Course introduction Writing IV 2017 (week 1)
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This document provides an overview of the goals and agenda for the first week of a writing course. It includes: - Reflecting on beliefs about academic writing and gaining a fresh understanding of the nature of academic writing. - Discussing student survey highlights, screencast feedback, and exploring current knowledge on academic writing. - Considering the notions of dialogism in writing and that there is no single "correct" approach. - Analyzing a video about the writing process and insights into choosing words carefully. - Discussing two articles with different perspectives on Zika virus. - The homework is to read a chapter and complete a grammar worksheet to bring to the next class.
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3. An outline of the general course structure, which will cover research article structure, translation tools, assignments, and group presentations.
4. Instructions for an in-class discussion of a provided research article on the challenges of scientific translation.
5. Guidance on proper research article structure based on the IMRaD
Oral iv course introduction (week 1) 2016
This document provides an overview of the topics and activities covered in the first week of an oral communication course. It discusses defining fluency, breaking it down into cognitive, utterance, and perceived fluency. Fluency is also likened to readiness across mental, emotional, and linguistic levels. Students are assigned homework that includes completing a personal survey, reading an article on intelligibility and answering questions, and watching a video clip and taking notes.
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This document outlines the agenda and goals for a week-long course on debates. It includes an introduction to debates, presentations from previous students, and assigning readings on theories of second language acquisition. Students are asked to complete a self-evaluation, watch a video on a feral child named Genie, and read one of four assigned research articles on factors that influence second language learning. They are to discuss and summarize the articles in small groups to prepare for an upcoming debate on theories of language learning. The document schedules subsequent classes to help students build arguments, structure presentations, and prepare for the final debate and their own presentations at the end of the course.
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Scientific and Technical Translation in English - Week 1
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Sample debate presentation: Is 'vocabulary' enough?
Sample debate presentation: Is 'vocabulary' enough?
Scientific and Technical Translation in English: Week 2
Scientific and Technical Translation in English: Week 2
Similar to Course introduction Writing IV 2017 (week 1)
Bel 462 week 1
Here are some potential points you could comment on in your response:
- Summarize the main arguments/ideas presented in the article.
- Evaluate the evidence and research cited - is it sufficient and credible? Are there limitations?
- Consider any assumptions made by the author - are they valid?
- Analyze the author's reasoning and logic. Do the conclusions follow from the premises?
- Identify any biases or perspectives. Does the author adequately address alternative views?
- Relate the topic to other issues or your own experience. Does the article raise any other questions?
- Critique the style/organization. Is the information effectively communicated and structured?
- Make an overall evaluation
EN102 W6 DiscussionWar and the Everyday Life These discussion b.docx
EN102 W6: DiscussionWar and the Everyday Life
These discussion boards have been designed to explore controversial topics. Often these debates have the potential to become heated. In the act of creating ideas, heat can be a good thing, but not at the expense of hurt feelings or frustration. Remember that any argument asks that we change something about ourselves. If we are asking our readers to change, we need to be civil about it. Likewise, when we are challenged by others with a different opinion, we need to keep an open mind. Remember, we are not changing the world here, only examining it.
Some important rules to follow:
1. You may not attack other people or their ideas in this course. To do so may result in failure of the assignment. You may, however, disagree with the ideas of others, but do so in a constructive manner. (e.g. "I don't agree with your post. I think instead that . . . " NOT "That's a dumb way of looking at this." Debate in academia is important, but let's all be adults here.
2. Ask open-ended questions (e. g. "What if we thought about things this way?"), and avoid making statements meant to be absolute or closed-ended questions ("There is no other way to think about this," or "Do you agree with me?").
3. Remember to consider the lessons we've worked on throughout the rest of the class. Rather than simply reacting to the readings and the responses of your classmates, think about the arguments being made. Really consider the effectiveness of these arguments.
Go to the resources tab and use the EBSCOhost link to search for the following articles, then, using the questions below as a guide, write a 75-100 word response about the issue being discussed. Next, please take the time to respond to your classmates.Read
Go to the resources tab and use the EBSCOhost link to search for the following articles:
1. Harjo, J. (2007). When the world as we knew it ended. World Literature Today, 81(6), 34-35 (please read both "No" and "When the World as We Knew it Ended--").
