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.
Thursday, November 18, 2010
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.
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