence, use supporting details to support topic sentence, support your arguments with evidence, make sure you clearly explain how the evidence relates to your topic sentence, explain any scientific or area-specific terms and concepts, concluding sentence
Conclusion: restate thesis statement, do not summarize your essay, instead briefly revisit the main idea of each body paragraph, mention the significance of the discussion, expand upon the discussion (example: by suggesting actions that can be taken on the issue).
Organization: Make sure your writing has an overall logical flow. If you are writing a compare/contrast essay, make sure you follow either the BLOCK OUTLINE or the POINT-BY-POINT OUTLINE. All papers must have an introduction paragraph, three body paragraphs, and a conclusion paragraph.
APA Style: any sources that you took information from and used in your essay must be cited, cite in the text of your essay using in-text citations, create a separate page that contains the list of references you used in your essay; Consult the APA STYLE TUTORIAL I prepared if you are confused about this. The references page does not count towards your 3-page limit.
Grammar: The highest scoring papers will be relatively free of grammatical errors. Errors distract your reader from your writing and make it difficult for your writing to make a clear point.
Friday, October 1, 2010
Announcement
Hello class,
This weekend I would like you to think of possible paper topics for the next major paper assigned for this class. You will need to email me this weekend by SUNDAY, OCTOBER 3rd at 3:00 PM with the following information.
This is very important for Monday's class, so please make sure you do this.
Choice 1
Which type of essay you wish to write:
Cause/Effect OR Compare/Contrast
What topic you wish to write about:
Examples: High School Drop Outs or Your room in America vs. Your room at home (These are just examples. Feel free to come up with your own ideas as well).
Choice 2
Which type of essay you wish to write:
Cause/Effect OR Compare/Contrast
What topic you wish to write about:
Examples: High School Drop Outs or Your room in America vs. Your room at home (These are just examples. Feel free to come up with your own ideas as well).
You will need to present at least two choices to me in the email. I will let you know which topic you are able to write about.
Your paper will be due on 10/6/2010
If you have further questions, please email me.
Have a good weekend.
This weekend I would like you to think of possible paper topics for the next major paper assigned for this class. You will need to email me this weekend by SUNDAY, OCTOBER 3rd at 3:00 PM with the following information.
This is very important for Monday's class, so please make sure you do this.
Choice 1
Which type of essay you wish to write:
Cause/Effect OR Compare/Contrast
What topic you wish to write about:
Examples: High School Drop Outs or Your room in America vs. Your room at home (These are just examples. Feel free to come up with your own ideas as well).
Choice 2
Which type of essay you wish to write:
Cause/Effect OR Compare/Contrast
What topic you wish to write about:
Examples: High School Drop Outs or Your room in America vs. Your room at home (These are just examples. Feel free to come up with your own ideas as well).
You will need to present at least two choices to me in the email. I will let you know which topic you are able to write about.
Your paper will be due on 10/6/2010
If you have further questions, please email me.
Have a good weekend.
Day 17: Compare/Contrast Writing Part 2
I will divide the class into two groups. One group will read the POINT-BY-POINT ESSAY. The other group will read the BLOCK ESSAY.
Make sure you have a sheet of paper and a pencil and then pair up within your group. You need to come up with an outline that fits your essay. Make sure both of you write down your outline. This is very important for the next part of class.
You will now pair up with someone from the opposite group. Those of you who read the BLOCK ESSAY will now be partners with the students that read the POINT-BY-POINT ESSAY and vice-versa. You will discuss how each your outlines are different from each other by focusing on the form of the outline rather than the content. This is making a contrast by the way :D Write down the ideas you come up with because you may be called upon to discuss this in front of the class.
You will discuss what your outline looked like and then tell how it is different from your partner's outline with a focus on form rather than content.
We will then review a sample BLOCK OUTLINE.
After that we will review a sample POINT-BY-POINT OUTLINE.
Any further questions will be addressed with a POWERPOINT. This is also a handy reference if you choose to write a compare/contrast essay.
Make sure you have a sheet of paper and a pencil and then pair up within your group. You need to come up with an outline that fits your essay. Make sure both of you write down your outline. This is very important for the next part of class.
