Final Week Schedule

12/07/2015 Monday

• 4 presentations & Q-&-A (Presenters: please upload your slides to compass2g before class)
• "graduate student communication needs" survey: evaluate and improve the curriculum

12/09/2015 Wednesday (last class!)

• 4 presentations & Q-&-A (Presenters: please upload your slides to compass2g before class)
• ICES (Instructor Course Evaluation System) form: evaluate the instructions and give feedback
• DUE: reflection #2, by 11:59pm

                              |
                         campus mail box (blue) between windows

4.3 Presentation Delivery

Important Announcement: Opportunity to Earn Extra Credit for Unit 4

Hope you are all having a restful break!

This week, Monday (11/30) to Thursday (12/03), you are offered with an opportunity to earn extra credit for your Unit 4 assignment. I invite you to experience a students' conference: "ESL503 Mock Conference", a multidisciplinary conference that combines all sections of ESL 503, allowing the students to share their research and interests and gain practice and experience in a safe, authentic conference setting.

Anyone is permitted to attend the ESL 503 Mock Conference, and we encourage the ESL 500 students, in particular, to participate as audience members due to the skills focus for Unit 4.

You will be able to watch one or more presentations, and reflect on your own mistakes that might occur/occurred during your presentation and the mistakes of the people that you watch, and yes of course, earn some big fat extra credit as reward.

ESL503 Conference Program
A listing of presentation schedule, students, and departments

Extra Credit Sheet
Please bring it to me next Monday as proof of attendance and participation in the ESL 503 Mock Conference.

Advertisement for ESL 502/503: PDF
What is ESL 503? Why should you take it? Video






Outline of this lesson:

Discuss and evaluate the use of gestures, volume, and stage movement in the extremes of too much and too little of each feature 

Recognize and practice typical spoken transitions between each slide to introduce, close, and connect each main point 

A. 3, 2, 1...action! Delivery style acting 


Please click your number below. Don't look at other numbers.

Your task: act it out to your group while answering the question in 30 seconds: What is your favorite restaurant in Champaign-Urbana?

The rest of the group: share your opinions to your group why you think the delivery is problematic.

1
2
3
4
5
6



B. TED talk videos


1. What do you like about her delivery? What do you learn from her use of gestures, volume, stage movement, eye contact, and transitional language?

Daphne Koller TED talk (0:00~6:30)

transcript of this video

2. What do you like about his visual aids? What do you learn from his slide headings, slide contents, use of charts/graphs, and design?

Dan Gilbert TED talk (0:00~4:10)



C. Homework 


1. Complete your visual aid for your presentation, and submit it to compass2g on your presentation day (before class). Make sure it is the FINAL version, and it will be graded.

2. Practice, practice and practice. Make sure your presentation is no more than 7 minutes.

3. Add the topic of your presentation here before your presentation day.


                                          GOOD LUCK WITH YOUR PRESENTATION!

4.2.2 Visual aids (design)

An article: how to cite images in PowerPoint
but in general: copy and paste the link where you found the image, and shrink its size into a much smaller font, and put that text box at the bottom of the slide with that image.


Outline of this lesson:

Understand three different presentation tools: PowerPoint, Prezi, and Emaze

Recognize the strengths and weaknesses of these three presentation tools

Analyze slide design and effective usage of slide tools such as animation, templates, and graphics.

Create your own visual aid using one of these tools and your knowledge of effective visual aid design.

Evaluate visual aids for organization, animation, graphics, and general font and color schemes.

A. Review: PowerPoint
Dos and Don'ts
(answer)

B. PowerPoint
Using PowerPoint


C. Prezi
Why use Prezi presentation?


D. Emaze
How to use Emaze presentation?


Fun Survey


E. Homework
1. Decide on your presentation topic, and put your topic, brief description, source information on this table: presentation title

2. Sign up your presentation date: here

3. Work on your visual aid slides: Ppt/ Prezi/ Emaze

4.2.1 Visual aids (content)

Outline of this lesson:

• Analyze and evaluate slide contents for needed/ irrelevant content
• Develop strategies to minimize slide content, but maximize information for the audience
• Create slides headings that are brief but effective in communicating the overall takeaway point of the slide
• Avoiding plagiarism: understand how citations can be integrated into a presentation 

A. Quick review of the previous lesson

Scrambling activity
(answer)

B. Discussion

• Why are PowerPoint used? What are the benefits/ drawbacks?
• What is the hardest part of creating a Powerpoint for you? Why?
• Do you consider PowerPoint to be a productive tool?

