4.26.2013
Day 40
That's right: This is the final day of ESL 115 Q as we know it. It was a great semester for me teaching you all! I hope you learned from and enjoyed our class.
Today we will do:
1) ICES
2) IRP Question + Answer
3) Who Wants to Be a Millionaire game
Research Paper Titles
4.24.2013
Day 39
Graded GRPs: scale of 0-12.
Some pointers:
Using "so" or "like" to start a sentence
Headers or no headers?
Para. #
When you see the green or red squiggly...
Handout: Strong Examples
Introductions: all one paragraph!
What kinds of transitions are you using?
Closing statements or no closing statements? What does a closing statement do?
Conclusions: specific to general, but still "substantial"; can mention the improvements
1. Writing Effective Titles
Discuss in groups: What is the purpose of a title (academic or otherwise)? What are the characteristics of a good title?
Title ranking
Title writing
Write a title for your IRP.
2. In class IRP work
The remaining time will be spent working on IRPs. Remember to choose one of the two options. I will go around the room and check on progress. Use this time wisely: it's your last chance to ask in-person questions.
Homework: Continue working on your IRP (due this Saturday, April 27th, 12:00 pm, ON THE DOT).
Day 39
Graded GRPs: scale of 0-12.
Some pointers:
Using "so" or "like" to start a sentence
Headers or no headers?
Para. #
When you see the green or red squiggly...
Handout: Strong Examples
Introductions: all one paragraph!
What kinds of transitions are you using?
Closing statements or no closing statements? What does a closing statement do?
Conclusions: specific to general, but still "substantial"; can mention the improvements
1. Writing Effective Titles
Discuss in groups: What is the purpose of a title (academic or otherwise)? What are the characteristics of a good title?
Title ranking
Title writing
Write a title for your IRP.
2. In class IRP work
The remaining time will be spent working on IRPs. Remember to choose one of the two options. I will go around the room and check on progress. Use this time wisely: it's your last chance to ask in-person questions.
Homework: Continue working on your IRP (due this Saturday, April 27th, 12:00 pm, ON THE DOT).
Research Paper Formatting
4.22.2013
Day 38
First, some pointers about annotated bibliographies:
hanging indent
last names
"discusses about"
What information should you be getting from these sources? What kind of information will be the most helpful for this paper?
the annotated bibliography as "tentative"
1. APA Formatting Guide
APA Formatting Guide Handout
Fix this essay based on what we've learned. Be prepared to give a class demonstration on how to perform some of these functions in Word.
Homework: Continue working on your IRP.
Day 38
First, some pointers about annotated bibliographies:
hanging indent
last names
"discusses about"
What information should you be getting from these sources? What kind of information will be the most helpful for this paper?
the annotated bibliography as "tentative"
1. APA Formatting Guide
APA Formatting Guide Handout
Fix this essay based on what we've learned. Be prepared to give a class demonstration on how to perform some of these functions in Word.
Homework: Continue working on your IRP.
GRP Review Day/Workshop
4.19.2013
Day 37
Today is a workshop!
First, I will open up the class for questions about the GRP, due this coming Monday.
After questions, I will hand out a GRP Checklist that you will use to review your own work. Once you are able to check off each item on the list, you can consider your GRP well-written.
Next, I will hand out a crossword puzzle based on the information in this class. Work individually or in teams to complete it!
Day 37
Today is a workshop!
First, I will open up the class for questions about the GRP, due this coming Monday.
After questions, I will hand out a GRP Checklist that you will use to review your own work. Once you are able to check off each item on the list, you can consider your GRP well-written.
Next, I will hand out a crossword puzzle based on the information in this class. Work individually or in teams to complete it!
Introductions and Conclusions
4.17.2013
Day 36
Introductions and conclusions are fundamental to your essays. While they vary depending on the essay's style, there are some general rules you should follow. I'll present those tips today and also give some more specific guidelines for our GRP/IRP intros and conclusions.
Before we get started, let's review what we did yesterday: GRP Source Synthesis Outline. Consider the modifications I suggest and take note. You will want to make these changes in your final GRP.
After today, we should be able to fill in the introduction in our outline.
1. Intros and Conclusions (ppt)
GRP/IRP Examples
2. Let's write these things...
Draft an introduction* to our GRP. *Conclusions make much more sense to write AFTER the rest of the paper is finished. I think you can guess why that is.
(1) hook: interest the reader in your topic; hint at your purpose
(2) background information: give information about the WFP and the problem we are working to solve (hunger in Africa).
(3) thesis: the main idea of the essay; the purpose of the essay.
3. Comparison and feedback
Rate your partner's...
(1) hook: Does it interest you? Does it hint at the paper's purpose?
(2) background information: Do you have enough information to fully understand how to interpret the rest of the essay?
(3) thesis: Does the thesis include all the necessary parts? (It should, because we all wrote it together!)
Homework: Keep pluggin'!
Final GRP due Monday, April 22nd
Take the information from our outline and use it freely in your essay. You will have to modify some parts as it is not 100% complete--consider what modifications I have pointed out today and take note. You will have to add your own unique conclusion. We will discuss this further on Friday.
Day 36
Introductions and conclusions are fundamental to your essays. While they vary depending on the essay's style, there are some general rules you should follow. I'll present those tips today and also give some more specific guidelines for our GRP/IRP intros and conclusions.
Before we get started, let's review what we did yesterday: GRP Source Synthesis Outline. Consider the modifications I suggest and take note. You will want to make these changes in your final GRP.
After today, we should be able to fill in the introduction in our outline.
1. Intros and Conclusions (ppt)
GRP/IRP Examples
2. Let's write these things...
Draft an introduction* to our GRP. *Conclusions make much more sense to write AFTER the rest of the paper is finished. I think you can guess why that is.
(1) hook: interest the reader in your topic; hint at your purpose
(2) background information: give information about the WFP and the problem we are working to solve (hunger in Africa).
(3) thesis: the main idea of the essay; the purpose of the essay.
"Based
on the information provided by World Food Programme (WFP), this
research paper will analyze three solutions for the hunger problem in
Africa: providing food in emergencies, supporting small farmers, and
giving children vital nutrition. Following the critiques of these
solutions will be suggestions for improvements."
3. Comparison and feedback
Rate your partner's...
(1) hook: Does it interest you? Does it hint at the paper's purpose?
(2) background information: Do you have enough information to fully understand how to interpret the rest of the essay?
(3) thesis: Does the thesis include all the necessary parts? (It should, because we all wrote it together!)
Homework: Keep pluggin'!
Final GRP due Monday, April 22nd
Take the information from our outline and use it freely in your essay. You will have to modify some parts as it is not 100% complete--consider what modifications I have pointed out today and take note. You will have to add your own unique conclusion. We will discuss this further on Friday.
Source Synthesis, continued
4.15.2013
Day 35
We will continue working on source synthesis today, with the goal of completing the GRP Source Synthesis Outline so that you can begin work on the corresponding IRP outline at home.
1. Source Synthesis II (ppt)
2. Source Synthesis Matrix
In your group, write a paragraph that synthesizes the information from the GRP Source Synthesis Matrix. Put your paragraph into GRP Source Synthesis Outline.
Homework:
Start filling in an IRP Source Synthesis Matrix. Create an outline like the one we created today for the GRP and begin filling it in (IRP Source Synthesis Outline template). Due April 26th, 1:00 pm - that means it must be done before class! Even if you choose to write an IRP Draft, you still need to turn in a matrix and outline.
Day 35
We will continue working on source synthesis today, with the goal of completing the GRP Source Synthesis Outline so that you can begin work on the corresponding IRP outline at home.
1. Source Synthesis II (ppt)
2. Source Synthesis Matrix
In your group, write a paragraph that synthesizes the information from the GRP Source Synthesis Matrix. Put your paragraph into GRP Source Synthesis Outline.
Homework:
Start filling in an IRP Source Synthesis Matrix. Create an outline like the one we created today for the GRP and begin filling it in (IRP Source Synthesis Outline template). Due April 26th, 1:00 pm - that means it must be done before class! Even if you choose to write an IRP Draft, you still need to turn in a matrix and outline.