2. Melville, H. (1976). Punishable by death. Saturday Evening Post, 248(5), 16-17
3. Alexie, S. (1994). Flight. Ploughshares, 20(1), 38.Respond
The effect of war is broad-reaching. It is not restricted to the soldiers who fight the battles, it deeply affects the families of those who have sent their sons and daughters into the fray. War affects those who live within one or the other societies engaged in the war and those who live their lives within the war zone.
For those who live inside of these war zones, day to day life must still continue, despite the "inconvieniece" of war. These people, though not directly involved with the conflicts going on between opposing forces, have to live with the disruptions to their daily lives.
In contrast, America, at least in recent years, has been fortunate to have avoided engaging in war on its own soil. Thankfully, most Americans are not faced with the day to day reality of war-- instead laying the burden of fighting and dying mos ...
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This course syllabus outlines an English 102 college writing course that will focus on perspectives and the question "Why Write?". Over the semester, students will write essays exploring their own perspectives and those of others. Major assignments include a reflective essay, an apology essay comparing perspectives on a conflict, an annotated bibliography, and a research paper analyzing changes in perspectives on a social movement. Students will also create a final project presenting their research. The course emphasizes discussion, considers various viewpoints, and aims to help students improve their writing and critical thinking skills. It covers expectations for attendance, participation, assignments, grading, plagiarism, and provides contact information for the instructor and their office hours.
"Critical Thinking In Reader Responses" (June 2009)
I presented at the Denver Writing Project (DWP) on how to raise the rigor in students' reader responses in English Composition courses.
Engl 825 October 28
The document discusses various topics related to second language writing including:
1) The importance of taking a process approach to writing that views it as discovery and allows students to take risks and focus on fluency over accuracy.
2) The relationship between writing and culture and how writers' backgrounds influence their writing.
3) Different theoretical approaches to second language writing such as New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics.
English 102 Rhetorical Analysis Writing Project 2 R.docx
English 102 Rhetorical Analysis Writing Project 2
Relevant course readings:
Laura Bolin Carroll: “Backpacks vs. Briefcases: Steps toward Rhetorical Analysis” Kerry Dirk:
“Navigating Genres”
Keith GrantDavie: “Rhetorical Situations and Their Constituents”
Due dates:
Response draft (at least 1300 words for full credit) due: (one copy uploaded to Moodle; two hard
copies brought to class for exchange):
Feedback letters/response groups meet: (letters uploaded and brought to class):
Polished draft (at least 1600 words for full credit): (in hard copy, delivered in class):
For the second major writing project of the semester, you’ll produce a comparative rhetorical
analysis by choosing between two different options—scientific or political discourse—and
finding and comparing two instances of rhetorical discourse. Whatever option you select, you’ll
need to address the same questions as you develop your understanding of rhetorical discourse
and the way different discourses address differences in rhetorical situation:
1. The question of exigence: What is the discourse about? What need or purpose does the
discourse address? What fundamental values are at stake? What is the discourse trying to
accomplish—and how successful is it?
2. The question of the rhetor: Who is—or are—the rhetor or rhetors? Who is responsible for the
discourse? Who created it? Does the rhetor successfully establish ethos? Why or why not? How
does the discourse itself invoke a particular rhetor? Who sponsored the discourse, and how?
3. The question of audience: For whom is the discourse intended? To whom would this
discourse appeal? Who is the actual audience, and who is the audience invoked or imagined by
the discourse itself? Does the discourse invite the audience to adopt a new role, a new identity?
4. The question of constraints: What constraints did the rhetor have to take into account—what
factors outside of the discourse and beyond the rhetor’s control might influence the audience’s
response to the discourse? Are they negative or positive constraints? How did the rhetor
accommodate those constraints? Was the rhetor successful?
5. The question of genre: What is the genre of the text, and what purpose does this genre
typically serve? How do audience expectations of the genre contribute to our understanding of
the exigence, the intended audience, and the rhetor? What constraints does the genre
introduce?
These constituents of rhetorical situations aren’t an outline for your project; you won’t march
through each of them in succession in the body of your project. Rather, they’re your initial
research questions that will help you to analyze thoroughly the rhetorical dimensions of the texts
you select.
The form and structure of your project will depend, finally, on a refined research question that
will develop out of your research and your understanding of how your chosen texts work.
