Last Day of Classes!

I.    Feedback for Final Project feedback
II.   Peer Review
III. Course Overview
IV. Closing remarks
V.  Class photo

As you leave my class today, I'd like to share this old Irish blessing with you...

“May the road rise up to meet you, may the wind be ever at your back. May the sun shine warm upon your face and the rain fall softly on your fields. And until we meet again, May God hold you in the hollow of his hand.”

Final Project (5)

Objectives
Students will be able to
a. review what constitutes a formal, business tone of writing.
b. review the skills and strategies used for writing concisely.
c. scan the sample memo for formality of voice and make revisions.
d. write a paragraph reflecting on the sample's formality of tone for their final paper.

I. Formal Style of Writing
a) Take a few minutes to go over the sample essay focusing on language use.
    Do you think the essay is written in formal language?, informal language? Can you give examples?
PPP
Exercise

II. Business Tone
In writing, maintaining the appropriate business tone is even more important than in speaking, since you don't see your interlocutor's reaction, facial expression, etc. Therefore misunderstands are likely to occur.
PPP
Exercise

III. Writing workshop
a) Write a short paragraph discussing the importance of using a formal tone when writing academic and business documents.
b) After examining the sample essay, write a paragraph describing the tone used (give examples). Provide suggestions for improvement if necessary.


Final Project Research - Informative talk by Jin Kim

Sources:
Joukova, E. (2012). Lesson: Analysis 4: Language and Style. Retrieved from ESL 505 TA Resources.

Final Project (4)

Today we will continue writing the paragraphs about Thesis Statement.

We will also turn our attention to Language Use.

Final Project (3)

Objectives
Students will be able to
a) Finish and revise their audience analysis.
b) Review important characteristics of thesis statements.
c) Learn about thesis statement vs problem statement.
d) Write an analysis about the problem statement in the student's case essay.

I. Finish and revise Analysis 1: Audience Analysis.(10 minutes)

For paragraph 1 you need to respond the question: What is it important to analyze audience before writing? Please, do not just generalize. Offer specific information. Use the ideas and materials from the website or go on line to get more info. (Remember to USE CITATIONS when you use the ideas of others.)
For Paragraph 2 you need to read the Professor's prompt and the student's case essay carefully. Then decide whether or not this student had an specific audience in mind when writing his/her essay;discuss how this writer has addressed the needs and wants of his/her audience? Give specific examples from the essay. USE CITATIONS.  If the writing does not address the needs of a specific audience, give suggestions that will improve this student's writing.
Professor's prompt
Student's case study


II. Analysis 2: Thesis Statement vs Problem (or Position) Statement
Four criteria of an effective thesis statement: specific, focused, offers original perspective, presents a clear position.
Using these criteria, we can easily distinguish between a good thesis statement and a bad one.
Remember: a clear thesis statement should tell readers specific purposes of the paper.

PPP

In a case-based essay, the thesis statement is called "position statement" - a statement where a writer states a position and expresses an intention about the organization of the essay (Ellet, 2007, p.10). While a thesis statement of an essay is typically one or two sentences, a position statement in a case-based essay tends to be longer. However, the basic principles for an effective position statement and thesis statement are the same. Read "How to write a case-based essay" (pp.106-109) for more details.

A thesis statement and a problem statement have similarities and differences. While they both have a claim that structures and directs the purpose of a writing, there are some subtle differences. For instance, to name just a few, a thesis can be an arguable/exploratory claim while, a problem statement describes a main issue in order to potentially solve it. That is why it is called a "problem" statement. In order to write the problem statement, we have to know exactly what the problem is. Read "How to write a problem statement for business" for more details.

Exercise 
Answers

Application
Answers

In an introduction section, we talked about having a good hook and some background information/context about the topic, and then usually a thesis statement in the last or first sentence of the introduction.  Instead of having background information in the introduction of the case study, it will have a summary of potential solutions (recommendations) in the introduction. Why? Because the purpose of the case study is to present a problem statement and the potential solutions (recommendations) to the problem. This explanation connects back to different audience and purpose as well.

  Task: Analysis of thesis(position) statement & problem statement: Reflect on what you learned today about good thesis statements and problem statements.

a) Write a summary paragraph of what you learned about thesis statements and problems statements. 

b) Go over the student's case study and analyze his/her application of these principles you have reviewed/learned today. Point out at any weaknesses and provide ways to solve the problem. 