You will now pair up with someone from the opposite group. Those of you who read the BLOCK ESSAY will now be partners with the students that read the POINT-BY-POINT ESSAY and vice-versa. You will discuss how each your outlines are different from each other by focusing on the form of the outline rather than the content. This is making a contrast by the way :D Write down the ideas you come up with because you may be called upon to discuss this in front of the class.
You will discuss what your outline looked like and then tell how it is different from your partner's outline with a focus on form rather than content.
We will then review a sample BLOCK OUTLINE.
After that we will review a sample POINT-BY-POINT OUTLINE.
Any further questions will be addressed with a POWERPOINT. This is also a handy reference if you choose to write a compare/contrast essay.
Wednesday, September 29, 2010
Homework 9: Compare/Contrast Paragraph
In this assignment you will write a paragraph that compares or contrasts your room in the country you come from and your room in Illinois. Be sure to have a clear topic sentence and use at least four compare/contrast signal words from the Compare and Contrast Signals document.
Name this file Homework9_FirstName LastName
Upload this file to the ESL114_FirstName LastName folder.
This assignment is due Thursday, September 30th at 11:59 PM.
This assignment is worth 10 homework points.
Name this file Homework9_FirstName LastName
Upload this file to the ESL114_FirstName LastName folder.
This assignment is due Thursday, September 30th at 11:59 PM.
This assignment is worth 10 homework points.
Day 16: Compare/Contrast Writing
We are going to start off with brainstorming. As a class, we will need to come up with five different nouns. I will list them on the board and select two of the five nouns.
You will then get into groups of two or three and write down ways in which these nouns are similar.
Each group will then present one way in which the two nouns are similar. Talking about how things are similar is called making a comparison. You compared two nouns.
We will brainstorm another list of nouns. As a class, we will need to come up with five different nouns. I will list them on the board and select two of the five nouns.
You will then get back into groups and write down ways in which these nouns are different.
Each group will then present one way in which the two nouns are different. Talking about how things are different is called contrasting. You contrasted two nouns.
Now that you have established the difference between compare and contrast, consider the following sentence.
The University of Illinois has a large international population like New York does.
Is a comparison being made here or is it a contrast? How can you tell? What are some words that can signal this type of relationship?
Take a look at the COMPARISON/CONTRAST SIGNAL WORDS on this document. These words signal that a comparison is being made.
Half of the class will work on numbers 1 and 2 of Exercise I. The other Half will work on numbers 3 and 4 of Exercise I.
Now consider this sentence.
The University of Illinois has a large international student population whereas Northern Illinois University does not.
Is a comparison being made here or is it a contrast? How can you tell? What are some words that can signal this type of relationship?
Take a look at the COMPARISON/CONTRAST SIGNAL WORDS on this document. These words signal that a contrast is being made.
Half of the room will work on numbers 2 and 3 of Exercise III. The other half of the room will work on numbers 4 and 5 of Exercise III.
You will then get into groups of two or three and write down ways in which these nouns are similar.
Each group will then present one way in which the two nouns are similar. Talking about how things are similar is called making a comparison. You compared two nouns.
We will brainstorm another list of nouns. As a class, we will need to come up with five different nouns. I will list them on the board and select two of the five nouns.
You will then get back into groups and write down ways in which these nouns are different.
Each group will then present one way in which the two nouns are different. Talking about how things are different is called contrasting. You contrasted two nouns.
Now that you have established the difference between compare and contrast, consider the following sentence.
The University of Illinois has a large international population like New York does.
Is a comparison being made here or is it a contrast? How can you tell? What are some words that can signal this type of relationship?
Take a look at the COMPARISON/CONTRAST SIGNAL WORDS on this document. These words signal that a comparison is being made.
Half of the class will work on numbers 1 and 2 of Exercise I. The other Half will work on numbers 3 and 4 of Exercise I.
Now consider this sentence.
The University of Illinois has a large international student population whereas Northern Illinois University does not.
Is a comparison being made here or is it a contrast? How can you tell? What are some words that can signal this type of relationship?
