Objectives
Today we will
* agree on the narrowed topic we will tackle for our GRP.
* research for an organization or policy maker to investigate for the GRP
* choose an organization or policy maker for the GRP.
1. Review: What have we done so far?
Take a look at the handout you received last Monday.
2. The narrowed topic for the GRP is:
voting sheet
3. a. Now that we have a manageable topic, we need an organization/policy maker that has tried to solve or reduce this problem. Individually, conduct a quick research on this area. Check reliability of organization, policies and solutions it has proposed, etc. Use the handout provided on Monday.
b. Get in groups of three and present your organization to your peers. Explain why you think it is a good choice for research. Listen to the proposals from your classmates, evaluate their organizations. As a group, choose one of the organizations. Write it down on the Google doc, make sure you write your names on the proposal. You will be asked to tell us why do you thing that is a good organization to investigate
4. Beginning the search for sources:
a. Individually first, conduct a quick research for ACADEMIC sources on the subtopic you are assigned (problem background, organization, solutions proposed by the organization). Evaluate the source according to validity and reliability. Check the document for this on the class website.
Homework
1. Research for an organization for your IRP. Check the solutions this institution has proposed to solve the problem you have decided to investigate. Upload your organization and a tentative solution you plan to investigate. Due date: Thursday, March 1, 12:00 midnight.
2. For the GRP. Go on the Googledoc and study the different options for organizations. Vote for TWO organizations. Write why you chose each. Thursday, March 1, 12:00 midnight.
Wednesday, February 29, 2012
Sunday, February 26, 2012
Day 18: Narrowing the topic for the GRP
Objectives:
* To discuss the narrowing of of a topic
* To choose the narrowed topic for the GRP
* To choose the organization we will analyze for the GRP.
1. These are the suggestions you made for a narrowed topic and organization for the GRP.
tips for narrowing a topic
narrowed topic
Let's vote on a tentative narrowed topic.
2. In groups of three we will look for information on
a. background information
b. organizations
c. solutions given to the problem
3. Now we need to decide the organization we are going to investigate. Take a look at the handout Guidelines for the Guided Research Paper. Go to the websites of the organizations proposed and answer the questions.
4. We need to decide what solution to the problem this organization has devised we are going to analyze and evaluate.
In your folder GRP, open a new folder where you write:
a. the narrowed topic
b. the organization
c. a tentative solution to analyze/evaluate
Homework:
1. For the GRP, go to the Googledoc we worked on in class today and go over the proposed narrowed topics again. Choose two, you can choose your own of course. Write them down and upload this on Dropbox by Tuesday 29, at 6:00 PM.
2. Narrow the topic for your IRP. Use the same procedure we have used for GRP. Upload it on Dropbox by Wednesday, March 1, 8:00 AM.
* To discuss the narrowing of of a topic
* To choose the narrowed topic for the GRP
* To choose the organization we will analyze for the GRP.
1. These are the suggestions you made for a narrowed topic and organization for the GRP.
tips for narrowing a topic
narrowed topic
Let's vote on a tentative narrowed topic.
2. In groups of three we will look for information on
a. background information
b. organizations
c. solutions given to the problem
3. Now we need to decide the organization we are going to investigate. Take a look at the handout Guidelines for the Guided Research Paper. Go to the websites of the organizations proposed and answer the questions.
4. We need to decide what solution to the problem this organization has devised we are going to analyze and evaluate.
In your folder GRP, open a new folder where you write:
a. the narrowed topic
b. the organization
c. a tentative solution to analyze/evaluate
Homework:
1. For the GRP, go to the Googledoc we worked on in class today and go over the proposed narrowed topics again. Choose two, you can choose your own of course. Write them down and upload this on Dropbox by Tuesday 29, at 6:00 PM.
2. Narrow the topic for your IRP. Use the same procedure we have used for GRP. Upload it on Dropbox by Wednesday, March 1, 8:00 AM.
Thursday, February 23, 2012
Day 17: Purpose, Audience, and Tone
Objectives:
* To narrow our chosen topic for the GRP
* To choose the audience (organization) for our GRP
CONSIDERING AUDIENCE AND PURPOSE
First, read the Audience and Purpose Discussion handout. Next, get together with one of your classmates and discuss the questions in pairs. Consider these two writing samples from the same student, Fatimeh Ghazi (Egypt), but with different audiences. One was written to a friend back home and the other was written for a class on social relations. Look how the emphasis changes depending on the author's relationship with the audience.
