Making your point (week 5) am
•Download as PPTX, PDF•
1 like•2,386 views
This document outlines the goals and agenda for a writing course. It discusses expanding on themes from the previous week in order to develop content knowledge for an upcoming midterm assignment. It also covers considering arguments and taking home messages, revisiting linguistic points, and revising essays. The agenda includes discussing English for research publication purposes from a global-local perspective and developing critical notions. It introduces homework on language points and discusses readings students will do in groups on publishing scientific journals in English. The document provides examples from different fields and discusses author revisions and reviewer comments. It assigns holiday homework on analyzing two versions of an engineering manuscript and writing an interim conclusion.
Report
Share
Report
Share
Recommended
New beginnings (week 10)
The document outlines the agenda for a writing class, including recapping a library session, providing feedback on Assignment 6, focusing on vocabulary development, discussing the introduction section for the final paper which is the next assignment, and homework which is to complete and submit the introduction and review a journal article submission.
Over to you (week 8)
This document outlines the agenda and content of a university writing course. It discusses that in the second half of the course, students will choose their own writing topics and readings, and essays will be read by the professor and peers. The goal is for students to write a publishable-quality paper on a topic of their choice. Feedback from previous assignments is positive, though some students dislike the reading engagement logs. Students will have workshop time to find sources for their chosen paper topics and receive guidance on the upcoming Assignment 6. They are assigned to send their paper proposals and reference lists by the weekend deadline.
Finishing touches (week 6) am
This document provides an overview of the goals and agenda for week 6 of a writing course. It discusses preparing for the midterm essay exam, including considering formatting, punctuation, sourcing techniques, and referencing practices. It outlines homework assignments on analyzing essay examples and conclusion sections. The midterm exam details are provided. Examples from previous class discussions are also referenced. Students are instructed to find sources to support their current essay and discuss any difficulties finding sources and whether the sources will be able to support their arguments. Weekend homework involves sending the instructor an essay/outline with a concluding paragraph and completing a reading engagement log.
Course introduction (week 1)
This document provides an introduction and overview for an academic writing course. It outlines the course goals of reflecting on beliefs about academic writing and gaining a fresh understanding of the genre. The agenda for the first class includes introductions, a course overview, and an introduction to the course website. The instructor's background and research interests are presented. Students complete a survey about their writing experience and abilities. Homework includes completing surveys, watching an introductory video and answering questions, and obtaining a course email address.
Synthesis 1 putting things together (week 4) am
This document outlines the goals and agenda for a writing course. It discusses synthesizing content knowledge, developing a position, and presenting that position coherently. The agenda includes reviewing vocabulary, debating a homework assignment, discussing an important essay, and reading assignments in groups. Students are asked to synthesize what they've learned and how it relates to arguments they have seen. They are given a homework assignment to write an essay drawing on literature to take a position on challenges faced by non-native English speaking researchers.
Argumentation 1 am (week 3)
This document outlines the goals and agenda for Week 3 of a writing course. The goals are to develop an awareness of how arguments are built, consider argumentation in the context of student introductions, and start developing written arguments. The agenda includes revisiting sample essays, discussing a reading, trying to build arguments, and talking about library resources. Students are given homework that involves reading an article on argument, writing a mini-argument, completing a worksheet, and finding articles for a webquest.
Entering the Conversation (Week 2)
This document outlines the goals and agenda for a writing class. It discusses reviewing lessons from a prior video, highlighting student survey answers, reviewing homework on grammar introductions, and introducing the topic for the next writing assignment. It provides insights from the video about having an agenda and using word choice carefully. It discusses lexical priming and becoming familiar with how words are used. Students shared what characterizes a good academic essay. The document introduces the concept of having a position or point of view in academic writing and responding to what others have said on a topic. It provides examples from the textbook on introducing opposing views and incorporating them into one's own argument. The homework is to continue an in-class editing exercise, write a paragraph expressing a
Course introduction Writing IV 2017 (week 1)
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.
Recommended
New beginnings (week 10)
The document outlines the agenda for a writing class, including recapping a library session, providing feedback on Assignment 6, focusing on vocabulary development, discussing the introduction section for the final paper which is the next assignment, and homework which is to complete and submit the introduction and review a journal article submission.
Over to you (week 8)
This document outlines the agenda and content of a university writing course. It discusses that in the second half of the course, students will choose their own writing topics and readings, and essays will be read by the professor and peers. The goal is for students to write a publishable-quality paper on a topic of their choice. Feedback from previous assignments is positive, though some students dislike the reading engagement logs. Students will have workshop time to find sources for their chosen paper topics and receive guidance on the upcoming Assignment 6. They are assigned to send their paper proposals and reference lists by the weekend deadline.
Finishing touches (week 6) am
This document provides an overview of the goals and agenda for week 6 of a writing course. It discusses preparing for the midterm essay exam, including considering formatting, punctuation, sourcing techniques, and referencing practices. It outlines homework assignments on analyzing essay examples and conclusion sections. The midterm exam details are provided. Examples from previous class discussions are also referenced. Students are instructed to find sources to support their current essay and discuss any difficulties finding sources and whether the sources will be able to support their arguments. Weekend homework involves sending the instructor an essay/outline with a concluding paragraph and completing a reading engagement log.
Course introduction (week 1)
This document provides an introduction and overview for an academic writing course. It outlines the course goals of reflecting on beliefs about academic writing and gaining a fresh understanding of the genre. The agenda for the first class includes introductions, a course overview, and an introduction to the course website. The instructor's background and research interests are presented. Students complete a survey about their writing experience and abilities. Homework includes completing surveys, watching an introductory video and answering questions, and obtaining a course email address.
Synthesis 1 putting things together (week 4) am
This document outlines the goals and agenda for a writing course. It discusses synthesizing content knowledge, developing a position, and presenting that position coherently. The agenda includes reviewing vocabulary, debating a homework assignment, discussing an important essay, and reading assignments in groups. Students are asked to synthesize what they've learned and how it relates to arguments they have seen. They are given a homework assignment to write an essay drawing on literature to take a position on challenges faced by non-native English speaking researchers.
Argumentation 1 am (week 3)
This document outlines the goals and agenda for Week 3 of a writing course. The goals are to develop an awareness of how arguments are built, consider argumentation in the context of student introductions, and start developing written arguments. The agenda includes revisiting sample essays, discussing a reading, trying to build arguments, and talking about library resources. Students are given homework that involves reading an article on argument, writing a mini-argument, completing a worksheet, and finding articles for a webquest.
Entering the Conversation (Week 2)
This document outlines the goals and agenda for a writing class. It discusses reviewing lessons from a prior video, highlighting student survey answers, reviewing homework on grammar introductions, and introducing the topic for the next writing assignment. It provides insights from the video about having an agenda and using word choice carefully. It discusses lexical priming and becoming familiar with how words are used. Students shared what characterizes a good academic essay. The document introduces the concept of having a position or point of view in academic writing and responding to what others have said on a topic. It provides examples from the textbook on introducing opposing views and incorporating them into one's own argument. The homework is to continue an in-class editing exercise, write a paragraph expressing a
Course introduction Writing IV 2017 (week 1)
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.