Homework
Finish your two paragraphs if you didn't in class. Upload them to Dropbox. I will take a look at them tonight or tomorrow.
Those of you who have not finished your audience analysis paragraphs must do so tonight as well. 
   

Final Project (2)

Objectives
a) students will review what was done last class (Final Project (1))
b) students will be able to review the concepts studied for audiences analysis and write a paragraph summarizing what is important regarding this point.
c) students will analyze the prompt for the case study and decide who is the audience for the students essays.
d) students will read the case study essay.
e) based on what they have reviewed in audience analysis, students will critique the audience analysis made by the writer of the essay.

I. Review

II.  Review Audience Analysis

III. Prompt

IV. Case Study Essay

V.  Writing Workshop for Audience Analysis

Final Project (1)

Objectives for the Final Assignment
Students will be able to
a) identify the basic elements in the writing of a case-based essay by examining sample prompts and essays.
b) experience the steps involved in the writing of a critical analysis.
c) review important writing notions learned during the course.

Objectives for today's class
Students will be able to
a)  become acquainted with the guidelines for the writing of the final paper.
b)  describe what critical analysis is.
c)  read and discuss the Heineken article.
d)  review what they learned about audience earlier in the semester.
e)  analyze purpose and audience expectations of a sample case study memo by studying its writing prompt.
f)  critically analyze a sample essay in relation to purpose and audience.


1.  Mini-Presentation (10 min)

2. Final Paper (10 min)
Final grade components
Overview
Instructions and tentative outline
Example paragraphs 
Example 1
Example 2
 

3. What is Critical Analysis? (5 min)
ppp

4. Please, read the following article (20 min)
Heineken article

5.  Review main notions presented for Audience Analysis (5 min)
ppp

7.  Open a Word document. Write a paragraph about the importance for writers to make an anlysis of their audience before starting to write. Please use citations if you are using specific ideas from the website materials. Go to Dropbox, click on your Final Project file. Open a sub-file and entitle it, Audience Analysis, save this document there.  (15 min)

6. This is the  prompt the Professor gave students for responding to the Heineken article. (5 min)
Write a few notes about the audience of this writing task. Share with your classmates. (5min)

 Homework
Finish the Heineken article.
Finish the review of audience analysis.
Finish the paragraph on important notions to consider regarding audience analysis.
Finish reading the prompt.
Finish writing a few notes that analyze the audience of the writing task assigned by the Professor.

Final Writing Worshop (Critique) - Presentation of Final Project

I. Review-editing of first draft (critique)
II. Introduction to final project
Heineken case study

Writing Workshop today

Goal: To finish first draft for critique

Writing a Critique (2)

Objectives:
1. to listen to the next group of mini-presentations
2. to review summary written last class
3. to distinguish between critique and criticism
4. to list main characteristics of a critique
5. to begin writing firs draft for critique

I. Mini-Presentations (15 min)

II.  Revise your summary. Make sure it has all the elements necessary to be an effective summary.  You may check last class contents or the following links for information about summaries: (15 min)

tips for summarizing

suggestions for writing a summary

 Here are examples of a summary

III. Writing a Critique (20 min)

PPP

questions for evaluating commercials

Critique vs Criticism (handout)

How to write a Critique

IV. Workshop: Writing a Critique (30 min)




Sources:

 Gulcat, Z. (2007). Suggestions for Writing a Summary. Retrieved from:

http://www.buowl.boun.edu.tr/students/summarizing/summarizing.htm

  Jewel, R. (2012). Sample Summaries by Students. College Writing Info. Retrieved from:  http://www.tc.umn.edu/~jewel001/CollegeWriting/WRITEREAD/Summary/samples.htm

 Michelson, K. (2012). Materails from her lesson Writing a Critique. Retrieved from UIUC TA Resource Materials: http://esl505ta.blogspot.com/2012/06/day-10-summary-critique-1.html

 Splice. Essay Tips. Retrieved from:

http://tipsforresearchpapersandessays.blogspot.com/2008/11/how-to-summarize-essay.html

 The Academic Support Center. Chesapeake College. Helpful Hints for Writing a Critique. Retrieved from: http://info.chesapeake.edu/lrc/tutoring

Writing a Critique

Objectives
Students will be able to
a) summarize the most important ideas from the assigned article.
b) identify the required elements of a summary.

I. Now that you have read the article Would Soda Taxes really Yield Health Benefits, it's time to work on summarizing the most important ideas presented in the article.

