Day 7: INTRODUCTIONS AND HOOKS

Objectives:
Students will
*review previous notions on introductions.
* lists the basic elements of an introduction.
* understand the importance of the hook in the introduction.


Review:
A. Thesis statement (diagnostic essay)
Copy your thesis statement on a piece of paper. Select a person you have not worked before and form a pair. Exchange your thesis statements. Read the thesis statements and write:
1. The purpose of this essay is...

2. This paper will discuss these sections...

Just Joe video

We will start by watching a video of a man that is introducing himself to the world in order to meet a girlfriend. While watching this, ask yourselves if you or anyone you know would be interested in dating him.

Let's review some basic notions about introductions we have already discussed:

Introductions
The Do's and Dont's

How to write an introduction:
For an introduction to work it needs to have different elements:
a. The hook (to catch the reader's interest)
b. The problem to be addressed (to present the subject)
c. Background information (to inform the reader about the Who, What, Where, When, Why, How).
d. The thesis statement (to express the writer's point of view on the subject)

Writing a CONCLUSION
Brainstorm:
What is a conclusion?
What is its purpose?
What makes a successful conclusion?

A diagram of Introduction and Conclusions

Homework:

A. Textbooks can often be thought of as giant research papers. They have many of the same parts as a research paper, including an introduction. Choose a textbook from another one of your classes, choose one chapter, and read the “introduction” section for homework. Answer the following questions based on the introduction they read:

1)
What is the purpose of the chapter?

2)
How will the topics be organized in the chapter?

3)
By combining #1 and #2, write a thesis statement for the chapter.

4)
After reading the introduction, are you interested in reading the rest of the chapter? What does the author do to capture your interest? OR What does the author do that bores you?

5) What information does the author put in the introduction? Why?

B. Work on revising and rewriting the introduction of your diagnostic test using these notions you have been learning about in class. Upload the new version of this introduction on Dropbox.
Label the file: introduction_Diagnostic_FD




Sources:
Material taken from classes designed by:

Boyd, R. (2011), Rosado, C. (2011), and Tschopp, J. (2011) in the ESL 115 TA Resources Website. http://esl115ta.blogspot.com/

Gorrel, D. (1988). The Little, Brown Workbook. 7th ed. Saint Cloud state University: Longman Publishers.

McWhorter, K.T. (2006). Successful College Writing. 3rd. edition. Boston: Bedford/St. Martin's

Vail-Smith, K., Felts, W.M & Becker, C. (2009). Relationship Between Sleep Quality and Health.
Risk Behaviors in Undergraduate College Students. College Student Journal, 43(3). Retrieved from thhp://search.ebschohst.comproxy2.library.illinois.edu./login.aspx?direct=true&db=aph&AN=43969294&site=ehost-live

Day 6: Introductions

* To review the worksheet for thesis statements.
* To discuss Parallelism.
* To begin our study of Introductions

(Use material on Day 4)

Day 5: The Thesis Statement (cont.) + Introductions

Objectives:
* To review what we learned about thesis statements last class.
* To continue learning about how to write an effective thesis statement.
* To be aware of parallelism.
* To practice identifying and creating thesis statements.
* To introduce Introductions.

I. Review:
What is the purpose or purposes of the thesis statement?
a. _____________________________________
b. _____________________________________

Where do we write the thesis statement? __________________________________


Practice: Work on Handouts 1 - 4.


II. Parallelism

"If two or more ideas are parallel, they should be expressed in parallel grammatical form. Single words should be balanced with single words, phrases with phrases, clauses with clauses" (Hacker, 1995).

A kiss can be a comma, a question mark, or an exclamation point.
-Mistinguett

This novel is not to be tossed lightly aside, but to be hurled with great force.
-Dorothy Parker

In matters of principle, stand like a rock; in matters of taste, swim with the current.
-Thomas Jefferson

Practice:
First individually and then in pairs, examine the following sentences and correct for parallelism if necessary:

1. Abused children commonly exhibit one or more of the following symptoms: withdrawal, rebelliousness, restlessness, and they are depressed.

2. Esperanza is responsible for stocking merchandise, writing orders for delivery, and sales of computers.

3. After assuring us that he was sober, San drove down the middle of the road, ran one red light, and two stops signs.

(All examples taken from Hacker's A Writer's Reference).



