Final Paper Submission

The Final paper (20% of final grade) is due via dropbox by midnight, Wednesday 12th of December. Please upload your essay to the Unit 3 folder and label it: Name_Final Paper. Make sure that you paper is written with correct citation formatting with a cover page, page numbers, in-text citations, and a proper references page.

Day 29: COCA + Reflection (the last day!)

Objectives:

• Familiarize students with the basics functions of COCA
• Provide them with additional resources for further use of COCA
• Complete reflective essay # 3
• Finish Course: Clarification of final paper

Part I: COCA Introduction [3:30-3:40 (10 min)]

Please go to the COCA Website first.  The first thing that I will ask you to do is sign up for an account. They honestly don't spam you. As you sign up, I will explain the purpose behind COCA:
Essentially COCA is a corpus is composed of more than 450 million words in 189,431 texts, including 20 million words each year from 1990-2012. The corpus is evenly divided between the five genres of spoken, fiction, popular magazines, newspapers, and academic journals. The texts come from a variety of sources:

• Spoken: (95 million words [95,385,672])
• Fiction: (90 million words [90,344,134])
• Popular Magazines: (95 million words [95,564,706])
• Newspapers: (92 million words [91,680,966])
• Academic Journals: (91 million words [91,044,778])

Part II: "Playing with COCA" [3:40-4:20 (40 min)]
Online ESL Materials & COCA 
Follow along with the instructor as we go through several of the worksheets together.
There is a video for you to watch as well that takes you through the basics of using COCA.
I will also give you time to "play" with COCA and do some exploring on your own.It is a complex website and unfortunately, I am no expert. If you are interested in using this for yourself in the future, it will take some time to learn how it works. Many students, however, feel it is worth the effort in learning how to operate. Judge for yourself! :)


Part III: Reflective Essay #3 [4:20-4:35 (15 min)]
Please click HERE to access this writing activity prompt. Please save them to your dropbox and I will review them later this week. Thank you!


Part IV: Course Closure (10 min)
-clarification of final paper requirements
-last minute student questions
-resources for future writing needs

Enjoy your winter Break! :)

Day 28: Conferences

Remember that conferences are in my office 2021 on the second floor of FLB. 

Day 27: Abstract Writing

Learning Objectives:

•     Review purpose/methods of different in-text citations structures
•     Review/Practice the creating of APA headings/Subheadings 
•     understand the purpose of an abstract in a RP.
•     get familiar with the major types of abstracts.
•     analyze the use of grammatical tenses in abstracts.

(please note that I have added materials on tables and charts under additional materials)


Part I: Review of In-Text Citations/Headers [3:30-3:55 (25min)]

To begin today's lesson, we will be discussing the movement of in-text citations and how that affects flow and meaning. Please click here to access this activity.

Example Citation Placement:

• Research is being done on the use of seaweeds for biofuels (Smith, 2012; Jones, 2011, Beck; 2011). 

• In recent studies, bio-crop researchers (Smith, 2012; Jones, 2011, Beck; 2011) have started investigating the various species of seaweed for their suitability for biofuels.

•  Beck (2011) proposed Chlorella, a common type of seaweed, to be potentially the best candidate for large scale testing given its genetic makeup.

Part II: Lecture on Abstracts  [3:55-4:15 (20 min)]
Abstracts are an important part to research writing. Arguably, they are more important to the reader than for the writer as they are used a means to determine in a source is relevant to our needs. Please click HERE to access the PowerPoint for today's lecture. We will be discussing the two main types of abstract structures:

       1) The Results-Driven Abstract

2) The Summary Abstract 

Sample Abstracts across disciplines

Part III: Sample Abstracts + Practice [4:15-4: 40  (25min)]
In this part of today's lecture, we will be looking example abstracts that follow the two basic formats: Results-Driven and Summary. Click HERE to access those sample abstract types. After this analysis, I will ask you to practice composing an abstract for your own research paper. I will circulate the room to provide assistance.