Take a look at the COMPARISON/CONTRAST SIGNAL WORDS on this document. These words signal that a contrast is being made.
Half of the room will work on numbers 2 and 3 of Exercise III. The other half of the room will work on numbers 4 and 5 of Exercise III.
Monday, September 27, 2010
Day 15: Cause and Effect Writing
We will start by brainstorming a list of causes of childhood obesity. You may want to take a look at the following PICTURE to help generate ideas. Think hard and write fast!
You will share your ideas with the class and I will make a list of 10 or so on the board.
During the pre-writing stage, coming up with many ideas helps you later on because you have more to work with, but in order to use your ideas effectively in your writing you will have to sort through all of your ideas to find out which ones are too similar and can be lumped into one category. We will work as a class to find some ideas that were brainstormed and categorize them into the same group.
After you see how it's done, work with a partner or two to reorganize the rest of the ideas into several groups.
The categories you have come up with can very easily be used as the main causes you discuss in a cause/effect essay. Each of the causes could function as the idea around which a body paragraph would revolve.
Review this OUTLINE STRUCTURE again. You will work in pairs to create a thesis statement and outline for the causes of childhood obesity in the United States.
After you have developed your outline, work on this WORKSHEET with your partner. We will discuss the worksheet as a class, and your group will be assigned a cause or effect word. You must create a sentence related to childhood obesity in the United States using that cause or effect word
You will share your ideas with the class and I will make a list of 10 or so on the board.
During the pre-writing stage, coming up with many ideas helps you later on because you have more to work with, but in order to use your ideas effectively in your writing you will have to sort through all of your ideas to find out which ones are too similar and can be lumped into one category. We will work as a class to find some ideas that were brainstormed and categorize them into the same group.
After you see how it's done, work with a partner or two to reorganize the rest of the ideas into several groups.
The categories you have come up with can very easily be used as the main causes you discuss in a cause/effect essay. Each of the causes could function as the idea around which a body paragraph would revolve.
Review this OUTLINE STRUCTURE again. You will work in pairs to create a thesis statement and outline for the causes of childhood obesity in the United States.
After you have developed your outline, work on this WORKSHEET with your partner. We will discuss the worksheet as a class, and your group will be assigned a cause or effect word. You must create a sentence related to childhood obesity in the United States using that cause or effect word
Sunday, September 26, 2010
Reflection 1: Response to Your Feedback
I recently uploaded your 5-paragraph essay about whether or not the frequency of smoking should be regulated in movies. I want you to read the feedback that I inserted at the end of your essay, the comments in the margins, and the corrections I made within the text itself.
Write a one page response to all of this. Talk about how you thought you performed on this essay and how I thought you performed. Discuss areas that you can improve on for your next essay. What kinds of things will you do differently next time? What kinds of things will you keep doing because they worked well? These are some questions to think about in your response.
This assignment and all future assignments for this class should be formatted in the following way unless the directions indicate otherwise:
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to five spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
This file should be named Reflection1_FirstName LastName
This file should be uploaded to your ESL114_FirstName LastName folder.
This paper is worth 10 reflective assignment points.
This paper is due Sunday, October 3rd at 11:59 PM
Write a one page response to all of this. Talk about how you thought you performed on this essay and how I thought you performed. Discuss areas that you can improve on for your next essay. What kinds of things will you do differently next time? What kinds of things will you keep doing because they worked well? These are some questions to think about in your response.
This assignment and all future assignments for this class should be formatted in the following way unless the directions indicate otherwise:
Font size: 12pt
Font style: Times New Roman
Line spacing: Double-Spaced (ctrl+a and then press ctrl+2)Do not insert extra spaces between paragraphs by hitting the enter/return key twice.
Margins: 1-Inch margins on top and bottom; 1-Inch margins on left and right sides
Indentation: The first line of every paragraph should be indented (tab key). This is roughly equal to five spaces.
Text alignment: The text should be aligned to the left side of the page.
Special formatting: Do not make your entire document bold or italicized.
This file should be named Reflection1_FirstName LastName
This file should be uploaded to your ESL114_FirstName LastName folder.