1. Choose a partner to work with and try to answer the following questions without looking at the article:

a) What is the article about?
b) What is the author(s)' main argument?
c) What evidence do the authors use to support this argument?

2. Based on what you discussed with your partner, write a summary of the article. Again, do not look at the article; write based on what your remember from your reading.

3. Now that you have a short summary, go back to the article and check on the information you have forgotten or were confused about.

4. Finally, we'll go through the Do's and Dont's of a summary together. Check your work and make corrections as needed.

The Dos of Summary Writing

• the first sentence contains the title, the name of the author and sometimes, background information about the author and/or source.
•  A summary should begin with a thesis statement (usually one sentence)that sums up the main point of the source.
• A summary should include the main ideas of the text and one or more examples to illustrate the author's points.
• It should be written in your OWN words. 

The Don'ts of Summary Writing

• The summary should not include your own ideas or opinions of the text.
• It should NOT summarize minor details.

Sources
Original ideas and format for this class were taken and adapted from Stacy's Defibaugh's Lesson on Summary Writing and Introduction to Critique. Retrieved from:  
http://esl505n2012.blogspot.com/2012/10/summary-writing-and-critique.html

Negotiation (Cont.)

Objectives:
Students will be able to
a) reflect on the importance of learning about one's own and others' personality traits.  
b) Understand the characteristics of effective negotiators.
c) Become aware of the "win-win" attitude necessary for successful negotiation.
d) Use diplomatic language to perform various negotiation functions.  
 
I. Personality (cont.)
Website/Personalities

 II. Negotiation
ppp
*Characteristics of Effective Negotiators
*Negotiation Strategies 
*Language functions/Vocabulary
*Practice Negotiation in a business context  
 

Reflection:
1. What did you learn from today’s activity, from planning to negotiation?
2. What are some difficulties you encountered during the planning stage as well as the negotiating stage?
3. What would you do differently when it is time for your “real” employment negotiation?

Negotiation

Objectives:
Students will be able to
a) review and finish memo before turning it in.
b) finish the personality test.
c) review important principles involved in negotiation: Characteristics of effective negotiators, the win-win attitude, diplomatic language, etc.

I. Memo
Check this memo sent by Phyllis Wise, VicePresident of UIUC.
What elements do you see in this memo that reminds you of what we have discussed in class? What's new about it?
Dateline for turning in Memo is Saturday, October 27, 2012, midnight.

II. Our next assignment is Writing a CRITIQUE. To start preparing for this you need to read this article for next class. It is very important to do so since you need to write a summary of the main ideas and discuss the ideas presented. Please come prepared for next class.

III.  Personality Test (cont.)
authors' personality
PPP 
survey
images
text
Color/personality characteristics
website

 Applying to the business world.
In the business world, work is often done in groups. Ask students which colors will complement each other and which will clash. For example, Gold and Orange may have trouble working together; Golds are well organized and good at planning while Oranges are quite impulsive and risk taking. Present the color clash or coordinate slide. Discuss what you should do when you work with people who possess different characteristics.

• color clash or coordinate slide.

IV. Negotiation
1. Think back about your negotiation experience (personal life, professional life-asking for a raise, buying a house, a car, renting an apartment). What is your personal strategy to get what you want. Share with a partner.

2.  Can you give a definition of "negotiation"?
Definition: Negotiation is the process through which two or more people decide what each will get in an exchange.
Purpose: We negotiate to satisfy our interests.The art of negotiating involves finding a balance between achieving the best possible result, while at the same time establishing a mutually beneficial working relationship with your counterpart.
article.


3. Characteristics of effective negotiators
PPP

article
characteristics

Working with Different Personalities in the Business World

Objectives:
Students will be able to
1. peer review their memos.
2. learn about giving and receiving feedback in the workplace.
3. experience a personality test.

I. Mini-Presentation:  Giving and Receiving Feedback in the Workplace

II. Peer Review - Memo
Use rubric here.

III. Personality Test (day 1)
Today we will be doing the color personality test. This experience will help you know more about yourself and others. There are three steps to this test:
1. First, students will rank images that best describe them.
2. Second, they will rank the text that is closest to their character.
3. Students will fill out a survey.

Sources:
Adapted from Min-Kyung Kim, and HeeJeoung Jeong ESL 505 summer 2010

Memo Writing (3)

Objectives:
Students will be able to
a. finish the first draft of their memos in class.
b. use what they learn about tone to revise their memo in that area.
c. use the rubric provided to revise their memo.

