Objectives:
Students will be able to
a) learn about different resources available at the UIUC Library.
b) find at least one source they can use for their essays.
I will see you all at 3:30 at ACES Library. Don't forget your information sheet (the grid you filled out last class).
Thursday, September 27, 2012
Tuesday, September 25, 2012
Writing Effective Conclusions
Objectives:
Students will be able to
a) review writing body paragraphs.
b) identify different ways to write a conclusion.
c) revise the conclusion in their diagnostic test.
I. Review
a. structure of a paragraph
b. P.I.E. structure
c. including opposing views and counterarguments
II. Writing an effective conclusion
a. Reflect:
What is the purpose of a conclusion? What are some ways we can use to write a conclusion that is memorable?
b. PPP
c. Use this information to revise the conclusion in your diagnostic test.
III. Library Day
a. Remember our library day is next class,
Thursday Sept. 27 3:30-4:50 at the ACES Library
The Funk ACES Library is on Goodwin.
Directions
b. Think about what kind of information you need to find in the library. Your goal for library day is to have at least one source you can use for support of your claim in your diagnostic essay.
For example, "in body paragraph 1, I want a statistics or fact that tells how many companies advertise/present themselves as being socially responsible" or "in the the counter-argument paragraph, I want a quotation stating that companies who are socially responsible are more profitable".
c. Fill out the grid.
Library day mission: Bring the evidence grid and find sources that can provide relevant pieces of evidence that you planned on the grid.
Students will be able to
a) review writing body paragraphs.
b) identify different ways to write a conclusion.
c) revise the conclusion in their diagnostic test.
I. Review
a. structure of a paragraph
b. P.I.E. structure
c. including opposing views and counterarguments
II. Writing an effective conclusion
a. Reflect:
What is the purpose of a conclusion? What are some ways we can use to write a conclusion that is memorable?
b. PPP
c. Use this information to revise the conclusion in your diagnostic test.
III. Library Day
a. Remember our library day is next class,
Thursday Sept. 27 3:30-4:50 at the ACES Library
The Funk ACES Library is on Goodwin.
Directions
b. Think about what kind of information you need to find in the library. Your goal for library day is to have at least one source you can use for support of your claim in your diagnostic essay.
For example, "in body paragraph 1, I want a statistics or fact that tells how many companies advertise/present themselves as being socially responsible" or "in the the counter-argument paragraph, I want a quotation stating that companies who are socially responsible are more profitable".
c. Fill out the grid.
Library day mission: Bring the evidence grid and find sources that can provide relevant pieces of evidence that you planned on the grid.
Thursday, September 20, 2012
Writing Body Paragraphs (2)
Objectives
a) review P.I.E
b) revise body paragraphs (diagnostic test) for structure and P.I.E.
c) recognize types of evidence used in argumentative writing.
d) understand common problems (logical fallacies) with interpreting evidence.
e) understand the purpose and importance of including a counter-argument.
f) evaluate their own essays for use of evidence.
g) incorporate a counter-argument into their own essays.
I. Review P.I.E.
Work on worksheet to identify: POINT, ILLUSTRATION, and EXPLANATION
key
samples
II. Revision of body paragraphs for paragraph structure and P.I.E.
III. Argumentative Writing
PPP
Worksheet (identify the types (and effectiveness) of evidence used in diagnostic essays.
a) review P.I.E
b) revise body paragraphs (diagnostic test) for structure and P.I.E.
c) recognize types of evidence used in argumentative writing.
d) understand common problems (logical fallacies) with interpreting evidence.
e) understand the purpose and importance of including a counter-argument.
f) evaluate their own essays for use of evidence.
g) incorporate a counter-argument into their own essays.
I. Review P.I.E.
Work on worksheet to identify: POINT, ILLUSTRATION, and EXPLANATION
key
samples
II. Revision of body paragraphs for paragraph structure and P.I.E.
III. Argumentative Writing
PPP
Worksheet (identify the types (and effectiveness) of evidence used in diagnostic essays.
Monday, September 17, 2012
Writing Body Paragraphs
Objectives
Students will be able to
a. review parts of an introduction.
b. identify the elements of P.I.E. structure.
c. evaluate a paragraph for its use of these elements.
d. revise their own body paragraphs for P.I.E.