Quoting, Continued
Quoting
4/10/13
Day 33
1. Paraphrasing review- Let's see what you wrote (anonymously)!
2. Quoting (ppt)
Quoting Exercises
Quoting Practice: News & Reviews
*Some slightly good news about your IRP Annotated Bibliographies: You may turn them in on Sunday, April 14th, by 12:00 pm.
Day 33
1. Paraphrasing review- Let's see what you wrote (anonymously)!
2. Quoting (ppt)
Quoting Exercises
Quoting Practice: News & Reviews
*Some slightly good news about your IRP Annotated Bibliographies: You may turn them in on Sunday, April 14th, by 12:00 pm.
Paraphrasing
4.8.2013
Day 32
Today we will master paraphrasing! This is a skill you have given some consideration to in your summaries, but paraphrases are different than summaries in crucial ways.
1. Paraphrasing (ppt)
Slides 1-4: Introduction
Slides 5-7: Rules
Slides 8-21: Step-by-step guide!
2. Paraphrasing Worksheet
I will hand out the paraphrasing worksheet. Follow along as we go through the slides.
Ikenberry Dining Hall Article
Learners Dictionary
Day 32
Today we will master paraphrasing! This is a skill you have given some consideration to in your summaries, but paraphrases are different than summaries in crucial ways.
1. Paraphrasing (ppt)
Slides 1-4: Introduction
Slides 5-7: Rules
Slides 8-21: Step-by-step guide!
2. Paraphrasing Worksheet
I will hand out the paraphrasing worksheet. Follow along as we go through the slides.
Ikenberry Dining Hall Article
Learners Dictionary
Source Synthesis
4.5.2013
Day 31
Today is the first day of the Writing Process Unit! We will consider what it means to synthesize sources. Then, we'll use the information we've gained to fill in a Source Synthesis Matrix and eventually translate it into a Synthesis P-I-E Outline. These are major steps in the writing process that will make writing the essay much quicker and smoother.
1. Source Synthesis (ppt)
1. Source Synthesis (ppt)
We have already done a comparison of our sources using the GRP Source Relevancy Chart here. However, we have not truly synthesized these sources until we note what their similarities and differences are, or how they can work together to create a broader picture.
As we've seen in the ppt, we have to synthesize these sources in a coherent way in sentences or paragraphs.
Suggestion (not homework!):
IRP Source Relevancy Chart. If you have not started an IRP Source Relevancy Chart, you would greatly benefit from completing one.
Writing Concisely
4.3.2013
Day 30
Today we will work on writing concisely. This is a necessary skill for summarizing, but it also aids in quality writing in general.
Rules for writing concisely
1. Avoid ________.
2. Replace several vague words with one _______ word.
3. Do not state the ________.
4. Cut the "_____ ______" phrases.
5. Avoid _______ subjects.
Worksheet as class: 15 minutes
We will discuss the above rules on concise writing. Fill in your Writing Concisely handout to be sure you remember these.
***A key in writing concisely is to be sure you do NOT change the meaning! Don't cut so many words that no one can tell what you are talking about anymore!
Conciseness Battle! 20 minutes
I will hand out a Conciseness Battle Worksheet. Your group will revise three wordy sentences to make them more concise. You will post your final answer in the Conciseness Battle document. DO NOT look at this document before your group has come to a final decision! Once you post your final answer, you cannot change it.
Final discussion:15 minutes
We will look at the Conciseness Battle document and discuss which of the two teams wrote a more concise sentence.
Day 30
Today we will work on writing concisely. This is a necessary skill for summarizing, but it also aids in quality writing in general.
Rules for writing concisely
1. Avoid ________.
2. Replace several vague words with one _______ word.
3. Do not state the ________.
4. Cut the "_____ ______" phrases.
5. Avoid _______ subjects.
Worksheet as class: 15 minutes
We will discuss the above rules on concise writing. Fill in your Writing Concisely handout to be sure you remember these.
***A key in writing concisely is to be sure you do NOT change the meaning! Don't cut so many words that no one can tell what you are talking about anymore!
Conciseness Battle! 20 minutes
I will hand out a Conciseness Battle Worksheet. Your group will revise three wordy sentences to make them more concise. You will post your final answer in the Conciseness Battle document. DO NOT look at this document before your group has come to a final decision! Once you post your final answer, you cannot change it.
Final discussion:15 minutes
We will look at the Conciseness Battle document and discuss which of the two teams wrote a more concise sentence.
Summarizing Sources, continued
4.1.2013
Day 29
Today we'll look at the summaries you completed over the weekend. This summary will serve as the one summary you need for your GRP Annotated Bibliography.
Reminder: Continue checking the due dates. The next assignment to turn in is the GRP Annotated Bibliography, which is due this Friday, April 5th.
1. Summary Examples: Good or Bad?
2. Summary Writing Workshop
Open your summary on your computer and also open the Writing an Academic Summary: Workshop sheet. Follow the instructions on the sheet.
Day 29
Today we'll look at the summaries you completed over the weekend. This summary will serve as the one summary you need for your GRP Annotated Bibliography.
Reminder: Continue checking the due dates. The next assignment to turn in is the GRP Annotated Bibliography, which is due this Friday, April 5th.
1. Summary Examples: Good or Bad?
2. Summary Writing Workshop
Open your summary on your computer and also open the Writing an Academic Summary: Workshop sheet. Follow the instructions on the sheet.
Summarizing Sources
3.29.2013
Day 28
For more information on common knowledge, please read: The Exception: Common Knowledge from Harvard University.
1. Warm-up (in groups)
Harry Potter in 60 seconds
Does this YouTube video give a good summary of the Harry Potter movies?
WHY?
2. The "eyes" and the "hands"
Work with one partner. One of the you will be the "eyes" and watch a short video clip. One of you will be the "hands" and will not see the clip. After the "eyes" watches the clip, they will explain what they saw to the "hands." The hands will type a summary based on what the "eyes" says. Afterward, both partners will watch the video clip again and determine whether the "eyes" did a good job with the description and whether, overall, the pair has written a good summary.
(partners)
Ask yourselves: Were the "hands" able to get a good image of what the video was about from the "eyes"? If so... you have 20/20 vision! If not... the "eyes" weren't such good eyes after all...
(groups of 4)
Based on this activity:
What was your strategy for summarizing?
What kinds of details were best to include?
What parts/sections of the clip were most important?
Generally, what are the criteria of a good summary?
3. Summarizing an article
Writing an Academic Summary (ppt)
Handouts (1, 2)
4. Homework
In 115, we have not yet discussed in detail paraphrasing, summarizing, and quoting. However, I expect that you have some knowledge of the three, and I would like to see where you are in your paraphrasing and summarizing skills.
Write a summary of our third GRP article for Monday, 4/2/2013. We will work on these in peer review, so make sure you have it finished 100% before class.
Third GRP article:
Day 28
For more information on common knowledge, please read: The Exception: Common Knowledge from Harvard University.
1. Warm-up (in groups)
Harry Potter in 60 seconds
Does this YouTube video give a good summary of the Harry Potter movies?
WHY?
2. The "eyes" and the "hands"
Work with one partner. One of the you will be the "eyes" and watch a short video clip. One of you will be the "hands" and will not see the clip. After the "eyes" watches the clip, they will explain what they saw to the "hands." The hands will type a summary based on what the "eyes" says. Afterward, both partners will watch the video clip again and determine whether the "eyes" did a good job with the description and whether, overall, the pair has written a good summary.
(partners)
Ask yourselves: Were the "hands" able to get a good image of what the video was about from the "eyes"? If so... you have 20/20 vision! If not... the "eyes" weren't such good eyes after all...
(groups of 4)
Based on this activity:
What was your strategy for summarizing?
What kinds of details were best to include?
What parts/sections of the clip were most important?
Generally, what are the criteria of a good summary?
