Day 16: Pre-researching the GRP topic

Objectives
Students will be able to
learn more about the chosen topic for the Guided Research Paper.
write a tentative outline for GRP.

I. Review:  What have we done? Where are we?

Module 2:

* Experience the different steps in the writing process of an analytical research paper (planning, reserach, prewriting, writing, and revision).

We'll do this by writing two papers at the same time;

A.The Guided Research Paper (GRP) (together, in class)
B. The Individual Research Paper (IRP)  (individual work at home)

Already we have:

* read and understood the assignment prompt.

* proposed topics for the GRP

* assessed proposed topics

* chosen a topic for the GRP and IRP

* pre-research the topic for the GRP in non-academic sources to get a general idea of what it is about and how we can direct our more formal research. These are some of the ideas you proposed last class.

II.  More research => tentative outline

Sources reviewed:

Source 1:  National Geographic Magazine article

Source 2:  PowerPoint Presentations 

Source 3: Skim this  Article:  Reducing the ecological consequences of night-time light pollution

III. Writing a tentative Outline                                    Groups:  Write an outline that examines three solutions to the problem.

Homework
1. Read article
2. IRP topic and justification
3. Pre-research for IRP topic

IV.  What's coming?
1. Grading of assignment 2
2. My leave of absence
3. Evaluation

Day 15: Pre-Research: Assessing Topics

Objectives
In this class, students will be able to

• assess the suitability of a topic for the assigned task.
• pre-research for problems and solutions associated with the topic.
• write a tentative outline for the paper. 

I.  Assessing the quality/suitability of proposed topics (15 min)
A. Teenage Smoking
B. Legal Prostitution in the U.S.
C. Light Pollution
D. Stopping Whale Hunting in Japan

II. Problem-Solution Outline:  Group Activity 

1. For five minutes, research on the chosen topic. Start by finding general information on Google, Wikipedia, etc. so you can have an idea of the proportions of this topic. (5 min)

2. The class will divide in 2 groups: One group will research for Problems, the other group for Solutions. Choose one or two peers who will take notes of the discussion. Discuss your findings with the other members of your group. Everybody has to speak at this stage. (5 min)

Each group will come up with as many related concepts or ideas to that portion of the paper. (15 min)

a) The Problems groups should focus on any background knowledge they have of the topic, and the causes and effects of the problem. 

b) The Solutions groups should focus on coming up with potential solutions and rank them according to their effectiveness. 

You can make cluster maps, lists, or even outlines to organize this information. You are provided with two large pieces of paper and markers to show this organization to the rest of the class.

To finish this pre-research activity, post up all of the group work and discuss how it can be applied to their research papers.(10 min)

Homework

For next class:

a) Choose the topic for your Individual Research Paper (IRP). 

Using the same method we have used for choosing the topic for the Guided Research Topic, try to come with a topic for your individual paper. 

b)  Open a Word document and write a justification for this choice (see the Pre-Research Portofolio Handout). Upload this document on Dropbox in the file you opened for your portfolio.

Sources:

Rosado, C. (2013). Lesson from UIUC ESL Writing TA Resource Website.

Image of paper and  pencil taken from:
 http://www.contracosta.edu/legacycontent/library/clics/chapters/Ch1/IB.html

Day 14: Choosing a Research Topic

Objectives
Students will be able to

• produce/assess topics to be appropriate for a research paper.
• plan and structure the content.
• practice impromptu speech skills.

 I. Review (10 min) 

1.  Remember:  In this module, you will learn that there are many steps in writing a research paper. It is not just the actual writing, but a process of planning, research, pre-writing, writing and revision. In the first unit, you will learn about the different steps involved in writing a research paper as well as how well as the order in which those steps can be completed. 

Get in groups of two for the following Ordering Activity


Research Paper Overview (handout) 

 2.  Remember:  The objective of this unit is to simultaneously write two papers and to keep a portfolio of activities done while writing these papers:

The Guided Research Paper (GRP)

This is an in-class project. We'll do it together in class.

The Individual Research Paper (IRP)

This is at-home project. After you learn and practice skills with the GRP in class, you will use this newly acquired knowledge to write your IRP at home.

In addition to writing the IRP, you will be registering your research activity by creating a Research Portfolio. Take a look at the topics you are required to include in this portfolio. Make sure you open a file on Dropbox and label it, Pre-research Portfolio. Inside of this file you should open folders for each of the 9 topics you are required to report (Choose_Justify a topic, Investigate the Issue, etc.)

II. Choosing a Research Paper Topic


A.  What Makes a Good Research Topic? (5 min)


First,  take a look at the assignment prompt (instructions) to make sure what it states about topic.

