What Is Academic Writing Lesson Plan

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The lesson plan to accompany the What Is Academic Writing? PPT

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http://www.slideshare.net/samlandfried/8th-grade-april-6-what-is-academic-writing
http://www.slideshare.net/samlandfried/8th-grade-april-6-lesson-plan
http://www.slideshare.net/samlandfried/8th-grade-april-6-comprehension-worksheet

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What Is Academic Writing Lesson Plan

  1. 1. What is Academic Writing?- 8th GradeApril 6The learning intention:Students will understandthe objectives of the coursethe purpose of academic writingthe difference between academic and nonacademic writingThey will use these resources:Pen and blank paperWhat is Academic Writing?PPTComprehension worksheetLast years R & E papersStudents will be asked to display their understanding through:Completing the comprehension worksheetTeachers PreparationRead this lesson planRun through the PPT to make sure you understand the slides (I keep them pretty empty - You will beproviding a lot of extra information. Ill have teachers notes on the slides that need them.)Pick up comprehension worksheets from Sam before classStages of the lesson and methods to be used:1. Discuss syllabus2. Freewrite3. What is Academic Writing? PPT4. Comprehension check5. Examine last years R & E papers1 - Discuss syllabus (5 minutes)
  2. 2. Date 8thGrade Teachers RemarksClass 2(April 20)How Do I Research?To write a research paper wehave to do a lot of *gasp*research. There are manyeffective research methods andwe will discuss several and howto decide when to use whichmethod.Starting with good research isone of the most important stepsto writing a good researchpaper, so we need to make surewe are researching the rightway. Just because you findinformation online or in a bookit does not mean its reliable. Forexample, if I was writing aresearch paper on cancer and Iresearched the balance of thefour humors from Medievaltexts, I would not be taken veryseriously. You can also doresearch outside of the internet.Taking surveys and talking topeople is a good way toresearch, but there are rightand wrong ways to do that too.Class 3(May 11)Rhetoric, or the Art ofPersuasionThe goal of your R & E paper isto persuade your audience thatyour papers thesis (mainargument) is correct. Rhetoricaldevices help sway your readersopinion to your favor and arevaluable to consider in everyform of writing.We all know how to persuadepeople without really thinkingabout it. Rhetoric is the scienceor art of persuasion. So bylearning how to use rhetoric,you can be much more effectivein persuading your reader.Class 4(June 15)Dont Be a Thief: PlagiarismThe worst academic crime isplagiarism. Writers have to givecredit to their sources, and APAcitation is the method for doingthat. We will practice decidingwhen citations are necessary,and how to cite them.You probably saw that this topicwill be covered in your R & Eclasses, too. Why are we doingit twice? BECAUSE ITSIMPORTANT. Last year we hadsome problems with plagiarismin IEGEC and this year weshould not have those problemsagain. Plagiarism will get youinto serious trouble. In highschool you can fail classes andtests because of it, in collegeyou can be kicked out. Its kindof like getting caught robbing abank. If you get "plagiarism" onyour permanent record, youracademic life will be a lotharder.
  3. 3. Class 5(July 13)Academic Writing ReviewThis class will be spentexamining a research papertogether to identify howsuccessful authors use thedevices we discussedpreviously.I want you to see an example ofa good research paper, so weregoing to spend this classexamining and analyzing onetogether. Remember thisexample next year when youbegin your R & E paper and youwill have a really good start.Class 6(August 3)The Big PictureWhy are we practicing researchwriting? What real worldapplication does it have? Plenty.Well spend the hour discussinghow the work you put into thispaper will benefit your life.You guys are probablywondering what the point is ofdoing all this work on academicwriting. Does anyone know? Ipromise its not because we liketorturing you. The skills yourelearning will pay off for the restof your academic lives andbeyond.2 - Freewrite on students current knowledge of academic writing. (10 minutes)Explain the purpose of freewriting - how its like stretching before a soccer match. Emphasizethat the point is not to be "right" but to kick start your brain. The goal is to write nonstop - donterase, dont scratch out, just write. Make sure to tell them that afterwards we will share a fewso as to not surprise them. The teacher should complete the freewrite too so she can share hersas an example first. There will be a PPT slide with starter questions. Tell them they dont have toanswer those questions in particular, and they dont have to answer all of them. They are justthere for brainstorming. Set a timer for five minutes and let them write. Dont give anycorrections or advice - just let them write, really the only way to "fail" here is if theyre just nottrying. The teacher shares her example then asks for volunteers or uses a random numbergenerator to choose a student. Ill include a number generator as an .exe in case you want it.Take notes of any striking misconceptions about academic writing that you might want toaddress later.3 What is academic writing PPT (20 minutes)By 3/29 youll find a PPT in the gifted/academic writing folder with notes that you will use togive a lecture. Students will have a comprehension worksheet (It will also be on the networkdrive, but I will have hardcopies for you) theyll fill out during the presentation. Make sure to tellthem that after the PPT you will be checking answers.4 Comprehension check (10 minutes)
  4. 4. Ill try to make thirteen or fourteen questions so every student can answer one. The teacher willjust bring up the corresponding slide and ask student 1 their answer. If its correct, move tostudent/question 2. If its wrong explain the concept again.5 Examine last years R & E papers (Remaining time)There might not be enough time to do this step. Its ok. But if there is, show your students lastyears finished R & E papers. Just let them examine them on their own and be available toanswer questions or weigh in on students conversations.

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