Course introduction writing IV 2016 (week 1)
This document provides an overview of the goals and agenda for the first week of a course on academic writing. It includes:
- Reflecting on current beliefs about academic writing and gaining a fresh understanding of the nature of academic writing.
- Exploring student beliefs about academic writing and considering the notions of dialogism and "correctness" in writing.
- Introducing an activity to reflect on beliefs about academic writing and examples of journal article structure.
- Discussing a video about word choice in writing and insights into writing as a dialogic process aimed at achieving the author's goals.
- Presenting homework assignments of reading chapters from "They Say/I Say" and completing a
Asserting your own voice part 1
This document provides the agenda and goals for a writing class week. It includes:
1) Having students continue working on their blogs, adding support to their writing in the "they say/I say" format on various platforms.
2) Discussing the importance of strong introductions in academic writing and comparing the role of an academic writer to other roles like politicians, teachers, or doctors.
3) Assigning homework of reading a paper by Miller and Parker, and reminding students to continue posting writing assignments to their websites.
Writing II – an introduction
This document outlines the agenda and requirements for a Writing II course taught by Dr. Ron Martinez. The course will focus on developing quality writing skills through discussions on grammar, vocabulary, style and real case examples. Students will be evaluated based on a portfolio, midterm essay, final essay and participation. They will need to maintain a vocabulary notebook and submit regular blog posts and oral summaries. The class will also include an introductory activity, online quiz and assigning a homework to exchange introductory emails with another student.
Asserting your own voice part 2
This document outlines the agenda for a writing class. It includes discussing introducing sections, reviewing a paper on academic writing approaches, and analyzing real case studies. It encourages students to share their work and discuss what type of writer an academic can be compared to. Some of the key topics covered are the importance of introductions, identifying problems or gaps in arguments, and understanding hypotheses. Students are given an example of introducing a problem and solution effectively and assigned homework to analyze introductions and write one of their own.
Entering the conversation Week 2-3
This document provides an agenda for a writing class. It includes briefly reviewing a video, highlighting survey answers, reviewing homework on grammar introductions, and discussing online analysis tools. It also discusses what it means to be a critical writer and introduces the concept of having a clear position or purpose before starting to write. Students are given a writing assignment and asked to analyze it using online tools. The document emphasizes having a clear position or purpose and understanding the audience before writing. It models introducing a problem and potential solution for a writing topic.
Entering the Conversation (Week 4-5)
This document provides an agenda and discussion points for a class on academic writing. It discusses the importance of establishing a clear position or argument in academic essays. It encourages students to develop their position on the topic of the relationship between money and happiness based on research and sources. Students are guided to signal their position through a title and introduction sentence. The document also covers typical problems in academic writing like failing to establish a position or present sources appropriately. It highlights the need to enter an existing conversation or debate through one's writing.
The home stretch
Here are two places where there are multiple citations in the passage:
1. (1). It has been widely acknowledged that EAL scholars have to overcome considerable difficulties in order to publish their research in international journals (2).
2. linguistic problems such as “less facility of expression,” “less rich vocabulary,” and “intervention from their first language” (3). Furthermore, it has been argued that such writers may have to negotiate with journal editors and peer reviewers with “authorial persistence”, i.e. making continuous efforts to revise and resubmit their manuscripts, if they want to eventually have their research articles published (4), a process which is likely to be more difficult for an EAL writer.
Midterm review
This document provides an agenda and notes for a midterm review in a writing course. It discusses reviewing work from last week on introductions and citations. It checks that student blogs are up to date. It looks ahead to the midterm exam on Friday which will cover defining lexical priming, writing introductions using techniques learned, and citing sources. The document provides guidance on what to study for the exam including grammar, hypotheses, and outlining an introduction with territory, niche and occupation. It reminds students to practice writing introductions establishing these elements.
The introduction 1 (week 2.1 ssh)
This document outlines the goals and agenda for a university writing class. The goals for the week are to understand the structure of argumentative essays, develop awareness of academic style conventions, and obtain tools to help with the first essay assignment. The agenda includes considering the importance of introductions, analyzing typical rhetorical moves in introductions, and discussing homework. It also provides exercises on analyzing essay introductions, identifying gaps or niches in topics, and using appropriate grammar in introductions. The document emphasizes developing a position, engaging critically with sources, and using citations appropriately in academic writing.
Vertical alignment department meeting agenda april 5
The document outlines the agenda for a vertical alignment meeting of a language and literature department. It includes activities for teachers to share what topics they most enjoy teaching and their concerns about vertical alignment. Teachers will then brainstorm guiding questions on genres, authors, topics, and skills to ensure cultural responsiveness and alignment with standards across grades 6-12. Finally, teachers will prioritize the proposed topics and have a closing discussion reflecting on how their preferences aligned with the results and mission statement.
The home stretch
This document provides information about the remaining assignments and evaluation criteria for a writing course. It states that for the rest of the semester, individual writing conferences will be held where students will meet with the professor to discuss their blogs. While conferences are occurring, the rest of the class can work on their final papers. Students will be evaluated based on an e-portfolio, midterm exam, final essay, and participation. The e-portfolio includes six required blog posts on various topics. A schedule is provided for individual blog consultation appointments with the professor.
1. warm up, vt, diag
The document provides an agenda for a grammar class covering verb tenses, articles, and a diagnostic test. It includes:
1. An introduction where the instructor and students introduce themselves by sharing their names, countries, majors, and hobbies.
2. An explanation of a warm-up activity where students have 2 minutes to write down as many words as possible from letters in a Boggle game.
3. Details on a tense review competition where students work with partners to write sentences and questions using different verb tenses for their level and have their work checked by their partner.
4. An overview of a lesson on articles (a, an, the) that includes a self-test
The Math and Science of English: Top 10 Writing Rules for Business
This document outlines top writing rules and best practices. It discusses avoiding weak statements, keeping paragraphs focused on a single main idea, and using proper grammar. Additional tips include knowing your audience, using a clear structure with an introduction, body, and conclusion, and avoiding common mistakes like passive voice or multiple topics in a paragraph. Various methods for organizing written content are also presented, such as chronological order or problem-solution formats. The goal is to provide concise guidelines for effective written communication.
Studying language like an anth 3
The document discusses an anthropology language course and includes the following sections:
1. A review section
2. Instructions from the professor to follow assignment sheets and ask questions if unclear
3. Directions for a small group activity where students will summarize articles, discuss interests and answers questions about experiences, methodologies, and analyses across projects.
Week14
1) The document outlines the agenda for a class, which includes discussing the meanings of "revision", introducing the next project, and creating a rubric.
2) It notes that some students still need to choose their text for Project #5 and asks if there are any questions about the project.
3) The discussion of revision focuses on it being a writing, thought, and social practice to re-see and potentially respond to or change the world.
Guidelines to scientific writing
it is very useful for scientist and project writer. How to write proposal method in write format. it is proper guide for your proposal, contact no:8344654946.