3. Summarizing an article
Writing an Academic Summary (ppt)
Handouts (1, 2)
4. Homework
In 115, we have not yet discussed in detail paraphrasing, summarizing, and quoting. However, I expect that you have some knowledge of the three, and I would like to see where you are in your paraphrasing and summarizing skills.
Write a summary of our third GRP article for Monday, 4/2/2013. We will work on these in peer review, so make sure you have it finished 100% before class.
Third GRP article:
“Foreign Aid Faces Major Cutbacks
In Budget”
Avoiding Plagiarism, Part 1
3.27.2013
Day 27
Welcome back (after the very timely snow delay)! Let's get started discussing plagiarism today. This is a huge issue in America and many other countries. In your studies here, it's essential that you know what plagiarism means and how to avoid it.
1. Plagiarism Quiz- Let's see what you already know...
2. Naughty Boys! (ppt)
3. Plagiarism: The Death of Integrity (ppt) - Don't look at this early! :)
4. Common Knowledge worksheet- What does it mean for something to be considered "common knowledge"?
You should have 5-6 IRP sources by today. Continue working on filling in the IRP Annotated Bibliography. We will discuss these sources this Friday or next Monday.
Day 27
Welcome back (after the very timely snow delay)! Let's get started discussing plagiarism today. This is a huge issue in America and many other countries. In your studies here, it's essential that you know what plagiarism means and how to avoid it.
1. Plagiarism Quiz- Let's see what you already know...
2. Naughty Boys! (ppt)
3. Plagiarism: The Death of Integrity (ppt) - Don't look at this early! :)
4. Common Knowledge worksheet- What does it mean for something to be considered "common knowledge"?
You should have 5-6 IRP sources by today. Continue working on filling in the IRP Annotated Bibliography. We will discuss these sources this Friday or next Monday.
Source Relevancy
3.15.2013
Day 26
We made it! Last day before Spring Break!!!
Today, we will focus on the relevancy statements that you will write for your IRP Annotated Bibliographies.
Recall that these are the three sources we chose for our GRP on Wednesday:
1.
"InsufficientEfforts by Host Governments and Donors Threaten Progress to Halve Hunger inSub-Saharan Africa by 2015”
3.
One "small" problem: None of our sources are peer-reviewed! What does this mean for us? Can we still support our sources' reliability based on Wednesday's information?
1) "Relevancy"
What does relevancy mean? Why is this a necessary part of the annotated bibliography?
2) GRP Source Relevancy
With your group, fill in the GRP Source Relevancy Chart based on our three sources. Each group will only work with one source.
Group 1:
Source 1- "Insufficient Efforts..."
4 members
Group 2:
Source 2- "When feeding the hungry is political..."
3 members
Group 3:
Source 3- "Foreign Aid Faces Major Cutbacks..."
3 members
In addition, you may find it useful to fill in an IRP Source Relevancy Chart.
3) Writing relevancy statements
Now how will we transfer this information into a statement for our Annotated Bibliography?
Homework: On the Monday after Spring Break, you should have your 5-6 sources chosen for your IRP. If you want to get a head-start, fill in your citations, relevancy statements, and reliability statements in your IRP Annotated Bibliography. You may start writing the summaries as well, but we will refine them after break. Use the IRP Annotated Bibliography Template found at the side-links if you choose, or create your own format.
*Again, do NOT work on your GRP outside of class! Continue with your IRP only!
Have a lovely break, everyone! Relax and enjoy.
Day 26
We made it! Last day before Spring Break!!!
Today, we will focus on the relevancy statements that you will write for your IRP Annotated Bibliographies.
Recall that these are the three sources we chose for our GRP on Wednesday:
1.
"InsufficientEfforts by Host Governments and Donors Threaten Progress to Halve Hunger inSub-Saharan Africa by 2015”
2.
3.
One "small" problem: None of our sources are peer-reviewed! What does this mean for us? Can we still support our sources' reliability based on Wednesday's information?
1) "Relevancy"
What does relevancy mean? Why is this a necessary part of the annotated bibliography?
2) GRP Source Relevancy
With your group, fill in the GRP Source Relevancy Chart based on our three sources. Each group will only work with one source.
Group 1:
Source 1- "Insufficient Efforts..."
4 members
Group 2:
Source 2- "When feeding the hungry is political..."
3 members
Group 3:
Source 3- "Foreign Aid Faces Major Cutbacks..."
3 members
In addition, you may find it useful to fill in an IRP Source Relevancy Chart.
3) Writing relevancy statements
Now how will we transfer this information into a statement for our Annotated Bibliography?
Homework: On the Monday after Spring Break, you should have your 5-6 sources chosen for your IRP. If you want to get a head-start, fill in your citations, relevancy statements, and reliability statements in your IRP Annotated Bibliography. You may start writing the summaries as well, but we will refine them after break. Use the IRP Annotated Bibliography Template found at the side-links if you choose, or create your own format.
*Again, do NOT work on your GRP outside of class! Continue with your IRP only!
Have a lovely break, everyone! Relax and enjoy.
Source Reliability
3.13.2013 So many thirteens!
Day 25
We'll take a closer look today at source reliability, particularly for sources you may find in the Library Database.
1) Our 3 GRP Sources
Time to decide...
2) Source Reliability (ppt)
Another look at samples:
GRP sample
IRP sample
What language do the writers use in their reliability statements? Are they well-done?
3) Continue work on GRP Annotated Bibliographies
If you have already begun writing an entry for one of the three we chose, you are in luck! Keep that entry. If you started an entry for a source we did not choose, delete it and start with a source that we did choose.
Homework over Spring break: Find 5-6 potential sources for your IRP and begin writing an Annotated Bibliography for them. So far, you should be able to give the source's citation, summarize it, and make a reliability statement. Remember that the sources you choose for your Annotated Bibliography do not necessarily have to be in your final paper--changing your mind is part of the process.
Day 25
We'll take a closer look today at source reliability, particularly for sources you may find in the Library Database.
1) Our 3 GRP Sources
Time to decide...
2) Source Reliability (ppt)
Another look at samples:
GRP sample
IRP sample
What language do the writers use in their reliability statements? Are they well-done?
3) Continue work on GRP Annotated Bibliographies
If you have already begun writing an entry for one of the three we chose, you are in luck! Keep that entry. If you started an entry for a source we did not choose, delete it and start with a source that we did choose.
Homework over Spring break: Find 5-6 potential sources for your IRP and begin writing an Annotated Bibliography for them. So far, you should be able to give the source's citation, summarize it, and make a reliability statement. Remember that the sources you choose for your Annotated Bibliography do not necessarily have to be in your final paper--changing your mind is part of the process.
APA Reference Page Citations
3.11.2013
Day 24
At last! We'll discuss APA Style Referencing today and practice using it so that you can begin your IRP Annotated Bibliographies. Before we begin, though, we'll continue our work from the last class. By the end, you should have in mind the three sources you believe are the best for our GRP.
1) Annotated Bibliography and APA Style Referencing (ppt)
Samples (linked under "Annotated Bibliography" to the right)
2) Citation Machine! (shortcut)
There are many citation machines out there, but this is one of the best and most accurate:
Son of Citation Machine
3) Practice
Complete an annotated bibliography entry for the GRP source you believe is the best using the GRP Annotated Bibliography template. If you finish with your first choice, make an entry for your second choice and then your third. This will serve as justification for your choices.
*Optional extra practice: Complete the exercise. You may use the citation machine when you are instructed to create a citation.
Homework: Continue developing your IRP Annotated Bibliography. Please make a separate folder for this in your Dropbox.
Day 24
At last! We'll discuss APA Style Referencing today and practice using it so that you can begin your IRP Annotated Bibliographies. Before we begin, though, we'll continue our work from the last class. By the end, you should have in mind the three sources you believe are the best for our GRP.
1) Annotated Bibliography and APA Style Referencing (ppt)
Samples (linked under "Annotated Bibliography" to the right)
2) Citation Machine! (shortcut)
There are many citation machines out there, but this is one of the best and most accurate:
Son of Citation Machine
3) Practice
Complete an annotated bibliography entry for the GRP source you believe is the best using the GRP Annotated Bibliography template. If you finish with your first choice, make an entry for your second choice and then your third. This will serve as justification for your choices.
