Dear students,
After writing hundreds and hundreds of words here you are, at the end of your writing course. Today we will take a final look at the most important topics covered in class, evaluate the experience, and take a class photograph.
Shangai, China
Caracas, Venezuela
Seoul, Korea
Istanbul, Turkey
Taipei, Taiwan
Tegucigalpa, Honduras
Shenzhen, China
Beijing, China
Kaohsiung, Taiwan
I. Please take a few minutes to evaluate the final project of the class: Go to
student survey on the final project
II. Class Photo
III. Now, please some time to complete the Instructor & Course Evaluation system (ICES).
The Instructor & Course Evaluation System (ICES) is used across campus
as the official instructor and course evaluation for faculty and
teaching assistants. The ICES results are often utilized for course
improvement, promotion & tenure review, teaching award decisions, and
student registration assistance (via our "Teachers Ranked as Excellent
by Their Students" list). ICES results are only one indicator of
teaching effectiveness and should be used in conjunction with other
measures of teaching quality such as student learning outcomes,
observations, document analysis, and self-review. (The Center for Teaching Excellence of the University of Illinois at Urbana-Champaign. Retrieved from:
http://cte.illinois.edu/teacheval/ices/main.html
I wish everyone a great vacation!
Image taken from conchius.com
Wednesday, August 1, 2012
Day 23: Final Project (5)
Objectives:
Students will be able to
a) review language use and how to achieve a formal voice in writing.
b) analyze and evaluate the case study memo for language use and formal voice.
I. Final feedback on oral presentations.
II. Language use in writing.
ppp 1
ppp 2
II. Putting the reflective essay together.
Sources:
Joukova, E. (2012). Engineering Activity based on the Heineken Case Study.
Formal Writing Voice, Business Tone, and Writing Clearly and Concisely (mini lessons). Retrieved from http://esl505ta.blogspot.com/
Students will be able to
a) review language use and how to achieve a formal voice in writing.
b) analyze and evaluate the case study memo for language use and formal voice.
I. Final feedback on oral presentations.
II. Language use in writing.
ppp 1
ppp 2
II. Putting the reflective essay together.
Sources:
Joukova, E. (2012). Engineering Activity based on the Heineken Case Study.
Formal Writing Voice, Business Tone, and Writing Clearly and Concisely (mini lessons). Retrieved from http://esl505ta.blogspot.com/
Monday, July 30, 2012
Day 22: Final Project (4)
Objectives:
Students will be able to
a) review and reflects on concepts about thesis statement and purpose.
b) analyze the case study memo for thesis statement and purpose.
I. Oral Presentations (final group)
II. Introductions, Thesis Statements vs. Problem Statements
a) Review what we learned about thesis statements. Go to Days 4 and 5 and review concepts learned about essays, introductions, and thesis statements.
b) Different types of writing: essays, summary-critiques, memorandum, case study, reflection, etc.
d) What about case studies?
ppp
case study #2
f) Go to the case study you are analyzing and see if the writer has included a statement of purpose in the first paragraph. Write a paragraph about this.
Students will be able to
a) review and reflects on concepts about thesis statement and purpose.
b) analyze the case study memo for thesis statement and purpose.
I. Oral Presentations (final group)
II. Introductions, Thesis Statements vs. Problem Statements
a) Review what we learned about thesis statements. Go to Days 4 and 5 and review concepts learned about essays, introductions, and thesis statements.
b) Different types of writing: essays, summary-critiques, memorandum, case study, reflection, etc.
d) What about case studies?
ppp
case study #2
- What are the parts of a case study?
- Check the first paragraph. Does it contain a thesis statement?
- What is presented in the first paragraph of a case study?
f) Go to the case study you are analyzing and see if the writer has included a statement of purpose in the first paragraph. Write a paragraph about this.
Wednesday, July 25, 2012
Day 21: Final Project (3)
Objectives
Students will be able to
a) review concepts associated with audience and purpose analysis.
b) write a reflective paragraph about these two elements with respect to the case study memo.
c) be aware of the differences and similarities between a thesis statement and a problem statement.
d) write a reflection on the effectiveness of the problem statement in the case study assigned for analysis.
I. Analyzing audience and purpose
PPP
prompt
ppp
II. Thesis statement vs problem statement
A problem statement is similar to a thesis statement:
Students will be able to
a) review concepts associated with audience and purpose analysis.
b) write a reflective paragraph about these two elements with respect to the case study memo.
c) be aware of the differences and similarities between a thesis statement and a problem statement.
d) write a reflection on the effectiveness of the problem statement in the case study assigned for analysis.
I. Analyzing audience and purpose
PPP
prompt
ppp
II. Thesis statement vs problem statement
A problem statement is similar to a thesis statement:
Both
describe the purpose of the paper.
Both have a claim that has to be
proven.
Both are specific and focused
A problem statement describes a main issue in order to potentially solve it. That is why it is called a "problem" statement. In order to write
the problem statement, we have to know exactly what the problem is,
right? So, instead of having a thesis statement in the intro, a case study memo will
have a problem statement.
A
problem statement is different from a thesis statement:
A problem statement describes an
issue intended to solve.
A problem statement includes a
vision, issue statement, and steps used to solve the problem.
A problem statement is not a
purpose statement (the purpose is to solve the issue)
In a
recommendation memo, the audience already knows the background context,
but what the audience wants to see is the problem statement and the
potential solutions (recommendations) to the problem. So, this is why
this particular case study recommendation memo has a summary of
recommendations (potential solutions) in the introduction. This
explanation connects back to audience and purpose as well.