This paper is worth 10 reflective assignment points.
This paper is due Sunday, October 3rd at 11:59 PM
Friday, September 24, 2010
Homework 8: Cause and Effect Outline
Write an outline for the High School Dropout essay. This can be for an essay analyzing either causes or effects.
Your outline should follow the formatting THIS OUTLINE.
The outline should be created in Microsoft Word.
The file should be named CEOutline1_FirstName LastName.
The file should be uploaded to your ESL114_FirstName LastName folder.
The assignment is due Sunday, September 26th at 11:59 PM.
The assignment is worth 5 homework points.
Your outline should follow the formatting THIS OUTLINE.
The outline should be created in Microsoft Word.
The file should be named CEOutline1_FirstName LastName.
The file should be uploaded to your ESL114_FirstName LastName folder.
The assignment is due Sunday, September 26th at 11:59 PM.
The assignment is worth 5 homework points.
Day 14: Cause and Effect Part 2
Pull out a sheet of paper and a pencil. Think about cause and effect relationships and write the cause and effect sequences you see while you watch this MOVIE TRAILER.
After watching the movie clip, work in pairs to create a chain of 3-4 cause and effect sequences. If you have trouble creating these chains. You may check the CHART from the previous class period.
You may want to familiarize yourself with the following vocabulary:
Squirrel: The small furry animal in the video
Acorn: The nut the squirrel was carrying
Avalanche: A large body of snow that falls from a cliff/mountain
Groups will then present their chain of events to the class.
Next, I want you to imagine causes and effects on the topic of "High School Dropouts." Students on one side of the room should brainstorm causes and students on the other side of the room should brainstorm effects. You guys will then share your causes and effects with the rest of the class.
Afterward, consider the following diagrams:
Graphic Organizer 1
Graphic Organizer 2
Graphic Organizer 3
We will discuss the uses of each of these organizers and decide which organizer would be best for an essay about the causes/effects of High School Dropouts.
Next, you will read this ESSAY about the Women's Liberation Movement in the United States. You will then work in pairs to create an outline structure that fits the essay. I will then present a general CAUSE AND EFFECT OUTLINE TEMPLATE.
When you organize cause and effect writing there are several different ways in which you can organize the main points of your essay depending on your topic.
Sometimes you will want to organize them so the most significant point is presented first and the least significant point is presented last. This would be appropriate for a topic concerning the "Effects of Dropping out of High School."
Another possible way to organize your main points would be in a causal chain where one cause or effect leads to another and so on. You would use this if you were describing the sequence of events in the Ice Age movie clip that we watched at the beginning of class.
A third style of organization requires the information to be presented in the order that it occurred. This is often used for historical events like in the essay you read earlier.
We will briefly go over ways to structure your thesis statements in cause and effect essays. The general format is in the outline that I presented to you. Other options to consider can be found on THIS DOCUMENT. Work on making a good thesis statement for a cause/effect essay for the topic of high school dropouts. We will share some examples with the class.
After watching the movie clip, work in pairs to create a chain of 3-4 cause and effect sequences. If you have trouble creating these chains. You may check the CHART from the previous class period.
You may want to familiarize yourself with the following vocabulary:
Squirrel: The small furry animal in the video
Acorn: The nut the squirrel was carrying
Avalanche: A large body of snow that falls from a cliff/mountain
Groups will then present their chain of events to the class.
Next, I want you to imagine causes and effects on the topic of "High School Dropouts." Students on one side of the room should brainstorm causes and students on the other side of the room should brainstorm effects. You guys will then share your causes and effects with the rest of the class.
Afterward, consider the following diagrams:
Graphic Organizer 1
Graphic Organizer 2
Graphic Organizer 3
We will discuss the uses of each of these organizers and decide which organizer would be best for an essay about the causes/effects of High School Dropouts.
Next, you will read this ESSAY about the Women's Liberation Movement in the United States. You will then work in pairs to create an outline structure that fits the essay. I will then present a general CAUSE AND EFFECT OUTLINE TEMPLATE.
