Unit 3.4 - Peer Review training.

Objectives:

Given information from a video, class discussion with peers and teacher, and a sample outline for analysis, students will be able to:

• Demonstrate best practices in giving feedback to others when they are asked for it.
• Revise a partner’s outline for their secondary research paper and generate ideas for improvement.
• Analyze strengths and aspects to improve of a secondary research paper outline written by a former student in ESL501.
• Recognize the advantages, more than the disadvantages, of peer feedback and perception.

Part I: Watch the “OTIS COLLEGE PEER WRITING REVIEW PROCESS” video

• Go to the online course and click on Google Form pros and cons of peer feedback. Complete it with at least 2 pros and two cons. You will share this later with us.
• OK, now let’s discuss as a group. What do you think are the advantages of peer feedback? Are there any disadvantages? Please tell the group.
• All in all, peer feedback should help you focus your writing on lay and managerial audiences. Remember that feedback you give is more focused on what the person is communicating than how he or she is communicating it.
• I want to ask you now: What are YOUR perceptions towards receiving peer feedback or giving it? What do you think about it?
• Let’s now take a look at what other international students think about peer feedback and perception.  
• Some ideas from previous 501 classes

Part II : Analyzing an Outline for a Secondary Research Paper

• You will now look  at this outline for a secondary research paper. In groups, I want you to focus on strengths and aspects to improve and make a list of them. Write your answers on this document. Here are the instructions for this task (show PowerPoint). You only have 10 minutes for this.

Part III: Discussion of Research Paper Outline

• So what are the strengths and aspects to improve in this outline? How would you give feedback to this person? Why should we record the strengths and weaknesses?

Part IV: Giving feedback to a Peer’s Research Paper Outline

• Now, I would like you to exchange outlines and give feedback to each other, You are now more than ready to do so. To give feedback, here is a form you will use. Please, follow instructions carefully so all of you benefit from this task.

If time: Part V: Improving own Outline after Peer Feedback

• You have done a wonderful job giving feedback to each other. For the remainder of this lesson, please work on your own outline and improve those areas you think you need to improve. In case you need further assistance, let me know.

Unit 3.3 - Review: Introduction and Conclusions (CARS model)

Objectives: Students will be able to …

• List the important parts in instruction and conclusion
• Understand the similarity and distinguish the difference between introductions and conclusions of essays and research papers
• Describe the three moves in CARS Model and the different details of each move between secondary and primary research paper
• Recognize each move of CARS Model in an introduction and each move in a conclusion in a secondary research paper.
• Analyze the structure of both introduction and conclusion in a secondary research paper.
• Synthesize what they have learned from class and what they have found in other writings to create an idea of writing a good introduction and conclusion.

Survey Link

Part 1 : Warm-up -  review and Introducing the lesson topic

• According to what you have learned so far about essay writing, imagine a simple shape for an essay. The shape should be the one that you think perfectly matches an essay structure.
• What should be in an introduction?

Part 2: Introduction Writing lectures (powerpoint)

• Understand the similarities and differences between writing an introduction in essay and research paper (Slide 4). For example they all need background information and thesis statement, and the focus moves from broad to narrow. But in a research paper introduction you can write more than one paragraph, etc.
• Understand the three moves in CARS Model (Slide 5). All the details in each move and the differences between secondary and primary research papers are explained through Slide 6-11. But this lesson in unit 3 will only focus on how to write an introduction in a secondary research paper.
• Read the sample of each CARS Model move by using the Student Sample Essay document.

Part  3 : Individual Practice

• Individual work: analyze the introduction from one of your sources (it has to be a secondary research paper) by filling out Part I in Worksheet 1, including finding similarities and differences of writing an introduction in your article and what you have learned so far, and learning useful language from your chosen article.

Part 4 - Lecture 2: Conclusion Writing

• Use Slide 13 to have a class discussion reviewing what you have learned about conclusion in Unit 1. Later you will find the conclusion in a research paper and an essay is very similar, but in a research paper, you can have more than one paragraph.
• Have another class brainstorm about what should not be included in a conclusion, and all the answers will be found on Slide 14.
• Read the sample conclusion from the same students sample essay as a good example

Part 5 - Practice 2: Conclusion

• Individual work: follow the same steps as in Part I in Worksheet 1, finish Part II for conclusion, including finding out similarities and differences.
• Group work: after finishing your individual part, talk about your findings with group members and come up with an idea of writing an Introduction and share it on this Google Doc.