Sources:
Materials and ideas come from the class, Review of Thesis Statement and Purpose & Engineering Acitivty 2. Created by Janice Kim & Jin Kim summer 2012. Retrieved from
http://esl505ta.blogspot.com/2012/07/day-18.html
Tuesday, July 24, 2012
Day 20: Final Paper (2)
Objectives
Students will be able to
a) reflect on the feedback given to their summary critiques.
b) analyze the sample case study memo for audience and purpose.
I. Reflecting on the Summary Critique
II. Analyzing audience in the sample case study memo
case study memo
PPP
Homework
Those of you who would like to work on your summary critique and submit a better draft can do so. Dateline for submission: Friday, July 27, midnight.
Students will be able to
a) reflect on the feedback given to their summary critiques.
b) analyze the sample case study memo for audience and purpose.
I. Reflecting on the Summary Critique
II. Analyzing audience in the sample case study memo
case study memo
PPP
Homework
Those of you who would like to work on your summary critique and submit a better draft can do so. Dateline for submission: Friday, July 27, midnight.
Monday, July 23, 2012
Day 19: Final Paper (1)
Objectives
Students will be able to
a) identify and prepare for the different aspects required for the writing of the final paper.
b) describe what critical analysis is.
c) discuss the Heineken article.
d) review what they learned about audience earlier in the semester.
e) analyze purpose and audience expectations of a sample case study memo by studying its writing prompt.
I. Final Paper Assignment Details (20 min)
ppp
II. Oral Presentations: Writing Emails (20 min)
Sheila, Ki Tae, and Young.
III. Critical Analysis: What is it? (10 min)
ppp
IV. A discussion of the Heineken article (10 min)
V. A review of Audience and Purpose (10 min)
ppp
an example
VI. Analysis of purpose and audience expectations of a sample case study memo from its prompt. (10 min)
VII. Reflection (10 min)
Sources
Critical analysis image retrieved from
http://toughsledding.wordpress.com/2010/01/01/dont-let-positive-thinking-impede-critical-analysis/
Students will be able to
a) identify and prepare for the different aspects required for the writing of the final paper.
b) describe what critical analysis is.
c) discuss the Heineken article.
d) review what they learned about audience earlier in the semester.
e) analyze purpose and audience expectations of a sample case study memo by studying its writing prompt.
I. Final Paper Assignment Details (20 min)
ppp
II. Oral Presentations: Writing Emails (20 min)
Sheila, Ki Tae, and Young.
III. Critical Analysis: What is it? (10 min)
ppp
IV. A discussion of the Heineken article (10 min)
V. A review of Audience and Purpose (10 min)
ppp
an example
VI. Analysis of purpose and audience expectations of a sample case study memo from its prompt. (10 min)
VII. Reflection (10 min)
Sources
Critical analysis image retrieved from
http://toughsledding.wordpress.com/2010/01/01/dont-let-positive-thinking-impede-critical-analysis/
Thursday, July 19, 2012
Day 18: Introduction to Critical Analysis (1)
Objectives
Students will be able to
a) revise the draft of their memo. Check it against the rubric.
b) discuss business emails.
c) learn about their final assignment: The Critical analysis of a case study.
I. Writing a memo
a. Revising
b. Rubric
II. Business emails
video
PPP2
PPP1
III. Introduction to Critical Analysis
Read the following article for next class.
Students will be able to
a) revise the draft of their memo. Check it against the rubric.
b) discuss business emails.
c) learn about their final assignment: The Critical analysis of a case study.
I. Writing a memo
a. Revising
b. Rubric
II. Business emails
video
PPP2
PPP1
III. Introduction to Critical Analysis
Read the following article for next class.
Wednesday, July 18, 2012
Day 17: Writing a Memorandum (2)
Objectives
a) Distinguish different types of memos.
b) Identify the parts of amemo.
c) Start writing their memo assignment.
Writing a Memo
1. Types of Memos: different types of memo require different organization principles and require different approaches.
ppp
2. Parts of a Memo
3. Assignment and rubric
4. Establishing Common ground
5. "You" orientation
a) Distinguish different types of memos.
b) Identify the parts of amemo.
c) Start writing their memo assignment.
Writing a Memo
1. Types of Memos: different types of memo require different organization principles and require different approaches.
ppp
2. Parts of a Memo
3. Assignment and rubric
4. Establishing Common ground
5. "You" orientation
Monday, July 16, 2012
Day 16: Writing a Memorandum (1)
Objectives
Today students will be able to
a) identify the parts of a memo.
b) identify the purpose and types of memos.
c) analyze a memo in terms of is purpose, intended audience, and format.
Analyzing memos
a) Warm-up
b) ppp
c) Watch this video, The Basic Memo
d) Sample memos
Read the memo and discuss the following questions with your partner.
e) Different types of memos
f) Parts of a memo
g) Assignment 4: Writing a Memo
Here is the rubric.
Sources
UpWrite Press (2009, March 9). The Key Forms of Business Writing: Basic Memo [Video file]. Retrieved from http://www.youtube.com/watch?v=n5Zyn9y_MDs
Sample Memos, types of memo, parts of memo were adapted from ESL 505 TA Resources Archives
Kim, Jin. (2012). Memo I. ESL 505 TA Resource Archives
Today students will be able to
a) identify the parts of a memo.
b) identify the purpose and types of memos.
c) analyze a memo in terms of is purpose, intended audience, and format.