Part IV: ICES [4:40-4:50 (10min)]

For the last part of today's class, I will be asking you to fill out the ICES form. I will also need to have a volunteer deposit the evaluations in a mailbox after students have completed. In keeping in line with university policy, I will be leaving class to allow you to complete them on your own.


Part V: Reflective #3 (Moved to next Tuesday)
 

No Class this Thursday, check schedule for conferences

Day 26: Conferences

Meetings in my office FLB 2021

Please refer to the Scheduling Google docs for date and time.

Day 25: Outlines and Headers + Workshop on Final Paper Structure

Objectives:

• Analyze our own paper outline/structure in terms of the key elements needed in our final paper structure
• Decide how our lit review information fits into our final paper
• Analyze sample outlines
• Sign-up for individual conferences

Part I: Questions regarding Lit Review Feedback/Scores  [3:30-3:50 (20 min)]
Key question you need to remember in composing lit reviews:

1. How will this information help my reader be better prepared to understand my argument? 
2. Do they know enough about the past research/problems/breakthroughs on this topic? 
3. Does my paper give the main ideas and results of the past studies or does it just state that there was a study involving X and Y.?

Distribute to small groups the following document. Together, discuss questions 1-5. We will then discuss them together as a class. Next, I will have you work together to try and identify the strengths/weaknesses in these sample student writing. 5-7.

Part II: Analysis of Outlines [3:50-4:10 (20 min)]

Please click here to access the PowerPoint for today that deals with outlining.  To access the handout on sample Outlines, please click here. Follow along as we discuss some key elements to outlining as well as integration of Headers.


Part III: Oral Peer Review of Outline [4:10-4:35 (25 min)]
Please follow along on the PowerPoint as I explain the directions for this activity. Score cards for group members can be found here.

Part IV: Sign-Up for Conferences [4:35-4:50 (15min)]
The end of the semester is nearing and thus it is time for conferences! :) Please click on the link below to assess which time would work best for you.  I will be passing around numbers that indicate in which order to you chose your appointment time.

Note: Conferences are not "teaching sessions," you need to come prepared with questions regarding your paper. 

End of Semester Conferences Schedule 

Homework:
Work on Final Paper

Supplementary Activities:
Transition word practice

Day 24: Analyzing Sample Lit Reviews/ Argument Outlining

 Objectives:

• Analyze Lit Reviews in terms of language, structure, and purpose
• Revisit the notion of CARS analyze texts based on this theory
• Look to example outlines of standard argument papers.
• Identify/Understand difference between IMRD and argumentative paper structures.

Warm-Up: [3:30-3:40 (10min)]
Please click HERE to access another paragraph level example of a Lit Review Section. While reading these student examples of Lit Reviews, identify which is stronger of the two. In pairs, discuss why you think one is stronger than the other?


Part I: CARS [3:40-3:55 (15min)]
I will briefly recap the main ideas behind the concept of CARS and we will work together to analyze a paragraph using the CARS theory. 




Part II: Analyzing Publish Works (A look at the Lit Review) [3:55-4:25 (30min)]
In this activity, I will be putting you into groups of four.Click here to access the information on groups. Half of the class will be given articles on Noise Violation and the other half will analyze articles on Affirmative Action. You will be given 15-20 minutes in your group to read and identify the different Moves and Steps that the authors used in their Lit Reviews/Introductions. The documents for this activity are listed here:

Activity Guide
Research Paper 1
Research Paper 2
Research Paper 3
Research Paper 4

Part III: Introduction to Outlines [4:25-4:45 (25 min)]
We will now shift focus to your major research papers. We will hold a brief discussion on how and if we transfer information from our Lit Review to our final papers. Then, we will look to a sample outline of a basic research paper (not IMRD) and discuss/review the structure. Click HERE to access the document for this activity.