How to decode your reading list
This session is designed to help you find the books and journal articles you need quickly and easily, using library catalogues and online academic resources. It explains the various scholary format and offers tips on active reading and notemaking.
Week15
The document outlines the agenda for the last day of class which includes signing up for conferences to discuss projects and receive graded papers, providing feedback on rough cuts of video projects by accessing shared documents and typing comments, and notes that the final exam will be on May 4th where all remaining projects and revisions are due and there will be snacks.
English Language exam prep tips and tricks
This document provides tips and guidance for the English Language Examinations. It outlines the different paper sections which assess editing, situational writing, and continuous writing. Editing questions focus on grammar, tenses, and subject-verb agreement. Situational writing involves writing a formal letter or email following the proper format. Continuous writing can include argumentative, expository, or narrative essays, and short responses risk heavy penalties. Comprehension questions assess understanding of narrative, factual, visual, and inferential elements of passages. Key advice is given for answering different question types and structuring argumentative, expository, and narrative essays.
1 b stuff
This document provides guidance for a 1B assignment that requires students to theoretically evaluate one of their coursework productions. Students must choose between analyzing their work in relation to genre, audience, narrative, representation, or media language. They are advised to know 2-3 theorists minimum for their chosen topic and up to 4-5 total. The document also lists past paper topics as examples and recommends revising in the order of genre, media language, audience, narrative, and representation.
The final stretch
This document outlines the assignment schedule and peer review process for Prof. Dr. Ron Martinez's writing course. It provides the due dates for drafts of Assignments 9, 10, and 11, as well as the dates that peer and professor feedback are due. It also lists the peer review pairings for Assignment 9 and review groups for Assignments 10 and 11. Instructions are given on how to complete the peer review process, including using a rubric and screencasting feedback. The document emphasizes that students must provide feedback to peers to receive feedback on their own assignments.
Finishing touches: citation and referencing
This document discusses plagiarism, citation, and referencing. It defines plagiarism and provides examples of what constitutes plagiarism. It also discusses in-text citations in APA style, including how to cite sources with 2-5 authors and sources from the same year. The document explains how to introduce direct quotations and cite the source in the text. Finally, it provides basic formats for citing books, book chapters, and journal articles in the reference section in APA style.
More Related Content
What's hot
Course introduction writing IV 2016 (week 1)
This document provides an overview of the goals and agenda for the first week of a course on academic writing. It includes:
- Reflecting on current beliefs about academic writing and gaining a fresh understanding of the nature of academic writing.
- Exploring student beliefs about academic writing and considering the notions of dialogism and "correctness" in writing.
- Introducing an activity to reflect on beliefs about academic writing and examples of journal article structure.
- Discussing a video about word choice in writing and insights into writing as a dialogic process aimed at achieving the author's goals.
- Presenting homework assignments of reading chapters from "They Say/I Say" and completing a
Asserting your own voice part 1
This document provides the agenda and goals for a writing class week. It includes:
1) Having students continue working on their blogs, adding support to their writing in the "they say/I say" format on various platforms.
2) Discussing the importance of strong introductions in academic writing and comparing the role of an academic writer to other roles like politicians, teachers, or doctors.
3) Assigning homework of reading a paper by Miller and Parker, and reminding students to continue posting writing assignments to their websites.
Writing II – an introduction
This document outlines the agenda and requirements for a Writing II course taught by Dr. Ron Martinez. The course will focus on developing quality writing skills through discussions on grammar, vocabulary, style and real case examples. Students will be evaluated based on a portfolio, midterm essay, final essay and participation. They will need to maintain a vocabulary notebook and submit regular blog posts and oral summaries. The class will also include an introductory activity, online quiz and assigning a homework to exchange introductory emails with another student.
Asserting your own voice part 2
This document outlines the agenda for a writing class. It includes discussing introducing sections, reviewing a paper on academic writing approaches, and analyzing real case studies. It encourages students to share their work and discuss what type of writer an academic can be compared to. Some of the key topics covered are the importance of introductions, identifying problems or gaps in arguments, and understanding hypotheses. Students are given an example of introducing a problem and solution effectively and assigned homework to analyze introductions and write one of their own.
Entering the conversation Week 2-3
This document provides an agenda for a writing class. It includes briefly reviewing a video, highlighting survey answers, reviewing homework on grammar introductions, and discussing online analysis tools. It also discusses what it means to be a critical writer and introduces the concept of having a clear position or purpose before starting to write. Students are given a writing assignment and asked to analyze it using online tools. The document emphasizes having a clear position or purpose and understanding the audience before writing. It models introducing a problem and potential solution for a writing topic.
Entering the Conversation (Week 4-5)
This document provides an agenda and discussion points for a class on academic writing. It discusses the importance of establishing a clear position or argument in academic essays. It encourages students to develop their position on the topic of the relationship between money and happiness based on research and sources. Students are guided to signal their position through a title and introduction sentence. The document also covers typical problems in academic writing like failing to establish a position or present sources appropriately. It highlights the need to enter an existing conversation or debate through one's writing.
The home stretch
Here are two places where there are multiple citations in the passage:
1. (1). It has been widely acknowledged that EAL scholars have to overcome considerable difficulties in order to publish their research in international journals (2).
2. linguistic problems such as “less facility of expression,” “less rich vocabulary,” and “intervention from their first language” (3). Furthermore, it has been argued that such writers may have to negotiate with journal editors and peer reviewers with “authorial persistence”, i.e. making continuous efforts to revise and resubmit their manuscripts, if they want to eventually have their research articles published (4), a process which is likely to be more difficult for an EAL writer.
Midterm review
This document provides an agenda and notes for a midterm review in a writing course. It discusses reviewing work from last week on introductions and citations. It checks that student blogs are up to date. It looks ahead to the midterm exam on Friday which will cover defining lexical priming, writing introductions using techniques learned, and citing sources. The document provides guidance on what to study for the exam including grammar, hypotheses, and outlining an introduction with territory, niche and occupation. It reminds students to practice writing introductions establishing these elements.
The introduction 1 (week 2.1 ssh)
This document outlines the goals and agenda for a university writing class. The goals for the week are to understand the structure of argumentative essays, develop awareness of academic style conventions, and obtain tools to help with the first essay assignment. The agenda includes considering the importance of introductions, analyzing typical rhetorical moves in introductions, and discussing homework. It also provides exercises on analyzing essay introductions, identifying gaps or niches in topics, and using appropriate grammar in introductions. The document emphasizes developing a position, engaging critically with sources, and using citations appropriately in academic writing.
Vertical alignment department meeting agenda april 5
The document outlines the agenda for a vertical alignment meeting of a language and literature department. It includes activities for teachers to share what topics they most enjoy teaching and their concerns about vertical alignment. Teachers will then brainstorm guiding questions on genres, authors, topics, and skills to ensure cultural responsiveness and alignment with standards across grades 6-12. Finally, teachers will prioritize the proposed topics and have a closing discussion reflecting on how their preferences aligned with the results and mission statement.