Analyzing memos
a) Warm-up
b) ppp
c) Watch this video, The Basic Memo
d) Sample memos
Read the memo and discuss the following questions with your partner.
e) Different types of memos
f) Parts of a memo
g) Assignment 4: Writing a Memo
Here is the rubric.
Sources
UpWrite Press (2009, March 9). The Key Forms of Business Writing: Basic Memo [Video file]. Retrieved from http://www.youtube.com/watch?v=n5Zyn9y_MDs
Sample Memos, types of memo, parts of memo were adapted from ESL 505 TA Resources Archives
Kim, Jin. (2012). Memo I. ESL 505 TA Resource Archives
Wednesday, July 11, 2012
Day 15: Negotiation
Objectives:
Students will be able to
a) reflect on the importance of learning about one's own and others' personality traits.
b) Understand the characteristics of effective negotiators.
c) Become aware of the "win-win" attitude necessary for successful negotiation.
d) Use diplomatic language to perform various negotiation functions.
I. Personality (cont.)
website
II. Negotiation
ppp
Characteristics of Effective Negotiators
Negotiation Strategies
Language functions/Vocabulary
Practice Negotiation in a business context
Reflection:
1. What did you learn from today’s activity, from planning to negotiation?
2. What are some difficulties you encountered during the planning stage as well as the negotiating stage?
3. What would you do differently when it is time for your “real” employment negotiation?
Homework
1. Your Summary Critique is due on Monday, July 16 at noon. Please upload it on Dropbox.
2. Negotiation presentations are also due on Monday 16: James, Harn-Jye, Xiaolin, Ari.
Sources:
All materials for this class were taken from Young-Kyung Min's class, adapted by Jin Kim. ESL 505 Resources. Retrieved from
http://esl505ta.blogspot.com/2012/07/day-memo-i.html?zx=aebf09598c7b0233
Students will be able to
a) reflect on the importance of learning about one's own and others' personality traits.
b) Understand the characteristics of effective negotiators.
c) Become aware of the "win-win" attitude necessary for successful negotiation.
d) Use diplomatic language to perform various negotiation functions.
I. Personality (cont.)
website
II. Negotiation
ppp
Characteristics of Effective Negotiators
Negotiation Strategies
Language functions/Vocabulary
Practice Negotiation in a business context
Reflection:
1. What did you learn from today’s activity, from planning to negotiation?
2. What are some difficulties you encountered during the planning stage as well as the negotiating stage?
3. What would you do differently when it is time for your “real” employment negotiation?
Homework
1. Your Summary Critique is due on Monday, July 16 at noon. Please upload it on Dropbox.
2. Negotiation presentations are also due on Monday 16: James, Harn-Jye, Xiaolin, Ari.
Sources:
All materials for this class were taken from Young-Kyung Min's class, adapted by Jin Kim. ESL 505 Resources. Retrieved from
http://esl505ta.blogspot.com/2012/07/day-memo-i.html?zx=aebf09598c7b0233
Day 14: Personality
Objectives
Students will be able to
a) write an outline of their summary-critiques.
b) learn about their personalities and the personalities of others.
c) begin discussing aspects of negotiation.
I. Writing a Summary-Critique (30 min)
a) Go over the Logical Fallacies PowerPoint presentation (day 12).
b) Focus on your article on Fat Tax and check for the use of logical fallacies. Can you find any?
c) Go over the handout on Helpful Hints for Writing a Critique.
d) Write an outline for your summary-critique.
II. The Color Personality Test
Article by Patricia Mulkeen, PhD.
ppp1
Survey
color images
color text
ppp
III. Negotiation
What is negotiation?
What is the purpose of negotiation?
What are the characteristics of a good negotiator?
Students will be able to
a) write an outline of their summary-critiques.
b) learn about their personalities and the personalities of others.
c) begin discussing aspects of negotiation.
I. Writing a Summary-Critique (30 min)
a) Go over the Logical Fallacies PowerPoint presentation (day 12).
b) Focus on your article on Fat Tax and check for the use of logical fallacies. Can you find any?
c) Go over the handout on Helpful Hints for Writing a Critique.
d) Write an outline for your summary-critique.
II. The Color Personality Test
Article by Patricia Mulkeen, PhD.
ppp1
Survey
color images
color text
ppp
III. Negotiation
What is negotiation?
What is the purpose of negotiation?
What are the characteristics of a good negotiator?
Monday, July 9, 2012
Day 13: Summary Critique (3)
Objectives
Students will be able to
a) present/listen to a presentation on giving and receiving feedback.
b) continue working in the writing of their summary critiques.
I. Presentations on Giving and Receiving Feedback.
II. Summary discussion
a. Go over the main points learned about summary and see if they were applied to your summary.
b. In groups discuss your summaries. First with your peers around you. Second with another group. Make notes of interesting findings.
III. Writing a Critique
Critique Handout
Dateline for Summary Critique (first draft): Friday, July 13, 2011, 12 midnight.
Your summary critique should be:
About two-page long, double spaced, font # 12, Times New Roman. It should contain a title page, carefully documented in-text citations, and a reference page. All in APA Format.