1. Consider the following differences between the two: vocabulary, examples used, sentence structure, use of pronouns, specifics mentioned, organization, tone.
2. What did the writer include in the first example that she left out in the second? Why?
3. What did she include in the second that she left out in the first? Why?
II. Important to remember:
Every paper needs a purpose and an audience. The audience needs to be decided early, before writing the first draft. Are you writing for the Ministry of Education of you country? for the government agency in charge of dealing with your particular topic?
For the Guided Research Paper we are going to choose an organization, analyze one of its solutions to the problem and then write our paper having the organization as our audience.
In pairs, google a couple of organizations that have tried to give a solution to the GRP problem. Each pair should submit at least one organization or policy maker and two or three solutions that the organization/policy maker is working on to address the problem preferably with their own detailed website.
Guidelines for the GRP
Homework:
1. Go to Dropbox and upload your suggestion on a narrowed topic for homelessness. Write the name of the organization you propose and its website email address. This is due Saturday at 12:00 midnight.
2. If your topic was approved, start your pre-research and proceed to narrow it to a manageable size. Next, conduct a research for an organization/policy maker whose solutions you can analyze. Follow the same guidelines we did today for the GRP.
Once you have this information, create a new folder on Dropbox and label it:
Sources:
Faivre, S. and Rosado, C. (2012). Audience and Purpose. ESL 115 TA Resources.
http://esl115ta.blogspot.com/2012/02/audience-purpose.html
* To narrow our chosen topic for the GRP
* To choose the audience (organization) for our GRP
CONSIDERING AUDIENCE AND PURPOSE
First, read the Audience and Purpose Discussion handout. Next, get together with one of your classmates and discuss the questions in pairs. Consider these two writing samples from the same student, Fatimeh Ghazi (Egypt), but with different audiences. One was written to a friend back home and the other was written for a class on social relations. Look how the emphasis changes depending on the author's relationship with the audience.
1. Consider the following differences between the two: vocabulary, examples used, sentence structure, use of pronouns, specifics mentioned, organization, tone.
2. What did the writer include in the first example that she left out in the second? Why?
3. What did she include in the second that she left out in the first? Why?
II. Important to remember:
Every paper needs a purpose and an audience. The audience needs to be decided early, before writing the first draft. Are you writing for the Ministry of Education of you country? for the government agency in charge of dealing with your particular topic?
For the Guided Research Paper we are going to choose an organization, analyze one of its solutions to the problem and then write our paper having the organization as our audience.
In pairs, google a couple of organizations that have tried to give a solution to the GRP problem. Each pair should submit at least one organization or policy maker and two or three solutions that the organization/policy maker is working on to address the problem preferably with their own detailed website.
Guidelines for the GRP
Homework:
1. Go to Dropbox and upload your suggestion on a narrowed topic for homelessness. Write the name of the organization you propose and its website email address. This is due Saturday at 12:00 midnight.
2. If your topic was approved, start your pre-research and proceed to narrow it to a manageable size. Next, conduct a research for an organization/policy maker whose solutions you can analyze. Follow the same guidelines we did today for the GRP.
Once you have this information, create a new folder on Dropbox and label it:
IRP_topic and organization
Upload it by next class (Monday, Feb. 27).
Sources:
Faivre, S. and Rosado, C. (2012). Audience and Purpose. ESL 115 TA Resources.
http://esl115ta.blogspot.com/2012/02/audience-purpose.html
Monday, February 20, 2012
Day 16: Library Day today!
Objectives:
Students will be able to see and hopefully learn to use the UIUC Library resources to conduct their research for the GRP and the IRP.
Students please go to Room 291 in the Undergraduate Library. Try to come a little before 9:00; I will be waiting for you at the library entrance but we need to be inside the room at 9:00 A.M.
HOMEWORK
For our next class you need to do the following:
1. Most of you voted for"The increasing number of homeless people" as the topic for our Guided Research Paper (10 votes). They way it is now, this topic is too general and we need to narrow it to a more specific focus. Please think about narrowed ideas for this topic. We will brainstorm this in class.
2. This research paper assignment your are about to embark calls for analyzing and evaluating the solution(s), policy(ies) of a organization that has tried to solve the problem in the past. Therefore, we need to find an organization that has addressed the issue of homelessness and proposed or implemented solutions to eradicate it. Please, research organizations in this area. We will brainstorm this in class as well.
3. You should have a tentative topic for your Individual Research Paper by now. If you don't, please choose one by Wednesday. Start your research for articles about your topic; it is important to learn about the topic first doing some extensive reading about it.