*Optional extra practice: Complete the exercise. You may use the citation machine when you are instructed to create a citation.
Homework: Continue developing your IRP Annotated Bibliography. Please make a separate folder for this in your Dropbox.
Finding Sources
3.8.2013
Day 23
Today we begin our work on the Annotated Bibliography.
1) Library Day Review
-keywords and synonyms of our problem and solution #1
-searching the UIUC library database
2) Strategies for a faster search process
It is impossible to look through every article available to us. What are some strategies we could use to make the search process faster?
3) My sources for the GRP
-my search terms
-my search strategies
-my final six sources
4) Criteria for "good" sources
+ Relevancy: The article is related and beneficial to our topic and could be used somewhere in the paper.
+ Purpose: Some sources are very relevant to our topic, but have different objectives than our paper or the particular solution that we are focusing on.
+ Readability: Is the article comprehensible?
+ Finding Connections: Strive for sources that you will be able to synthesize later on. In other words, “make connections across sources.” If two or more sources discuss the same main ideas, this will be useful later on in writing our paper.
5) Source selection
With a partner, you will have 20-25 minutes to go through all six sources and decide on the final 3 that you recommend we use for our GRP. You should be able to justify your choice based on the Source Selection Chart. We will employ a staggered start to ensure that as a class we cover all six sources.
6) Justification
Type your 3 source choices in a Word document and give justification for each choice. Why did you choose these 3 above the others? Give specific reasons that relate to the information in the Source Selection Chart. Save this Word document as YourName_SourceJustification.
Homework: Find at least 3 sources for your IRP Topic by Monday, March 11th. In total, you will need 5 sources, excluding your organization's website, so the more you can find, the better!
Day 23
Today we begin our work on the Annotated Bibliography.
1) Library Day Review
-keywords and synonyms of our problem and solution #1
-searching the UIUC library database
2) Strategies for a faster search process
It is impossible to look through every article available to us. What are some strategies we could use to make the search process faster?
3) My sources for the GRP
-my search terms
-my search strategies
-my final six sources
4) Criteria for "good" sources
+ Relevancy: The article is related and beneficial to our topic and could be used somewhere in the paper.
+ Purpose: Some sources are very relevant to our topic, but have different objectives than our paper or the particular solution that we are focusing on.
+ Readability: Is the article comprehensible?
+ Finding Connections: Strive for sources that you will be able to synthesize later on. In other words, “make connections across sources.” If two or more sources discuss the same main ideas, this will be useful later on in writing our paper.
5) Source selection
With a partner, you will have 20-25 minutes to go through all six sources and decide on the final 3 that you recommend we use for our GRP. You should be able to justify your choice based on the Source Selection Chart. We will employ a staggered start to ensure that as a class we cover all six sources.
Homework: Find at least 3 sources for your IRP Topic by Monday, March 11th. In total, you will need 5 sources, excluding your organization's website, so the more you can find, the better!
IRP Group Discussion
3.6.2013
Day 22
1) Talk in groups about the Pre-research Portfolio using the Group Discussion Guide Questions.
2) Whole-class Question-and-Answer about the IRP and Pre-research Portfolio
As a class, we will ask and answer questions about the IRP and Pre-research Portfolio. If you know the answer to one of your classmate's questions, answer it! I am the last resort for an answer.
3) Peer Review
By doing peer review, you will develop “objective eyes” to evaluate others’ work as well as your own, will have an opportunity to revise your ideas based on peers’ comments, and will learn how your ideas can be put into layman's terms.
First, put EVERYTHING related to the Pre-research Portfolio in your Pre-research Portfolio folder in dropbox.
Then open that folder and trade desks with someone NOT sitting right next to you.
*This will be your partner. Make sure each of you are reviewing each other's work.
Use the Peer Review Guide Questions to review your peer's work.
NOTE: Your contributions as a reviewer count!
Simon Cowell Criticism
Britney Spears Criticism
Constructive Criticism Video
4) Peer Conference
Look over what your partner has written about your work and then ask them questions or make clarifications. If you have questions for me, I will be going around to answer them.
Remember, the final Pre-research Portfolio is due Friday, March 8th before class.
Day 22
1) Talk in groups about the Pre-research Portfolio using the Group Discussion Guide Questions.
2) Whole-class Question-and-Answer about the IRP and Pre-research Portfolio
As a class, we will ask and answer questions about the IRP and Pre-research Portfolio. If you know the answer to one of your classmate's questions, answer it! I am the last resort for an answer.
3) Peer Review
By doing peer review, you will develop “objective eyes” to evaluate others’ work as well as your own, will have an opportunity to revise your ideas based on peers’ comments, and will learn how your ideas can be put into layman's terms.
First, put EVERYTHING related to the Pre-research Portfolio in your Pre-research Portfolio folder in dropbox.
Then open that folder and trade desks with someone NOT sitting right next to you.
*This will be your partner. Make sure each of you are reviewing each other's work.
Use the Peer Review Guide Questions to review your peer's work.
NOTE: Your contributions as a reviewer count!
Simon Cowell Criticism
Britney Spears Criticism
Constructive Criticism Video
4) Peer Conference
Look over what your partner has written about your work and then ask them questions or make clarifications. If you have questions for me, I will be going around to answer them.
Remember, the final Pre-research Portfolio is due Friday, March 8th before class.
Rough Outlining
3.4.2013
Day 21
1) Thesis Statements, continued
Before we start with today's focus, we will finish up with thesis statements from last time by choosing one of the three groups' thesis statements.
We will use some examples as a guideline. Which of our thesis statements looks the most like the samples? *Remember the Thesis Statement Questions.
2) Rough Outlining
Today we will create a human outline!
Then we will have time to put that outline on paper for our GRP.
1) Human outline
2) Paper outline
3) In-class work
Homework: Create a rough outline for your IRP and put it in your Pre-research Portfolio folder. Remember, your entire Pre-research Portfolio is due this week.
Day 21
1) Thesis Statements, continued
Before we start with today's focus, we will finish up with thesis statements from last time by choosing one of the three groups' thesis statements.
We will use some examples as a guideline. Which of our thesis statements looks the most like the samples? *Remember the Thesis Statement Questions.
2) Rough Outlining
Today we will create a human outline!
Then we will have time to put that outline on paper for our GRP.
1) Human outline
2) Paper outline
3) In-class work
Homework: Create a rough outline for your IRP and put it in your Pre-research Portfolio folder. Remember, your entire Pre-research Portfolio is due this week.
Research Paper Thesis Statements
3.1.2013
Day 20
First of all, it is "Unofficial" today. What does that mean?! Video
1) IEF Feedback and Midterm Grade Sheets
2) Continue work on solutions
We will choose one solution that we as a group feel is best to focus on in our GRP.
3) Research Paper Thesis Statements
Step 1: What might be the difference between the thesis statements you have written already in this class and a thesis statement for a research paper?
Step 2: I will give you five minutes to write a thesis statement that could be used for our GRP. Keep in mind the three solutions that we decided on in the last class.
Step 3: Compare thesis statements in randomized groups of 3-4 (via Random Group Creator). How does what you wrote compare to your partners' work? Do you notice any patterns in your group's thesis statements? In other words, what is similar and what is different?
What information did you include?
Step 4: Thesis Building Part 1 (on paper)
Step 5: Thesis Building Part 2: With your group, write a thesis statement based on Part 1 in 1-2 sentences. Refine it! Make it beautiful!
Step 6: Add your finished thesis statement to google drive here. We will then decide on a final thesis statement for our GRP!
Day 20
First of all, it is "Unofficial" today. What does that mean?! Video
1) IEF Feedback and Midterm Grade Sheets
2) Continue work on solutions
We will choose one solution that we as a group feel is best to focus on in our GRP.
3) Research Paper Thesis Statements
Step 1: What might be the difference between the thesis statements you have written already in this class and a thesis statement for a research paper?
Step 2: I will give you five minutes to write a thesis statement that could be used for our GRP. Keep in mind the three solutions that we decided on in the last class.