Sources:
Michelson, K. Summary Critique, Parts 1 and 2. Retrieved from:
http://esl505ta.blogspot.com/2012/06/day-10-summary-critique-1.html
The Academic Support Center. Chesapeake College. Retrieved from:
http://www.chesapeake.edu/asc/CritiqueHandout.pdf
Students will be able to
a) present/listen to a presentation on giving and receiving feedback.
b) continue working in the writing of their summary critiques.
I. Presentations on Giving and Receiving Feedback.
II. Summary discussion
a. Go over the main points learned about summary and see if they were applied to your summary.
b. In groups discuss your summaries. First with your peers around you. Second with another group. Make notes of interesting findings.
III. Writing a Critique
Critique Handout
Dateline for Summary Critique (first draft): Friday, July 13, 2011, 12 midnight.
Your summary critique should be:
About two-page long, double spaced, font # 12, Times New Roman. It should contain a title page, carefully documented in-text citations, and a reference page. All in APA Format.
Sources:
Michelson, K. Summary Critique, Parts 1 and 2. Retrieved from:
http://esl505ta.blogspot.com/2012/06/day-10-summary-critique-1.html
The Academic Support Center. Chesapeake College. Retrieved from:
http://www.chesapeake.edu/asc/CritiqueHandout.pdf
Thursday, July 5, 2012
Day 12: Summary Critique (2)
Objectives:
Students will be able to
a) write a summary of the article assigned.
b) know the difference between critique and criticism.
c) understand what constitutes a strong argument.
d) recognize logical fallacies.
e) know important questions to answer in order to effectively critique a text.
I. Writing a Summary
a. examples
II. P.I.E. Structure
ppp
II. Summary-Critique
ppp
Logical Fallacies
movie review
critical review tips and example
Sources:
Materials for this class are taken from:
Michaelson, K. (2012). Summary Critique. Retrieved from:
http://www.blogger.com/blogger.g?blogID=4237906135558810150#editor/target=post;postID=3436190122842932979
Summary-Critique PowerPoint” by Mica Swyers for ESL 501, Fall 2010
Burr, Ty. (2012). “Abraham Lincoln: Vampire Hunter.” The Boston Globe. Retrieved June 6, 2012 from http://www.boston.com/ae/movies/articles/2012/06/22/abraham_lincoln_vampire_hunter_is_no_joke/?rss_id=Boston.com+--+Movie+news
"Logical Fallacies" PPT and game by Mica Swyers for ESL 501, Fall 2010
Students will be able to
a) write a summary of the article assigned.
b) know the difference between critique and criticism.
c) understand what constitutes a strong argument.
d) recognize logical fallacies.
e) know important questions to answer in order to effectively critique a text.
I. Writing a Summary
a. examples
II. P.I.E. Structure
ppp
II. Summary-Critique
ppp
Logical Fallacies
movie review
critical review tips and example
Sources:
Materials for this class are taken from:
Michaelson, K. (2012). Summary Critique. Retrieved from:
http://www.blogger.com/blogger.g?blogID=4237906135558810150#editor/target=post;postID=3436190122842932979
Summary-Critique PowerPoint” by Mica Swyers for ESL 501, Fall 2010
“Summary-Critique 1” PPT by Dana Shalash for ESL 505, Summer
2011
Burr, Ty. (2012). “Abraham Lincoln: Vampire Hunter.” The Boston Globe. Retrieved June 6, 2012 from http://www.boston.com/ae/movies/articles/2012/06/22/abraham_lincoln_vampire_hunter_is_no_joke/?rss_id=Boston.com+--+Movie+news
"Logical Fallacies" PPT and game by Mica Swyers for ESL 501, Fall 2010
Tuesday, July 3, 2012
Day 10: Summary Critique (1)
Objectives:
Students will be able to
a) continue studying types of in-text citations.
b) see examples and practice the writing of a paraphrase and a summary.
c) read and article to find main points.
d) start their assignment: Writing a summary critique
A. Types of Citations (cont.)
1. Paraphrase
2. Summary
3. P.I.E.
B. Writing a Summary Critique
ppp
Students will be able to
a) continue studying types of in-text citations.
b) see examples and practice the writing of a paraphrase and a summary.
c) read and article to find main points.
d) start their assignment: Writing a summary critique
A. Types of Citations (cont.)
1. Paraphrase
2. Summary
3. P.I.E.
B. Writing a Summary Critique
ppp
Monday, July 2, 2012
Day 9: Citing Sources (2)
Objectives:
Students will be able to
a. discuss feedback given to diagnostic test revision.
b. continue working with in-text citations:
1. distinguish what constitutes plagiarism.
2. distinguish what evidence should be acknowledged.
3. distinguish and practice three types of in-text citations:
* quote
* paraphrase
* summary
c. explore APA Format.
I. Feedback on diagnostic test revision (20 min)
What are your strengths? What needs improvement?
Challenging areas
Examples of good writing
Reflection
II. Learning to recognize what is plagiarism (20 min)
a. Do you remember something you learned from our last class on recognizing what is an acceptable citation and what is considered plagiarism?
b. Let's finish the exercise on Avoiding Plagiarism.
c. What evidence should be acknowledged?
d. What constitutes "common knowledge"?
III. Citing sources in your academic and professional work
Every time you use a source for your written work or an oral presentation, you must use citations.
There are two forms of citation:
1. In-Text Citations
2. Reference Page
Types of In-Text Citations:
a. quotes
b. paraphrase
c. summary
IV. Explore APA Guidelines
Homework
Read the article, World's First Fat Tax: What will it Achieve?. Underline main ideas.