The home stretch
This document provides information about the remaining assignments and evaluation criteria for a writing course. It states that for the rest of the semester, individual writing conferences will be held where students will meet with the professor to discuss their blogs. While conferences are occurring, the rest of the class can work on their final papers. Students will be evaluated based on an e-portfolio, midterm exam, final essay, and participation. The e-portfolio includes six required blog posts on various topics. A schedule is provided for individual blog consultation appointments with the professor.
1. warm up, vt, diag
The document provides an agenda for a grammar class covering verb tenses, articles, and a diagnostic test. It includes:
1. An introduction where the instructor and students introduce themselves by sharing their names, countries, majors, and hobbies.
2. An explanation of a warm-up activity where students have 2 minutes to write down as many words as possible from letters in a Boggle game.
3. Details on a tense review competition where students work with partners to write sentences and questions using different verb tenses for their level and have their work checked by their partner.
4. An overview of a lesson on articles (a, an, the) that includes a self-test
The Math and Science of English: Top 10 Writing Rules for Business
This document outlines top writing rules and best practices. It discusses avoiding weak statements, keeping paragraphs focused on a single main idea, and using proper grammar. Additional tips include knowing your audience, using a clear structure with an introduction, body, and conclusion, and avoiding common mistakes like passive voice or multiple topics in a paragraph. Various methods for organizing written content are also presented, such as chronological order or problem-solution formats. The goal is to provide concise guidelines for effective written communication.
Studying language like an anth 3
The document discusses an anthropology language course and includes the following sections:
1. A review section
2. Instructions from the professor to follow assignment sheets and ask questions if unclear
3. Directions for a small group activity where students will summarize articles, discuss interests and answers questions about experiences, methodologies, and analyses across projects.
Week14
1) The document outlines the agenda for a class, which includes discussing the meanings of "revision", introducing the next project, and creating a rubric.
2) It notes that some students still need to choose their text for Project #5 and asks if there are any questions about the project.
3) The discussion of revision focuses on it being a writing, thought, and social practice to re-see and potentially respond to or change the world.
Guidelines to scientific writing
it is very useful for scientist and project writer. How to write proposal method in write format. it is proper guide for your proposal, contact no:8344654946.
How to decode your reading list
This session is designed to help you find the books and journal articles you need quickly and easily, using library catalogues and online academic resources. It explains the various scholary format and offers tips on active reading and notemaking.
Week15
The document outlines the agenda for the last day of class which includes signing up for conferences to discuss projects and receive graded papers, providing feedback on rough cuts of video projects by accessing shared documents and typing comments, and notes that the final exam will be on May 4th where all remaining projects and revisions are due and there will be snacks.
English Language exam prep tips and tricks
This document provides tips and guidance for the English Language Examinations. It outlines the different paper sections which assess editing, situational writing, and continuous writing. Editing questions focus on grammar, tenses, and subject-verb agreement. Situational writing involves writing a formal letter or email following the proper format. Continuous writing can include argumentative, expository, or narrative essays, and short responses risk heavy penalties. Comprehension questions assess understanding of narrative, factual, visual, and inferential elements of passages. Key advice is given for answering different question types and structuring argumentative, expository, and narrative essays.
1 b stuff
This document provides guidance for a 1B assignment that requires students to theoretically evaluate one of their coursework productions. Students must choose between analyzing their work in relation to genre, audience, narrative, representation, or media language. They are advised to know 2-3 theorists minimum for their chosen topic and up to 4-5 total. The document also lists past paper topics as examples and recommends revising in the order of genre, media language, audience, narrative, and representation.
What's hot (20)
Vertical alignment department meeting agenda april 5
Vertical alignment department meeting agenda april 5
The Math and Science of English: Top 10 Writing Rules for Business
The Math and Science of English: Top 10 Writing Rules for Business
Viewers also liked
The final stretch
This document outlines the assignment schedule and peer review process for Prof. Dr. Ron Martinez's writing course. It provides the due dates for drafts of Assignments 9, 10, and 11, as well as the dates that peer and professor feedback are due. It also lists the peer review pairings for Assignment 9 and review groups for Assignments 10 and 11. Instructions are given on how to complete the peer review process, including using a rubric and screencasting feedback. The document emphasizes that students must provide feedback to peers to receive feedback on their own assignments.
Finishing touches: citation and referencing
This document discusses plagiarism, citation, and referencing. It defines plagiarism and provides examples of what constitutes plagiarism. It also discusses in-text citations in APA style, including how to cite sources with 2-5 authors and sources from the same year. The document explains how to introduce direct quotations and cite the source in the text. Finally, it provides basic formats for citing books, book chapters, and journal articles in the reference section in APA style.
Asserting your own voice part 3
The document discusses techniques for asserting your own voice in academic writing, including "problematizing" common topics to introduce complexity. It provides an example of "problematizing" the topic of sunny days by acknowledging both benefits and drawbacks. The document also reviews proper citation techniques and when sources should be referenced.
Midterm review2
Today's midterm review class covered checking blog posts were up to date, revising midterm texts for posting to blogs in any desired format as part of the final e-portfolio, and downloading an article on arguing with readers to complete as homework. The class also looked ahead to the midterm exam this coming Friday and discussed language lessons on learning to argue with readers through techniques like addressing the reader in the text and using hypothetical-real and concession approaches.
Putting a ‘naysayer’ in the text: epistemic modality
The document provides instructions for students to search their writing for words that indicate uncertainty or possibility, known as epistemic modality words. It instructs them to search for words like "might", "may", "could", "can", "would", and "likely" which are used for hedging. Students are then asked to incorporate examples of epistemic modality that they find into their own writing and a few examples will be shared with the class.
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.
Rethinking fluency (week 2) 2016
This document summarizes key points from a lecture on rethinking fluency in spoken language. It discusses how fluency is comprised of cognitive fluency, utterance fluency, and perceived fluency. The goals for the week are to reconsider intelligibility and look ahead to future weeks. The agenda includes an introduction, discussion of issues around fluency, and assigning homework. Students engage in group activities on accent, intelligibility, and a case study on actor Jackie Chan's English skills. Common misconceptions about intelligibility are also addressed. Homework includes an online survey, reading an article on spoken grammar, and continuing to prepare PechaKucha presentations.
Sample presentation sequence: The Grammar Debate
The document discusses whether teaching grammar makes a difference in language acquisition. It presents differing views in the literature on this topic, such as Krashen claiming grammar instruction does not impact acquisition, while Lightbrown and Pienemann disagreed. The purpose of the talk is to examine evidence on this issue and make suggestions for the classroom based on the discussion, presenting rationales both for and against grammar teaching.
Debates!
The document debates several topics related to language teaching methods:
- There is no clear critical period for language learning and teaching methods may not be necessary. Grammar correction and focusing on the native speaker may not be effective goals.
- The concepts of "English as a Lingua Franca" and task-based learning are ill-defined and their usefulness should be questioned. Language acquisition is influenced more by context than form and is not purely instinctive.
- Non-native scholars can face discrimination, and teaching grammar separately may have little impact on writing ability. The role of formal instruction is debated.