Step 3: Compare thesis statements in randomized groups of 3-4 (via Random Group Creator). How does what you wrote compare to your partners' work? Do you notice any patterns in your group's thesis statements? In other words, what is similar and what is different?
What information did you include?
Step 4: Thesis Building Part 1 (on paper)
Step 5: Thesis Building Part 2: With your group, write a thesis statement based on Part 1 in 1-2 sentences. Refine it! Make it beautiful!
Step 6: Add your finished thesis statement to google drive here. We will then decide on a final thesis statement for our GRP!
Critical Thinking & Analyzing Solutions
2.27.2013
Day 19
1) IEFs (link) I have also send you a link to this through email; don't fill out this form twice!
Today we're looking at Steps 4, 5, and 6 in the Pre-Research Portfolio, which involves the causes of and solutions to our problem.
2) Critical Thinking (ppt)
My umbrella?
3) Analyzing Solutions
WFP Video
What solutions does the WFP offer in the video? (five total)
We will choose THREE of these solutions to analyze.
To choose the best solutions for our specific problem focus, families in Africa, let's look together at the information our organization offers here:
http://www.wfp.org/hunger/who-are
http://www.wfp.org/hunger/causes
4) Questions Guide and Google Drive Grid
Homework: Choose 3 solutions of your organization and analyze them with the Analyzing Solutions Grid.
Pre-Research Portfolio due Wednesday, March 6.
Day 19
1) IEFs (link) I have also send you a link to this through email; don't fill out this form twice!
Today we're looking at Steps 4, 5, and 6 in the Pre-Research Portfolio, which involves the causes of and solutions to our problem.
2) Critical Thinking (ppt)
My umbrella?
3) Analyzing Solutions
WFP Video
What solutions does the WFP offer in the video? (five total)
We will choose THREE of these solutions to analyze.
To choose the best solutions for our specific problem focus, families in Africa, let's look together at the information our organization offers here:
http://www.wfp.org/hunger/who-are
http://www.wfp.org/hunger/causes
4) Questions Guide and Google Drive Grid
Homework: Choose 3 solutions of your organization and analyze them with the Analyzing Solutions Grid.
Pre-Research Portfolio due Wednesday, March 6.
Organization Characteristics
2.25.2013
Day 18
Announcements: If you have not filled out the IRP Topic Sheet, it is now late. Fill it in by tonight so I can approve your topic.
1) Organization Characteristics (ppt)
2) Synthesized Information
My pre-research synthesis notes (link):
In synthesizing the information from each group, I found the following to be important emphases:
-children's hunger
-worldwide problem
-complex causes (e.g. hunger problem may stem from political problems, hunger skepticism)
-wide range of solutions (e.g. celebrity sponsors, food banks/stamps, giving loans, population control)
In order to support all of your research combined, our emphasis in the GRP will be on solving hunger for African families.
3) World Food Programme
www.wfp.org
-Search and Discuss: Does the World Food Programme (WFP) fit with our emphasis on African families? Can you find information on their website about fighting hunger for African families?
-Does the WFP fit the characteristics of an appropriate organization for research? Fill in the GRP Organization Analysis tables to decide.
Homework: Decide on a focus for your topic if needed. Find an organization that suits your topic and use its website to fill in the IRP Organization Analysis. Due Wednesday, February 27 before class.
Day 18
Announcements: If you have not filled out the IRP Topic Sheet, it is now late. Fill it in by tonight so I can approve your topic.
1) Organization Characteristics (ppt)
2) Synthesized Information
My pre-research synthesis notes (link):
In synthesizing the information from each group, I found the following to be important emphases:
-children's hunger
-worldwide problem
-complex causes (e.g. hunger problem may stem from political problems, hunger skepticism)
-wide range of solutions (e.g. celebrity sponsors, food banks/stamps, giving loans, population control)
In order to support all of your research combined, our emphasis in the GRP will be on solving hunger for African families.
3) World Food Programme
www.wfp.org
-Search and Discuss: Does the World Food Programme (WFP) fit with our emphasis on African families? Can you find information on their website about fighting hunger for African families?
-Does the WFP fit the characteristics of an appropriate organization for research? Fill in the GRP Organization Analysis tables to decide.
Homework: Decide on a focus for your topic if needed. Find an organization that suits your topic and use its website to fill in the IRP Organization Analysis. Due Wednesday, February 27 before class.
Pre-research continued, 2
2.22.2013
Day 17
Quick Announcements: IRP vs. GRP: These are two separate assignments! What do they stand for?
GRP Pre-research portfolio- This is a sample you can use as the basis for your IRP pre-research portfolio. I will continue filling it in as our class makes decisions about our GRP.
1) Pre-research synthesis (20 minutes)
Continue working with the same groups as last class to prepare a mini group presentation pulling out what your group feels are some of the most interesting or important facts from the pre-research chart. Group members should divide up the following components when speaking:
Groups present for 3-5 minutes each. Each group member should contribute equally. I will grade on clarity, professionalism, and content.
3) Wrap-up
I will take notes on what each group presents in a google doc that I will share with the class (link). Next time, as a group we will try to answer these questions based on the information I have synthesized:
Were there any common themes that came out from all the groups? Will this help us narrow our search or focus on a certain kind of organization?
Homework
Once I have approved your topic, start filling in the IRP Pre-research Chart for your IRP topic. Keep in mind that you are only doing pre-research at this point, but be sure you can fill in the information the chart asks for; this way you know you have a promising topic. Due Monday, February 25 before class.
Day 17
Quick Announcements: IRP vs. GRP: These are two separate assignments! What do they stand for?
GRP Pre-research portfolio- This is a sample you can use as the basis for your IRP pre-research portfolio. I will continue filling it in as our class makes decisions about our GRP.
1) Pre-research synthesis (20 minutes)
Continue working with the same groups as last class to prepare a mini group presentation pulling out what your group feels are some of the most interesting or important facts from the pre-research chart. Group members should divide up the following components when speaking:
- Describe the problem as if the audience knows nothing about the topic
- Identify 1-2 interesting facts related to the topic (this can come from any of the categories of the pre-research chart)
- Describe generally the kinds of organizations related to this topic (government, private, corporate, non-profit, etc.)
- Predict 1-2 difficulties that we may encounter related to researching this topic. Explain why they could be problems and how we could avoid it or address it.
Groups present for 3-5 minutes each. Each group member should contribute equally. I will grade on clarity, professionalism, and content.
3) Wrap-up
I will take notes on what each group presents in a google doc that I will share with the class (link). Next time, as a group we will try to answer these questions based on the information I have synthesized:
Were there any common themes that came out from all the groups? Will this help us narrow our search or focus on a certain kind of organization?
Homework
Once I have approved your topic, start filling in the IRP Pre-research Chart for your IRP topic. Keep in mind that you are only doing pre-research at this point, but be sure you can fill in the information the chart asks for; this way you know you have a promising topic. Due Monday, February 25 before class.
Pre-research continued
2.20.2013
Day 16
Pre-research portfolio
Our Official Topic!
I looked through our organization brainstorming Google doc, and these are the two topics that emerged that I thought seemed the most promising:
1) fighting hunger (http://www.mercycorps.org/26065)
2) land conservation (http://www.tpl.org/about/)
Let's vote on a topic! This does not mean that we will necessarily choose this organization, but we may. We will look at several organizations that fall under this topic in the pre-research stage.
Questions
What is pre-research?
Why do we need pre-research? Can't we just start searching for sources right away?
What information are we trying to gain with pre-research?
CQ Researcher
What is CQ Researcher?
Use CQ Researcher to do pre-research on our GRP topic. Fill in the Pre-research Chart with your group as you go.
Homework:
Complete the IRP Topic Sheet by Friday, February 22 before class.
Day 16
Pre-research portfolio
Our Official Topic!
I looked through our organization brainstorming Google doc, and these are the two topics that emerged that I thought seemed the most promising:
1) fighting hunger (http://www.mercycorps.org/26065)
2) land conservation (http://www.tpl.org/about/)
Let's vote on a topic! This does not mean that we will necessarily choose this organization, but we may. We will look at several organizations that fall under this topic in the pre-research stage.