C. Features of a great powerpoint

1. Discussions

• What are some possible negative effects of a bad PowerPoint?
• How can a good PowerPoint improve your presentation?
• What are some of the characteristics that you would consider to be good in a presentation?
• What characters do you consider bad for a presentation?

2. Video
life after death by powerpoint



3. Evaluation activity
All about the giraffe
Disability services

Evaluation table

ppt for this lesson

D. Homework

1. Please fill out the table below about the basic information of your presentation topic, and get approval from your instructor
Table of presentation topics

2. Once your topic is approved, please keep working on your ppt outline, content for each slides, etc.

4.1 Presentation Organization and Structure

Outline of this lesson:

Outline and organize a presentation in a similar way that they would a paper 

Learn about the content and movement through an introduction, body, and conclusion of a presentation and see the parallels between academic presentations and academic writing 

Develop an effective introduction, thesis statement, and conclusion

ppt of this lesson

A. Discussion:

1. What do we know about culture and writing? What are typical features of American academic writing? 
2. How might this carry over to presentations? What features might you expect in an American academic presentation? 
3. How is the audience of a paper different than an audience of a presentation? What might you do to adapt to a presentation audience? 

B. Outlining a presentation 

Handout

(sample answer key)


C. Presentation workshop

4.0 Oral Presentation Overview

Student Outcomes:

As a result of this unit and assignment, students will be able to:

• Clearly organize their ideas into a presentation in appropriate academic style 
• Deliver their ideas in an effective and interesting manner 
• Understand and apply the use of a visual aid as support so that it adds and does not detract from the presenter’s message 

Assignment Description:
Students will present on a text related to their discipline. The text can be: 1) a paper written by the student, i.e. an essay or research paper from another course, a research proposal, published work, etc., or 2) a paper selected by the student from a text in their field, i.e. a journal article, a chapter from a book, etc. This type of topic is beneficial to students because the majority of conference presentations are based on papers and because it will demonstrate to students the parallels between American style academic writing and American style academic presentations.

Students will be required to present for 5-7 minutes on their topic with the support of a visual aid, such as PowerPoint, which will specifically be addressed in this unit. Skills from all units will be incorporated in the assessment of this assignment, including outlining, summarizing, avoiding plagiarism, and presenting.


Workshop theme: One of the important themes of this unit to maintain is its workshop-style. Workshop time should be allocated for each module so that students have the opportunity to immediately implement what you have taught and get feedback from you and their peers during class.


Homework tip: One problem that you may encounter as a result of the workshop style of this unit is that if students don't do the homework, they will not be able to participate appropriately during the workshop. If you anticipate this problem, one thing you can do is reassign 5% of the total 15% allotted for this major assignment within the final grade distribution as a homework grade for preparing for each class period. Then check the homework by walking around and looking at the start of each class.



Click to view the: Assignment Prompt & Grading Rubric



Sample Assignments:
Student Sample #1

Student Sample #2

Click the link above to see student samples of this assignment.

Sample Presentation Topics

About Individual Conference (11/09 Monday)

The Objective of Individual Conferences:

The individual conferences allow the opportunity for additional communication and support between the instructor and each individual student. Instructors should use this meeting to review where students are in their writing process and where they need to be, and to create action goals for their students.

These conferences should focus on students' performance on the final writing assignment for the course, which is students' final demonstration of understanding of the course skills.

Accomplish: During the conference, instructors should elicit any questions that the student has on their draft for the final major assignment, provide feedback and clear goals for the student to improve on and work toward for the final draft, and discuss the student's current grade in the course.

There will be two individual conferences for each student during this semester. Each one will last for about 10-15 minutes. One will be at the end of the Unit 1 (in September), and the other will be at the end of Unit 3 (in November).

ATTENDANCE REQUIREMENT: There will be no regular class on the individual conference day, but you have to sign up for an appointment with your instructor and show up on time in order to check your attendance on that day. Missing your appointment is the equivalent of an absence. PLEASE DO NOT BE LATE!

When and where:

Please sign up here for your individual conference. 