When you organize cause and effect writing there are several different ways in which you can organize the main points of your essay depending on your topic.
Sometimes you will want to organize them so the most significant point is presented first and the least significant point is presented last. This would be appropriate for a topic concerning the "Effects of Dropping out of High School."
Another possible way to organize your main points would be in a causal chain where one cause or effect leads to another and so on. You would use this if you were describing the sequence of events in the Ice Age movie clip that we watched at the beginning of class.
A third style of organization requires the information to be presented in the order that it occurred. This is often used for historical events like in the essay you read earlier.
We will briefly go over ways to structure your thesis statements in cause and effect essays. The general format is in the outline that I presented to you. Other options to consider can be found on THIS DOCUMENT. Work on making a good thesis statement for a cause/effect essay for the topic of high school dropouts. We will share some examples with the class.
Wednesday, September 22, 2010
Homework 7: Cause and Effect Words
Complete this WORKSHEET. Follow the directions on the worksheet.
Name the file CEWords1_FirstName LastName.
Upload the completed worksheet to your ESL114_FirstName LastName folder.
The assignment is due Thursday, September 23rd at 11:59 PM.
Name the file CEWords1_FirstName LastName.
Upload the completed worksheet to your ESL114_FirstName LastName folder.
The assignment is due Thursday, September 23rd at 11:59 PM.
Day 13: Introduction to Cause/Effect Writing
We will begin with a Slide Show to get you thinking.
Consider the following sentence. "Ryan was late for his first class today." Think of some possible causes for this occurrence. Then think of some possible effects of this occurrence. Now, each of you will come up with a sentence about something that could happen in everyday life. Get into groups of three and have one group member write a possible cause of this action. Have the other group member write a possible effect of this action. Then return the sentences to the original writer and keep them for a later activity.
In your same groups, brainstorm a list of cause structure words and a list of effect structure words. Here are some examples.
Cause structure word: because
Effect structure word: therefore
I will then write the words each group came up with on the board.
Now consider the following sentences.
"It was raining. Ryan stayed home."
We will use the structure words from our list to link these two sentences together. This is a detailed cause and effect WORD LIST. We will go over how each cause and effect word can be used.
We will then revisit the sentence, "Ryan was late for his first class today." Choose one cause or one effect and give me some ways in which different structure words can be used to change the sentence. Then share the sentence you wrote earlier along with either the cause or effect that your group member wrote. I will write the two sentences on the board then each of you should write down ways in which these sentences can be combined using cause or effect structure words. You will then share your sentences with the class.
Consider the following sentence. "Ryan was late for his first class today." Think of some possible causes for this occurrence. Then think of some possible effects of this occurrence. Now, each of you will come up with a sentence about something that could happen in everyday life. Get into groups of three and have one group member write a possible cause of this action. Have the other group member write a possible effect of this action. Then return the sentences to the original writer and keep them for a later activity.
In your same groups, brainstorm a list of cause structure words and a list of effect structure words. Here are some examples.
Cause structure word: because
Effect structure word: therefore
I will then write the words each group came up with on the board.
Now consider the following sentences.
"It was raining. Ryan stayed home."
We will use the structure words from our list to link these two sentences together. This is a detailed cause and effect WORD LIST. We will go over how each cause and effect word can be used.
We will then revisit the sentence, "Ryan was late for his first class today." Choose one cause or one effect and give me some ways in which different structure words can be used to change the sentence. Then share the sentence you wrote earlier along with either the cause or effect that your group member wrote. I will write the two sentences on the board then each of you should write down ways in which these sentences can be combined using cause or effect structure words. You will then share your sentences with the class.
Monday, September 20, 2010
Day 12: Summarizing and Paraphrasing
Class will begin by discussing THIS PICTURE. What can you do to make sure you don't plagiarize?
Next work in a group to come up with ways in which summaries and paraphrases differ. Think about how can you use each of them in your writing? After gathering your thoughts, we will discuss them as a class. Visit the OWL WEBSITE to see how summaries and paraphrases differ.
Work through the following ACTIVITY in order to test your knowledge on what a successful summary is. You can view the answers HERE.
