Writing II – an introduction
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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.
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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.
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.
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.
Writing II – final assessment
This document outlines the assessment requirements for a Writing II course. Students will be evaluated based on an e-portfolio comprising various writing pieces (50% of grade), a midterm exam (15%), and a final essay (30%). The e-portfolio must include 8 specified writing pieces on different topics. The final essay can be on any topic from a provided list and must be submitted by email and posted to the student's blog by June 22nd to be graded.
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.
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)
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
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.
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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.
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.
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.
Writing II – final assessment
This document outlines the assessment requirements for a Writing II course. Students will be evaluated based on an e-portfolio comprising various writing pieces (50% of grade), a midterm exam (15%), and a final essay (30%). The e-portfolio must include 8 specified writing pieces on different topics. The final essay can be on any topic from a provided list and must be submitted by email and posted to the student's blog by June 22nd to be graded.
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.
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)
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
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.
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.
Making a contribution
This document outlines the goals and agenda for a writing class. It includes discussing the C.A.R.S. model for academic writing, focusing on language, reviewing a paper on establishing territory in academic writing, defining hypotheses, and analyzing cases. Students are asked to consider what research gaps exist in their midterm topics and how they could contribute to knowledge. For homework, students must analyze academic introductions online and draft a one paragraph introduction signaling a research gap in their midterm area.
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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.
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.
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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
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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.
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.
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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.
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.
Making your point (week 5) am
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.
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.
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.
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.
Engaging -- midterm -- (week 7)
This document provides an agenda for a class on academic writing. It outlines that the class will continue discussing the importance of establishing a clear position in academic essays. It also announces that a midterm assignment is due - an 700-1200 word expansion of previous research presented in the genre of popular research communication to be posted to a blog. The document notes some criteria for grading the midterm including appropriateness of genre, use of images/hyperlinking, and writing mechanics. It allocates time for students to discuss their midterm topics and plans with the professor.
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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.
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The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. It outlines the course rules including attendance, assignments, exams and communication expectations. Students are directed to a class blog for readings and notices. The first homework assignment is introduced, where students answer questions about themselves, their English experience and goals for the course.
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.
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This document summarizes an English class for group GE15 taught by Jaqueline. The class covered introductions, course rules and guidelines, how the course will work, information about the class blog, and homework assignments. Students were instructed to introduce themselves to the teacher and class, ask the teacher questions, and write answers to homework questions about their English experience, hobbies, course goals, and plans for the class. Students were informed of attendance policies, evaluation criteria including exercises, exams, writing and reading assessments, and the importance of oral English practice.
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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.
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This document outlines the goals and agenda for a writing class. It includes discussing the C.A.R.S. model for academic writing, focusing on language, reviewing a paper on establishing territory in academic writing, defining hypotheses, and analyzing cases. Students are asked to consider what research gaps exist in their midterm topics and how they could contribute to knowledge. For homework, students must analyze academic introductions online and draft a one paragraph introduction signaling a research gap in their midterm area.
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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.
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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.
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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
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.
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.
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.
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.
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.
Making your point (week 5) am
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.
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.
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.
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.
Engaging -- midterm -- (week 7)
This document provides an agenda for a class on academic writing. It outlines that the class will continue discussing the importance of establishing a clear position in academic essays. It also announces that a midterm assignment is due - an 700-1200 word expansion of previous research presented in the genre of popular research communication to be posted to a blog. The document notes some criteria for grading the midterm including appropriateness of genre, use of images/hyperlinking, and writing mechanics. It allocates time for students to discuss their midterm topics and plans with the professor.
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.
Sdc13 jan7 class1-3
The document summarizes the first class of an English course. It introduces the teacher and has students introduce themselves. It outlines the course rules including attendance, assignments, exams and communication expectations. Students are directed to a class blog for readings and notices. The first homework assignment is introduced, where students answer questions about themselves, their English experience and goals for the course.
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.
GE15 G2 class 1 Mar 11th
This document summarizes an English class for group GE15 taught by Jaqueline. The class covered introductions, course rules and guidelines, how the course will work, information about the class blog, and homework assignments. Students were instructed to introduce themselves to the teacher and class, ask the teacher questions, and write answers to homework questions about their English experience, hobbies, course goals, and plans for the class. Students were informed of attendance policies, evaluation criteria including exercises, exams, writing and reading assessments, and the importance of oral English practice.