What to do before your individual conference:

What to do before your appointment: Before coming to your appointment with your instructor, please review the feedback from your instructor for at least once (it will be available one day prior to your appointment, which means by this Sunday). Prepare any question you have, and please show up on time. That would be most effective and efficient for a successful appointment with your instructor. 

3.5 Peer perception

Outline of this lesson:

• Review a draft of your peer's summary-critique essay for unit 3
• Revise your draft based on the feedback received from your peer. 

A. How to peer review: (module 2.4)

1. Helpful comments should be specific, constructive and polite/ honest.
ppt (module 2.4)

2. P-Q-P method of commenting: Praise-Question-Polish
ppt for module 2.4


B. Provide feedback for your peer:

Use this peer review sheet to provide feedback
Critique Peer Review Sheet


C. Homework:

1. Please send the peer review sheet to your peer after this class.
2. Please revise your 1st draft based on the feedback from your peer. Then submit your 2nd draft together with the feedback you receive (please attach it at the end of your 2nd draft document).
3. Submit your 2nd draft and feedback by this Friday (11/06) 11:59pm. 

3.4 Avoiding Informal Language

Outline for this lesson:

• Identify common informal verbs, nouns, and adjectives in academic writing
• Practice converting to appropriate formal verbs, nouns, and adjectives
• Be able to consider alternatives that may work dependent upon context

A. Discussion 

• How do you decide which word or grammatical structure is more appropriate to write in your paper?
• Can you think of any major difference between spoken (e.g. presentation) and written (research paper) academic language?
• Are there any words that you have learned are "non-academic" based on teacher feedback? Share with the class

B. Detective Task 

some sentences

These are some sentences from your diagnostic essay draft.
Can you point out all the informal language in these sentences?


word list

C. Practice: here  (answer key)

3.3 Language: evaluative and hedging

Outline of this lesson:

• Understand the definition of evaluative language and hedging
• Identify the function of evaluative language and hedging in academic writing
• Understand the rationale behind softening evaluative language in academic critique
• Apply evaluative language and hedging language to critique academic research papers

PPT of this lesson

A. Evaluative language: Concept

1. What is evaluative language?

http://padlet.com/wall/gsdnyvb3m0y5


2.  Article: Researchers: Quality of sleep may be affected by abandoning family in 1994 

Your critique points + Evaluative language:  here.


B. Evaluative language: examples 


Find examples from Google scholar for these words. Then copy and paste an example for each word: here.


C. Practice: here


Question: Is it good to use some extreme evaluative language?
Pedersen article


D. Hedging: Concept, examples and practice

Handout: here

Library Day_Monday Oct.26

Hello class,

Greetings! Hope your week is starting off well!

This is just a friendly reminder about our class tonight. It's the "Library Day", and we will be meeting in theMarshall Gallery in the main Library at 6:30pm, which is located just inside the East Doors of the main library (undergrad library side). 

If any of you prefer going together as a chunk from our regular classroom (FLB G3), please show up at our classroom at 6:25pm. I will be there, and we can walk to the main library together.

Please note that you are required to attend tonight's "library day" class, and your attendance will be checked as usual.

Please let me know if you have any questions!

See you tonight,

Yilan

3.2 Critical thinking: identification of critique points

Outline of this lesson

Understand the components and format of a summary-critique essay

State your own positions in response to an academic source (Article: Beauty Sleep) following the format of a summary-critique essay

Survey

How to write a critique



A. Evaluating sources

ppt for this lesson

• the source itself
• the evidence
• the arguments made by the author 
• bias or not

These apply to:
The article that you will write critique on.
Outside sources: whether you can use them as illustrations/ examples for your paper.



B. Fun read

What do you think of this passage? Is it reliable? Would you use it for your paper or not?

Researchers: Quality of sleep may be affected by abandoning family in 1994 



C. Structure of a research paper 

IMRD=?



D. Critique points from the article: Beauty Sleep

Work in pairs here

3.1 Introduction to critique

Outline of this lesson

• Understand the difference between a critique and simple criticism
• Understand the parts and structure of an academic critique
• Identify the parts of an academic critique
• Outline an academic critique

A. Warm-up

Let's come up with some everyday critiques around us



B. Critique 

Click here to view the exercise: are these critiques or not? Why or why not?