See Purdue Writing Lab.



IV. The Introduction

Turn to the person next to you and introduce yourself saying something else than your name.

Introductions to essays work the same way:

• Intros create a first, lasting impression.
• Readers use it to form expectations of what the essay is about and the approach the author uses.

Introductions have several important jobs:

• Present the subject
• Catch the reader’s interest
• Express the writer’s viewpoint
• Convey the writer’s attitude about the subject

They may also:

• Present the thesis statement (English writing!)
• Provide background information for the reader

How can a writer catch a reader’s interest in the introduction of their paper:

1. Ask a provocative or disturbing question
2. Begin with a story or anecdote
3. Offer a quotation
4. Cite a little-known or shocking fact or statistic
5. Move from general to specific
6. State a commonly held misconception or a position that you oppose
7. Describe a hypothetical situation
8. Begin with an intriguing statement
9. Begin with a striking example
10. Make a comparison

Things writers should avoid in introductions (what makes introductions boring?)

• Don’t simply write sentences to fill a space, like vague generalities or repetition and then rely entirely on your thesis sentence to get moving. You may have needed a warm-up paragraph to start drafting, but your readers can do without it.

• Don’t start with “The purpose of this essay is…”, “In this essay I will…”, or any similar flat announcements of your intention or topic.

• Don’t start with “According to Webster’s Dictionary…” or a similar phrase leading to a dictionary definition. A definition can be an effective springboard to an essay, but this kind of lead-in has become dull with overuse.

• Keep your introduction to one (and no more than two) paragraphs. Anything that goes beyond two paragraphs will probably sound long-winded and make your readers impatient.

• Avoid a casual, overly familiar, or chatty tone. Opening comments such as, “Man, did it surprise me when…” or “You’ll never in a million years believe what happened…” are not appropriate in academic essays.

• Be sure your topic is clear or explained adequately for your readers. Don’t begin an essay by stating, for example, “I oppose Proposition 413 and urge you to vote against it.” Before stating your position on your topic, you need to explain to readers what that legislation is and what it proposes.

Homework:
A. Bring your diagnostic test tomorrow. You will be working in improving your introduction.

B. Textbooks can often be thought of as giant research papers. They have many of the same parts as a research paper, including an introduction. Students should choose a textbook from another one of their classes, choose one chapter, and read the “introduction” section for homework. Students should answer the following questions based on the introduction they read:

1)
What is the purpose of the chapter?

2)
How will the topics be organized in the chapter?

3)
By combining #1 and #2, write a thesis statement for the chapter.

4)
After reading the introduction, are you interested in reading the rest of the chapter? What does the author do to capture your interest? OR What does the author do that bores you?

5)
What information does the author put in the introduction? Why?



Sources:
Hacker, D. (1995). A Writer's Reference. Third Edition. Bedford Books. Boston.

Rosado, C. (2011). Thesis Statement. UIUC Writing TA Resources Website.
http://esl115ta.blogspot.com/2012/01/thesis-statements.html

The Purdue On line Writing Lab (OWL). (2011).
http://owl.english.purdue.edu/

Tschopp, J. (2011). Introductions. UIUC Writing TA Resources Website.
http://esl115ta.blogspot.com/2010/08/day-5.html

Day 4: Thesis Statements

Objectives:
* Identify the purpose(s) of a thesis statement.
* List the characteristics of a good thesis statement.
* Predict the content of a paper based on the thesis statement.
* Revise parallel structure in thesis statements.


I. Review
Last class we discussed PREWRITING and two important activities done during this stage of the Writing Process: Brainstorming (to generate ideas) and Outlining (to organize those ideas into an specific order). Let's review some of the concepts learned about OUTLINING by browsing on two useful links posted on our class website. Please, log on our website and click on University of Purdue Writing Lab. Write Developing outlines in the search bar. Take a few minutes to go over the material.

II. THE PARTS OF AN ESSAY:

INTRODUCTION
BODY
CONCLUSION

Let's focus on the INTRODUCTION
Effective introductions contain certain elements: a presentation of the topic, from general to specific, a hook (to spark the reader's attention), a clear thesis statement.