Students will be able to
a. discuss feedback given to diagnostic test revision.
b. continue working with in-text citations:
1. distinguish what constitutes plagiarism.
2. distinguish what evidence should be acknowledged.
3. distinguish and practice three types of in-text citations:
* quote
* paraphrase
* summary
c. explore APA Format.
I. Feedback on diagnostic test revision (20 min)
What are your strengths? What needs improvement?
Challenging areas
Examples of good writing
Reflection
II. Learning to recognize what is plagiarism (20 min)
a. Do you remember something you learned from our last class on recognizing what is an acceptable citation and what is considered plagiarism?
b. Let's finish the exercise on Avoiding Plagiarism.
c. What evidence should be acknowledged?
d. What constitutes "common knowledge"?
III. Citing sources in your academic and professional work
Every time you use a source for your written work or an oral presentation, you must use citations.
There are two forms of citation:
1. In-Text Citations
2. Reference Page
Types of In-Text Citations:
a. quotes
b. paraphrase
c. summary
IV. Explore APA Guidelines
Homework
Read the article, World's First Fat Tax: What will it Achieve?. Underline main ideas.
Thursday, June 28, 2012
Day 8: Citing Sources (1)
Objectives
Students will be able to
a) recognize plagiarism and its possible consequences.
b) distinguish ways to use outer sources without plagiarism.
c) Practice quoting.
I. Cultural Mini-Lesson: Giving Feedback
ppp
Please, get in pairs. Compare the feedback comments for each sample in the handout. Decide which is more effective and constructive. Come up with a rule to help the ineffective commenter improve his/her feedback.
Worksheet A
Worksheet B
II. Citing Sources
A. Avoiding Plagiarism
Quiz
Answers
Acceptable or not?
handout
Acknowledge or not?
handout
key
III. Types of In-Text Citations
A. Quotes
ppp
Practice
A. Check your diagnostic essay for plagiarism. Incorporate at least a quote from the article if you have not done so. If you have, revise it.
B. Go on line and find a source on Social Responsibility. Make sure it is a reliable source (author, published, peer-revised). Find a quote you would like to add to your diagnostic test. Add it.
Students will be able to
a) recognize plagiarism and its possible consequences.
b) distinguish ways to use outer sources without plagiarism.
c) Practice quoting.
I. Cultural Mini-Lesson: Giving Feedback
ppp
Please, get in pairs. Compare the feedback comments for each sample in the handout. Decide which is more effective and constructive. Come up with a rule to help the ineffective commenter improve his/her feedback.
Worksheet A
Worksheet B
II. Citing Sources
A. Avoiding Plagiarism
Quiz
Answers
Acceptable or not?
handout
Acknowledge or not?
handout
key
III. Types of In-Text Citations
A. Quotes
ppp
Practice
A. Check your diagnostic essay for plagiarism. Incorporate at least a quote from the article if you have not done so. If you have, revise it.
B. Go on line and find a source on Social Responsibility. Make sure it is a reliable source (author, published, peer-revised). Find a quote you would like to add to your diagnostic test. Add it.
Wednesday, June 27, 2012
Day 7: Effective Oral Presentations
Objectives:
Students will be able to:
a) discuss aspects that contribute to an effective oral presentation.
b) decide which are the most important features/skills of an effective presentation.
c) discuss general guidelines to follow when giving performance feedback (mini-lesson).
I. A. Who is your favorite speaker? A religious leader? a celebrity? a teacher from high school or college? a prominent businessperson? a political leader in your country?
What qualities in this speaker make him/her memorable?
B. What aspects should we consider when planning an oral presentation?
video 1
Reflect on your own oral presentation. Complete the handout.
video 2
Form groups of two and go over the following PPP.
II. Effective Power Point Presentations
video 3
PPP
III. Oral Presentation Guidelines
Sources
Materials for this lesson were retrieved from:
http://www.youtube.com/watch?v=2-ntLGOyHw4
Tuesday, June 26, 2012
Day 6: Interpreting Prompts
Objectives
Students will be able to
a) review their diagnostic essays for effective body paragraphs.
b) recognize the importance of interpreting various types of prompts.
I. Review:
A. Writing a Good Conclusion
*What are possible ways you can conclude an essay? Discuss with your peers around you.
*Take a look at the following examples of concluding paragraphs and discuss what types of strategies did these authors use to end their essays.
B. Writing Effective Body Paragraphs
*Structure
*Evidence
In groups of two work on the handout provided. Here are the answers.
*Revise the body paragraphs in your diagnostic essay for structure and evidence provided.
1. Does every paragraph start with a topic sentence that clearly states the idea developed in the paragraph?
2. What kind of evidence is used to support this main idea?
II. Interpreting a Writing Prompt
A. What is a PROMPT? Merriam-Webster Dictionary
Examples of writing prompts
B. Analysis of Writing Prompts (handout)
Answers
C. Creating an outline based on a writing prompt.
An outline enables you to determine the order in which you will present your main points, arrange your support items, and specify what you will say in your introduction and conclusion. The outlines unifies all the parts of your presentation.
Practice:
1. Let's remember the writing prompt for the diagnostic essay you wrote last week.
2. Now, open your diagnostic test. In a word document try to come up with the outline of your diagnostic. See if it fits the prompt given.
