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 

• 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?

e)  Write a reflection of what you have learned today?
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.

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:

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

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.

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/

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. 

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

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

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

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? 

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

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

“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

Day 11: Happy 4th of July!

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

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.