Project Options:
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Informal WritingInformal or low stakes” writing covers all the .docx
Informal Writing
Informal or “low stakes” writing covers all the writing that falls under the minor commitments on the grading contract. These texts are informal because we won’t be revising them as major projects, and, while we may use them as examples of successful writing techniques, they will not be assessed for the effectiveness of the writing. Instead, I want the focus of these pieces to be reflection, inquiry, and free thought. In other words, when you are writing these, don’t worry about how well you are crafting your sentences; worry about whether you are engaging thoughtfully with the tasks. I want to know what you are thinking, and I want you to focus on what you’re thinking and why. Don’t worry if you jump from one thought to another without transition or if you get sidetracked by an unexpected thought. In short, write freely.
Informal writing might include but is not limited to
· Responses to readings
· In-class writing
· Group work reports
· Quizzes
Not all informal writing will be turned in; often, we write to learn, to discover what we think and know, and it isn’t always necessary for me to read everything. I will read all reading responses and quizzes, but I may not always comment unless I want to ask some thought provoking questions, make some suggestions for how to exceed my expectations, or I want to let you know that you have exceeded my expectations.
Reading Responses
We will have some activity required in response to course readings. Most often, this will be a 1 to 2 page written response that should follow the pattern below. Sometimes, the response will be to use the ideas from the reading to complete some part of a major project.
For most responses, I will ask you to
· Summarize what you believe to be the main point of the reading (it will be helpful for you to think about why I’ve assigned the reading as you try to focus on the author’s primary purpose).
· Explain key terms/concepts about writing emphasized or employed in the reading; I will post these terms in a separate document the week before we discuss the assigned reading.
· Reflect on and respond to the main ideas of the reading. This should be the most substantial part of your response, in which I want you to reflect thoughtfully on what the reading is saying about writing, how that relates to your own experiences, and what you think or feel about those ideas. With the key terms, I will include guiding questions to help you respond, but you should feel free to follow the train of your own thoughts
To get credit for these responses, you need to convince me that you engaged with them thoughtfully. All informal writing is graded on a credit/no credit basis. If I do not feel you have completed the assignment, or that you have engaged sufficiently with the task, I will leave a comment telling you that I cannot give you credit. THAT IS NOT FINAL. You should be a self-advocate in communicating with me if you did in fact do the best you could. Writing is difficul.
Literature Review in Academic Writing, P
Here, you can get relevant ideas on how to make an effective review of related literature in academic writing and theses. It is prepared to train young learners.
Session 1
This document provides guidance for a lesson on reading academic texts. It discusses defining academic writing and distinguishing it from other types of writing. It identifies the importance of determining the structure, purpose, and audience of academic texts. The lesson objectives are for students to define academic writing, identify its purpose and style, analyze sample texts, and understand academic writing in the Philippine context. The document provides discussions and activities to help students understand academic writing.
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102 assignment sheet and assessment articulation
This document provides instructions for four major assignments in an English 102 course focusing on environments and their impact on human identity and experiences.
The first assignment asks students to write a personal narrative essay reflecting on a place from their childhood and how it shaped their identity. The second assignment requires research on a social crisis connected to a specific location and arguing how the place influences the crisis.
The third assignment is a multi-genre project analyzing the rhetoric of the University of Idaho campus through various writing forms. The final assignment involves designing an "ideal learning environment" and pitching it to a panel through a visual model and short presentation, with a written rationale.
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Ldc ppt. oct. 18, 2013 new
The Literacy Design Collaborative (LDC) supports the Common Core State Standards (CCSS) in the following ways:
1. LDC was built upon the CCSS literacy standards and merges them with important subject/content areas.
2. LDC work is centered around best practices in reading and writing instruction to ensure all students are prepared for career or college.
3. A CCSS/LDC classroom is learner-centered, collaborative, uses literacy as a tool for learning, values process over product, encourages shared decision making and opportunities for innovation.
English 202 Jan 26
This document summarizes the agenda and key discussion points from an English research writing class. The class covered developing researchable topics and questions, narrowing topics, online and library research sources, evaluating source reliability, and reading strategies for academic texts. Students were assigned to write introductions for their research topics due the following week. Peer feedback was provided on developing research questions and topics of interest.
POL 454 Syllabus
This course explores theories of international relations. Students will analyze realism, liberalism, Marxism, and constructivism through assigned readings and discussions. Assessment includes weekly quizzes, discussion board participation, and a final paper. The instructor provides contact information and emphasizes taking responsibility in an online course. Academic integrity and respect are also stressed. Students with disabilities should contact the instructor to ensure full participation.