Now that you know about some of the resources our library offers, it is important that your research is conducted in the library more than on Google or Wikipedia. Your sources will have to be truly academic and exhibit all the characteristics this type of sources require.
Students will be able to see and hopefully learn to use the UIUC Library resources to conduct their research for the GRP and the IRP.
Students please go to Room 291 in the Undergraduate Library. Try to come a little before 9:00; I will be waiting for you at the library entrance but we need to be inside the room at 9:00 A.M.
HOMEWORK
For our next class you need to do the following:
1. Most of you voted for"The increasing number of homeless people" as the topic for our Guided Research Paper (10 votes). They way it is now, this topic is too general and we need to narrow it to a more specific focus. Please think about narrowed ideas for this topic. We will brainstorm this in class.
2. This research paper assignment your are about to embark calls for analyzing and evaluating the solution(s), policy(ies) of a organization that has tried to solve the problem in the past. Therefore, we need to find an organization that has addressed the issue of homelessness and proposed or implemented solutions to eradicate it. Please, research organizations in this area. We will brainstorm this in class as well.
3. You should have a tentative topic for your Individual Research Paper by now. If you don't, please choose one by Wednesday. Start your research for articles about your topic; it is important to learn about the topic first doing some extensive reading about it.
Now that you know about some of the resources our library offers, it is important that your research is conducted in the library more than on Google or Wikipedia. Your sources will have to be truly academic and exhibit all the characteristics this type of sources require.
Sunday, February 19, 2012
Day 15: Topics for the GRA and IRP
Objectives:
Students will be able to
1. decide on the topic for the Guided Research Paper (GRP).
2. discuss the importance of Audicence and Purpose.
3. research for an organization/policy maker for the GRP.
4. prepare for Library visit.
1. What will the topic of our Guided Research Topic be? Last Friday you researched topics/problems that interest you. Today we will decide on one from the topics you submitted.
Choosing a research topic.
2. CONSIDERING AUDIENCE AND PURPOSE
First, read the Audience and Purpose Discussion handout. Next, get together with one of your classmates and discuss the questions in pairs. Consider these two writing samples from the same student, Fatimeh Ghazi (Egypt), but with different audiences. One was written to a friend back home and the other was written for a class on social relations. Look how the emphasis changes depending on the author's relationship with the audience.
1. Consider the following differences between the two: vocabulary, examples used, sentence structure, use of pronouns, specifics mentioned, organization, tone.
2. What did the writer include in the first example that she left out in the second? Why?
3. What did she include in the second that she left out in the first? Why?
II. Important to remember:
Every paper needs a purpose and an audience. The audience needs to be decided early, before writing the first draft. Are you writing for the Ministry of Education of you country? for the government agency in charge of dealing with your particular topic?
For the Guided Research Paper we are going to choose an organization, analyze one of its solutions to the problem and then write our paper having the organization as our audience.
In pairs, google a couple of organizations that have tried to give a solution to the GRP problem. Each pair should submit at least one organization or policy maker and two or three solutions that the organization/policy maker is working on to address the problem preferably with their own detailed website.
HOMEWORK:
1. Choose the topic for your Individual Research Topic (IRP) today. Decide on the organization, agency, policy maker that will be your audience. Research on solutions given by this organization to the problem you have chosen to analyze. You need to submit your topic and the name of the organization/policy making by next Wednesday, at 12:00 midnight on dropbox. Name the file: IRP_choice of topic
2. Browse through UIUC Library Website. Prepare a few questions (about the GRP or IRP topics, about research advice, techniques, etc.).
Sources:
Faivre, S. and Rosado, C. (2012). Audience and Purpose. ESL 115 TA Resources.
http://esl115ta.blogspot.com/2012/02/audience-purpose.html
Students will be able to
1. decide on the topic for the Guided Research Paper (GRP).
2. discuss the importance of Audicence and Purpose.
3. research for an organization/policy maker for the GRP.
4. prepare for Library visit.
1. What will the topic of our Guided Research Topic be? Last Friday you researched topics/problems that interest you. Today we will decide on one from the topics you submitted.
Choosing a research topic.
2. CONSIDERING AUDIENCE AND PURPOSE
First, read the Audience and Purpose Discussion handout. Next, get together with one of your classmates and discuss the questions in pairs. Consider these two writing samples from the same student, Fatimeh Ghazi (Egypt), but with different audiences. One was written to a friend back home and the other was written for a class on social relations. Look how the emphasis changes depending on the author's relationship with the audience.