I. Review
Parts of a Good Intro (handout)/ key
Thesis Statement: The Four Commandments for an Effective Thesis Statement
PPP
II. Writing Body Paragraphs
What are the parts of a paragraph?
PPP
Argumentative Writing
Revise your diagnostic test for:
Defibaugh, S. (2012). Argumentative Writing (Power Point Presentation)
Image Parts of a Paragraph retrieved from: http://www.flickriver.com/photos/vblibrary/6123923301/
Image Visualizing the Paragraph retrieved from El Camino College at http://www.elcamino.edu/faculty/bpeppard/english-b-textbook/Paragraph Development.html
Tschoop, J. and Ahmed, S. Essay Structure and Writing Introduction. Retrieved from http://esl505ta.blogspot.com/2012/06/day-4-essay-structure-thesis-statement.html?zx=1b6f334108a457c8
Students will be able to
a. review parts of an introduction.
b. identify the elements of P.I.E. structure.
c. evaluate a paragraph for its use of these elements.
d. revise their own body paragraphs for P.I.E.
I. Review
Parts of a Good Intro (handout)/ key
Thesis Statement: The Four Commandments for an Effective Thesis Statement
PPP
II. Writing Body Paragraphs
What are the parts of a paragraph?
PPP
Argumentative Writing
Revise your diagnostic test for:
- number of paragraph the body of the essay contains (no less than three)
- good paragraph structure
- P.I.E. structure
Sources:
Defibaugh, S. (2012). Argumentative Writing (Power Point Presentation)
Image Parts of a Paragraph retrieved from: http://www.flickriver.com/photos/vblibrary/6123923301/
Image Visualizing the Paragraph retrieved from El Camino College at http://www.elcamino.edu/faculty/bpeppard/english-b-textbook/Paragraph Development.html
Tschoop, J. and Ahmed, S. Essay Structure and Writing Introduction. Retrieved from http://esl505ta.blogspot.com/2012/06/day-4-essay-structure-thesis-statement.html?zx=1b6f334108a457c8
Thursday, September 13, 2012
Writing Effective Introductions (Thesis Statements)
Objectives
Students will be able to
a. list the elements of a good introduction.
b. analyze examples of good introductions.
c. revise their introductions (diagnostic test).
II. Are these good introductory paragraphs? Why? Why not?
Introductory paragraph 1
Introductory paragraph 2
Tips
III. Writing Workshop: Using what we have discussed today, work on the introduction of your diagnostic essay. Open you Diagnostic Test folder in Dropbox, or get your written copy, and, first, check if you have taken into consideration your audience's needs. Second, check whether the introduction has a hook, arguments for and counterarguments, background information, etc. Finally, take a look at your thesis statement. Revise accordingly.
IV. Writing the thesis statement:
The 4 Commands of Effective Thesis Statements
Sources:
Nain, M. and Laudicina, P. Sizing Up Global Integration.
Simon, H. and Otte, M. (2000). The New Atlantic Century. Harvard Business Review. January-February.
Students will be able to
a. list the elements of a good introduction.
b. analyze examples of good introductions.
c. revise their introductions (diagnostic test).
When something can be read without effort, great effort has gone into its writing.
~Enrique Jardiel Poncela
I. What is in an introduction?II. Are these good introductory paragraphs? Why? Why not?
Introductory paragraph 1
Introductory paragraph 2
Tips
III. Writing Workshop: Using what we have discussed today, work on the introduction of your diagnostic essay. Open you Diagnostic Test folder in Dropbox, or get your written copy, and, first, check if you have taken into consideration your audience's needs. Second, check whether the introduction has a hook, arguments for and counterarguments, background information, etc. Finally, take a look at your thesis statement. Revise accordingly.
IV. Writing the thesis statement:
The 4 Commands of Effective Thesis Statements
Sources:
Nain, M. and Laudicina, P. Sizing Up Global Integration.
Simon, H. and Otte, M. (2000). The New Atlantic Century. Harvard Business Review. January-February.
