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.
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.
Subscribe to:
Posts (Atom)