GRP and IRP Prompt

Second, let's take a look at a few Guidelines to narrow choice topics.

Examples of past topics for the GRP

 B. Deciding on the Topic for the Guided Research Paper (GRP) (5 min)

In groups of four think about topics that you would like to research for the GRP. Use the checklist in the Guidelines to evaluate these topics. Decide for one of the topics proposed. You will present this topic to the class.

C. Defending the topic (10 min)

Choose one group speaker to present your topic and convince everyone that your topic is the best, making references to the checklist we just discussed.

D.  Problem-Solution Outline: Group Activity  (10 min)

In 4 groups (2 groups for Problems, 2 groups for Solutions), you should come up with as many related concepts or ideas to that portion of the paper. The Problems groups should focus on any background knowledge they have of the topic, and the causes and effects of the problem. The Solutions groups should focus on coming up with potential solutions and rank them according to their effectiveness.  You can make cluster maps, lists, or even outlines to organize your information. 

E.  Writing a General Outline for the GRP (for key words)

 

Homework:

 a) Go to Dropbox and create your Pre-research Portfolio file.

b) Choose a topic for your Individual Research Paper. After that, reflect on:
What do you already know about this topic?:  Focus on any background knowledge you have of the topic, and the causes and effects of this problem you have chosen to analyze. Also think about about the potetial solutions, rank them according to their effectiveness. Take notes about his reflection.

c) Remember that Assignment 2, The Analysis of the Diagnostic Essay, is due Sunday, Feb. 17 at midnight.


Sources:

Lawson, L. and Rosado C. Lessons in the ESL 115 Website.

Day 13: Library Day

Objectives
Students will be able to

• learn about different ways they can use to access information at the UIUC Library.
• begin the research for information on the topics for the Guided Research Paper ( GRP)  and the Individual Research Paper  (IRP).

LIBRARY DAY
Undergrad Library, Room 291, we'll start at 3:00 sharp.

Day 12: Module 2 - Introduction to the Research Process

Objectives:
Students will be able to preview the objectives and activities of Module 2.

I. Review: The Writing of an Analysis of the Diagnostic Essay
Diagnostic Analysis Outline Template
Diagnostic Analysis Prompt
Diagnostic Analysis Sample Paragraph

II.  What is your experience writing research papers? Talk about it in pairs.Have you even written one in English?  If yes, What steps did you follow?  Was it difficult? Easy?
Video

III. What are the objectives and activities in Module 2?
 Professor Scott Video
Features of Academic Writing
PPP
Ordering activity
1. Rearrange the items in the order you think is correct for the research paper process.
2. Write 1-2 sentences explaining the significance or meaning of each step.

Homework
Please, choose one or two topics you are interested in for your Individual Research Paper (IRP) and bring them to our library session.
Don't forget the Wednesday's class is at the Undergraduate Library, Room 291. Don't come to FLb, go directly to the UGL.

Day 11: Writing Workshop

Objectives 
 a)  finish analysis for diagnostic essay.
  b) reflect on the writing of the Analysis of the diagnostic essay.
  c) learn about Module 2


I. Finish with coherence  (15 min)

Word Chains
a)  Watch this video on Word Chains.
 http://dl.dropbox.com/u/38930684/ESL%20115/Coherence/Video_WordChains.htm

b)  Try applying what you learned to this paragraph. Check your answers here.

c)   Check your diagnostic essay for coherence. You should be able to take at least one paragraph and use colored highlighting to look for KNO and Word Chains.

d)   Open a Word Document to write your reflections about this analysis. Title this document: Analyzing Coherence You may use these questions as guide: What should a writer make sure his/her writing is coherent? Can you see coherence in the paragraphs of your diagnostic essay? If not, what can you do as a writer to produce coherent paragraphs?

III. Reflecting on the writing of Assignment 2  (20 min)
Outline template, paragraph example, etc.

Assignment 2
An Analysis of the Diagnostic Essay
This assignment is due on Sunday, Feb. 17.

III. Feedback on Reflective Essay 1  (15 minutes)

Homework:
a. Please go over the prompt, templates, and examples for the Analysis of the Diagnostic Essay. It is important you start writing this assignment, especially if you want me to give you some feedback before turning it in.
b. In Module 2, we will be writing about problems that affect a society, a country, etc. Think about a specific problem (child obesity, pollution in your city, criminality on UIUC, sleep deprivation in college students, etc.) you would like to research about. Bring ideas to our next class.