3. Write a simple tentative outline for the following prompt:
(Prompt) Write a 2,000-word essay on the topic, The Next Society, where you state your opinion on what to expect from the next generation of human beings with respect to the economy.
Homework
Please continue working on the revising of your diagnostic essay.
Sources:
Kim, J. (2012). Interpreting Writing Prompts. ESL505 Resources.
http://esl505ta.blogspot.com/2012/06/day-5-writing-body-paragraphs-analyzing.html
Students will be able to
a) review their diagnostic essays for effective body paragraphs.
b) recognize the importance of interpreting various types of prompts.
I. Review:
A. Writing a Good Conclusion
*What are possible ways you can conclude an essay? Discuss with your peers around you.
*Take a look at the following examples of concluding paragraphs and discuss what types of strategies did these authors use to end their essays.
B. Writing Effective Body Paragraphs
*Structure
*Evidence
In groups of two work on the handout provided. Here are the answers.
*Revise the body paragraphs in your diagnostic essay for structure and evidence provided.
1. Does every paragraph start with a topic sentence that clearly states the idea developed in the paragraph?
2. What kind of evidence is used to support this main idea?
II. Interpreting a Writing Prompt
A. What is a PROMPT? Merriam-Webster Dictionary
Examples of writing prompts
B. Analysis of Writing Prompts (handout)
Answers
C. Creating an outline based on a writing prompt.
An outline enables you to determine the order in which you will present your main points, arrange your support items, and specify what you will say in your introduction and conclusion. The outlines unifies all the parts of your presentation.
Practice:
1. Let's remember the writing prompt for the diagnostic essay you wrote last week.
2. Now, open your diagnostic test. In a word document try to come up with the outline of your diagnostic. See if it fits the prompt given.
3. Write a simple tentative outline for the following prompt:
(Prompt) Write a 2,000-word essay on the topic, The Next Society, where you state your opinion on what to expect from the next generation of human beings with respect to the economy.
Homework
Please continue working on the revising of your diagnostic essay.
Sources:
Kim, J. (2012). Interpreting Writing Prompts. ESL505 Resources.
http://esl505ta.blogspot.com/2012/06/day-5-writing-body-paragraphs-analyzing.html
Saturday, June 23, 2012
Day 5: Writing Effective Body Paragraphs and Conclusions
Objectives:
Students will be able to
a. recognize the basic structure of a well-developed paragraph.
b. recognize elements that should be present in a conclusion.
c. recognize common types of evidence frequently used in academic writing.
d. revise and improve the conclusions in their diagnostics tests.
e. revise and improve the body paragraphs in their diagnostic essays.
I. Review (15 min)
Last class we learned some tips for the writing of a good introduction. You did some revising of the introduction of your Diagnostic test. We also talked about Thesis Statements and their importance in the essay.
Open this Power Point Presentation and go over slides 1-28
PPP
Practice:
a. Work in the analysis of these introductions. (handout)
handout 2
b. Please, open your diagnostic folder in Dropbox and give a last check to your introduction an thesis statement.
II. Tips for Writing Effective Conclusions (25-30 min)
PPP1
Practice: a. Conclusion analysis: Work in the analysis of these conclusions:
handout 3
handout 4
b. Please, work on revising the conclusion of your diagnostic test.
III. Writing Body Paragraphs (10 min)
What are the elements of a paragraph?
Body Paragraph Structure: Identifying TEA
Check the handout and identify TEA in the paragraph. (10 min)
handout 5
handout 6
Types of Evidence (10 min)
Identify different types of evidence.
handout 7
handout 8
Practice:
Now, check your Diagnostic essay for effective body paragraphs (TEA and types of evidence used).
Homework:
The revised second draft for Diagnostic Essay is due tomorrow, Tuesday, June 26 at 3:00 PM. Save this second draft in a new folder in Dropbox.
Students will be able to
a. recognize the basic structure of a well-developed paragraph.
b. recognize elements that should be present in a conclusion.
c. recognize common types of evidence frequently used in academic writing.
d. revise and improve the conclusions in their diagnostics tests.
e. revise and improve the body paragraphs in their diagnostic essays.
I. Review (15 min)
Last class we learned some tips for the writing of a good introduction. You did some revising of the introduction of your Diagnostic test. We also talked about Thesis Statements and their importance in the essay.
Open this Power Point Presentation and go over slides 1-28
PPP
Practice:
a. Work in the analysis of these introductions. (handout)
handout 2
b. Please, open your diagnostic folder in Dropbox and give a last check to your introduction an thesis statement.
II. Tips for Writing Effective Conclusions (25-30 min)
PPP1
Practice: a. Conclusion analysis: Work in the analysis of these conclusions:
handout 3
handout 4
b. Please, work on revising the conclusion of your diagnostic test.
III. Writing Body Paragraphs (10 min)
What are the elements of a paragraph?
Body Paragraph Structure: Identifying TEA
T = Topic Sentence
E = Evidence/concrete details
A = Analysis/Commentary
handout 5
handout 6
Types of Evidence (10 min)
Identify different types of evidence.
handout 7
handout 8
Practice:
Now, check your Diagnostic essay for effective body paragraphs (TEA and types of evidence used).
Homework:
The revised second draft for Diagnostic Essay is due tomorrow, Tuesday, June 26 at 3:00 PM. Save this second draft in a new folder in Dropbox.
