Tag Archives: week 11

AW1: week 11, June 30th, 2017

Homework

  • Essay #2 draft1: write it, email it to me by Thursday noon, print it out, bring it to class.
    • Consider changing your topic to one for which you can conduct original research:
      • the high cost of school fees
      • the high cost of textbooks
      • too little time between classes
      • the number of classes and credits required to graduate
      • quality of food in the cafeteria
      • access to professors
      • some other problem or complaint that many students have.
  • Finish your mascot questions and bring to class.

Today’s class

  1. Textbook p. 50 Practice 5,
  2. p. 51 Practice 6.
  3. Write the introduction and conclusion for your essay #2.
  4. Three types of arguments. essay #2 will require you to make arguments of types 2 and 3.
    1. argument of fact
    2. argument of judgment
    3. argument of policy
  5. Mascot questions.  Choose a mascot – your university’s one, or a sport team’s or your hometown’s.
    1. How do you feel about it?
    2. Do you like it? Why (not)?
    3. How was the mascot chosen?
    4. If you could create or choose a new mascot, what would it be?
    5. Why would you choose it?

 

 


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AW2, week 11, December 16th, 2016

Happy Holidays!

Homework

Re-write your response essay, print out and bring to the next class (January 13th).

Today’s class

  1. Confirmation of the meaning of essay “Majority Rule Equals Tyranny”.
  2. The structure of the essay”Majority Rule Equals Tyranny” (download the annotated version here: Majority Rule Equals Tyranny_annotated
  3. An analysis of some student sentences.
    1. Avoid using “you” or “we”, especially “we”, without making it clear what the noun is that “we” is replacing.
    2. Avoid conversational language in your essay.
    3. Avoid responding emotionally to an issue.
      1. Make sure you have understood the original article correctly before you criticize it, to avoid looking foolish.
      2. Base your opinion on objective facts and bring those facts to the attention of your readers.

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Academic Writing I, week 11 : July 1st, 2016

Makeup announcement

Makeup class will be held on Saturday July 2nd, same room as usual, same time as usual.

Homework

  • Type your problem-solution essay. Print out and bring it to class next week. If you are absent next week, email me your essay as soon as possible. Document name = “AW1_Essay2_draft#2_Name” (without the “”).

Today’s class

  1. Maim idea worksheet
  2. Review of cartoons: describe the picture.
  3. Textbook p. 56 B: involve your reader
  4. Textbook p. 56 C:
    1. avoid sweeping statements (一般的言明)
    2. be careful and accurate in your statements.
  5. Write an outline for your essay.

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Academic Writing II, week 11: December 11th, 2015

Homework:

None. Take a break. Hang loose. Chill out.

frog-chillout
Chill out!
hang loose!
hang loose!

Today’s class:

  1. Sample academic reading #7 (We read up to the first image).
  2. (A link to the original New York Times article is in the Sample academic reading #7, also here: http://nyti.ms/1M79JsA
  3. Before reading, you need to understand the expression “fire in a crowded theater”
  4. Answer these questions:
    1. Does this article use paraphrasing or direct quotes?
    2. How many paraphrases or direct quotes can you find on this page?
    3. Which does the author give first, his opinion about gun control or a quote from the original (New York Times) article?
    4. In which paragraph does the author tell us the article he is responding to?
    5. What does the author do in paragraph 6?
    6. What is an analogy? What analogy does the author use?
  5. Write a timed (30-minute) essay on this topic: “Certain kinds of weapons… must be outlawed for civilian ownership. ” Discuss.
    1. The textbook suggests on p. 154 the following timings: 5 minutes thinking and outlining, 20 minutes writing your essay, 5 minutes proofreading and final check.

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Academic Writing I, week 11: June 26th, 2015

Announcement

Make-up class will be Sat. July 11th, 5th period (16:10 – 17:40).

Homework

Finish writing your problem-solution essay, paying attention to the following points. The essay should be typed in proper academic format, printed out and brought to the next class.

  • the conclusion (read p. 53 “The Conclusion”)
  • the introduction:
    • is there a hook to make the reader interested in reading more?
    • is there a description of the problem?
    • is the thesis statement argumentative, concise and capable of being supported?
    • does the thesis statement mention the solution?
  • Is there evidence to support the claims?
  • Is the solution logically sound?
    • Is the problem properly analyzed, and does the solution solve the problem?
  • Does the writer avoid sweeping statements by using appropriate hedging?
  • Does the writer us a semi-formal voice?
  • Is the point-of-view third person, or does the essay rely too much on personal experience and opinions?
  • Is there a list of references?

