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

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
_

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/

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.

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

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

F

Rosado, C. (2011). Introductions and Conclusions. ESL 115 TA Resources. Retrieved from
http://esl115ta.blogspot.com/2012/01/introductions-and-conclusions.html

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)

The PIEC Structure (PPP)

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?

Handout

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

Kalb, C. (2010). Fighting against smoking in the movies. Newsweek, Health. Retrieved from http://www.thedailybeast.com/newsweek/2010/08/20/fighting-against-smoking-in-the-movies.html

Sample Paragraphs from Staci Defibaugh, Fall 2011

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)