Deepending the debate 2 (week 11)
This document provides an agenda and overview for an academic debate course being held over several weeks. It outlines the goals and topics to be covered each class, including recapping previous articles, introducing a debate topic, building arguments, and structuring a final presentation. The document provides guidance on debate structure and argumentation techniques. It assigns readings and homework for students to analyze assigned articles and prepare affirmative or opposing arguments for an in-class debate on whether the Critical Period Hypothesis is still relevant to language teaching.
Deepending the debate (week 10)
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.
Presenting presenting!
This document outlines the agenda and goals for a university public speaking course. It discusses choosing presentation topics and partners. It reviews past presentations on criteria for effective speaking. The instructor proposes a new course calendar and discusses assessment criteria and midterm student presentations. Students are assigned homework to choose a topic and partner for their presentation and to analyze a sample speech transcript.
Sample debate presentation: Is 'vocabulary' enough?
The document discusses how many words language learners need to know and the implications for language pedagogy. It notes that while experts claim native English speakers know around 20,000 word families, language learners only need to know the most frequent 2,000 word families to achieve 80% text coverage and comprehension. However, the document argues that reading comprehension depends on more than just vocabulary, as language involves idioms, collocations and multi-word expressions. It concludes that common words are not necessarily easy, frequency lists should include collocations, and proficiency does not guarantee uptake of collocations, questioning reliance on word lists alone for instruction.
Oral fluency and spoken grammar 2016
This document discusses fluency, intelligibility, and spoken language. It covers three types of fluency - cognitive fluency, perceived fluency, and utterance fluency. It discusses Levelt's model of speech production and how cognitive fluency fits into this model. It also discusses the peculiarities of spoken language compared to written language, including how spoken language is more "non-sentence-based", "freestanding", and "co-constructed". The document examines the concept of "conversational grammar" and challenges of analyzing spoken language using a metalanguage inherited from writing. It covers using "chunks" and the "idiom principle" in analyzing spoken language and implications for teaching spoken grammar.
Entering the Conversation (Week 2 2017)
This document provides an agenda for a writing class. It includes:
1. A brief review of lessons from a video on subtext and highlights from a class survey.
2. An overview of the homework on grammar introductions and a discussion of correct vs. choice.
3. An introduction to the first writing assignment where students will write a response and have it analyzed by online tools.
4. A discussion of what characterizes a good academic essay and considering a sample to how it meets the criteria.
5. Insights from "Subtext" including the writer having a specific agenda and the writing process involving dialogue with the reader.
Purpose, production and personalization Day 1
This workshop discusses principles for language learning with a focus on making production meaningful through personalization. The key principles covered are:
1) The importance of formulaic expressions.
2) The role of pragmatic meaning-making.
3) The benefits of focusing on form.
4) The difference between implicit and explicit knowledge.
The workshop argues that making vocabulary learning purposeful and personalized can help address the incidental vocabulary dilemma in textbooks. Learners should be given opportunities to interact in the target language.
Purpose, Production and Personalization Day 2
The document discusses motivating students in English language classes. It describes a teenager boy who seemed less interested in the class topics of fashion and clothes. The teacher focused more attention on the boy by asking him questions about men's clothing and activities he enjoys. As a result, the boy participated more in class and seemed to feel more included in the group. The document advocates finding ways to engage less motivated students by connecting lesson topics to their interests.
Writing ii – midterm review
This document provides information about an upcoming midterm exam for a Writing II course. It outlines that students will be evaluated based on an e-portfolio comprising 50% of their grade, with the midterm exam making up 15% and a final essay 30%. The midterm will cover identifying non-academic texts, running a lexical profile, using SKELL software, identifying words with unfamiliar meanings, and correcting errors with gerunds and infinitives. It also lists five blog posts students should have written so far as part of their e-portfolio.
Viewers also liked (18)
Putting a ‘naysayer’ in the text: epistemic modality
Putting a ‘naysayer’ in the text: epistemic modality
Sample debate presentation: Is 'vocabulary' enough?
Sample debate presentation: Is 'vocabulary' enough?
Similar to Making your point (week 5) am
Each time you evaluate an article, you will complete Part I and Part.docx
Each time you evaluate an article, you will complete Part I and Part II. You will submit on a typed hardcopy Part I., and Part II on the due date listed in your syllabus.
Part I.
1. Skim the article (take light notes)
·
Read the abstract. The abstract informs you of the major findings of the study, and the importance.
·
What is the big picture of the study (this is done as you read the article)
·
Record terms or techniques you are not familiar with.
·
Include questions to parts of the article you do not understand.
·
If you are unfamiliar with concepts discussed throughout the article, then perform a Google search.
2. Re-read the article
·
Go to the Materials and Methods and Results section, and ask the following questions within each section
o
Was the study repeated?
o
What was the sample size? Is this representative of a large population?
o
What were the variables? Controls?
o
What factors might affect the outcome (according to the investigators)
o
Interpret the data within each figure without looking at the text. Once you have done this, then read the text.
o
Understand the purpose of the Materials and Methods
3. Preparing to summarize the article:
·
Describe the article in your own words first. Can you explain to a friend without looking at your notes? If not, then most likely you do not understand. Go over your notes again.
·
What was the purpose of the study?
·
A reader who has not read your article must understand your summary.
4. Write a draft of your summary:
·
Begin to write the article without looking at your notes. If you choose to look at your notes, then you may not understand the article, and may unintentionally plagiarize.
·
Ask yourself the following questions to write your summary (without looking at your notes) in your own words:
o
What was the purpose of the study?
o
What questions were asked?
o
How did the study address these questions?
o
What assumptions did the author make?
o
What were the major findings?
o
What questions are still unanswered (according to the authors of the article)
Part II. Critical Review and Assessment of the Article
·
In your summary, include your own analysis and evaluation of the article.
·
Do not include personal opinions
·
Use professional language. For example:
Common language
:
Dipodomys merriami
is a kangaroo rat that has a longer Loop of Henle, and this helps it survive better in the desert by retaining more water.
Professional language
: A longer Loop of Henle in
Dipodomys merriami
allows for greater water absorption, an adaptation that has led to survival in an arid environment.
·
How did this study answer questions proposed in the introduction section of the paper?
·
Include the limitations of the study:
o
Does the data support the conclusions of the study. Explain.
o
What questions remain unanswered?
o
How could future studies be improved?
.
Scientific and technical translation in English - week 3 2019
The document provides an overview of the course "Scientific and Technical Translation in English: Week 3". It outlines the aims and activities for the current week, which include looking critically at grammar, exploring the use of electronic tools, and introducing machine translation and the translator's role in machine translation assisted translation. The document also discusses challenges in scientific writing and provides examples of coherence issues that could lead to manuscript rejection. It emphasizes the translator's role in improving clarity and coherence to facilitate publication. Homework involves analyzing introductions for certain issues and comparing machine and human translations.
Scientific and Technical Translation in English - Week 3
This document provides an outline of the general course structure for a scientific and technical translation course in English over 15 weeks. It includes the following key points:
- Weeks 1-2 cover introductions to translation and research article structure.