A critique does not always only contradict or disagree with something


C. Summary-critique essay

Structure:

• Introduction
• 3 Body paragraphs
• Conclusion and references (if any)

Which part of your summary-critique essay do the following items belong to?

1. evaluation of the source material

2. introduce the source

3. points of critique

4. summarize the source

5. recommendation for improvement

6. summary of points of critique
7. thesis statement

Summary Critique video #1
Summary Critique video #2

3.0 Critique Overview

Review ppt for Unit 2 lessons and assignments


Student Outcomes:

As a result of this unit and assignment, students will be able to: 

• Summarize a study in an introduction using neutral reporting language. 
• Evaluate research validity through critically analyzing study premise, methods, design, subjects, and claims. 
• Organize both + and - critique points into coherent body paragraphs that support the overall assessment of the study. 
• Use academic evaluative language to critique parts of research with appropriate tone and strength 

Assignment Description:

Students will read an article (one article for the whole class, see below), and write a summary-critique paper, working as a class to come up with critique points to include. The summary-critique paper will consist of an introduction and summary of the article, 3 critique points with examples from the text, and a conclusion. Outside sources may be used, such as the sample critique article provided, but not required.


Assignment Prompt & Grading Rubric:

Please click here to view

Article: Beauty Sleep 

Comprehension questions (due: 10/28 before class: 6:30pm, submit it on compass2g)

2.4 Peer Perception

Outline of this lesson:

• Understand the goals of peer review.
• Provide "perception" feedback for peers regarding needed components for assignment
• what to comment in your peer's paper
• what constitutes effective/helpful feedback
• Receive "perception" feedback from your peer, and improve your own writing through reflection and analysis.

Ppt for this lesson

A. Discussions about peer review

• Do you like other people to read your work? Why/ why not?
• Have you ever had a peer review before? (if so, did you like it or not? why?)

B. Goals of a peer review 

C. Sample comments activity

1. Read the comments that you received 

• How do these comments make you feel?
• Do you think these comments will be helpful for you to revise your essay? Why/ why not?

2. Helpful comments: criteria & P-Q-P method

3. Fix the sample comments using P-Q-P method

D. Sample Peer Comments

click here to view


E. Provide feedback for your peer

use this Synthesis peer review sheet


F. Homework

1. Please finish writing synthesis essay feedback for you peer.
2. Please revise your own synthesis essay based on the feedback from your peer.
3. Please submit the 1st draft of your synthesis essay (compass2g website) by 11:59pm this Friday, 2015/10/16

2.3 Identifying and Synthesizing main ideas

Outline of this lesson

• understand the concept of "synthesis" in academic writing
• use a synthesis chart/table to organize ideas from three sources and identify similarities and differences between the sources
• transform information on synthesis chart into three coherent paragraphs that contain all of the integrated sources

Here's the Ppt for this lesson


A. About source synthesis 


1. Meaning of synthesis: to combine separate elements in order to form a whole.



2. What is a synthesis chart/table?

When we create a synthesis chart, we take several works and compare them, marking their similarities in order to see the whole picture.

e.g. Let's compare: Lord of the Rings V.S. Matrix V.S. Harry Potter I

• How can we compare these three movies to each other?
• What topics can we use to compare? Think of few perspectives for comparison.

Types of Synthesis: 

• Compare & contrast an idea
• Definition of a term/ concept
• Support a claim 

3. How to make a source-synthesis chart for academic essays?

• Make a list of what perspectives that you want to compare in terms of all three articles. 
• Choose 3 perspectives that you believe are the most relevant to the broader topic of the three articles. 
• After filling in your points, make notes of how each article relates to the other two articles in terms of each perspective.

4. Practice making a source-synthesis chart

Topic: Computer-Assisted Language Learning (CALL)

Quick questions:

• Have you ever used computer/internet resources to learn a new language?
• How was the experience? 
• What do you like most about it? 
• Would you recommend CALL?

source #1

article 1: The impact of computer-assisted language learning in teaching vocabulary

source #2

article 2: Teaching reading through computer-assisted language learning

source #3

article 3: The role of computer-assisted language learning (CALL) in promoting learner autonomy

source-synthesis chart 




B. Three articles about animal testing: Comprehension

Article #1: Alternatives to animal testing gaining ground (assignment)

Comprehensive Questions 

• How do people respond to animal testing? What are some reasons for their positions?
• Is there another way to replace animal testing?
• What limitations do traditional animal testing have?