Homework: Final due date for Lit Review is Monday 11/19. Outlines for your Final Research Paper are due on November 26.

Day 23: Lit Review Source Synthesis Revisited + Peer Review Part I

Today's Objectives:

• Continue practicing organizing our lit review content into themes
• Provide peer feedback regarding organization of paper
• Workshop Lit Review revisions
  

Part I: Review Lit Review Basics [3:30-3:45 (15min)]

Your reader wants to know:

• Why should I read this?
• Where does this paper fit into the conversation?

Three moves to create a research space:

• Move 1: Establish a research territory (explain the topic) 

 How do we do this?

• Move 2: Establish a niche (find the gap/problem) 

How do we do this? 

• Move 3: Occupy the niche (explain your thesis statement) 

How do we do this?   

Part II: Source Synthesis Revisited [3:45-4:05 (20 min)]
Click HERE to access the PowerPoint for today's lecture that revisits the structure and organization of lit reviews with the assistance of a chart. 

Part III: Peer Review Part I  [4:05-4:25 (20min)]
click HERE to access the document we will be using for our paired peer review today.

Part IV: Workshop Lit Review Revisions [4:25-4:50 (25min)]
For the last part of today's class, I would like to give you time to continue working on refining your literature review. I will circulate the room and provide assistance if you need it. 

Homework: The final draft of your Lit Review is due this Thursday, November 15th via dropbox 

Day 22: Lit Review Part 2 + CARS

Part I: Review Quiz [3:30-3:45 (15min)]
To begin today's class, we will go over the answers to the quizzes from last class regarding IMRD and Lit Review as a review of the content.


Part II: A little Lit Review Grammar/Vocabulary [3:45-4:00 (15 min)]
To pick up where we left off from Tuesday's lecture, please open the powerpoint to slide 26 as we briefly go over some common grammatical/lexical features of the literature review. Click here to access the worksheet that I would like you to complete in pairs or individually. 


Part III:Outlining your Lit Review [4:00-4:15 (15min)]
Please click HERE to access the document that describes one method of organizing your Lit Review. We will be going over this document in class together. You will have to work on it more at the end of today's lecture.



Part IV: Introduction CARS [4:15-4:35 (20min)]
Click HERE to access the powerpoint we will be following for this lecture. An additional activity that goes with this lecture is posted HERE and HERE, please click on the links to access the materials. 

 
Part IV: Lit Review Workshop [4:35-4:50 (15min)]
Click HERE to access an sample outline structure of a lit review. You may use this to help you organize your ideas. 

Homework:
Check schedule to ensure that you know deadlines for assignments. 



Keys to activities:
Review Quiz
CARS

Essay 1

about essay 1 dfklgthkdsjfgkjdkjd

Day 21: IMRD + Introduction to Literature Review

Objectives:

• To understand the main components of an IMRD Paper
• To understand the purpose and structure of a Literature Review.
• To begin to analyze their own sources in order to find an appropriate organizational theme for their literature review. 

Part I: Introduction to IMRD Format [3:30-3:50 (20 min)]
Click Here to access today's PowerPoint Presentation. We will go through slides 1-10 together as a class as well as analyze two example IMRD published papers.
Sample Paper 1
Sample Paper 2

Part II: Quiz #1 [3:50-3:55 (5 min)]
Complete Quiz individually, I will collect.


Part III: Introduction to Literature Review [3:55-4:20 (25 min)]
The remainder of class will be spent discussing your upcoming assignment, the Lit Review. You can access the assignment details on your own under the link, "Major Assignments." To begin this assignment, we will start with a general discussion on the purpose and content of a Literature Review. We will then watch video that supports this content. The video can be found by clicking here.


Part IV: Quiz #2 [4:20-4:30 (10 min)]
Complete Quiz individually, I will collect


Part V: Organizing our own Literature Review [4:30-4:40 (10min)]
This section of class will deal with the different ways in which Lit Reviews can be organized. We will use both lecture notes as well as video to analyze the topic. The video can be accessed by clicking here.