Further reading: https://owl.english.purdue.edu/owl/resource/994/03/

Unit 3.2 - Source Synthesis

Students will be able to:

• Understand and differentiate between summary and source synthesis
• Recognize the connection between various sources and combine them into a cohesive source synthesis.
• Create a quality source synthesis based on their own field of research.

Part I : Warm Up

Think about what your background knowledge is about the idea of “source synthesis.” Are you familiar with this? Look at the following questions and see if you know the answers:

• What do you think source synthesis is?
• Is it different from summary?
• Have you ever dealt with source synthesis in your research?

Part II:  Group work - Synthesize Commercials

Watch the three commercials and look for main themes in each of the commercials. These themes are connected in a few ways. Look at the three different commercials and figure out how they are connected with one another, and what an overarching theme could be for all three commercials. Record your observations in the synthesis chart.

• Commercial 1
• Commercial 2
• Commercial 3

Part III: Lecture - Source Synthesis

Look over the powerpoint to find out what source synthesis is through use of the powerpoint. Review the synthesis chart to understand how to synthesize several different sources into one. This chart is a great way to simply summarize an article into the main points, while also being able to synthesize several articles and figure out how they are connected with one another and to your own research.

Part IV: Group work - Synthesize Articles

Now in groups, apply what they you have learned through practicing synthesis on commercials by reading two or three different articles and synthesizing their major themes. The articles discuss childhood obesity and you can connect them using the synthesis chart to bring together the major themes. Share your synthesis chart with the rest of the class.

• Article 1
• Article 2
• Article 3

Part V: Individual work - Synthesize Research Paper Sources

Now, based on what you have learned through practicing synthesis on articles, start practicing synthesis within your own research. Choose two of the research articles you have found for your research paper and write a brief synthesis in regards to their connection and relationship towards one another and the research paper.

Unit 3.1 - Research Paper Outlining (Analytical vs Argumentative Papers)

Objectives: Students will be able to...

• Identify and explain the kind of information included in an argumentative and analytical research paper.
• Explain several key strategies to writing an argumentative and analytical paper (e.g., thesis statement, evidence and arrangement of evidence, counterargument, etc.).
• Practice drafting a detailed outline using an example of a research paper and filling in an outline template.

Part 1: Group Work - Components of an Outline

In groups please discuss the components required in your assigned section. Reflect on what was previously covered in Unit 1 and fill out the editable box in the google doc. Present your findings to the rest of the class.

Part 2: Group Work - Reverse Outlining

In groups please read and analyze the article and create a reverse outline of the essay. Use the outline template to help with your groups reverse outline.

Part 3: Individual Work

Use the outline template to create a template for your own essay. Submit this as homework via box by 3/28

Bonus sources: Purdue writing center Argumentative vs Analytical paper

Unit 3 - Overview

Overview of Individual Research Paper

Student Outcomes: As a result of this unit and assignment, students will be able to:

• Generate and refine research questions and thesis statements that are appropriate in scope, purpose, and audience to guide their research
• Describe a general process of writing a research paper and analyze the order and interdependence of the steps
• Draft and revise an outline to guide their research
• Annotate and evaluate scholarly articles in terms of reliability, validity of their arguments, and relevancy to a particular research question
• Synthesize sources logically and coherently to support their own arguments and analysis
• Integrate and document sources in a style of their choice without plagiarism
• Compose a secondary research paper that includes an introduction, synthesis of scholarly sources and conclusion with appropriate language and style for a lay-audience

Assignment Description:

Students will write a non-empirical, secondary research paper that synthesizes earlier publications on the subject of research and discuss their implications for future research. The main purpose of this assignment is to practice logical and critical thinking skills and source-based writing skills (evaluating, synthesizing, and documenting sources). The paper options include, but are not limited to:

• Argumentative: Students take a stand on a controversial issue in their disciplines and use the sources as evidence to support their argument as well as to refute the opposing views.
• Problem / Solution: Students describe an issue within their field of study and discuss potential solutions to that issue, finally choosing one solution as the best.
• Compare / Contrast: Students introduce 2+ aspects of a topic and describe how they are alike and how they differ, drawing a conclusion or conclusions based on their analysis.
• Cause(s) / Effect(s): Students analyze an occurrence or event within their field of study, describing what caused it and the subsequent effects, concluding with what is the most significant effect and/or what needs to be done in the future.