Monday, September 10, 2012
Writing Effective Introductions
OBJECTIVES
Students will be able to
a. recognize what elements make an effective introduction.
b. revise their diagnostic essay introduction based on what they have learned today.
I. Public Speaking Do's and Dont's
With a partner make a list of Do's and Dont's in public speaking.
II. Finalize your oral presentations on MacDonald's and present them to the rest of the class.
III. Mini-Presentation in Culture topics related to business
Mini-Presentations- Information, Planning and Sign-up Sheet
Mini-Presentation Description:
In the following weeks, ach
of you will give a 10 minute presentation on a topic related to
business and US business culture. The topics are listed in the sign-up
sheet posted below.
III. Writing Effective introductions
Sources:
Bad Public Speaking Example. Retrieved from: http://www.youtube.com/watch?v=YivQYeI0vys
Defibaugh, S. Materials taken from her blog. Retrieved from http://esl505n2012.blogspot.com
Derek Sivers: Weird, or just different? Retrieved from: http://www.ted.com/talks/derek_sivers_weird_or_just_different.html
Finley, Davey. Public Speaking: Some dos and don'ts. Retrieved from http://www.aoc.nrao.edu/~dfinley/speaking.html
F
Finley, D. (2012). Public Speaking: Dos
and Don’ts. Retrieved
from http://www.aoc.nrao.edu/~dfinley/speaking.html
inley, D. (2012). Public Speaking: Dos
and Don’ts. Retrieved
from http://www.aoc.nrao.edu/~dfinley/speaking.html
Thursday, September 6, 2012
Audience Analysis (cont.)
Objectives:
Students will be able to ...
a) discuss questions pertinent to the analysis of audience.
b) distinguish the characteristics of different audiences.
c) use their knowledge of audience analysis to prepare an oral presentation.
d) discuss good public speaking skills.
e) reflect on the feedback of their diagnostic essays.
I. Dropbox
II. Diagnostic Essay Feedback
III. Review: The Writing Process
Prewriting: generation of ideas, audience analysis
IV. Audience Analysis:
Questions to consider when thinking about our audience
Three types of audience
Practice: Your mission is: "Persuade your audience to eat at McDonald's instead of at another restaurant. Don't invent qualities for McDonald's; base your argument on what you know"
Students will be able to ...
a) discuss questions pertinent to the analysis of audience.
b) distinguish the characteristics of different audiences.
c) use their knowledge of audience analysis to prepare an oral presentation.
d) discuss good public speaking skills.
e) reflect on the feedback of their diagnostic essays.
I. Dropbox
II. Diagnostic Essay Feedback
III. Review: The Writing Process
Prewriting: generation of ideas, audience analysis
IV. Audience Analysis:
Questions to consider when thinking about our audience
Three types of audience
Practice: Your mission is: "Persuade your audience to eat at McDonald's instead of at another restaurant. Don't invent qualities for McDonald's; base your argument on what you know"
Tuesday, September 4, 2012
The Writing Process - Audience and Purpose
Objectives:
Students will be able to
a. Name and explain the steps of the writing process.
b. Discuss the different aspects involved in writing for an audience.
b. Analyze the characteristics of different audiences.
c. Write persuasive ideas for an intended audience.
d. Revise diagnostic essay for audience analysis.
I. Let's take a look at the steps in the writing process.
video 1
video 2
video 3
II. The importance of audience
Discussion Questions
*Who is the audience for each video clip?
*What is the purpose of each video clip?
*What are some differences you observed from the three versions of The Three Little Pigs?
Successful business writing begins with an in-depth audience analysis. You need to anticipate your audience's needs, know their background and potential questions and address them in your writing. The following questions may help you analyze your audience better:
*What is the background of your audience? (e.g. social status, education, experience)?
(This determines the tone of writing, how much detailed information to include in the message, etc.)
*What are the needs/interests of your audience?
( This determines which information to (de) emphasize, how to maximize/minimize cooperation/objection, and which information should be presented first.)
*What does your audience already know about the message you are communicating? What kind of questions will they have on your topic?
(This determines which information should be included/excluded/elaborated.)
*How does the audience feel about the topic beforehand? (Agree, neutral, disagree) How will they respond to your message?