Part VI: Organizing our Lit Review Workshop [4:40-4:50 (10min)]
The last section of class will allow us a little bit of time to consider which theme would work best for our own research topics. I will be distributing a table that will work to assist us in organizing our sources so as to fit a proper Lit Review structure.

Click here to access today's handout.

Homework:

Day 20: Quiz Bowl Day

In an effort to both review and "spice up" class, we will be doing something fun and different today. Come to class and be on time so you don't miss anything. :)

Depending upon the length of the activity, we will finish class with a short lecture/handout dealing with informal/formal language. 

Day 19: Library Day

Today's class will be held in the Undergraduate Library, Room 291. Class will begin at the same time, 3:30, but may end earlier. Please go directly to the Undergraduate Library and not to FLB. It is very important that you are not late to this session.  If you are unfamiliar with the location, please refer to the following link:. http://illinois.edu/map/view?buildingId=377&ACTION=MAP

Homework:

A) The annotated bibliography assignment is due Tuesday November 6th, before the start of class. View the following links for directions:

Annotated Bibliography--Directions
Annotated Bibliography--Rubric

B) Optional Rewrites for The Summary Critique are due Tuesday November 6th, before the start of class. Late rewrites will be not accepted and extensions not permitted. Please email me if you are interested in rewriting.

Approved Research Topic should be submitted in this document.

Day 18: Annotated Bibliography Workshop

Objectives:

Students will be able to:

• Evaluate the sources they are thinking of using for their upcoming research paper for content, relevance, and reliability
• Summarize the main points of the sources they are thinking of using for their upcoming research paper
• Analyze critically the previous works on their topic in an effort to establish their own research question and writing purpose

Part I: Review of APA [3:30-3:40 (10min)]
I would like us to spend the first small part of today's class reviewing APA reference citations. Please note that I have posted examples of APA student references under "additional course documents." Let us go there now and analyze the structures.

Part II: Annotated Bibliographies Assignment  [3:40-3:45 (5min)]
To clarify what we need to do in order to complete this assignment, please click on the link under major assignments titled, "(11/6) Annotated Bibliography." I will go over the directions with you as a class. If you have questions, please ask.

Part III: Annotated Bibliography Analysis [3:45-4:10 (25min)]
To pick up where we left off yesterday, I would like students to get out the handout that was distributed in Tuesday's class (ANNOTATED BIBLIOGRAPHY HANDOUT).  Work in pairs to be critical, specifically in the explanation of relevancy and analysis of reliability sections. Also, identify any missing components, and consider how each entry could be improved. After your charts have been filled out, we will go over it together as a class. 

Part VI: Annotated Bibliographies Workshop [4:10-4:50 (40min)]
In this last part of today' class, I would like to give students time to start working on their annotations. I will be circulating throughout the room to provide assistance if needed. I will also be assisting students who are still struggling with a thesis.

Mini Activity: Thesis Statement Assistance

Part V: LIBRARY DAY on Tuesday
Our next class, Tuesday Oct 30th, will be held in the Undergraduate Library, Room 291. Class will begin at the same time, 3:30, but may end earlier. Please go directly to the Undergraduate Library and not to FLB. It is very important that you are not late to this session.  If you are unfamiliar with the location, please refer to the following link:. http://illinois.edu/map/view?buildingId=377&ACTION=MAP

Homework/Announcements:

1. There is no official homework for Tuesday. However, of you have not been approved for your research topic, this needs to be done ASAP. 
2. Keep watching your dropbox for your final summary critique grades. I should have them all graded and uploaded before the next class. Please note that there is an optional rewrite for students. Rewrites can improve the score up to a maximum of 10%. Please email me if you are interested in rewriting. 

Day 17: Introduction to the Annotated Bibliography

Objectives: Students will be able to...