1. Consider the following differences between the two: vocabulary, examples used, sentence structure, use of pronouns, specifics mentioned, organization, tone.
2. What did the writer include in the first example that she left out in the second? Why?
3. What did she include in the second that she left out in the first? Why?
II. Important to remember:
Every paper needs a purpose and an audience. The audience needs to be decided early, before writing the first draft. Are you writing for the Ministry of Education of you country? for the government agency in charge of dealing with your particular topic?
For the Guided Research Paper we are going to choose an organization, analyze one of its solutions to the problem and then write our paper having the organization as our audience.
In pairs, google a couple of organizations that have tried to give a solution to the GRP problem. Each pair should submit at least one organization or policy maker and two or three solutions that the organization/policy maker is working on to address the problem preferably with their own detailed website.
HOMEWORK:
1. Choose the topic for your Individual Research Topic (IRP) today. Decide on the organization, agency, policy maker that will be your audience. Research on solutions given by this organization to the problem you have chosen to analyze. You need to submit your topic and the name of the organization/policy making by next Wednesday, at 12:00 midnight on dropbox. Name the file: IRP_choice of topic
2. Browse through UIUC Library Website. Prepare a few questions (about the GRP or IRP topics, about research advice, techniques, etc.).
Sources:
Faivre, S. and Rosado, C. (2012). Audience and Purpose. ESL 115 TA Resources.
http://esl115ta.blogspot.com/2012/02/audience-purpose.html
Wednesday, February 15, 2012
Day 14: Choosing a Topic for the Guided Research Paper
Objective:
* To start the process of research by choosing the topic of our investigation.
1. Choose an issue that affects a specific group of people (i.e. children, teenagers, women, etc.) in your local community, state, country, or region of the world.
Example: Topic/problem: Endangered Species
website 1
website 2
2. Choose an organization or policy maker that has addressed or tried to solve that problem in the past.
Example of organization that deals with the problem of endangered species:
The World Wildlife Fund
3. Brainstorm a list of problems you are interested in or that you know affect you or other in your community. Select one or two.
4. Begin your search o the web. (Don't forget: you need a problem and an organization or policy maker that has been working on solving the problem.
5. Once you have a topic and an organization, please submit your proposal in writing:
1. Your name:
2. The topic/problem you propose to research:
3. Submit a couple of websites for background information on this topic.
4. Organization or policy maker which has tried to deal with/solve the problem:
5. Website:
Give proposal to instructor.
Homework:
Remember that the final draft for the diagnostic essay is due Monday, February 20, at 12:00 midnight.
* To start the process of research by choosing the topic of our investigation.
1. Choose an issue that affects a specific group of people (i.e. children, teenagers, women, etc.) in your local community, state, country, or region of the world.
Example: Topic/problem: Endangered Species
website 1
website 2
2. Choose an organization or policy maker that has addressed or tried to solve that problem in the past.
Example of organization that deals with the problem of endangered species:
The World Wildlife Fund
3. Brainstorm a list of problems you are interested in or that you know affect you or other in your community. Select one or two.
4. Begin your search o the web. (Don't forget: you need a problem and an organization or policy maker that has been working on solving the problem.
5. Once you have a topic and an organization, please submit your proposal in writing:
1. Your name:
2. The topic/problem you propose to research:
3. Submit a couple of websites for background information on this topic.
4. Organization or policy maker which has tried to deal with/solve the problem:
5. Website:
Give proposal to instructor.
Homework:
Remember that the final draft for the diagnostic essay is due Monday, February 20, at 12:00 midnight.
Tuesday, February 14, 2012
Day 13: Writing a Problem Solution Paper
Objectives:
* We will take a look at what we are doing the next few weeks.
* We will discuss the importance of research and the writing of a research paper
* We will be able to list the steps in the process for writing a research paper.
I. Warm-up: Let's watch a short video on what Sponge Bob thinks about writing research papers.
Sponge Bob video
How difficult is it for you to write a paper?
We need to understand what research is and understand the process to follow so that we don't end up like Sponge Bob.
II. What is ahead...
Interview with Professor Janelle Scott
Watch this video of a professor talking about her research.
III. Research Paper Overview
A. In pairs, open up the RESEARCH PAPER OVERVIEW (ORDERING ACTIVITY). Rearrange the steps into the order that you feel is correct. Add 1-2 sentences for each step as to what it means, why it is important, or how you should complete it.
B. Whole Class Application
What did everyone put for their first step? Second?... Any discrepancies? Do you think that more than one ordering is possible?