(This determines which information to emphasize/de-emphasize.)
*Which aspects of your message would particularly appeal to your audience?
(Emphasize the most positive elements of your message.)
*Which objections might you expect your audience to have (if they are likely to disagree)?
( De-emphasize or overcome negative elements of your message by using qualifiers/hedging.)
IV. Types of Audience
V. Practice
a. Get in groups of 3. Each group will be assigned a different audience.
Your mission is
To persuade your audience to eat at McDonald's instead of at another restaurant. Don't invent qualities for McDonald's; base your argument on what you know.
b. Use the questions in section III for audience analysis and come up with at least THREE main ideas to persuade your assigned audience. You may like to produce a simple power point presentation incorporating some visual aids as an effective means to persuade the target audience.
c. Present your ideas to the class.
Here, the rest of the class pays attention and after the group has finished guess who the intended audience of the presentation was and discuss the effectiveness of the presentation.
Sources:
Kim, J. (2012). ESL 505 TA Resources. University of Illinois.
http://esl505ta.blogspot.com/2012/06/day-3-audience-and-purpose.html
Video 1: The 3 Little Pigs. Retrieved from http://www.youtube.com/watch?v=G5hI9U19-m0
Video 2: A Dairy Tale: The Three Little Pigs. Retrieved from http://www.youtube.com/watch?v=L2mldoDXVwA
Video 3: Christopher Walken's The Three Little Pigs. Retrieved from http://www.youtube.com/watch?v=2vNk4K3YaIc
Students will be able to
a. Name and explain the steps of the writing process.
b. Discuss the different aspects involved in writing for an audience.
b. Analyze the characteristics of different audiences.
c. Write persuasive ideas for an intended audience.
d. Revise diagnostic essay for audience analysis.
I. Let's take a look at the steps in the writing process.
video 1
video 2
video 3
II. The importance of audience
Discussion Questions
*Who is the audience for each video clip?
*What is the purpose of each video clip?
*What are some differences you observed from the three versions of The Three Little Pigs?
Successful business writing begins with an in-depth audience analysis. You need to anticipate your audience's needs, know their background and potential questions and address them in your writing. The following questions may help you analyze your audience better:
*What is the background of your audience? (e.g. social status, education, experience)?
(This determines the tone of writing, how much detailed information to include in the message, etc.)
*What are the needs/interests of your audience?
( This determines which information to (de) emphasize, how to maximize/minimize cooperation/objection, and which information should be presented first.)
*What does your audience already know about the message you are communicating? What kind of questions will they have on your topic?
(This determines which information should be included/excluded/elaborated.)
*How does the audience feel about the topic beforehand? (Agree, neutral, disagree) How will they respond to your message?
(This determines which information to emphasize/de-emphasize.)
*Which aspects of your message would particularly appeal to your audience?
(Emphasize the most positive elements of your message.)
*Which objections might you expect your audience to have (if they are likely to disagree)?
( De-emphasize or overcome negative elements of your message by using qualifiers/hedging.)
IV. Types of Audience
V. Practice
a. Get in groups of 3. Each group will be assigned a different audience.
Your mission is
To persuade your audience to eat at McDonald's instead of at another restaurant. Don't invent qualities for McDonald's; base your argument on what you know.
b. Use the questions in section III for audience analysis and come up with at least THREE main ideas to persuade your assigned audience. You may like to produce a simple power point presentation incorporating some visual aids as an effective means to persuade the target audience.
c. Present your ideas to the class.
Here, the rest of the class pays attention and after the group has finished guess who the intended audience of the presentation was and discuss the effectiveness of the presentation.
Sources:
Kim, J. (2012). ESL 505 TA Resources. University of Illinois.
http://esl505ta.blogspot.com/2012/06/day-3-audience-and-purpose.html
Video 1: The 3 Little Pigs. Retrieved from http://www.youtube.com/watch?v=G5hI9U19-m0
Video 2: A Dairy Tale: The Three Little Pigs. Retrieved from http://www.youtube.com/watch?v=L2mldoDXVwA
Video 3: Christopher Walken's The Three Little Pigs. Retrieved from http://www.youtube.com/watch?v=2vNk4K3YaIc
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