Article #2: The Price of Killing Off Animal Testing (for practice)

Comprehensive Questions

• What does the situation of animal testing look like in our community ?
• How are researchers trying to minimize the ethical issue that animal testing brings about?
• What are the costs of killing off animal testing?

Article #3: Avoiding Animal Testing (for practice)

Comprehensive Questions 

• What is the vision of US National Academy of Sciences? 
• Are there any potential technologies that can replace animal testing? Do they have any weaknesses?
• How does the situation of animal testing look like compared to that of the mid 70s?
• What are some advantages of non-animal testing methods?

C. Three articles about animal testing: Source-Synthesizing Table

• Work in groups of 3 for 10 minutes
• Each group please come up with 1 perspective/ topic that is discussed in the three articles about animal testing
• Use this Synthesis Table - Animal Testing (Blank). Fill in the table with information from the three articles about this perspective/ topic

D. Creating coherent paragraphs from your synthesis table

• Summary builds up your synthesis
• Synthesis process
• find and make the connection
• tie information
• you are the one doing the magic
• What are the differences between a summary and a synthesis? 
• summary v.s. synthesis table 
• summary or synthesis paragraph?

E. How to synthesize 

• three ways to synthesize sources
• similarity
• contrast
• accumulation
• synthesis structures
• introduction
• body paragraphs
• conclusion
• some reminders

F. Homework 


Based on the three articles about animal testing, and based on what we learned in this lesson,
1) complete your own source-synthesis table, 
2) complete the first draft of your synthesis essay before next class, and 
3) bring it to class on Wednesday.

We will do peer perception during our class next time, so it is very important that you are well prepared.

2.2.2 Avoiding Plagiarism (b): Citations

IEF (informal early feedback) results summary

Outline of this lesson:

• Recognize and learn to use APA (American Psychological Association) citation style
• Integrate in-text citations and create a list of references following the APA citation guide

A. Warm-up exercise:

Click here to view the exercise.

Read 4 different examples of in-text citations. Which of the 4 in-text citation(s) do you think is/are correct? If there is anything you want to change, what would you change?
(source: Purdue OWL)

Citation style for research papers (Long Island University)

Purdue OWL
Complete discipline listing

Make consistent use of only ONE citation style in every paper you write.


B. APA citation style

1. introduction to APA

APA stands for American Psychological Association and is the most frequently used citation format in the social sciences

APA regulates in-text citations and references (list of sources found at the end of a paper)

Purdue OWL: APA General Format

Questions:

• What information is usually included when citing other sources in your writing?
• What information is at the beginning of a citation?
• What information is at the end of a citation? 
• What information is at the end of a paper? How is it organized?

2. Practice in pairs: about APA

Student A
Student B


C. In-text citation practice

Click here to view (key)


D. APA Reference List Worksheet 

Click here to view (key)


E. Homework

1. Read article #2 & #3 before next class.
2. Practice using the APA format for article #1, #2 and #3

2.2.1 Avoiding Plagiarism (a): Paraphrasing and when (not) to quote

Informal Early Feedback:

Purpose: 
Students will provide informal early feedback to their instructor around the 5th or 6th week of the semester. This will help the instructor evaluate how the class is going from the students' perspective AND to give the instructor a starting point of how to IMPROVE the remainder of the semester.

Note: 
Students should remain anonymous.

Method for ESL 500_C1:
Please click the link below, and complete the form.

Your opinion is very important for your instructor and for the quality of the instruction. Your opinion will NOT affect your performance or grade in this course. Thank you for your cooperation!

IEF SURVEY




Outline for this lesson:

• Recognize plagiarism
• What are the consequences of plagiarism
• What are the three strategies to avoid plagiarism
• How to use the three strategies to avoid plagiarism

Ppt of this class
Differences between summary, paraphrasing and quoting

A. Plagiarism



B. Three strategies

To summarize
To paraphrase
To quote

C. Practice: How to paraphrase
(source: https://owl.english.purdue.edu/exercises/28/12/33/)

1). Read the passage on your own first.
2). Retell it to your partner in your own words. Please try your best not to refer back to the original paragraph when you are retelling it.
3). Paraphrase the paragraph you just read.

pair 1
pair 2
pair 3
pair 4
pair 5
pair 6

https://owl.english.purdue.edu/exercises/28/12/33/answer

2.1 Summary Writing

Outline for this lesson:

• Identify common introductory phrases for summary writing, practicing correcting weak phrases.
• Understand purpose and variation in summary reminder phrases, practicing correcting weak phrases.
• Identify strengths and weakness in sample summary texts.