· Understand the purpose of the annotated bibliography

· Identify the key parts of an annotated bibliography entry

· Evaluate the four parts of an annotated bibliography entry

· Write an entry for an annotated bibliography

Part I: Mini Quiz [3:30-3:50 (20 min)]

Yeah! Time to review. You can work in pairs or individually to complete this Mini Quiz. We will then go over the answers together as a class.

Part II Thesis Revisited [3:50-4:10 (20min)]

Click HERE to access this power point. After we have completed this portion of today's class, I will ask you to go HERE to fill out a form that we will be using to approve your thesis. It needs to be approved by tomorrow night.

Part II: Introduce the Annotated Bibliography [4:10-4:20 (10min)]

Open up or follow along on the big screen to the ANNOTATED BIBLIOGRAPHY PPT, which outlines the purpose and components. (There is also a corresponding worksheet)

Part III: Evaluating Annotated Bibliography entries [4:20-4:45 (25min)]

The PPT ends with 3 samples. You can work individually or in pairs to analyze the information in each entry (these are also on the ANNOTATED BIBLIOGRAPHY HANDOUT).  Be critical, specifically in the explanation of relevancy and analysis of reliability sections. Also, identify any missing components, and consider how each entry could be improved.

Homework:  Find and read 2-3 sources that you can use for your research papers before Thursday. You will be using these articles on Thursday in class as we start creating our annotated bibliographies.

Keys: 
Mini Quiz

Ann. Bib. 

Day 16: Argumentative v. Problem-Solution

Objectives: Students will be able to...
• Differentiate between problem-solution and argumentative essays
• Identify problem-solution and argumentative by content, not words or concepts
• Construct an appropriate thesis statement for their research paper

Warm-Up Discussion [3:30-3:35 (5 min)]
In groups of 3 or 4 please discuss the following briefly:

1. Why do you think there are various styles and formats for research papers (e.g. problem-solution, argumentative, IMRD)?
2. What type of research paper is most common in your field? Why do you think that might be the case? 
3. If you know your 501 paper topic, what type of research paper do you think you will be writing? Why is that the best choice given your topic?

Part I: Lecture [3:35-4:10 (35min)]
Click here to access the PowerPoint presentation on argumentative and problem-solution papers. This powerpoint will go through the basic differences between the format and goal of these two types of research papers and provide text examples for analysis. I would like you to work in groups to analysis the text on the powerpoint. Please do not go ahead as I would like you to analyze the text.

The text needed for the reading part of the powerpoint is here.

Part II: Identification of Published Texts Activity [4:10-4:30 (20 min)]
The purpose of this next activity is to analyze the structure and goal of two published works. Please look at Sample Research Paper 1 and read the abstract.  Do the same with Sample Research Paper 2. (I will also be distributing hard copies with notes). Try to understand the abstract first, and then read the headers to get a sense of how the paper is structured. Work together to determine if the paper argumentative or problem-solution?  In about 5-8 minutes  we will go over the paper as a class looking to the notes and numbers I have inserted as a guide.

Research Paper Worksheet

Research Paper Worksheet (KEY)

Part III: Two Options
For this last part of class, I am going to allow you to vote as a class between the following two options:

1) Allow you to work on your thesis statements/paper proposals (i.e. homework)
2) Do an activity with Title Writing


Homework:
Must have this assignment completed on or before Tuesday, Oct 23rd

Day 15: Research Paper Question and Topic Selection

Review [3:30-3:45 (15 min)]
 Review Key Summary Writing Concepts


Part I: God/Bad Research? (5min)

Click HERE and consider the following scenarios in pairs. Follow the questions and discuss whether you believe the research topics were strong or weak and why. Be prepared to share your answers with the class.  

Part II: Topic Selection and Lecture PowerPoint [3:55-4:10 (15 min)]

Open the PowerPoint or simply follow along on the overhead. The PowerPoint highlights the difference between a general subject and the narrower topic and will help you when narrowing down your research topic. Feel free to take notes as we go through in the section entitled “Notes Page” under “View” in PowerPoint. Think about a topic, but make sure your topic is a topic that is arguable or could be debated. 