Now you will be given a RESEARCH PAPER OVERVIEW (HANDOUT). Compare the list here with what you have done yourselves--any major differences?
Can we apply all these steps to the topic of child obesity?
Example:
Homework:
Think about topics you are interested in. In the next class we will decide on the topic we will use to develop our Guided Research Paper. For Monday, you will decide on the topic of your Individual Research Paper.
* We will take a look at what we are doing the next few weeks.
* We will discuss the importance of research and the writing of a research paper
* We will be able to list the steps in the process for writing a research paper.
I. Warm-up: Let's watch a short video on what Sponge Bob thinks about writing research papers.
Sponge Bob video
How difficult is it for you to write a paper?
We need to understand what research is and understand the process to follow so that we don't end up like Sponge Bob.
II. What is ahead...
Interview with Professor Janelle Scott
Watch this video of a professor talking about her research.
- What is the topic of her research?
- How does she define her research interests?
- What does she hope her research will do?
III. Research Paper Overview
A. In pairs, open up the RESEARCH PAPER OVERVIEW (ORDERING ACTIVITY). Rearrange the steps into the order that you feel is correct. Add 1-2 sentences for each step as to what it means, why it is important, or how you should complete it.
B. Whole Class Application
What did everyone put for their first step? Second?... Any discrepancies? Do you think that more than one ordering is possible?
Now you will be given a RESEARCH PAPER OVERVIEW (HANDOUT). Compare the list here with what you have done yourselves--any major differences?
Can we apply all these steps to the topic of child obesity?
Example:
- Choosing a topic: I heard about this problem form a commercial and on the news. I wonder if anything is being done about this?
- Pre-search: I look it up on CQ Researcher and I listed a bunch different ideas related to it--food in schools, false advertisements, high prices on healthy foods, fitness programs, an organization advocating for healthier school lunches, etc.
- Develop a research question: Hmm, I am definitely more interested in the school lunch advocate groups because I always remember having bad food in school and I never liked eating it. I wonder what different policies have been proposed for healthier lunches? So maybe my research question is: How can a school make healthier lunches available to their students and will this really affect child obesity?
- Formal Source Search: On the library database, I do a lot of searching related to school lunch programs and find some helpful, reliable sources. Now I am ready to take notes. OR I don't really find anything I am interested in but while I was searching I found a lot of neat things related to fitness programs. So I am going to revise my research questions to evaluate the effectiveness of child fitness programs instead of school lunches.
- Note-taking: I print out the articles, start highlighting, etc. and making notes in the margins about what I might be able to use. With the help of my instructor, I will write an annotated bibliography to organize my information.
- Outline: Now I can synthesize all my notes and start building an outline with a thesis, supporting point, and illustrations from which I will write.
- Presentation: I put together a PowerPoint presentation with m y sources, thesis, and key pints and p resent them to the class.
- Writing: draft after draft after draft and with APA style, I will actually write my paper as the last step!
Homework:
Think about topics you are interested in. In the next class we will decide on the topic we will use to develop our Guided Research Paper. For Monday, you will decide on the topic of your Individual Research Paper.
Saturday, February 11, 2012
Day 12: Avoiding Plagiarism
OBJECTIVES
* To define and discuss plagiarism
* To understand what constitutes plagiarism
I. DEFINING PLAGIARISM
A. Warm-up:
Watch the following video carefully. Then answer the following questions with a partner:
1) What happens in the video? Summarize the video in 1-2 sentences.
2) What does the student do wrong? Why does it happen? What are the consequences?
Video
UIUC Student Code
B. What is Plagiarism? Discussion
Your instructor will lead a discussion about plagiarism. Take detailed notes. It is your responsibility to understand exactly what plagiarism is in American academic culture (which may be different from plagiarism in your home country) and learn how to avoid it.
II. PRACTICE
Plagiarism Tutorial: Complete the plagiarism tutorial. Pick Maiko as your character because likke you, she is not exactly sure what plagiarism is.
See http://library.acadiau.c a/tutorials/plagiarism/
Note: This tutorial uses MLA citations but APA citations will be used in this class (to be discussed in another lesson).
When you finish, raise your hand. Your instructor will match you up with a partner and have you start the next activity.
Plagiarism Handout
Work on the plagiarism handout with your partner. This is an open book quiz. You can use the plagiarism tutorial as well as the previous discussion and any other sources you find online. Turn in your quiz when you finish.
Plagiarism Handout Discussion
Once everyone has finished the quiz, your instructor will go over the answers. If you have any questions, just ask!