I will introduce a SUMMARY RUBRIC that you can apply to your own summary writing.
Visit the following website http://owl.english.purdue.edu/owl/resource/619/1/ and try to summarize the 6 steps of successful paraphrasing. Then work on summarizing THIS PARAGRAPH.
Next work in a group to come up with ways in which summaries and paraphrases differ. Think about how can you use each of them in your writing? After gathering your thoughts, we will discuss them as a class. Visit the OWL WEBSITE to see how summaries and paraphrases differ.
Work through the following ACTIVITY in order to test your knowledge on what a successful summary is. You can view the answers HERE.
I will introduce a SUMMARY RUBRIC that you can apply to your own summary writing.
Visit the following website http://owl.english.purdue.edu/owl/resource/619/1/ and try to summarize the 6 steps of successful paraphrasing. Then work on summarizing THIS PARAGRAPH.
Friday, September 17, 2010
Day 11: Peer Review
First we will review homework 6 since many of you seemed to struggle with this assignment. Additionally, we will discuss difficulties you may be having with this class. I hope you, as a class, will provide me with suggestions that I can incorporate into my teaching to help you learn better and make the class more interesting.
The rest of the day will revolve around peer review. Peer review will begin by watching a short demonstration on successful and unsuccessful peer reviews.
http://www.youtube.com/watch?v=VCio7AbO3vo&NR=1
After the demonstration, open up your 5-paragraph essay about smoking in movies. I will have all of you switch computers. You will spend some time reading your peers' papers and giving comments, suggestions, and constructive criticism on their work by following the suggestions in the video. At the end of the class return to your computer. Save the file as DiagnosticPeerReview_FirstName LastName Then upload the file to your ESL 114_FirstName LastName folder.
You will have the weekend to work on your final version of the diagnostic. The final version will be due Sunday, September 19th at 11:59 PM.
The rest of the day will revolve around peer review. Peer review will begin by watching a short demonstration on successful and unsuccessful peer reviews.
http://www.youtube.com/watch?v=VCio7AbO3vo&NR=1
After the demonstration, open up your 5-paragraph essay about smoking in movies. I will have all of you switch computers. You will spend some time reading your peers' papers and giving comments, suggestions, and constructive criticism on their work by following the suggestions in the video. At the end of the class return to your computer. Save the file as DiagnosticPeerReview_FirstName LastName Then upload the file to your ESL 114_FirstName LastName folder.
You will have the weekend to work on your final version of the diagnostic. The final version will be due Sunday, September 19th at 11:59 PM.
Wednesday, September 15, 2010
Paper 1: Diagnostic Revision Essay
This essay assignment will be a revision of the essay you wrote the second day of class. It should discuss the regulation of the frequency of tobacco use in movies. It should include five paragraphs: 1 introduction, 2,3,4 body paragraphs, and 5 conclusion. Each paragraph should be constructed following the techniques we discussed in class.
Things you will be graded on:
Format: 12 pt. font, Times New Roman, double-spaced, indent the beginning of each paragraph
Length: 1 FULL page minimum; 2 FULL pages maximum.
Introduction: hook, background information, clear thesis statement, introduction to body paragraphs
Body Paragraphs x 3: relevant topic sentence, support your topic sentence with arguments, support your arguments with evidence, concluding sentence
Conclusion: do not summarize your essay, instead briefly revisit the main idea of each body paragraph, mention the significance of the discussion, expand upon the discussion by suggesting actions that can be taken on the issue
Don't plagiarism. Use quotes and write where ideas come from. Example: According to writing instructor Ryan Boyd, "100% of ESL students who plagiarize will be caught."
Be sure to follow the 4 principles of successful paragraph writing!
Double check your grammar and organization!
First Draft:
The file should be named Diagnostic2_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
The essay is due Thursday, September 16th at 11:59 PM.
Final Draft:
The file should be named Diagnostic3_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
The essay is due Sunday, September 19th at 11:59 PM.
Things you will be graded on:
Format: 12 pt. font, Times New Roman, double-spaced, indent the beginning of each paragraph
Length: 1 FULL page minimum; 2 FULL pages maximum.