Questions
What is pre-research?
Why do we need pre-research? Can't we just start searching for sources right away?
What information are we trying to gain with pre-research?
CQ Researcher
What is CQ Researcher?
Use CQ Researcher to do pre-research on our GRP topic. Fill in the Pre-research Chart with your group as you go.
Homework:
Complete the IRP Topic Sheet by Friday, February 22 before class.
Pre-Research
2.18.2013
Days 15
Part 1
1. Diagnostic grades and comments
Rubric
What do these words have in common? just, pros and cons, pretty
Font size and style
Indenting paragraphs
Is the audience the instructor of the class, AKA me?
2. Organizations
We need three parts for our topic:
1) an organization related to our topic that
2) addresses a specific problem and
3) proposes several solutions
Did you find any organizations for our topic, "going green"? Did you find a related topic with an organization?
To choose an organization, we have to make sure the organization does not simply promote awareness but provides a solution to a problem. *Consider the difference between .com, .org, .edu, and .gov.
With a partner
Go to the following website. Does the website mention any problems related to the environment? Does it have solutions to those problems? Search thoroughly, but only within this website.
Johns Hopkins Center for a Livable Future website
In groups of 3 or 4
With your group, find
1) an organization, that
2) addresses a specific problem and
3) proposes several solutions
Organization options:
Earth and Economy website
Days 15
Part 1
1. Diagnostic grades and comments
Rubric
What do these words have in common? just, pros and cons, pretty
Font size and style
Indenting paragraphs
Is the audience the instructor of the class, AKA me?
2. Organizations
We need three parts for our topic:
1) an organization related to our topic that
2) addresses a specific problem and
3) proposes several solutions
Did you find any organizations for our topic, "going green"? Did you find a related topic with an organization?
To choose an organization, we have to make sure the organization does not simply promote awareness but provides a solution to a problem. *Consider the difference between .com, .org, .edu, and .gov.
With a partner
Go to the following website. Does the website mention any problems related to the environment? Does it have solutions to those problems? Search thoroughly, but only within this website.
Johns Hopkins Center for a Livable Future website
In groups of 3 or 4
With your group, find
1) an organization, that
2) addresses a specific problem and
3) proposes several solutions
Organization options:
Earth and Economy website
Library Day
2.15.13
Day 14
Please come to the Undergraduate Library, Room 291, for a session led by a librarian.
Over the weekend, we need to think more deeply about our GRP topic so that we can start developing more on Monday. Please look for an organization that addresses a problem related to our topic and a solution that organization suggests for that problem.
Remember, our topic is the disadvantages of going green. A problem could be economic costs, either to companies or individuals, but you could think of any other problem related to that topic as long as you can find an organization that proposes a solution for it.
The key this weekend: Find an organization that addresses our problem and find their solution to that problem.
Day 14
Please come to the Undergraduate Library, Room 291, for a session led by a librarian.
Over the weekend, we need to think more deeply about our GRP topic so that we can start developing more on Monday. Please look for an organization that addresses a problem related to our topic and a solution that organization suggests for that problem.
Remember, our topic is the disadvantages of going green. A problem could be economic costs, either to companies or individuals, but you could think of any other problem related to that topic as long as you can find an organization that proposes a solution for it.
The key this weekend: Find an organization that addresses our problem and find their solution to that problem.
Choosing a Research Paper Topic
2.12.13
Day 13
What makes a good research paper topic? We'll take a look today to help you decide what to choose for your IRP as well as what we'll choose as a class for our GRP.
1.What makes a good research paper topic? (ppt)
We want to choose a topic that is a problem. It will be our task as writers to come up with solutions to that problem. So when thinking about a topic, we should choose something that comes with both real problems and potential solutions.
Example topics: school bullying, illegal music downloading, binge drinking...
2. Search and discussion of topics based on Checklist
Try using search engines or websites with lists of topics like this one: Midway College's 100 Research Paper Topics
We will choose 1 main topic and 1 or 2 back-up topics (in case our main topic doesn't work out).
3. Defending topics- choose a representative!
4. Choosing a class GRP topic- vote
5. Brainstorming problems and solutions- on the white board
Group 1: problems
Group 2: problems
Group 3: solutions
Group 4: solutions
Day 13
What makes a good research paper topic? We'll take a look today to help you decide what to choose for your IRP as well as what we'll choose as a class for our GRP.
1.What makes a good research paper topic? (ppt)
We want to choose a topic that is a problem. It will be our task as writers to come up with solutions to that problem. So when thinking about a topic, we should choose something that comes with both real problems and potential solutions.
Example topics: school bullying, illegal music downloading, binge drinking...
2. Search and discussion of topics based on Checklist
Try using search engines or websites with lists of topics like this one: Midway College's 100 Research Paper Topics
We will choose 1 main topic and 1 or 2 back-up topics (in case our main topic doesn't work out).
3. Defending topics- choose a representative!
4. Choosing a class GRP topic- vote
5. Brainstorming problems and solutions- on the white board
Group 1: problems
Group 2: problems
Group 3: solutions
Group 4: solutions
The Research Paper Process
2.11.2013
Day 12
Today opens up a new unit, the research paper. We'll become more familiar with the research process today--what it takes to prepare for a research paper, the actual writing of a research paper, and the purpose behind it.
Research Paper (ppt)
Group Ordering Activity
Day 12
Today opens up a new unit, the research paper. We'll become more familiar with the research process today--what it takes to prepare for a research paper, the actual writing of a research paper, and the purpose behind it.
Research Paper (ppt)
Group Ordering Activity
Outlines/Academic Tone
2.8.2013
Day 11
First of all, let's take a look at this sample outline I've created for the diagnostic analysis essay. It can be seen as a more in-depth guide for your writing.
Before we move on, I want to see that everyone has begun on their outlines and written a thesis to get started.
Academic Tone
Academic Tone (ppt)
(video)
Academic Tone Jeopardy!
*Attendance and being on time does affect your weekly participation grade! You can't participate if you aren't here, so please try to make it on time. If you have an issue getting to class that is justifiable, I am happy to talk to you about it so we can make arrangements.
Day 11
First of all, let's take a look at this sample outline I've created for the diagnostic analysis essay. It can be seen as a more in-depth guide for your writing.
Before we move on, I want to see that everyone has begun on their outlines and written a thesis to get started.
Academic Tone
Academic Tone (ppt)
(video)
Academic Tone Jeopardy!
*Attendance and being on time does affect your weekly participation grade! You can't participate if you aren't here, so please try to make it on time. If you have an issue getting to class that is justifiable, I am happy to talk to you about it so we can make arrangements.
Self-Diagnosis Skills
2.6.2013
Day 10
*If we have time, we will do a fun activity with the punctuation practice. Otherwise, we will save it for Friday.
The Diagnostic Analysis Essay due date is coming up! We'll focus today on how to structure this essay by discussing what will make this essay effective and creating an outline.
1. Diagnostic Analysis Outline Guide (link)
2. Sample Paragraph Outline Exercise
Sample Paragraph - Outline this sample paragraph according to its PIE structure. Keep in mind the differences in the I-E structure for "good" and "bad" examples.
3. Creating an Outline
Diagnostic Analysis Outline Template - Use this template to create your own outline for your diagnostic analysis essay.
Homework: Complete your outline by the next class period (Friday, February 9).
Day 10
*If we have time, we will do a fun activity with the punctuation practice. Otherwise, we will save it for Friday.
The Diagnostic Analysis Essay due date is coming up! We'll focus today on how to structure this essay by discussing what will make this essay effective and creating an outline.
1. Diagnostic Analysis Outline Guide (link)
2. Sample Paragraph Outline Exercise
Sample Paragraph - Outline this sample paragraph according to its PIE structure. Keep in mind the differences in the I-E structure for "good" and "bad" examples.
3. Creating an Outline
Diagnostic Analysis Outline Template - Use this template to create your own outline for your diagnostic analysis essay.