A. Before writing a summary

Discuss the following questions:

• What do you need to do before writing a summary?
• What are the qualities that a good summary have?

Writing a good summary requires these things 


B. Exercise

What are strong and weak summaries?
click here to practice. Please only look at page 1

Task 8 & 10: click here


C. Homework:

Read article #1 "Alternatives to animal testing gaining ground: Researchers, regulators develop new systems for experiments", and summarize it 1/3 of the original length.
DUE: Next Monday, 09/28 by 11:59pmvia Compass2g website

2.0 Synthesis Essay Overview

Student Outcomes:

As a result of this unit and assignment, students will be able to:

• Identify and synthesize main ideas within different types of texts
• Summarize and paraphrase from academic texts effectively without plagiarizing
• Recognize different types of plagiarism and correct specific plagiarism errors
• Create in-text citations and bibliographies to attribute and locate sources

Assignment Description:

Students will practice summarizing 3 articles (you can find them at the bottom of this post) to gain practice in appropriate integration and synthesis of source material. The articles will be introduced separately and specific class time will be dedicated to writing a paragraph summary for one of the articles selected by the teacher. For the final assignment, students will submit:
1) the summary of articles #1, and 
2) an informative synthesis essay. 
Both the summary and the essay should be provided with feedback from the instructor and revised at least once by the student. Standard APA citation style will be used to gain practice in appropriate attributive language and avoiding plagiarism. The thesis statement of the synthesis essay could be one of the following: 
a) compare/contrast on a common idea, 
b) discussion of main themes or issues related to the topic, or 
c) claim to an argument with support from the three sources. 

Assignment Prompt & Grading Rubric

Please click here to view

3 Articles:

Topic: Alternatives to Animal Testing

Article #1: Alternatives to animal testing gaining ground (assignment)

Article #2: The Price of Killing Off Animal Testing (for practice)

Article #3: Avoiding Animal Testing (for practice)

Previous student's sample: 

Please click here to view

About Individual Conference (09/21, Monday)

The Objective of Individual Conferences:

The individual conferences allow the opportunity for additional communication and support between the instructor and each individual student. Instructors should use this meeting to review where students are in their writing process and where they need to be, and to create action goals for their students.

These conferences should focus on students' performance on the final writing assignment for the course, which is students' final demonstration of understanding of the course skills.

Accomplish: During the conference, instructors should elicit any questions that the student has on their draft for the final major assignment, provide feedback and clear goals for the student to improve on and work toward for the final draft, and discuss the student's current grade in the course.

There will be two individual conferences for each student during this semester. Each one will last for about 10-15 minutes. One will be at the end of the Unit 1 (in September), and the other will be at the end of Unit 3 (in November).

ATTENDANCE REQUIREMENT: There will be no regular class on the individual conference day, but you have to sign up for an appointment with your instructor and show up on time in order to check your attendance on that day. Missing your appointment is the equivalent of an absence. PLEASE DO NOT BE LATE!

When and where:

Please sign up here for your individual conference. 

What to do before your individual conference:

What to do before your appointment: Before coming to your appointment with your instructor, please review the feedback from your instructor for at least once (it will be available one day prior to your appointment, which means by this Sunday). Prepare any question you have, and please show up on time. That would be most effective and efficient for a successful appointment with your instructor. 

1.6 Introductions and conclusions

Outline of this lesson:

• understanding the function of introduction and conclusion
• identifying the structure of introduction
• identifying the structure of conclusion

(ppt of this class)

A. Function of introduction and conclusion

Introduction: Funnel: an upside-down triangle (general -> specific)

Conclusion: A triangle (specific -> general)

B. Parts of introduction and conclusion

opener (hook) -> background information -> thesis statement (do you still remember what a thesis statement looks like?)

Sample of an introduction paragraph

Types of hook

Conclusion

C. Homework: write the introduction and conclusion paragraph of your diagnostic essay. 

ATTENTION!