- Week 3 focuses on hands-on introduction to electronic translation tools.
- Weeks 4-5 involve translating research articles and building glossaries.
- Weeks 6-7 include midterm assessments and feedback.
- Weeks 8-11 focus on new assignments, continued assignments, and more feedback.
- Weeks 12-13 include group presentations.
- Week 14 is the final exam.
- Week 15 is for final
1. idioms, intro, diag
This document summarizes an English class about idioms. The instructor introduces idioms and discusses their importance for reading tests like IELTS and TOEFL. Three idioms are presented: "to monkey around", "monkey business", and "to make a monkey out of someone". Students do an activity using one of the idioms and introduce their partner by interviewing them. Homework includes completing a personal goals section and purchasing two textbooks. The class also involves a diagnostic reading test.
17. assessments
The document provides information about Internal Assessments (IA) and External Assessments (EA) for the IB Theory of Knowledge course. An IA is a presentation by 1-5 students on a Problem of Knowledge taught to an audience. It is assessed based on identification of a knowledge issue, treatment of issues, knower's perspective, and connections. An EA is a 1600 word essay on a prescribed topic, graded externally and based on understanding issues, knower's perspective, analysis quality, and organization. The document outlines calendars and expectations for developing IA and EA projects over the course of a semester, including research methods, outlining, peer reviews, and presentations.
Scientific and Technical Translation in English - Week 2 2019
Here is my attempt to identify the "CARS" moves in this abstract:
1. Create a research space: "There is a growing concern that people are not getting enough sleep." This establishes the importance and conversation around sleep.
2. Establish a niche: "Moreover, there is increasing evidence of an" This mentions a gap in our knowledge or a problem regarding sleep.
3. Occupy the niche: The rest of the abstract likely says how the authors will address and fill the niche/gap mentioned. However, the full text is not provided so I cannot confirm what they propose to do.
Week 10 abstracts 2
This document provides guidance on writing abstracts for research papers and reports. It discusses the two main types of abstracts: descriptive and informative. Descriptive abstracts are usually short (50-100 words) and summarize the background, purpose, focus, and contents of a paper. Informative abstracts are typically longer (around 200 words) and include the background, aim, methods, findings, and conclusion of a research study. Sample abstracts of each type are presented and guidelines are provided on tense usage, ordering of information, and sources.
WritingGuidance
This document provides guidelines for writing an essay in linguistics. It begins with very general guidelines, such as including an introduction that states the research problem and context, a literature review, methodology, results, discussion, and conclusion. It then provides more specific guidance on how to structure each section. For example, the introduction should state the research problem, context, and response. The literature review should discuss previous work and motivate the study. The methods section should describe data collection and analysis. The results section should report quantitative findings through tables and figures with explanations. The discussion should interpret results in relation to hypotheses and previous work. Overall, the document aims to help students structure their papers to clearly convey their research.
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.
Research writing tips to prevent journal rejection: 5 Ground truths for clear...
This talk discusses academic publishing from the perspective of non-native English speakers writing. Based on over 20 years of teaching, researching, publishing, reviewing and copy editing in a non-English speaking country, I share 5 tips to improve research writing quality. These tips are demonstrated with examples.
Invention and OrganizationThis week’s assignment is intended t.docx
Invention and Organization
This week’s assignment is intended to help get you started on the persuasive essay we will be working on throughout the remainder of this course. Before getting started on this assignment, it might be beneficial for you to read the criteria for the Week Six Persuasive Essay.
For this week, we will be practicing topic selection and outlining. Because this is preparation for next week’s persuasive essay, you will need to start by picking a topic that is persuasive. This topic must meet the following criteria:
· Arguable (are there at least two logical, yet opposite ways to look at the issue? Are there at least two sides?)
· Solvable (i.e. avoid religious, moral, or politically charged topics)
· Manageable (keep your topic focused and specific)
Think of a specific problem or issue that you are interested in researching and writing an essay about. This issue should be argumentative in nature, so the topic that you choose should have an equally valid opposing viewpoint.
An example of an appropriate topic would be this:
A specific community is debating an ordinance banning the ownership of pit bulls. Some residents agree that pit bulls should be banned, while others disagree with this position (there is plenty of research to back up either side of the argument).
Your job from there will be to explore the issue, look at both sides of the argument as completely as you can, and take a side. Your essay will be an attempt to convince others to join you in your decision.
Directions
1 Look up and read the following article in the EBSCOhost Database:
2 Step-by-step through the writing process. (2007). Writing, 30. 1-8.
3 (Note: You do not need to answer any of the questions from the reading in your assignment).
4 Read and respond to EACH of the following questions and submit them and your outline in a single document (both parts must be completed).
Part One: Topic Search
For the first part of this assignment, consider the following three questions:
1 What issue or problem would you like to write about? Illegal Immigration
2 Choose a side. What is your view on the issue? What is the opposing view? I oppose having a direct pathway for illegal immigrants to US citizenship
3 What specific change might fix this issue? Enforce current policies and laws that are in place
Then, freewrite for 10-15 minutes about the topic you have chosen. Share all of the reasons you can think of for why your problem needs to be fixed. Do not worry about grammar, spelling, or format. Do not edit. Write what comes to mind. Do not research yet. If you are stumped and cannot write what you know for 10-15 minutes, go back to #1 and start with a new topic.
Part Two: The Outline
Draft an informal outline for your upcoming persuasive paper. Do not include quotations or paraphrased material. Your outline should be built from your current knowledge of the topic. You can refine this later when you conduct your research.
Basic Outline for a Five Paragrap.
RW 11_12_Unit 1_Lesson 1_Definition and Purposes of Discourse.pptx
This document provides an overview of discourse, including its definition, purposes, and how to analyze it. It defines discourse as a formal discussion of a topic presented in an organized, logical manner, whether spoken or written. Discourses can aim to inform, persuade, or entertain an audience. When analyzing a discourse, one should consider factors like the author's culture, social environment, and experiences that may influence their perspective. The document provides examples of different types of discourses and guides students through activities to identify discourse purposes and critique sample texts.
EAPP_Lesson 5. Q1.pptx
This document provides guidance on writing a critique or reaction paper. It discusses what a critique is, the purpose of writing one, and the typical components. A critique involves analyzing and evaluating a text to highlight its strengths and weaknesses. It should be written in an essay format with an introduction, body, and conclusion. The body will discuss the text's main ideas, arguments, evidence, and conclusions, and evaluate elements like logic, organization, accuracy, and consideration of opposing views. The goal is to improve understanding and skills through thoughtful examination of other writers' work.
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.
Coursebook Evaluation
This document provides a table to evaluate English language coursebook materials. The table includes main headings like language work, skills work, and subject matter. Under each heading are specific factors to consider, such as the quantity and quality of grammar, reading, speaking exercises. Numbers in the third column refer to questions to evaluate if these factors are included, adequate, varied, and high quality. Additional general criteria include evaluating the usefulness, naturalness and appropriateness of the target language. Coursebooks should provide logical progression and internal links between units. Cultural content should be tailored for the target market.