Today’s class

  1. Tim Gallwey’s PLE model (Performance, Learning, Enjoyment). See Gallwey, W. Timothy. (2000). The Inner Game of Work. New York: Random House. ISBN 0-375-50007-3.
  2. Free-writing: 5 minutes on how you feel today, now.
  3. In small groups, read each others’ essays and comment on the evidence.
  4. Textbook pp 53-4, Practice 8
  5. P. 57, Practice 9. What is wrong with Introduction A? What rule of academic writing does it violate?
  6. Thinking critically. It is important, although difficult, to think critically about your solution. Consider the solution of more and stricter gun control laws in the United States as a solution to the problem of mass shootings, such as the recent one in Charleston, South Carolina. Can you think of reasons why this might not solve the problem? (Reference: “We do know that once again, innocent people were killed in part because someone who wanted to inflict harm had no trouble getting their hands on a gun,” Obama said at the White House. “At some point, we as a country will have to reckon with the fact that this kind of mass violence does not happen in other advanced countries. It doesn’t happen in other places with this kind of frequency. It is in our power to do something about it.” Obama: ‘Senseless murders’ in church shooting – CNNPolitics.com. Web. Accessed 2015-06-26.)
  7. Avoid sweeping statements by using hedging expressions, in order to be as accurate as possible, and to make statements that can be supported by evidence.
    1. Textbook pp. 58-9 Practice 10
    2. P. 61, Practice 11 and 12.

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Academic Writing II, week 11: December 12th, 2014

Homework

None. (Yeehaw!!)

yeehaw

 

 

 

 

 

 

Today’s class

  1. Read the sample response essay 4. Sample_Response_Essay4  This is for your reference only. There is no need to respond, but if you want to, please do so in the comments.
  2. Textbook Chapter 6: Timed Essays.
    1. Read figure 6.1 on p. 134 and answer question 4
    2. P. 135. Read the directions, essay question and first paragraph.
    3. P. 136. Read C “Timed Essays” to understand how your essay will be graded.
    4. Read p. 137 D and answer the questions in Practice 2.
    5. Read p. 140 A and answer the questions in Practice 5 and 6 (p. 141).
    6. Read the essay questions on p. 139 E and p.142 Practice 7, and choose one to answer.
    7. Look at the outline A on p. 142, and write an outline for your timed essay (step 6).

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Academic Writing I, week 11: June 27th, 2014

Homework:

  • Write the first draft of your compare-contrast essay. You can change your topic or use the same topic as last week.

Today’s class:

  1. Exchanged lists of ridiculous topics
  2. Comments on last week’s work:
    1. Give value to the reader – something new and interesting
    2. Remember, the reader is not familiar with Japanese society and is probably not interested in it. You must persuade the reader that your essay will be interesting to someone living in Europe or America or some other part of the world.
    3. Use your own experience if you can. This will make your essay more interesting and more persuasive.
    4. Use facts and figures if at all possible. They will make your essay more persuasive.
  3. Read the first paragraph of “Friends.com” essay, pp 69-70
    1. What is the topic of the essay? (A: “online friends have several advantages over face-to-face friends”)
    2. How many advantages are there, and what are they? (A: 3, “you can communicate with online friends in new and different ways, you can share your feelings more deeply and honestly, and you can meet compatible friends that you would never have had the chance to know in the past.”)
  4. Read the conclusion. Notice how the conclusion does not provide new information (for example, new advantages), and how it repeats the introduction in different words. Also notice the final sentence.

essay_structure


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Academic Writing II – week 11, December 21st, 2012

Homework (for Jan. 11th):

  1. Write a response to
    1. a poem
    2. a novel
    3. a non-fiction book
    4. a movie
    5. a song
    6. a newspaper or magazine article
  2. Include several paraphrases and direct quotes from the original source.
  3. This assignment is due January 11th. Print it out and bring it to class.
  4. If you were absent today, do the classwork and it email it to me as soon as possible. Then do the homework and bring it to class January 11th.

Today’s class:

  1. I returned students’ freewriting from last week (see here)
  2. In random groups, read each others’ freewriting and comment on it.
  3. We read the textbook sections on paraphrasing and direct quoting and citations, page 118, 120, 121 and 122.
  4. Read the Gary North essay “If computers do the thinking” (PDF: DGN_If-computers-do-the-thinking), and paraphrase one sentence, and directly quote another sentence, using the MLA style as described in the textbook.

I wish you all a happy, peaceful and relaxing holiday.

CIMG1144

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