Introduction: hook, background information, clear thesis statement, introduction to body paragraphs
Body Paragraphs x 3: relevant topic sentence, support your topic sentence with arguments, support your arguments with evidence, concluding sentence
Conclusion: do not summarize your essay, instead briefly revisit the main idea of each body paragraph, mention the significance of the discussion, expand upon the discussion by suggesting actions that can be taken on the issue
Don't plagiarism. Use quotes and write where ideas come from. Example: According to writing instructor Ryan Boyd, "100% of ESL students who plagiarize will be caught."
Be sure to follow the 4 principles of successful paragraph writing!
Double check your grammar and organization!
First Draft:
The file should be named Diagnostic2_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
The essay is due Thursday, September 16th at 11:59 PM.
Final Draft:
The file should be named Diagnostic3_FirstName LastName
The file should be uploaded to your ESL114_FirstName LastName folder.
The essay is due Sunday, September 19th at 11:59 PM.
Day 10: Avoiding Plagiarism
Class will begin with a warm-up activity. You will be presented with the following SIX PICTURES. I will divide you into small groups. Each group needs to figure out which picture is not like the rest by discovering the correct reason one is different from the others.
Next we will work on unscrambling the following PARAGRAPHS.
We will acknowledge plagiarism with the following definition:
"Using an author's specific words, phrases, or ideas without giving credit to the author." -Dr. Hugh Bishop
After having defined plagiarism, you will break up into pairs and try to figure out which of the following PARAGRAPHS is plagiarized.
We will come up with some strategies to help you avoid plagiarism in your writing. After we have come up with a good technique, you will consider the following PARAGRAPHS. Are any of these paragraphs plagiarized? Why or why not?
Further information about plagiarism and the different types of plagiarism can be found on this website: http://writing.wisc.edu/Handbook/QPA_paraphrase.html
I didn't go too in depth about paraphrasing in this class because it will be covered in a later class, so do not be too concerned if you do not yet feel confident in paraphrasing text.
You can also find information about plagiarism in your textbook on page 410.
Next we will work on unscrambling the following PARAGRAPHS.
We will acknowledge plagiarism with the following definition:
"Using an author's specific words, phrases, or ideas without giving credit to the author." -Dr. Hugh Bishop
After having defined plagiarism, you will break up into pairs and try to figure out which of the following PARAGRAPHS is plagiarized.
We will come up with some strategies to help you avoid plagiarism in your writing. After we have come up with a good technique, you will consider the following PARAGRAPHS. Are any of these paragraphs plagiarized? Why or why not?
Further information about plagiarism and the different types of plagiarism can be found on this website: http://writing.wisc.edu/Handbook/QPA_paraphrase.html
I didn't go too in depth about paraphrasing in this class because it will be covered in a later class, so do not be too concerned if you do not yet feel confident in paraphrasing text.
You can also find information about plagiarism in your textbook on page 410.
Announcement
Many of you still have not turned in all of your assignments. The last day you will be able to receive partial credit for the assignments is Sunday, September 19th at 11:59 PM. The homework is designed to help you write your paper, so it will not be useful if you complete it after this time. That is why you can not receive points for the assignments after that time. Keep in mind there are some assignments that you can not receive points for, such as commenting on the work of others. Make sure all homework has the correct file name and is uploaded to the appropriate folder. You can check this information in the homework section on the course website. Lastly, YOU are responsible for letting me know which assignments you will be turning in late. If you do not let me know what late work you have completed, you will not receive a grade for it. You can do this by emailing me and telling me you have turned in homework 1 and homework 2 late for example.
Also, please make sure you have your the diagnostic essay revised and completed by Thursday, September 16th at 11:59 PM. I will post more thorough directions in the homework section.
Also, please make sure you have your the diagnostic essay revised and completed by Thursday, September 16th at 11:59 PM. I will post more thorough directions in the homework section.
Monday, September 13, 2010
Homework 6: Paragraph Structure Revision
Revise the following paragraph so it adheres to the 4 principles of successful paragraph writing that we discussed on day 9 of class.