Assignment Prompt & Grading Rubric:

Please provide your students with an assignment prompt and grading rubric on the 1st or 2nd day of each new unit so that they are clear what the students outcomes and expectations are and can plan their personal schedules according to the deadlines. You should use the document provided above, although you may adapt it for your class and teaching style.

Sample Assignments:

Sample 1

Sample 2

Unit 2.6.2 - Citation Workshop

Students will be able to:

• Identify the most common documentation style in their discipline and locate its formatting guide on the Web
• Create an in-text citation and list of references in an appropriate documentation style of their choice by using the style guide and model
• Identify two methods of in-text citations and when to use which (or trends in different disciplines):
• Author-prominent citation (author named in a signal phrase)
• Information-prominent citation (author not named in a signal phrase)

Part 1: Assembling Background Information for Reference Generation ( 10 mins)

Open the REFERENCE INFO GATHERING WORKSHEET. Collect the information (Who, What, Where, When, *How)  for two of your references for your research essay.

Part 2: Reference Creation (5 mins)

Open the REFERENCE STYLE RESOURCE WEBSITE and use the guidelines on the website to create two references in the REFERENCE INFO GATHERING WORKSHEET. You will review your reference citations in your group to check for errors. Upon completion of your citations, share one reference citation in the class REFERENCE GOOGLE DOC.

Part 3: Group Work - Citation Analysis (10 mins)

In pairs/groups look at the citation that matches your style. Describe what is wrong with the citation and rewrite the citation properly. Copy and paste your style citation into a google doc and type out your answer. Please refer to your citation style form the citation style website for more information.

Part 4: Powerpoint Presentation (10 mins)

Please open and follow along with the INTEGRAL VS NONINTEGRAL POWERPOINT presentation.

Part 5: Individual Work - In-Text Citation Creation (25 mins)

Individually, open up the final version of your diagnostic essay and the IN TEXT CITATION WORKSHEET. Please generate a reference  for their diagnostic prompt. Then copy/paste a section of your diagnostic essay into the IN TEXT CITATION WORKSHEET and insert an in text citation into the diagnostic essay section. 

Bonus time:Q &A on plagiarism tutorial

Sources:

REFERENCE STYLE RESOURCE WEBSITE

UIUC REFWORKS GUIDE

GOOGLE SCHOLAR CITATION GUIDE

Unit 2.6.1 - Paraphrasing and Quotations.

• Paraphrase a text by using various techniques (e.g., substituting words/phrases, changing part of speech/sentence type, reducing clauses to phrases)
• Limit use of quotations
• Avoid dropped quotations by using signal phrases and interpretive comments
• Review correct formatting rules for quotations (e.g. blending quotations into a sentence effectively, ellipsis, brackets, citing the page number)

Part 1 - Group work cont’d: Summaries

Continue working on the group summaries from last class and present their summaries in the class google goc.

Part 2 - Group activity - Let’s try paraphrasing

On a piece of paper, define a term in your field using layman vocabulary. Your definition should be brief and easy to understand.

eg.  Discourse analysis - Studying conversations between people. Focus is given to word choice, pronunciation, conversation strategies (such as pauses & taking turns), and why these tools were chosen by the speaker.

When finished pass the paper to another student.  Read the previous definition and rewrite it in your own words. Fold the paper so only your definition/paraphrase can be read by the next next.

Part  3 - Lecture

Follow the paraphrasing tutorial power point. Within the tutorial there will be another individual activity on paraphrasing so please do not skip ahead or go back to previous slides.

Part 4 - Individual work

Read the article on children’s privacy and complete the paraphrasing article worksheet.