Homework: Complete your outline by the next class period (Friday, February 9).
Advanced Punctuation
2.4.2013
Announcements: Returned homework; Diagnostic Analysis Essay due next Monday!
Day 9
Today we will continue with a topic that will also help with your papers' flow: advanced punctuation.
But first, I want to do a small exercise to clarify some of what we have covered earlier in the class.
1) Review
Which thesis is argumentative and which is analytical?
-A child's physical, mental, and social health can all be influenced by obesity.
-Childhood obesity deserves serious attention from both parents and the medical community as it can negatively affect a child's physical, mental, and social health.
Identify each part of PIE in the following paragraph:
Childhood obesity can negatively affect a child's social health. Cassle (2010) explains that "early socialization can set the blueprint for the rest of a lifetime" (p. 27). Because obese children are often ridiculed by their classmates, their socializing "blueprint" can be greatly damaged, in turn affecting their social health long after childhood. Additionally, even more than with parents, a child's interaction with peers helps shape their social skills, such as negotiating and problem-solving (Marion, 2007, p. 141). If a child is obese and alienated from these social encounters, the skills will not develop. Although not many people recognize it, poor social health does relate to childhood obesity.
How are the Illustration and Explanation parts different?
1) Advanced Punctiation
Advanced Punctuation (ppt)
Slide 16: Coordinating Conjunctions Handout
Punctuation Practice
Announcements: Returned homework; Diagnostic Analysis Essay due next Monday!
Day 9
Today we will continue with a topic that will also help with your papers' flow: advanced punctuation.
But first, I want to do a small exercise to clarify some of what we have covered earlier in the class.
1) Review
Which thesis is argumentative and which is analytical?
-A child's physical, mental, and social health can all be influenced by obesity.
-Childhood obesity deserves serious attention from both parents and the medical community as it can negatively affect a child's physical, mental, and social health.
Identify each part of PIE in the following paragraph:
Childhood obesity can negatively affect a child's social health. Cassle (2010) explains that "early socialization can set the blueprint for the rest of a lifetime" (p. 27). Because obese children are often ridiculed by their classmates, their socializing "blueprint" can be greatly damaged, in turn affecting their social health long after childhood. Additionally, even more than with parents, a child's interaction with peers helps shape their social skills, such as negotiating and problem-solving (Marion, 2007, p. 141). If a child is obese and alienated from these social encounters, the skills will not develop. Although not many people recognize it, poor social health does relate to childhood obesity.
How are the Illustration and Explanation parts different?
1) Advanced Punctiation
Advanced Punctuation (ppt)
Slide 16: Coordinating Conjunctions Handout
Punctuation Practice
Coherence
2.1.13
Announcements: Reflections comments; Diagnostic Analysis refinements
Day8
What does it mean for your essay to have "flow"? We hear this word often but it can seem abstract. Today we'll look at two strategies to achieve flow by developing coherence: KNO and word chains.
1) KNO
Coherence (ppt)
KNO Practice
2) Parallelism/Tone Practice
Parallel Structure
Writing Objectively
3) Homework
#1
Code one of your diagnostic paragraphs using either KNO and word chains. Which method do you like better and why?
Watch this video to learn about Word Chains: Word Chains Video
***If you code your paragraph using both KNO and word chains, you will receive extra points!
Name this assignment netID_KNOTask.
#2
Do you use biased or nonacademic language in your diagnostic essay? If so, where? Rewrite this language to make it unbiased and academic.
Name this assignment netID_Tone.
Please complete by Monday, February 4th, 1:00 pm.
Announcements: Reflections comments; Diagnostic Analysis refinements
Day8
What does it mean for your essay to have "flow"? We hear this word often but it can seem abstract. Today we'll look at two strategies to achieve flow by developing coherence: KNO and word chains.
1) KNO
Coherence (ppt)
KNO Practice
2) Parallelism/Tone Practice
Parallel Structure
Writing Objectively
3) Homework
#1
Code one of your diagnostic paragraphs using either KNO and word chains. Which method do you like better and why?
Watch this video to learn about Word Chains: Word Chains Video
***If you code your paragraph using both KNO and word chains, you will receive extra points!
Name this assignment netID_KNOTask.
#2
Do you use biased or nonacademic language in your diagnostic essay? If so, where? Rewrite this language to make it unbiased and academic.
Name this assignment netID_Tone.
Please complete by Monday, February 4th, 1:00 pm.
PIE Structure
1.29.2013
Day 7
1) Finish Thesis Statements
2) Diagnostic Analysis Assignment
3) PIE
Body paragraph structure P-I-E (ppt)
PIE Handout
4) Homework
#1 Look closely at the thesis statement you wrote for your diagnostic essay, comparing it to what we have learned today and last class.
Questions to ask yourself:
-Is it located in the right place?
-Do I use academic tone?
-Is it specific and strong?
-Does it answer the TWO questions a thesis statement is supposed to answer?
If you answer NO to any of these questions, rewrite your thesis statement until you can answer all questions with YES! Once you are satisfied with your thesis, write 1-2 sentences explaining how your new thesis statement makes your essay better.
Name this assignment netID_ThesisTask
#2 Consider your use of PIE in your body paragraphs. Do you have each part of PIE, and in the right order? If so, explain what you've done right. If not, revise one of your body paragraphs so that it uses the PIE structure. Once you have a body paragraph you like, write 1-2 sentences explaining why using PIE has improved that paragraph.
Name this assignment netID_PieTask
Day 7
1) Finish Thesis Statements
2) Diagnostic Analysis Assignment
3) PIE
Body paragraph structure P-I-E (ppt)
PIE Handout
4) Homework
#1 Look closely at the thesis statement you wrote for your diagnostic essay, comparing it to what we have learned today and last class.
Questions to ask yourself:
-Is it located in the right place?
-Do I use academic tone?
-Is it specific and strong?
-Does it answer the TWO questions a thesis statement is supposed to answer?
If you answer NO to any of these questions, rewrite your thesis statement until you can answer all questions with YES! Once you are satisfied with your thesis, write 1-2 sentences explaining how your new thesis statement makes your essay better.
Name this assignment netID_ThesisTask
#2 Consider your use of PIE in your body paragraphs. Do you have each part of PIE, and in the right order? If so, explain what you've done right. If not, revise one of your body paragraphs so that it uses the PIE structure. Once you have a body paragraph you like, write 1-2 sentences explaining why using PIE has improved that paragraph.
Name this assignment netID_PieTask
Thesis Statements (and Tone, continued!)
1.18.13
Day 6
We'll finish up academic tone today (starting on slide 14), and then continue with thesis statements. We will also learn about parallelism, which aids in coherence.
1) Finish "Tone"
2) Thesis Statements
Read these Sample Introduction Paragraphs and answer the questions that follow.
Other questions:
How can you tell an argumentative essay from an analytic one? What is the major purpose of each? How are their thesis statements different?
Open Writing a Thesis Statement. Work through the questions as we go along together.
3) Grammar Focus (Parallelism)
When writing the preview part of your thesis statement, you need to be sure each item in your list is parallel, or has the same structure. Successfully doing so means your sentence has parallelism. Open Parallel Structure to practice creating parallelism!
4) Homework
Please complete the Purpose Task before our next class (Wednesday, Jan. 30th).
Day 6
We'll finish up academic tone today (starting on slide 14), and then continue with thesis statements. We will also learn about parallelism, which aids in coherence.
1) Finish "Tone"
2) Thesis Statements
Read these Sample Introduction Paragraphs and answer the questions that follow.
Other questions:
How can you tell an argumentative essay from an analytic one? What is the major purpose of each? How are their thesis statements different?
Open Writing a Thesis Statement. Work through the questions as we go along together.
3) Grammar Focus (Parallelism)
When writing the preview part of your thesis statement, you need to be sure each item in your list is parallel, or has the same structure. Successfully doing so means your sentence has parallelism. Open Parallel Structure to practice creating parallelism!
4) Homework
Please complete the Purpose Task before our next class (Wednesday, Jan. 30th).