"First of all, a friend mustn't tell lie. He must always tell me the truth and he must be honest because if there is honesty between two friends, their relationship will last until death. In addition to honesty, helping or being near a friend on a bad day is very important. Another point to consider is that he must criticize me if I make a mistake."
Name the file Homework6_FirstName LastName
Upload the file to your ESL114_FirstName LastName folder.
This assignment is due Tuesday, September 14th at 11:59 PM.
This assignment is worth 5 homework points.
"First of all, a friend mustn't tell lie. He must always tell me the truth and he must be honest because if there is honesty between two friends, their relationship will last until death. In addition to honesty, helping or being near a friend on a bad day is very important. Another point to consider is that he must criticize me if I make a mistake."
Name the file Homework6_FirstName LastName
Upload the file to your ESL114_FirstName LastName folder.
This assignment is due Tuesday, September 14th at 11:59 PM.
This assignment is worth 5 homework points.
Day 9: Paragraph Structure
The class will begin with a discussion question. Think about three important features that should be present in a body paragraph and which one should come first. What are they?
We will discuss the first principle, Unity. Take a look at thePARAGRAPH STRUCTURE HANDOUT. Understand that unity refers to having all the sentences in a paragraph relate to the topic sentence of that paragraph. You will work on exercise 4-1 in your textbook on pages 42 and 43. After that, we will come up with some strategies you can use to make your paragraph unified if you find that it is not.
Next, we will discuss the second principle,coherence. Understand that coherence refers to having the ideas or arguments of your paragraph presented in a logical order. We will look at the second section of the PARAGRAPH STRUCTURE HANDOUT and then turn to pages 50-53 of the textbook to look at the three strategies to make paragraphs coherent.
We will then move on to discussing the third principle, clear topic sentences. Having a clear topic sentence is important because it tells the reader what your paragraph is about. This is explained in section 3 of the PARAGRAPH STRUCTURE HANDOUT. All the information in that paragraph revolves around the topic sentence. The effective use of topic sentences is very important in academic and business writing where a lot of information is presented in written form. Additional information can be found in your text book on pages 40 and 41. Get into small groups and talk about the discussion questions in this section. We will then discuss the questions as a class.
The fourth principle of paragraph structure deals with development of ideas. This principle is discussed in the fourth section of the PARAGRAPH STRUCTURE HANDOUT. Development of ideas requires that every idea that you bring up to support your topic sentence must be discussed and explained adequately as well as supported with evidence and examples. We will then go over the discussion questions 1 and 2 on development of ideas. Discussion question 3 will be assigned as homework.
We will discuss the first principle, Unity. Take a look at thePARAGRAPH STRUCTURE HANDOUT. Understand that unity refers to having all the sentences in a paragraph relate to the topic sentence of that paragraph. You will work on exercise 4-1 in your textbook on pages 42 and 43. After that, we will come up with some strategies you can use to make your paragraph unified if you find that it is not.
Next, we will discuss the second principle,coherence. Understand that coherence refers to having the ideas or arguments of your paragraph presented in a logical order. We will look at the second section of the PARAGRAPH STRUCTURE HANDOUT and then turn to pages 50-53 of the textbook to look at the three strategies to make paragraphs coherent.
We will then move on to discussing the third principle, clear topic sentences. Having a clear topic sentence is important because it tells the reader what your paragraph is about. This is explained in section 3 of the PARAGRAPH STRUCTURE HANDOUT. All the information in that paragraph revolves around the topic sentence. The effective use of topic sentences is very important in academic and business writing where a lot of information is presented in written form. Additional information can be found in your text book on pages 40 and 41. Get into small groups and talk about the discussion questions in this section. We will then discuss the questions as a class.
The fourth principle of paragraph structure deals with development of ideas. This principle is discussed in the fourth section of the PARAGRAPH STRUCTURE HANDOUT. Development of ideas requires that every idea that you bring up to support your topic sentence must be discussed and explained adequately as well as supported with evidence and examples. We will then go over the discussion questions 1 and 2 on development of ideas. Discussion question 3 will be assigned as homework.
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