Day 10: Achieving Coherence

Objectives
Students will be able to

• Identify the three types of information in an EAP (English for Academic Purposes) essay: known, new and old.
• Describe healthy paragraph patterns.
• Understand the relationship of the communication model to KNO - specifically how coherence can assist in making intention match perception.
• Analyze paragraph patterns and diagnose problems.  Devise a plan for revision based on the diagnosis of a paragraph's patterns. 
•  

I. Review P.I.E.
   a. exercise
   b. Self-Assessment and Revision

Assess your own writing regarding the use of PIE  in your most recent essay (the Diagnostic Essay). Do the same highlighting activity, by identifying each of the 4 parts in your paragraphs. You may find that you are lacking Explanation, or you don’t have any Closing Sentences!  Be sure to ask about any problems you are having.

II.  Identify types of information in an essay: known, new, and old (KNO)
video 1
or use this link:  http://www.youtube.com/watch?v=vbUc2C_begw
video 2
or use this link:   http://www.youtube.com/watch?v=OqTaGBOS-3k

PowerPoint

Exercise
key

Homework:
a) Finish your analysis of the diagnostic essay about P.I.E. Structure. 
b) Review the materials on Known, New, and Old Information (KNO). There is a clean copy of the exercise featured in video 2 in case you want to go over it again.
c) Check your paragraphs in the diagnostic essay for coherence using KNO information. Use different colors to distinguish K from N and O.
 

 
Sources:
Lesson created by  Susan Faivre, Adapted by Nyssa Bulkes & Lynee Lawson, Spring 2013.

Day 9: P.I.E Structure (Cont.)

OBJECTIVES
Students will be able to...

•      identify four essential parts to every body paragraph (P-I-E-C)
•      examine sample paragraphs to identify any missing parts
•      assess their own essays for their use of P-I-E structure and identify/revise weaknesses

I. Review
   Parallel Structure (homework)
   Introductions

II. Using P.I.E. (Point, Illustration, Explanation)
video
PPP
 PPP

How do I get better paragraph structure? P-I-E!

Follow along on the PIE HANDOUT throughout the PIE PPT. You will see that in order to have strong paragraph structure, each body paragraph should have 4 parts: a Point, an Illustration, an Explanation, and a Closing Sentence. Look at the example provided to learn more about them.

Sample Paragraphs

Look closely at the 2 sample paragraphs provided in the PIE HANDOUT and highlight each of the 4 parts in a different color. Do the paragraphs have all 4 parts? Do they have good paragraph structure?

handout (A)

Self-Assessment and Revision

Assess your own writing in your most recent essay (the Diagnostic Essay). Do the same highlighting activity, by identifying each of the 4 parts in your own writing. You may find that you are lacking Explanation, or you don’t have any Closing Sentences! Afterwards, be sure to ask about any problems you are having before you begin revising.

Sources:

Kalb, C. (2010). Fighting against smoking in the movies. Newsweek, Health. Retrieved from http://www.thedailybeast.com/newsweek/2010/08/20/fighting-against-smoking-in-the-movies.html

            Sample Paragraphs from Staci Defibaugh, Fall 2011
Rosado, C. (2012). Body Paragraphs. Retrieved from
          http://esl115ta.blogspot.com/2012/01/body-paragraph-structure-p-i-e.html

Day 8: Writing Body Paragraphs (P.I.E.)

OBJECTIVES
Students will be able to...

•      identify four essential parts to every body paragraph (P-I-E-C)
•      examine sample paragraphs to identify any missing parts
•      assess their own essays for their use of P-I-E structure and identify/revise weaknesses

Housekeeping:  about Reflective Essay 1
                        addressing problems with Dropbox

I. Review
   Parallel Structure
   Introductions

II. Using P.I.E. (Point, Illustration, Explanation)
PPP

How do I get better paragraph structure? P-I-E!

Follow along on the PIE HANDOUT throughout the PIE PPT. You will see that in order to have strong paragraph structure, each body paragraph should have 4 parts: a Point, an Illustration, an Explanation, and a Closing Sentence. Look at the example provided to learn more about them.

Sample Paragraphs

Look closely at the 2 sample paragraphs provided in the PIE HANDOUT and highlight each of the 4 parts in a different color. Do the paragraphs have all 4 parts? Do they have good paragraph structure?

Self-Assessment and Revision

Assess your own writing in your most recent essay (the Diagnostic Essay). Do the same highlighting activity, by identifying each of the 4 parts in your own writing. You may find that you are lacking Explanation, or you don’t have any Closing Sentences! Afterwards, be sure to ask about any problems you are having before you begin revising.

Sources:

Kalb, C. (2010). Fighting against smoking in the movies. Newsweek, Health. Retrieved from http://www.thedailybeast.com/newsweek/2010/08/20/fighting-against-smoking-in-the-movies.html

Sample Paragraphs from Staci Defibaugh, Fall 2011