Purpose
1.25.2013
Day 5
Today we are going to discuss purpose, audience, and tone and how these concepts apply to academic writing.
Purpose, Audience, and Tone (ppt)
1) Purpose
First we will talk about purpose and how different assignments have different goals.
Identifying Purpose Handout
2) Audience
The academic audience is a hypothetical set of readers that your paper is directed to. There are certain characteristics of the academic audience that you will have to consider when you write.
Audience Analysis Handout
3) Tone
Lastly, we will talk about academic tone. The “tone” of an academic paper involves the kind of language we use in our writing. We will talk about what to avoid and how to write objectively.
Writing Objectively Handout
For future reference, here is a great website on academic tone: http://www.grossmont.net/karl.sherlock/English064/AcademicToneGuidelines.htm
5) Homework
Write a paragraph (200-300 words) describing what you feel is the purpose of the diagnostic exam. Did you write your first draft with this purpose in mind? If so, give examples directly from your diagnostic. If not, explain how you could improve what you wrote in your first draft so that it more effectively achieves this purpose.
Name this assignment netID_PurposeTask.
Due: Monday, January 28 before class
Day 5
Today we are going to discuss purpose, audience, and tone and how these concepts apply to academic writing.
Purpose, Audience, and Tone (ppt)
1) Purpose
First we will talk about purpose and how different assignments have different goals.
Identifying Purpose Handout
2) Audience
The academic audience is a hypothetical set of readers that your paper is directed to. There are certain characteristics of the academic audience that you will have to consider when you write.
Audience Analysis Handout
3) Tone
Lastly, we will talk about academic tone. The “tone” of an academic paper involves the kind of language we use in our writing. We will talk about what to avoid and how to write objectively.
Writing Objectively Handout
For future reference, here is a great website on academic tone: http://www.grossmont.net/karl.sherlock/English064/AcademicToneGuidelines.htm
5) Homework
Write a paragraph (200-300 words) describing what you feel is the purpose of the diagnostic exam. Did you write your first draft with this purpose in mind? If so, give examples directly from your diagnostic. If not, explain how you could improve what you wrote in your first draft so that it more effectively achieves this purpose.
Name this assignment netID_PurposeTask.
Due: Monday, January 28 before class
Audience: Writing and Culture
1.23.2013
Day 4
Today we will consider how writing is influenced by culture and how an understanding of the academic writing style in America is essential to university study here. The overall message is that, while no writing style is "better" than another, certain styles are suited to certain styles. We will explore of all that today!
1) Opening Video "Understanding International Students' Writing"
Quotes from the video:
"We have to write essays but in very, very certain way. They give you questions, but instead of arguing for or against it, you're writing down some specific points you're told to write." - Susan
"I've been taught rigorously all the grammar and all the semantics in the Italian language and it's just hard to switch over now and write something that makes sense, let alone write something that's nice to read." - Chelsea
"Here teachers are more interested in what you think and what's your opinion and what's your stand." - Jing Lu
"In terms of the trouble for writing here, it comes mainly because I feel like the topics are really vague, and it's up to the student what we should write about." - Shikha
"I'm used to the prompt that guides you line-by-line, what you have to do in a first paragraph, what you have to do in a second. And now it's like a whole blank paper and you have to draw your own picture. And I think that's the hardest prompt-- the no prompt at all." - Jing Lu
"A lot of times you can have really great ideas and you know them exactly in your head, but you don't know how to structure them and put them down on paper." - Shikha
Consider the above quotes. Do you relate to the students in the video? How so?
The students mention several strategies for writing papers in America: thinking in the native language first, reading novels, and going to writing studios. Do you use any of these strategies? Can you think of any more?
2) Different Cultures, Different Writing (ppt)
3) Reflection 1 (due 1-28-13 before class)
Instructions are in the Reflections link on the right.
Day 4
Today we will consider how writing is influenced by culture and how an understanding of the academic writing style in America is essential to university study here. The overall message is that, while no writing style is "better" than another, certain styles are suited to certain styles. We will explore of all that today!
1) Opening Video "Understanding International Students' Writing"
Quotes from the video:
"We have to write essays but in very, very certain way. They give you questions, but instead of arguing for or against it, you're writing down some specific points you're told to write." - Susan
"I've been taught rigorously all the grammar and all the semantics in the Italian language and it's just hard to switch over now and write something that makes sense, let alone write something that's nice to read." - Chelsea
"Here teachers are more interested in what you think and what's your opinion and what's your stand." - Jing Lu
"In terms of the trouble for writing here, it comes mainly because I feel like the topics are really vague, and it's up to the student what we should write about." - Shikha
"I'm used to the prompt that guides you line-by-line, what you have to do in a first paragraph, what you have to do in a second. And now it's like a whole blank paper and you have to draw your own picture. And I think that's the hardest prompt-- the no prompt at all." - Jing Lu
"A lot of times you can have really great ideas and you know them exactly in your head, but you don't know how to structure them and put them down on paper." - Shikha
Consider the above quotes. Do you relate to the students in the video? How so?
The students mention several strategies for writing papers in America: thinking in the native language first, reading novels, and going to writing studios. Do you use any of these strategies? Can you think of any more?
2) Different Cultures, Different Writing (ppt)
3) Reflection 1 (due 1-28-13 before class)
Instructions are in the Reflections link on the right.
Audience: Communication Model
1.18.2013
Day 3
Today we are discussing how effective communication and knowledge of audience make for stronger writing.
1) Audience: Communication Model (ppt)
-Communication Model Video & worksheet
Keep track of all of these terms! Try to relate them to writing.
-Audience & Purpose Discussion handout
Fatimeh writes about the same topic to two very different audiences.
2) Diagnostic Audience Discussion
Several important questions to ask yourselves:
1) Who is the audience for your diagnostic?
2) can you tell who the audience is from your writing?
3) Is there something you would change with this new perspective on audience that we've discussed today?
Day 3
Today we are discussing how effective communication and knowledge of audience make for stronger writing.
1) Audience: Communication Model (ppt)
-Communication Model Video & worksheet
Keep track of all of these terms! Try to relate them to writing.
-Audience & Purpose Discussion handout
Fatimeh writes about the same topic to two very different audiences.
2) Diagnostic Audience Discussion
Several important questions to ask yourselves:
1) Who is the audience for your diagnostic?
2) can you tell who the audience is from your writing?
3) Is there something you would change with this new perspective on audience that we've discussed today?
Diagnostic Exam
1.16.2013
Day 2
Today we're taking the diagnostic exam. You will have the entire class period to complete this. Remember, this is not graded but is nonetheless important as it will serve as your basis for revisions and analysis (our first major assignment). Do your best!
Day 2
Today we're taking the diagnostic exam. You will have the entire class period to complete this. Remember, this is not graded but is nonetheless important as it will serve as your basis for revisions and analysis (our first major assignment). Do your best!
Welcome!
1.14.2013
Welcome to ESL 115! Today we will have an introduction to the course and to each other.
Day 1
-Introduction to course (syllabus)
-Writing "rules"
-Dropbox set-up
-Discussion of diagnostic exam
-Game: two truths, one lie
Dropbox
Have you used Dropbox before? If not, pay a visit to their website (www.dropbox.com) and watch the video. Please make an account before our second class meeting, add a folder called ESL115_yourname (example: ESL115_Kristen), and put a recent photo of yourself inside. Share your folder with me, kmiche6@illinois.edu. This is where you will turn in all your assignments. Only you and I will see what you put inside this folder.
Welcome to ESL 115! Today we will have an introduction to the course and to each other.
Day 1
-Introduction to course (syllabus)
-Writing "rules"
-Dropbox set-up
-Discussion of diagnostic exam
-Game: two truths, one lie
Dropbox
Have you used Dropbox before? If not, pay a visit to their website (www.dropbox.com) and watch the video. Please make an account before our second class meeting, add a folder called ESL115_yourname (example: ESL115_Kristen), and put a recent photo of yourself inside. Share your folder with me, kmiche6@illinois.edu. This is where you will turn in all your assignments. Only you and I will see what you put inside this folder.
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