Homework:
a) Read the Plagiarism Guide for ESL Students. This is a summary of the issues discussed in class today. You are responsible for knowing the information in the handout.
b) Also watch this video: http://www.youtube.com/watch?v=4P05vgxDoPU&feature=related
c) and take this online quiz:http://library.camden.rutgers.edu/EducationalModule/Plagiarism/plagiarism_quiz.swf
Sources:
Mehrtens, Heather. (2011). Plagiarism: What is it and how to avoid it?
Retrieved fromhttp://esl115ta.blogspot.com/2012/01/plagiarism-what-it-is-and-how-to-avoid.html
Paulrobensonlibrary. (2007, Nov. 13). What is Plagiarism? [Video file]. Retrieved from
* To define and discuss plagiarism
* To understand what constitutes plagiarism
I. DEFINING PLAGIARISM
A. Warm-up:
Watch the following video carefully. Then answer the following questions with a partner:
1) What happens in the video? Summarize the video in 1-2 sentences.
2) What does the student do wrong? Why does it happen? What are the consequences?
Video
UIUC Student Code
B. What is Plagiarism? Discussion
Your instructor will lead a discussion about plagiarism. Take detailed notes. It is your responsibility to understand exactly what plagiarism is in American academic culture (which may be different from plagiarism in your home country) and learn how to avoid it.
II. PRACTICE
Plagiarism Tutorial: Complete the plagiarism tutorial. Pick Maiko as your character because likke you, she is not exactly sure what plagiarism is.
See http://library.acadiau.c a/tutorials/plagiarism/
Note: This tutorial uses MLA citations but APA citations will be used in this class (to be discussed in another lesson).
When you finish, raise your hand. Your instructor will match you up with a partner and have you start the next activity.
Plagiarism Handout
Work on the plagiarism handout with your partner. This is an open book quiz. You can use the plagiarism tutorial as well as the previous discussion and any other sources you find online. Turn in your quiz when you finish.
Plagiarism Handout Discussion
Once everyone has finished the quiz, your instructor will go over the answers. If you have any questions, just ask!
Homework:
a) Read the Plagiarism Guide for ESL Students. This is a summary of the issues discussed in class today. You are responsible for knowing the information in the handout.
b) Also watch this video: http://www.youtube.com/watch?v=4P05vgxDoPU&feature=related
c) and take this online quiz:http://library.camden.rutgers.edu/EducationalModule/Plagiarism/plagiarism_quiz.swf
Sources:
Mehrtens, Heather. (2011). Plagiarism: What is it and how to avoid it?
Retrieved fromhttp://esl115ta.blogspot.com/2012/01/plagiarism-what-it-is-and-how-to-avoid.html
Paulrobensonlibrary. (2007, Nov. 13). What is Plagiarism? [Video file]. Retrieved from
http://www.youtube.com/watch?v=4P05vgxDoPU&feature=related
Paul Robeson Library at Rutgers University. (n.d.). Plagiarism tutorial- Plagiarism quiz. Retrieved from http://library.camden.rutgers.edu/EducationalModule/Plagiarism/plagiarism_quiz.swf
_
Paul Robeson Library at Rutgers University. (n.d.). Plagiarism tutorial- Plagiarism quiz. Retrieved from http://library.camden.rutgers.edu/EducationalModule/Plagiarism/plagiarism_quiz.swf
_
UniBergen. (2010, May 27). Et Plagieringseventyr [Video file]. Retrieved from
http://www.youtube.com/watch?v=Mwbw9KF-ACY
What Is Plagiarism?. (n.d.). English Club. Retrieved December 3, 2011, from http://www.englishclub.com/writing/plagiarism.htm
You Quote It, You Note It!. (2010, May 27).
Vaughan Memorial Library, Acadia University, Wolfville, NS Canada. Retrieved December 3, 2011, from http://library.acadiau.ca/tutorials/plagiarism/
Thursday, February 9, 2012
Day 11: Peer Review of First Essay
Objectives
* Use strategies and phrases to give effective feedback.
* Evaluate two essays for organization and content.
* Discuss feedback given.
Getting ready for Peer Review: (10minutes)
1. First, copy/paste your essay from Dropbox into a Word document. Save it in the computer's desktop.
2. Leave your essay displayed on the screen, grab your handout Peer Feedback Expressions and Strategies, and move to another station. You will peer edit the essay displayed on that station.
3. Before you start peer-reviewing:
a. Play a little with Word features: Review, New Comment, Delete comment, coloring features, etc.
b. Read the Peer Review Sheet so you know what to look for.