Part III: Guided Practice [4:10-4:25 (15 min)]

In small groups (or individually), select five general subjects listed on slide 11. Click HERE to access the worksheet for writing.Forthe five general topics, try yo come up with at least three more specific topics. Once finished, share your ideas with the class. 

keys for worksheets.

Part IV: Narrowing your research scope [4:25-4:45 (20 min)]

Open example research paper 1 and example research paper 2 and find the abstract or introduction for each.  Identify the who, what, when, where, and how (or the subject, place, type, time, and aspect questions) in each research abstract or introduction (using different colors to label each idea).  Also, identify the research question in each abstract or introduction and discuss the process you feel each writer took in developing their research question.  Share your ideas with the class. 

Part V: Title Writing [4:35-4:50 (15 minutes)]

Follow along on this power point as we go through the major components that make up academic title writing.

Homework: (5 min)

By Tuesday, I will be asking you to have narrowed down your topic of research and submit it to me via dropbox for approval. For now, even if you have no idea what you want to write, open a word document, label it NAME Research Topic and save it to your dropbox in a folder labeled UNIT 3. If you are unsure about your topic, I suggest submitting more than one topic so that I can give you feedback. The more information you provide in your folder, the more assistance I can be! Looking forward to reading your topic selections!

Day 14: Critique Peer Review+ Critique Workshop

Part I: Review Neutral Reporting Verbs (20 min)

After reading your paragraph summaries, I would like to take a minute to discuss the importance of using Reporting verbs when discussing other people's work. Please click here to see a sample extract that reviews some reporting verbs.

In groups, discuss the following questions:

1) Can you think of some common evaluative adjectives (both good and bad) for your field? 

2) How might the evaluative language vary between your fields or between the this critique paper and your own papers?

Now, let's take a look another look to some common evaluate language structures. Click here to access a worksheet that you will complete in groups. Although I do not have much time today to cover more content on evaluative language, I would like to give you a nice resource that you can read on your own. These pages deal with modality and how to soften or strengthen your tone in critique language (Swales, J.M., Feak, C.B., 2005, p 125-130).

Part II: Assistance with Critiquing  [3:50-4:05 (15min)]
In this part of class, we will be working in groups to evaluate the Loxton article on various aspects. This activity will assist us in bettering our comprehension and understanding of both the article and methods by which to critique it.

What Can I Critique?

Organization Credibility Originality Argumentation Validity

1.      The Author

a.       Background (special interest)

b.      Credibility

c.        

2.      The publication

a.       Skeptic Magazine

b.      Credibility

c.       Purpose of the magazine

3.      Tone

a.       Fair/Bias

b.      Represents all the facts/Considers all the research

c.       Credit given to sources

4.      Structure

a.       Organization of the paper

b.      Visuals

c.       Introduction/body/Conclusion

Part III: Peer Review of Drafts  [4:05-4:35 (35min)]

In this part of class, I will put you into groups of two or three and have you exchange papers. Within those groups, you will read and provide feedback to one person's paper before moving on to the second and third person. You can access the Peer Review Sheets for this activity here. 

Other suggestions for comments are as follows:

Transition words

Subordination

(Non)Academic Vocabulary
Summary Reminder Phrases

*If your group finishes early ... you can work to make adjustments to your drafts according to the feedback until the 4:35.

Part IV: In Class Reflection #2 [4:40-4:50 (10min)]
For the last 15 minutes of class, I will give you time to write the 2nd Reflection assignment in class. I will be collecting them and grading them on the plane this weekend so please write them on the sheets I will provide. Thank you!

NOTE: On account of midterms, I am moving extending the deadline for this final paper to next Thursday, Oct 18. I wish everyone the best of luck in their midterm studies!