I. Please finish your memo. [15 min]
   If you already have, please use the rubric provided to start revising this first draft.

II. Revise your first draft. Use the rubric provided. [15 min]

II. A lesson on TONE
Tone in writing is not really any different than the tone of your voice. You know that sometimes it is not “what” you say, but “how” you say it.

Ask students to say this phrase using the different tones of voice indicated in parenthesis:

It’s a beautiful day.     (happy)

It’s a beautiful day.     (exciting)

It’s a beautiful day.     (serious)

It’s a beautiful day.     (sad)

It’s a beautiful day.     (sarcastic)

What determines tone?  a. vocabulary      b. sentence structure     
                                              c. level of formality

Tone: What is it? Why is it important?

  PPP

Take a look at this memorandum. Discuss with a partner:

a. What's the problem?

b. What kind of reaction this memorandum will trigger in the readers. 

c. How would you improve it. 

Here is an improved copy.

Cultural Preferences: Culture may have a role to play in the tone that is used for memoranda. While some cultures prefer a conversational, more reader-friendly tone, other cultures opt for a more business-like, formal approach, and yet others would prefer the authoritarian tone of "I'm the boss, you do as I say."  Discuss the following:

a. What is the tone generally used in memos in the company, or companies, you have worked for in your country?  Do you now if it is different from the tone used in memos in American companies?

b) Have you ever felt angry, disappointed, or intimidated by a memo you received?  

c) Have you ever had to write a memo you didn't feel comfortable sending because of what it said?

Recomendations for U.S. business environments

PPP

Revise your memo for tone. 

Homework:  Write a second draft of your memo and have it ready for next class. We will do peer review next class.

Sources:

Ahmed, S. Course Overview. UIUC ESL TA Writing Resources.

Britt Roebuck, D. Improving Business Communication Skills. 4^th ed. P. 484.

Author Stream. Writing Business Messages (PPP). Retrieved from http://www.authorstream.com/Presentation/aSGuest31215-270698-PPT68-Entertainment-ppt-powerpoint/

George Mason University. The Writing Center. Adapted from the following SOM 301 materials:

Scott, N. (2010, Spring). Business Writing Basics, SOM 301.

Owl Writing Lab. Tone in Business Writing. Retrieved from https://owl.english.purdue.edu/owl/resource/652/1/

Memo Writing (2)-Workshop

Objectives
Students will be able to
1. analyze the purpose and audience for their memo.
2. Write the first draft of their memos.

You have the choice of writing this memo individually or in pairs. Please, review all the materials we discussed last class (especially the article on business casual dress code) and go over the resources below before you start writing your memo.

Goal: By the end of the class, you should be able to present a rough first draft of you memo.

Resources:
For audience analysis, purpose, establishing common ground, and you orientation:

here

Source

http://www.educationplanner.org/education_planner/deciding_article.asp?sponsor=2859&articleName=Admissions_and_Acceptance_Letters

“Establishing common ground” and “You orientation” materials were adapted from Young-Kyung Min in ESL 505 TA Archives 
 Article on new dress code policy:

http://www.businessweek.com/bschools/content/aug2007/bs20070828_027119.htm

Writing a Memo (1)

Objectives: Students will be able to

• identify the structure and requirements of memo.
• identify different types and purposes of memos.
• analyze a sample memo in terms of its purpose, intended audience, content, and format.   

I. Prompt and article for Assignment # 2 here
    The rubric here

II. Writing a Memo
 video on how to write a memo

Here are some tips when writing memoranda:

• Write short but specific subject lines that accurately describe the content of the memo. For example, "Tips to Use the New E-mail System" is better subject line than the too vague, "Recommendations" or "E-mail System."
•  It is desirable to break information into smaller rather than larger paragraphs; aim for paragraphs 3-6 sentences long.   
• More sample memos 

III. Types of Memos 
handout

IV. Parts of a Memo
handout

Sources
This class is an adaptation of Young-Kyung Min and Jin Kim's lesson plan Memo 1 ESL 505 TA Resources. 
UpWrite Press (2009, March 9). The Key Forms of Business Writing: Basic Memo [Video file]. Retrieved from http://www.youtube.com/watch?v=n5Zyn9y_MDs
Sample Memos, types of memo, parts of memo were adapted from ESL 505 TA Resources Archives