How to write a research paper for an international peerreviewed journal
This PowerPoint is on writing a research article for an International Peer-reviewed Journal. The talk was delivered at an International Virtual workshop. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
Scientific and technical translation in English - Week 8
The document outlines the general course structure for a scientific and technical translation course. It includes 15 weeks covering topics like introduction to translation concepts, working with electronic tools, midterm assessments, using corpora, and final group presentations and translations. The class today will review midterm exams, cover advanced corpus techniques and revisiting glossary creation, and look ahead to the final project. Some student comments are presented discussing challenges with original source texts and approaches to teamwork.
Writing Skills Boot Camp
This document outlines the four stages of the writing process: planning, drafting, revising, and editing. It provides details on the key activities and steps involved in each stage.
The planning stage involves brainstorming topics, conducting research, taking notes, and developing a thesis statement and outline. Drafting entails creating a rough draft with an introduction, body, and conclusion. Revising is the process of critically evaluating and improving the draft through additions, deletions, and reorganizations. Editing is the final stage where technical errors are corrected to produce a polished final version. Mastering academic writing requires practice, and both reading and writing can help develop stronger skills over time.
Tutorial Topic1 Unit 1
This document provides instructions for students to complete the tasks and participate in forums for a course unit. It outlines 6 steps: 1) Log in, 2) Go to Unit 1, 3) Read general instructions, 4) Read the study guide, 5) Read task and forum instructions, 6) Participate in Forum 1. Forum 1 requires 5 posts - an introduction, questions to others, responses, a discussion topic introduction, and more questions. Tasks include individual and self-assessed work to be submitted.
Socratic seminar powerpoint
This document provides an overview of how to conduct a Socratic seminar. It outlines the four key elements: the text, an open-ended question, the leader's role, and the participants' role. The leader's responsibilities include knowing the text well, having prepared questions, facilitating discussion between participants, and modeling effective discussion skills. The seminar would involve students discussing questions about the text without raising hands. At the end, students would reflect on the discussion through closure questions about their contributions, ideas discussed, and evaluation of the seminar overall. Tiered response options are also provided for different participation levels.
Similar to Making your point (week 5) am (20)
Each time you evaluate an article, you will complete Part I and Part.docx
Each time you evaluate an article, you will complete Part I and Part.docx
Scientific and technical translation in English - week 3 2019
Scientific and technical translation in English - week 3 2019
Scientific and Technical Translation in English - Week 3
Scientific and Technical Translation in English - Week 3
Scientific and Technical Translation in English - Week 2 2019
Scientific and Technical Translation in English - Week 2 2019
Research writing tips to prevent journal rejection: 5 Ground truths for clear...
Research writing tips to prevent journal rejection: 5 Ground truths for clear...
Invention and OrganizationThis week’s assignment is intended t.docx
Invention and OrganizationThis week’s assignment is intended t.docx
RW 11_12_Unit 1_Lesson 1_Definition and Purposes of Discourse.pptx
RW 11_12_Unit 1_Lesson 1_Definition and Purposes of Discourse.pptx
How to write a research paper for an international peerreviewed journal
How to write a research paper for an international peerreviewed journal
Scientific and technical translation in English - Week 8
Scientific and technical translation in English - Week 8
More from Ron Martinez
Academic writing: before you submit
The document discusses several topics related to academic writing and publishing, including plagiarism, predatory journals, cover letters, and the publication process. Specifically, it addresses how to avoid plagiarism through proper citation and paraphrasing, identifies characteristics of predatory journals, notes that cover letters usually outline the main findings and significance of the paper, and mentions following submission guidelines during the publication process.
Academic Writing: Discussing and Concluding
The document discusses academic writing, specifically discussing conclusions. It addresses whether to merge the results and discussion sections, the importance of discussing limitations, and using hypothetical-real arguments. It also covers how and why to use hedging in academic writing, revisiting claims and warranting, and whether to have a separate conclusions section. Additionally, it discusses whether results and discussion sections should be separated and common elements of discussions like revisiting the introduction, comparing to other studies, expanding on and explaining results, discussing applications and implications, limitations, and how the study advances the field. Finally, it addresses hedging in academic writing as using careful words to show claims are not absolute.
Teaching Genre in the Writing Center - Phase 1, Class 2
This document discusses academic genres and their drivers. It begins by defining academic genre as typified rhetorical actions that are conventionally used in recurring social contexts. Genre is useful pedagogically as it allows people to perform certain functions, gain legitimacy, and exhibit recognizable features determined by social expectations. The document then analyzes the differences between genres expected of high school students, undergraduates, and professors. High school students are expected to produce genres for teachers, undergraduates for professors, and professors for research communities. The stakes are higher for undergraduates and professors who must demonstrate skills and knowledge acquisition or make new research contributions. Shared features across levels include convention following but authorship expectations differ.
Teaching genre in the writing center 1
This document provides an overview of a course on teaching genre in writing centers. The course is divided into three phases. Phase 1 explores common academic genres like research articles, grants, and presentations. It examines genres beyond just introductions and looks at methods and discussions sections. Phase 2 focuses on strategies for teaching genre conventions that can be used in writing centers. These include workshops, mentor texts, and developing writing support ecosystems. Phase 3 involves implementing an intervention from Phase 2, such as a webinar or workshop, and reflecting on the experience. The goal is to move beyond theory to practical applications.
Academic writing: discussing your results
The document discusses academic writing and specifically how to write the discussion section of a research paper. It provides examples of student feedback on figures and data presentation in a research article. It also discusses key aspects of writing an introduction, method, results and discussion section for a research paper. The document provides guidance on revising a manuscript that was rejected for a journal publication by addressing issues with the method description, results interpretation, figure formatting and language.
Prppg7000 academic writing the method section (1)
A look at what the Method section is supposed to do, and how it connects to other sections in the IMRaD.
Module 6: Academic writing The 3 "Cs" and Authorial Voice
The document discusses the importance of coherence, cohesion, clarity, and maintaining authorial voice in academic writing. It provides examples of student summaries of the classic story "The Three Little Pigs" and edits made to improve the summaries. Key elements addressed include identifying problems in drafts, strengthening coherence between ideas, and maintaining a clear narrative voice.
Module 5 - Academic Writing: Writing Your Introduction
This document discusses writing introductions for academic papers. It notes common mistakes in introductions and provides examples of effective and ineffective introductions. It also discusses how to use "scaffolding" in introductions and how reading others' work can help improve one's own introductions.
Module 4 - Academic Writing: Orienting the Reader
The document discusses several topics related to academic writing, including orienting the reader, responding to others' perspectives, and summarizing key points. It provides an example of using the CARS framework in an abstract to establish the research space or niche. It also discusses common problems in Brazilian journal abstracts and the importance of crafting a clear title.
Academic Writing in English - Tips on the publication process (2019)
In this module, we look at a few important points that can come up during the submission process, such as taking care to avoid plagiarism flags, and what should go into a cover letter. In addition, we also provide a few tips on how to respond to reviewers' critiques.
Discussing and Concluding - Academic Writing in English 2019
Here we take a close look at hedging, and other important moves in the discussion and conclusion sections.