Writing and Getting Published Fiona Doloughan
This document provides an overview of a session on writing and getting published from an arts perspective. It discusses learning from research on academic writing, which found writing is a social practice that varies by discipline. Tips are provided from mid-career academics, post-probationary students, and recently graduated doctoral students on their experiences with and strategies for writing and publishing.
Word meaning
This document discusses dictionary meaning and the differences between dictionaries and encyclopedias. It covers the history of dictionaries, how they define words, and the different types of information included in definitions. It also discusses sense relations between words and how dictionaries represent word meanings. While dictionaries define words, encyclopedias provide factual information about topics. The line between dictionary definitions and encyclopedic facts can sometimes be blurred.
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsl...
Teaching L2 writing skills entails much more than simply setting a topic, collecting and correcting students’ writing and giving it back hoping that learners will write better texts next time. Therefore, we must help our students reflect upon all the elements involved in the making of a text. In other words, we must empower them to critically assess writing tasks and to critically read their own productions in order to improve them.
LE 4000 Week2b pptslides language for research and critical reading feb2014
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
Digging deeply into text
D) Reading the same text multiple times to derive meaning at different levels. Close reading involves carefully and thoughtfully examining a text through repeated readings. It aims to help readers understand the text deeply rather than just at a surface level.
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Course introduction Writing IV 2017 (week 1)
- 1. Course Introduction (Week 1) W R I T I N G I V (HE285) Prof. Dr. Ron Martinez drronmartinez@gmail.com
- 2. Goals for the week • Reflect on and question current beliefs about academic writing • Gain a fresh understanding of the nature of (academic writing)
- 3. Today’s agenda • Present some highlights from class survey • Talk about “screencast” feedback • Explore your beliefs and current knowledge on academic writing • Consider dialogism in writing, and the notion of “correct” • Start on next week’s homework
- 4. Online: Beliefs about academic writing • Activity is meant to guide reflection on current beliefs you hold on academic written discourse. • Meant to be collaborative (i.e. generate discussion in pairs), but answers should be submitted individually. Ideally, discuss each question first, then provide your individual answers. • When finished, you may take a break.
- 5. OK, let’s go over your results!
- 6. Grammar and Vocabulary as a matter of “choice” (not “correct”)
- 7. Boa alimentação é saúde. Água parada é mortal.
- 11. Examples of journal article structure
- 12. Examples of journal article structure
- 13. Examples of journal article structure
- 14. “Subtext” video Discuss in pairs: • Can you relate? • What insights does it provide (if any) into the nature of the writing process itself? • Bonus: How was he able to choose his words?
- 15. User comments on “Subtext” video
- 16. User comments on “Subtext” video
- 17. Some “Subtext” insights • Lev (the writer) has a specific “agenda” in mind before he begins writing. • The whole process of writing involves him trying to maximize the effect of his discourse to achieve that agenda. • The writing process is “dialogic”: in dialogue with himself, in dialogue with the intended reader. • Lev is (painfully) aware that word choice is of paramount importance; the right choice of words can mean the difference between his “goal” and flat-out rejection.
- 18. How to know which word to use?
- 19. Lexical Priming (Hoey, 2005) “As a word is acquired through encounters with it in speech and writing, it becomes cumulatively loaded with the contexts and co- texts in which it is encountered, and our knowledge of it includes the fact that it co- occurs with other words in certain kinds of context.” (p. 8)
- 22. Read the two articles online 1. Read the New York Times article on Zika first 2. Then read the article written by a Brazilian 3. When finished, discuss the different points of view with 2 other classmates. For example, are there points that you disagree with? Points that you especially agree with?
- 24. Summary for Week 1 • In the context of genre, language is about choice, not necessarily “right” and “wrong”. • Academic writing is laden with a number of institutionalized conventions (e.g., journal article structure, academic abbrevations, referencing), and these conventions can actually be of help to non-native (of English) writers. • Especially in argumentative-type essays (the most common academic genre), it is the author’s “position” that drives the discourse. Before anything else, this is the sine qua non of the writing process.
- 25. HOMEWORK FOR NEXT CLASS (MON. MARCH 13)
- 26. Homework • Read Chapter 1 (“They Say”); • Complete grammar worksheet, “The Grammar of Introductions” (online), print, and bring to class Monday.
Editor's Notes
- Semantic priming example first