1. The first draft of your diagnostic essay revision will be due by 11:59pm, 09/18, this Friday. With your submission, please include your revised outline on the first page (based on new ideas that you come up with, and based on the feedback that I gave to you). Please check the assignment prompt and grading rubric. You can find the requirements there.

Here are three student sample essays in previous semesters with different reading articles and topics.
sample 1
sample 2
sample 3

2. The FINAL draft of your diagnostic essay revision will be due by 11:59pm, 09/25, next Friday. You will revise your essay based on the feedback of your first draft, and suggestions from your instructor during the individual conference. 

3. About the grading: I will only grade (give you a letter grade) the final draft of your assignment. Therefore, your revised outline (your final draft) (due this Friday 09/18), and your final draft of your diagnostic essay (due next friday, 09/25) will be graded.

1.5 Cohesive devices

Outline of this class:

• What are the cohesive devices?
• Identify cohesive devices in writing
• Revise your writing with cohesive devices

(ppt of this course)

A. Cohesive devices:

Sample paragraph

Read this paragraph. What do you think of it? 

Check this paragraph:

• Are sentences linked to one another? How are they linked?
• Is there any word in a sentence that "links/matches" any word in the previous sentence?
• Are the words used exactly the same, similar or completely different?
• How does each sentence begin? With new information or old information?

->

Two common problems:

Fragments

Run-on sentences

->

To make this paragraph better, we need words and phrases that link ideas and move the writing forward in some form of logical order.

B. Types of cohesive devices:

reference

transition

coordinating conjunctions

subordination

word-level cohesive devices
chart of conjunctions and transitional words

C. Exercise:

Sample paragraph

Revise this paragraph with cohesive devices. (You may copy and paste it in a new word document)

D. Homework:

Revise your diagnostic essay. Fix all fragments and run-on sentences to make it more cohesive.

1.4 PIE structure (PIE=Point+Illustration+Explanation)

Outline of this class:

• What is a PIE structure, and what it is used for
• Identify and label the sentences serving each function of "P", "I", and "E"
• Analyze and revise your diagnostic essay (body) paragraphs based on PIE principle

A. Discussion:

Discuss the following questions:

• What are your biggest challenges in developing paragraphs? 
• If you are writing a body paragraph, how would you develop your paragraph? What would you write first, second, and last?

B. Topic sentence:

"A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: 

• it substantiates or supports an essay’s thesis statement; 
• it unifies the content of a paragraph and directs the order of the sentences; 
• and it advises the reader of the subject to be discussed and how the paragraph will discuss it. 

Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information."



C. PIE structure: 
ppt


1. Pasts of a paragraph:

Introduction

Body

Conclusion

2. PIE structure:

Point

Illustration

Explanation


D. Exercise:

Identify and label the sentences in this paragraph with: Topic sentence, P(oint), I(illustration), E(xplanation), and Closing sentence.

group 1

group 2

group 3

group 4

group 5

group 6


Based on our diagnostic essay...
P:
I:
E:


E. Howework:

Analyze and revise the (body) paragraphs of your diagnostic essay.
Please make sure that each of your (body) paragraph has a clear P.I.E structure!

1.3 (b) Thesis statement

A. Thesis statement

1. What is a thesis statement?

"The thesis statement is the sentence that tells the main idea of the whole essay. It can be compared to a topic sentence, which gives the main idea of a paragraph. It usually comes at or near the end of the introductory paragraph. "
--College writing, p. 58

2. Conditions of thesis statement

• It can be discussed and explained with supporting details
• It should be arguable, rather than a fact about the topic

ATTENTION!

• It should state only one side of an argument

Exercise: p. 59 #4

B. Two kinds of thesis statement:

1. Direct thesis statement: Topic + Point of View + Preview (you are required to master this structure)

"Technology in the classroom is advantageous since it promotes more efficiency, reliability, and safety."


2. Indirect thesis statement: Topic + Point of view

"Technology applied in teaching is advantageous in several aspects."


C. Exercise:

In pairs, read these introductory paragraphs, and underline the thesis statement. Then hightlight the topic and use parenthesis to mark the main idea in each thesis statement. (source: College Writing from Paragraph to Essay, p. 58)


group 1

group 2

group 3

group 4

group 5

group 6



D. Homework: 

Revise and rewrite the thesis statement for your diagnostic essay based on what we have learned.