Academic Writing in English - Discussing your Results
In this module we present the main "ingredients" commonly found in research article discussion sections, and their connection to other sections in an article.
Academic Writing in English - The M in IMRaD
This module takes a look at the Method section of research articles, and how good writers construct them.
Academic writing: the 3 Cs and authorial voice - 2019
A careful look at how to make your introduction flow and read better, including how to make sure you are not hiding behind the voice of other authors when you write.
Writing your Introduction 2019 Week 5
The document discusses writing introductions. It begins by outlining the syllabus for an academic writing course, which includes topics like IMRaD structure, common errors, strategic planning, titles/abstracts/introductions, and writing each section of a research paper. It then focuses on writing introductions, noting the importance of using a "They Say/I Say" framework to establish what has been said about the topic and how your work contributes to the discussion. Typical problems in introductions like including extraneous information are also mentioned. The document provides examples of student feedback and discusses using resources and support for writing.
Academic Writing in English: Guiding the reader through title, abstract and i...
This document provides an outline for a course on academic writing in English. It discusses key concepts for writing titles, abstracts, and introductions for academic papers. The syllabus covers topics like IMRaD structure, common writing errors, strategic planning, coherence and clarity. Example titles and abstracts are provided to illustrate best practices. The importance of acknowledging other viewpoints to avoid being seen as a "naysayer" is also emphasized.
Academic Writing: Think before you write - Week 3 2019
English as a Lingua Franca (ELF) in academic writing, and the importance of thinking before and while you write.
Academic Writing: Issues of language 2019 (week 2)
Focus on some of the most common errors found when writing for research publication in English, and how to use some electronic tools to help.
Introduction to Research Writing and Publication in English - 2019
An overview of publication practices and beliefs, with the non-native scholar in mind (especially for Brazilian researchers).
Scientific and technical translation in English - Week 10 2019
This document summarizes a course on scientific and technical translation in English over 15 weeks. It outlines the general course structure, including topics covered each week such as introduction to tools, grammar, and conducting translations as a team. It provides details on assessments including class participation, a midterm, group presentation, and final translation project. Instructions are given for two homework assignments - building a mini corpus and glossary, and reviewing assigned articles. Evaluation criteria for the final translation and group presentation are also outlined.
More from Ron Martinez (20)
Teaching Genre in the Writing Center - Phase 1, Class 2
Teaching Genre in the Writing Center - Phase 1, Class 2
Module 6: Academic writing The 3 "Cs" and Authorial Voice
Module 6: Academic writing The 3 "Cs" and Authorial Voice
Module 5 - Academic Writing: Writing Your Introduction
Module 5 - Academic Writing: Writing Your Introduction
Academic Writing in English - Tips on the publication process (2019)
Academic Writing in English - Tips on the publication process (2019)
Discussing and Concluding - Academic Writing in English 2019
Discussing and Concluding - Academic Writing in English 2019
Academic Writing in English - Discussing your Results
Academic Writing in English - Discussing your Results
Academic writing: the 3 Cs and authorial voice - 2019
Academic writing: the 3 Cs and authorial voice - 2019
Academic Writing in English: Guiding the reader through title, abstract and i...
Academic Writing in English: Guiding the reader through title, abstract and i...
Academic Writing: Think before you write - Week 3 2019
Academic Writing: Think before you write - Week 3 2019
Academic Writing: Issues of language 2019 (week 2)
Academic Writing: Issues of language 2019 (week 2)
Introduction to Research Writing and Publication in English - 2019
Introduction to Research Writing and Publication in English - 2019
Scientific and technical translation in English - Week 10 2019
Scientific and technical translation in English - Week 10 2019
Recently uploaded
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcAzure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Recently uploaded (20)
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Making your point (week 5) am
- 1. Making your point (Week 5) W R I T I N G I V (HE285) Prof. Dr. Ron Martinez drronmartinez@gmail.com
- 2. Goals for the week • Expand on theme from last week (English for Research Publication Purposes, or ERPP) in order to develop “content knowledge” for midterm assignment; • Consider “argument” in conjunction with “take- home” message: the importance of knowing what point you want to make; • Revisit some linguistic points from Essay 2; • Revise and add to Essay 2, this time arriving at a conclusion.
- 3. Today’s agenda • Consider ERRP from global-local perspective; • Develop critical notions of ERRP; • Introduce homework on language points.
- 4. SciELO • Section 2, Section 4, and Section 5.2.8. (Very short!) • What are the “causas chave e persistentes do baixo desempenho internacional dos periódicos do Brasil”?
- 5. Discuss: • What do you think of this sign? • Consider the wording of the sign. What do you think was the motivation behind the message?
- 9. Online... • GROUP 1: Read “Publication of the Revista Brasileira de Cirurgia Plástica in English and the expansion of scientific horizons” • Answer these questions: Which problem has been solved? Which problem do the authors hope to have solved? (Discuss in pairs.) • GROUP 2: Read “Artigos em inglês nos Arquivos Brasileiros de Oftalmologia: um resultado da globalização” • Answer these questions: What is the concern raised by the authors? What do you think about their concern? (Discuss in pairs.)
- 10. “Lessons from Essay 2” • Compare your answers with those of a partner.
- 12. TIC TAC TOE Your t-shirt is white. I have two brothers and ones sister. It is raining. I take the bus every day. I have a cat. I like basketball. What time is it? Nice to meet you. She studies Italian.
- 13. TIC TAC TOE The scores ranged from 4 to 10. That is the core component of argument development. This problem may stem from a lack of library resources. Students may initially struggle with academic essays. The research has broad implications. Students may not understand what an argument actually entails. The overarching theme of the course was grammar. The two genres are considered starkly different. Therefore, this issue warrants further investigation.
- 14. Online... • GROUP 1: Read “Publication of the Revista Brasileira de Cirurgia Plástica in English and the expansion of scientific horizons” • Answer these questions: Which problem has been solved? Which problem do the authors hope to have solved? (Discuss in pairs.) • GROUP 2: Read “Artigos em inglês nos Arquivos Brasileiros de Oftalmologia: um resultado da globalização” • Answer these questions: What is the concern raised by the authors? What do you think about their concern? (Discuss in pairs.)
- 16. From an Ecology journal
- 25. Author revisions (in yellow)
- 26. Comments from a reviewer
- 28. For homework (Reading Engagement Log):
- 29. For homework (R.E.L.): • Be prepared to answer: What is the “Matthew Effect” and what relevance does it have regarding non-native English- speaking scholars?
- 37. English in Brazilian academia – current situation
- 38. New Goals (2016)
- 39. New Goals (2016)
- 42. But…
- 43. More caveats…
- 46. But...
- 54. HOLIDAY HOMEWORK! • Li & Flowerdew (Reading Engagement Log) • Read and analyze two versions of the engineering manuscript – which one is better? Why? (You only need to focus on the abstract and introduction!) Make notes (underline, etc.) on the manuscript and bring to class. • Create an outline, write an interim Conclusion (see sample online). • Send to me via email and site.