Thursday, June 21, 2012
Day 4: Writing Introductions
OBJECTIVES
Students will be able to
a. recognize what elements make an effective Introduction.
b. revise their diagnostic essay introduction based on what they have learned today.
Introductions: Dos and Don't s
PPP
The Thesis Statement
* It's the most important sentence of the paper.
* It conveys the main idea of the paper.
* It answers the questions: "What am I trying to prove?"
* It is not a factual statement, but a claim that has to be proven throughout the paper.
PPP
Practice:
Open your Dropbox Diagnostic folder and revise your introduction.
Students will be able to
a. recognize what elements make an effective Introduction.
b. revise their diagnostic essay introduction based on what they have learned today.
Introductions: Dos and Don't s
PPP
The Thesis Statement
* It's the most important sentence of the paper.
* It conveys the main idea of the paper.
* It answers the questions: "What am I trying to prove?"
* It is not a factual statement, but a claim that has to be proven throughout the paper.
PPP
Practice:
Open your Dropbox Diagnostic folder and revise your introduction.
Tuesday, June 19, 2012
Day 3: Audience and Purpose Analysis
Objectives:
Students will be able to
a. Name and explain the steps of the writing process.
b. Discuss the different aspects involved in writing for an audience.
b. Analyze the characteristics of different audiences.
c. Write persuasive ideas for an intended audience.
I. The Writing Process
II. Video clips and discussion
Make sure you read the Discussion Questions below before watching the videos. V
Video 1 The Three Little Pigs
Video 2 A Dairy Tale: The Three Little Pigs
Video 3 Christopher Walken's Three Little Pigs
Discussion Questions
*Who is the audience for each video clip?
*What is the purpose of each video clip?
*What are some differences you observed from the three versions of The Three Little Pigs?
III. Successful business writing begins with an in-depth audience analysis. You need to anticipate your audience's needs, know their background and potential questions and address them in your writing. The following questions may help you analyze your audience better:
*What is the background of your audience? (e.g. social status, education, experience)?
(This determines the tone of writing, how much detailed information to include in the message, etc.)
*What are the needs/interests of your audience?
( This determines which information to (de) emphasize, how to maximize/minimize cooperation/objection, and which information should be presented first.)
*What does your audience already know about the message you are communicating? What kind of questions will they have on your topic?
(This determines which information should be included/excluded/elaborated.)
*How does the audience feel about the topic beforehand? (Agree, neutral, disagree) How will they respond to your message?
(This determines which information to emphasize/de-emphasize.)
*Which aspects of your message would particularly appeal to your audience?
(Emphasize the most positive elements of your message.)
*Which objections might you expect your audience to have (if they are likely to disagree)?
( De-emphasize or overcome negative elements of your message by using qualifiers/hedging.)
IV. Types of Audience
PPP
V. Practice
a. Get in groups of 3. Each group will be assigned a different audience.
Your mission is
To persuade your audience to eat at McDonald's instead of at another restaurant. Don't invent qualities for McDonald's; base your argument on what you know.
b. Use the questions in section III for audience analysis and come up with at least THREE main ideas to persuade your assigned audience. You may like to produce a simple power point presentation incorporating some visual aids as an effective means to persuade the target audience.
c. Present your ideas to the class.
Here, the rest of the class pays attention and after the group has finished guess who the intended audience of the presentation was and discuss the effectiveness of the presentation.
V. Homework: None
Source:
Kim, J. (2012). ESL 505 TA Resources. University of Illinois.
http://esl505ta.blogspot.com/2012/06/day-3-audience-and-purpose.html
Students will be able to
a. Name and explain the steps of the writing process.
b. Discuss the different aspects involved in writing for an audience.
b. Analyze the characteristics of different audiences.
c. Write persuasive ideas for an intended audience.
I. The Writing Process
II. Video clips and discussion
Make sure you read the Discussion Questions below before watching the videos. V
Video 1 The Three Little Pigs
Video 2 A Dairy Tale: The Three Little Pigs
Video 3 Christopher Walken's Three Little Pigs
Discussion Questions
*Who is the audience for each video clip?
*What is the purpose of each video clip?
*What are some differences you observed from the three versions of The Three Little Pigs?
III. Successful business writing begins with an in-depth audience analysis. You need to anticipate your audience's needs, know their background and potential questions and address them in your writing. The following questions may help you analyze your audience better:
*What is the background of your audience? (e.g. social status, education, experience)?
(This determines the tone of writing, how much detailed information to include in the message, etc.)
*What are the needs/interests of your audience?
( This determines which information to (de) emphasize, how to maximize/minimize cooperation/objection, and which information should be presented first.)
*What does your audience already know about the message you are communicating? What kind of questions will they have on your topic?
(This determines which information should be included/excluded/elaborated.)
*How does the audience feel about the topic beforehand? (Agree, neutral, disagree) How will they respond to your message?
(This determines which information to emphasize/de-emphasize.)
*Which aspects of your message would particularly appeal to your audience?
(Emphasize the most positive elements of your message.)
*Which objections might you expect your audience to have (if they are likely to disagree)?
( De-emphasize or overcome negative elements of your message by using qualifiers/hedging.)
IV. Types of Audience
PPP
V. Practice
a. Get in groups of 3. Each group will be assigned a different audience.