Peer Review (20 minutes)
1. Read the essay entirely.
2. From the point of view of a reader, offer some feedback to this writer so he/she can improve his/her essay. Use those expressions and strategies learned last class and the Peer Review Sheet. Be honest and specific.
3. At the end of the first 10 minutes, move to another station and do the same. Agree or disagree with other comments left by the previous reviewer, if you consider it necessary.
The last part of the session will be devoted to provide some oral feedback if this is requested. Be prepared. (10 minutes)
Homework
Read the feedback given by your peers. Remember that it is exactly what it is, feedback, a response to your writing. It is not criticism or flattery, it is just what one or two readers think about what you wrote. It is up to you to consider what to do with it.
During the course of the following week, you will be learning about plagiarism and working in your final draft for the Diagnostic essay as well.
Your final draft will be presented for grading on Monday, February 21 by midnight.
If questions arise during this drafting period I will be in my office on Tuesday 14 and Wednesday 15, 11:00-12:00. I will not hold my office hour for Thursday this coming week.
Please, do not send me drafts for corrections through email; all consultations regarding drafts should be made in person in my office.
* Use strategies and phrases to give effective feedback.
* Evaluate two essays for organization and content.
* Discuss feedback given.
Getting ready for Peer Review: (10minutes)
1. First, copy/paste your essay from Dropbox into a Word document. Save it in the computer's desktop.
2. Leave your essay displayed on the screen, grab your handout Peer Feedback Expressions and Strategies, and move to another station. You will peer edit the essay displayed on that station.
3. Before you start peer-reviewing:
a. Play a little with Word features: Review, New Comment, Delete comment, coloring features, etc.
b. Read the Peer Review Sheet so you know what to look for.
Peer Review (20 minutes)
1. Read the essay entirely.
2. From the point of view of a reader, offer some feedback to this writer so he/she can improve his/her essay. Use those expressions and strategies learned last class and the Peer Review Sheet. Be honest and specific.
3. At the end of the first 10 minutes, move to another station and do the same. Agree or disagree with other comments left by the previous reviewer, if you consider it necessary.
The last part of the session will be devoted to provide some oral feedback if this is requested. Be prepared. (10 minutes)
Homework
Read the feedback given by your peers. Remember that it is exactly what it is, feedback, a response to your writing. It is not criticism or flattery, it is just what one or two readers think about what you wrote. It is up to you to consider what to do with it.
During the course of the following week, you will be learning about plagiarism and working in your final draft for the Diagnostic essay as well.
Your final draft will be presented for grading on Monday, February 21 by midnight.
If questions arise during this drafting period I will be in my office on Tuesday 14 and Wednesday 15, 11:00-12:00. I will not hold my office hour for Thursday this coming week.
Please, do not send me drafts for corrections through email; all consultations regarding drafts should be made in person in my office.
Tuesday, February 7, 2012
Day 10: Peer Review Language Training
OBJECTIVES:
* Discuss language expressions and strategies used in peer review.
* Analyze sample feedback for their effectiveness and revise them.
* Apply appropriate language to role play situations.
I. LEARNING FEEDBACK EXPRESSIONS AND STRATEGIES (5 min)
Please, go over the handout Peer Feedback Expressions and Strategies. You will be ask to use some of the expressions and strategies presented.
II. REFLECTING ABOUT FEEDBACK AND FEEDBACK LANGUAGE (10 min)
You will now form groups of four students.
Please answer the questions presented in Talking About Feedback and Feedback Language.
Notice that there are two sections in the worksheet.
For section 1, all students must participate responding at least one of the questions.
For section 2, only answer the question that corresponds to your group. Every student should come up with one suggestion.
III. PLEASE AVOID THE USE OF. . .
IV. FEEDBACK EFFECTIVENESS ACTIVITY (10min)
Form pairs for this activity. Find someone who has the same color sheet you have.
Group One: Focus on Language: Are they using feedback language effectively? Look at our list, underline good examples and make suggestions on how to improve bad examples.
Group Two: Focus on Being Specific: Is the feedback vague, general, or specific? For each statement that you find ineffective, decide how you could make it better.
Now, find a partner with a different color sheet and share your findings with him/her.
V. FEEDBACK ROLE PLAYS (10 min)
Please read your handout carefully.
Find a person with a different color and role play the situation.
HOMEWORK:
1. Dateline for uploading the first draft for the Diagnostic Essay is Thursday, Feb. 9, at 12 midnight. It should be ready for class on Friday.