III. THE THESIS STATEMENT
It is the most important sentence in the essay. Every type of academic writing contains a thesis statement. It is usually located at the end of the introduction or somewhere at the beginning of the essay.

Purpose(s): a. It tells the reader what the essay is going to be about (what is the purpose or goal of the paper.)

b. It allows the reader to preview the contents of the essay, the parts or sections in which the topic will be discussed.


IV. GRAMMAR FOCUS: PARALLELISM
See definition in Purdue Writing Lab.
Practice


HOMEWORK

1. Take a look at the thesis statement you wrote for your diagnostic test. Revise it as necessary.

2. Textbooks can often be thought of as giant research papers. They have many of the same parts as a research paper, including an introduction. Choose one of your textbooks, choose one chapter, and read the introduction. Answer the following questions based on the introduction you read: (Open a folder in your ESL 115 file and name it HOMEWORK. Upload your answers there. Once you upload it, do not open it again.)
1. What is the purpose of the chapter?
2. How will the topics be organized in the chapter?
3. By combining #1 and #2 write a thesis statement for the chapter.
4. After reading the introduction, are you interested in reading the rest of the chapter? What
does the author do to capture your interest? OR What does the author do that bores you?
5. What information does the author put in the introduction? Why?


Sources:
Rosado, C. (2011). Thesis Statements. TA Resource Website. http://esl115ta.blogspot.com/2012/01/thesis-statements.html

Day 3: Brainstorming/Outlining

Objectives for today:

* review the steps of the Writing Process.
* understand the importance of brainstorming and outlining.
* practice brainstorming and outlining.

I. What are the steps of the Writing Process?

A. In pairs, you have two minutes to write the steps, in chronological order, you go through when you write a piece of writing you will submit (to your professor, for example) for reading.
The Writing Process ppp


II. Prewriting: Brainstorming and Outlining

A. Think about this thesis statement
It is important to speak English as a Second Language.
Brainstorm ideas that come to your mind to support or develop this topic. Let's share these ideas with the rest of the class.

B. What is the importance of an OUTLINE?
Examples

C. What are the parts of an essay?

D. Practice: What is wrong with these outlines? Discuss with your partner. What corrections would you make?

III. HOMEWORK:
Assignment 1: Today you start preparing the outline for the diagnostic essay you wrote last week.You will have one week to work on this outline. Dateline: Monday, Jan. 30, 9:00 AM. Bring the outline on paper to class.

Sources:
Rosado, C. (2011). Brainstorming and Outlining. ESL 115 TA Resources.
sl115ta.blogspot.com/2011/08/brainstorming-outlining.html?zx=b8857068e99a221

Day 2: Diagnostic Test

1. Please leave your name tag (your homework for today) on my desk. Then sit on a desk that has materials.

2. I will be responding questions regarding the handout about the course you received last Wednesday.

3. Today you will be taking a diagnostic test.

This exercise fulfills several purposes. The first is to give me a place to start the course. I will assess your organization, logical flow of ideas, clarity of explanations, grammar, vocabulary and style in order to get to know your writing and learn how best to help you this semester. The second, but perhaps primary purpose is to give YOU a starting point for evaluating and improving your own writing performance. Note also that you must be a preapproved/registered attendee in order to take the diagnostic exam.

If you miss this exam, you will need to schedule a make-up session with me.

You will have 50 minutes to complete the exam.

Do not worry, this tests does not count for your grade at all. It is a sample of your writing I would like to analyze in order to make decisions regarding the topics we will be studying in class.

Read the materials provided, follow instructions carefully, and do your best on the time allowed.

I will pick up test booklets at 9:50. Good luck!

HOMEWORK
Please open a DROPBOX account. (Dropbox.com/Watch the instructional video)
Open a folder and name it: ESL115_yourfirstandlastname
ESL115_MarciaTorres
Once you open your account please invite me to join in. (marciamilla@yahoo.com)

HAVE A GREAT WEEKEND!

Day 1: Welcome to ESL 115!

Today we will be going over the course objectives and syllabus a little bit. In addition, we will also try to get to know each other, telling others about ourselves. We will all open a Dropbox account and save our first assignment there.


Homework: Please bring a tag with the name you would like to be called in class. Make it easy to read.