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

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

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.

Day 28: APA

Remember what happens when you plagiarize?

You end up with really bad hair...you will also receive an F on the assignment/paper with a possibility of failing the course.
Don't worry though. Learning APA style can help you keep your hair safe.

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.

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

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.

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.

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.

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.

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.

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.

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?

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.

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.

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.

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

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.

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.

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.

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.

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/

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.

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.

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.

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.