2. Read the Handout Peer Feedback Expressions and Strategies more carefully. Familiarize yourself with the expressions; next Friday you will be given feedback to your peers on their first draft for the Diagnostic Essay.
Sources:
Rosado, C. (2012). Peer Review Language Training. ESL 115 TA Resources. Retrieved from
http://esl115ta.blogspot.com/2012/01/peer-review-language-training.html
Sunday, February 5, 2012
Day 9: Writing Effective Conclusions
Objectives:
* recognize the importance of writing an effective conclusion.
* list and identify different ways to write a conclusion.
* revise/write a conclusion for their diagnostic essay.
I. WHAT IS THE PURPOSE OF THE CONCLUSION?
A. Individually, brainstorm the function(s) of the conclusion in the essay.
B. Get in groups of three and discuss your list. Come up with three different purposes,
and write them down.
II. WRITING SUCCESFUL CONCLUSIONS (ppp)
III. PRACTICE
A. Check the following examples of conclusions and see how the writers decided to organize them.
B. Examine the conclusion you wrote for your diagnostic essay.
IV. HOMEWORK
Assignment: It is time to write the first draft for Assignment 1, which is the rewriting of your Diagnostic Exam. Upload it on Dropbox by next Friday, February 9 (12 midnight).
Sources:
Boyd, R. (2011). Introductions and Conclusions. ESL115 TA Resources. Retrieved from
http://esl115ta.blogspot.com/2011/01/day-5-paragraph-development-intros-and.html
http://esl115ta.blogspot.com/2012/01/introductions-and-conclusions.html
* recognize the importance of writing an effective conclusion.
* list and identify different ways to write a conclusion.
* revise/write a conclusion for their diagnostic essay.
I. WHAT IS THE PURPOSE OF THE CONCLUSION?
A. Individually, brainstorm the function(s) of the conclusion in the essay.
B. Get in groups of three and discuss your list. Come up with three different purposes,
and write them down.
II. WRITING SUCCESFUL CONCLUSIONS (ppp)
III. PRACTICE
A. Check the following examples of conclusions and see how the writers decided to organize them.
B. Examine the conclusion you wrote for your diagnostic essay.
IV. HOMEWORK
Assignment: It is time to write the first draft for Assignment 1, which is the rewriting of your Diagnostic Exam. Upload it on Dropbox by next Friday, February 9 (12 midnight).
Sources:
Boyd, R. (2011). Introductions and Conclusions. ESL115 TA Resources. Retrieved from
http://esl115ta.blogspot.com/2011/01/day-5-paragraph-development-intros-and.html
F
http://esl115ta.blogspot.com/2012/01/introductions-and-conclusions.html
Thursday, February 2, 2012
Day 8: Body Paragraph Structure
Objectives: At the end of today's class, you will be able to...
*identify four essential parts to every body paragraph (P-I-E + C).
*examine sample paragraphs to identify any missing parts.
*assess your own essays for their use of P-I-E+ C structure and identify/revise weaknesses.
The Four Parts of a Paragraph
Follow along on the PIE HANDOUT throughout the PIE ppt. You will see that in order to have strong paragraph structure, each body paragraph should have 4 parts: a Point, an Illustration, an Explanation, and a Closing Sentence. Look at the example provided to learn more about them.
1. The Point (Topic Sentence)
2. The Illustrations (Supporting Sentences)
3. Explanations of the illustrations (Supporting Sentences)
4. The Conclusion (Concluding Sentence)
Practice PIEC structure. Examine the two sample paragraphs and highlight each of the different parts in a different color. Use the Microsoft feature for coloring. Do the paragraphs have all 4 parts? Do they have good paragraph structure?
Revise the structure of the paragraphs in your diagnostic essay. Identify the four parts in your paragraphs. You may find that you are lacking Explanation, or you don’t have any Closing Sentences! Afterwards, be sure to ask about any problems you are having before you begin revising.
Homework
Now that you have a first draft for your introduction, you need to start working in the body of the essay. Revise each paragraph carefully, see if it has the four parts and complete it if it doesn't. Maybe you would like to open a Word file where you start saving all these different parts of your Diagnostic Essay to make it more simple to put together once you conclude your revising.
Sources
Rosado, C. (2012). Body Paragraph Structure: PIE. UIUC ESLTA Resource Website. http://esl115ta.blogspot.com/2012/01/body-paragraph-structure-p-i-e.html
Rosado, C. (2012). Body Paragraph Structure: PIE. UIUC ESLTA Resource Website. http://esl115ta.blogspot.com/2012/01/body-paragraph-structure-p-i-e.html
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