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The document discusses techniques for connecting ideas in academic writing such as using synonyms to avoid repetition, defining key concepts, rephrasing information, and emphasizing points. It encourages finding different words to replace common transition words like "for example", "furthermore", and "importantly". Defining constructs and quoting sources are also covered as ways to clearly convey meaning. The importance of explicitly stating the significance of information and conclusions is emphasized.
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Course Syllabus 2
Revision Process 6
Sample Formatting Page 7
Sample Process Letter 8
1. Inductive Analysis Essay (4-5 pgs.) 50 points Page
Essay Prompt 9
Nature by Ralph Waldo Emerson 10
“The Transparent I” by William Fitzgerald (Sample Essay) 11
2. Deductive Analysis Essay (6-7 pgs.) 100 points Page
Essay Prompt 14
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An Outline of the Essential Key Points of Dillard’s Essay 22
Sample Paragraphs for writing about “Seeing” 24
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The Pledge of Allegiance 30
“Allegiance to Gratitude” by Robin Wall Kimmerer 31
“Learning the Grammar of Animacy” by Robin Wall Kimmerer 36
4. Research Essay (8-10 pgs.) 200 points Page
Essay Prompt 41
Sample Prospectus 44
Sample Annotated Bibliography 45
Sample Outline for a Possible Approach to Writing the Research Essay 46
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Basic Outline for “The Impermanence of Order” by William Fitzgerald 51
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“The How-To Garden” by Jim Nollman 57
5. Group Presentation Page
Group Presentation Prompt 67
Sentence Combining Page
Sentence Patterns 68
Clause/Phrase Review 69
Sentence Focus 71
Coordination 77
Conjunctive Adverbs and Transitional Phrases 78
Subordination 80
Run Together Sentences (RTS) 83
Free Modifiers: Adjective Clauses 85
Free Modifiers: Noun Phrase Appositives (NPA) 91
Free Modifiers: Clause Modifying Verbal Phrases (CMVP) 94
Free Modifiers: Absolute Phrases 97
Correlative Conjunctions 100
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Writing II – an introduction
- 1. Writing II – An Introduction Dr. Ron Martinez Universidade Federal do Paraná
- 2. Today’s agenda • Get to know each other • Get to know the course • Talk about features of quality writing • Examine real cases
- 3. Discuss: What makes good writing? • Perfect grammar? • Sophisticated vocabulary? • “Style”? • Other?
- 4. What do you need for this course? • Access to the internet • Vocabulary notebook • Perseverance!
- 5. How will you be evaluated? • “Portfolio” assessment • e-Portfolio • Checklist of items comprising 50% of total grade • Midterm essay (15%) • Final essay (30%) • Participation (including, for example, vocabulary notebook) (5%)
- 6. Vocabulary notebook • Will be collected from time to time, and will be checked regularly for updating • If you do not have one of your own, I can supply one for you
- 7. Oral article summaries • Main purpose: vocabulary development • Why “oral”? • Usually short (about 5 minutes) • Usually once a week • Often tied to a common theme
- 8. e-Portfolio • Regular (usually) short writings, posted on your individual student blogs • Generally speaking, assignments will be due weekly.
- 9. Over to you! • Introduce yourselves • Take online quiz
- 10. Rate the paragraph (1-10)
- 11. Homework for Friday • Download worksheet online: http://www.drronmartinez.com/writing-ii- 20161.). • Give a score to the four paragraphs. • Print and bring to class Friday.
- 12. Your turn • Exchange emails with a classmate (preferably one you did not know already before today’s class) • In an email to that person, write a paragraph on the following topic: “Something I am proud of” • Copy me in the email: drronmartinez@gmail.com
- 13. Example Something I am proud of There are many things I am proud of in life (and probably just as many things I am not so proud of), but one I am especially proud of is how I got to become a professor of English. It all started when I was in my early twenties, when I was working for my father at his car repair business. At that time, I did not know what career path I wanted to follow, but certainly “teacher” was not among those in my short list. However, one day…