Your mission is
To persuade your audience to eat at McDonald's instead of at another restaurant. Don't invent qualities for McDonald's; base your argument on what you know.
b. Use the questions in section III for audience analysis and come up with at least THREE main ideas to persuade your assigned audience. You may like to produce a simple power point presentation incorporating some visual aids as an effective means to persuade the target audience.
c. Present your ideas to the class.
Here, the rest of the class pays attention and after the group has finished guess who the intended audience of the presentation was and discuss the effectiveness of the presentation.
V. Homework: None
Source:
Kim, J. (2012). ESL 505 TA Resources. University of Illinois.
http://esl505ta.blogspot.com/2012/06/day-3-audience-and-purpose.html
Day 2 Diagnostic Exam
Objectives:
Today, students will:
a. set up a Dropbox account if they haven't done so.
b. take the diagnostic test and upload it to their Dropbox account.
Make sure you have a Dropbox account. Today you will upload this diagnostic exam to a subfolder titled: DIAGNOSTIC EXAM
Homework: None
Today, students will:
a. set up a Dropbox account if they haven't done so.
b. take the diagnostic test and upload it to their Dropbox account.
Make sure you have a Dropbox account. Today you will upload this diagnostic exam to a subfolder titled: DIAGNOSTIC EXAM
- Diagnostic Exam: This exam will NOT be graded. The purpose is to identify and improve upon your strengths and weaknesses, and give both you and I the starting point of your writing skills for the semester.
- Instructions
Homework: None
Tuesday, June 12, 2012
Day 1: Introductions
Objectives for today's class:
Students will be able to
a. get to know each other.
b. get acquainted with general information about the class.
c. set up a Dropbox account.
d. know about and execute and effective handshake.
A. Please, carefully read the handout provided. You are encouraged to ask questions about the information presented when in doubt.
B. Let's set up a Dropbox account.
All assignments for this class will be uploaded to Dropbox, a very useful website created for the purpose of storing information. You need to create an account and open a folder for this class:
1. Go to Dropbox and watch the introductory video. Do not download Dropbox to the computer you are using now. If you wish to download the program do it to your personal computer.
2. Check your email inbox. You will find an invitation from me to open an account in Dropbox. Accept the invitation.
3. Open an account following the steps provided.
4. Make a new folder. Title it: ESL505_your name
5. In this new folder, open a new sub-folder and title it: Diagnostic Test
6. Share your ESL505 folder with me. This is my Yahoo address: marciamilla@yahoo.com
* I suggest you download this program to your personal computer. Dropbox is a very useful resource to save documents, pictures, materials, etc.
C. Let's review what you know about introductions and handshakes.
1. In groups of three, please talk about how you introduce yourself to others and how you introduce a person to others:
* Do you introduce yourself or wait until someone else can do it for you?
* What information you give in this introduction?
* Do you shake hands, nod you head, kiss on the cheek, just smile?
What about shaking hands,
- do women and men shake hands when they meet? Who offers his/hand first?
- what is your style when shaking hands?
* What do you do when you introduce a person to others?
Do you introduce the woman to the man, the man to the woman, the older person to the younger person?
D. Here are some resources that will familiarize you with handshakes. Watch the videos about handshaking and think about your handshaking style.
1. The Perfect Handshake
2. Ten types of BAD handshakes
3 Discuss the videos with your classmate. Do you agree? disagree? What is your style when shaking hands.
4. Introduce yourself to your peers around you. Shake hands.
5. Activity: "The Ambassador Line"
E. Introduction to business writing.
1. Open the following paragraph. It is part of a memo from the manager of operations to his vice president.
Paragraph
2. Open a Google Doc. Paste the paragraph here. Circle any words or phrases that do not sound “business-like.”
Whether in business school or in the business world, what you write—how you present yourself with written words—determines your degree of success.
Your professors need a demonstration of your knowledge and understanding, colleagues need to have confidence in you, your boss needs to trust you, and your business associates need to see you as willing, capable and ready to engage in mutually beneficial activities. You can build such a positive image for yourself with your writing.
Academic writing and business writing overlap and this course will help you understand American business culture and improve your writing.
handout
3. Now, let's go back to our paragraph in E 1-2:
Discuss the paragraph with your partner and list the problems with each sentence (number them 1-3). Try to explain why certain words and phrases are not “business-like.” Use the 7 Cs and the vocabulary associated with characteristics of good business writing to describe the problems.
4. Finally, if you have time, revise the paragraph. Then share your Google document with the other members of your group. Compare your paragraphs. How did they do?
paragraph revised
What might be included in a memo to the company detailing the incident? The answer should be none of it. If you were sending a notice to your employees after an incident like this, it would probably only be a reminder of the sexual harassment policies and procedures of the company. Detailing the incident would be a violation of privacy to the individuals involved and would only foster gossip.
PPP on writing effectively
Homework: If you haven't done so, take a look at our class website and familiarize yourself with its contents.
Friday, June 8, 2012
Welcome to ESL 505!
Instead of June 11, the official start of classes at UIUC for the summer, we will be starting our class on Monday, June 18, because of changes in schedule. During the first three weeks we will be able to make up for these classes, no worries.
You may like to start by checking out our class website and familiarize yourself with what it is there. Go over the Useful Links section, where you will find important information that will be very helpful for the development of your assignments. The About ESL 505 section contains information about grading, attendance policies, and other aspects of the course.
I am looking forward to meet you all next week. Our class will be held in the Foreign Languages Building (FLB), Room G3. G rooms are located in the basement of FLB.
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