Day 16: APA In-Text Citation

Warm-up Question #1: When should you cite?

Short List

1. Attendance Check and Warm-up Question
2. Paraphrasing Activity
3. Citation Rule-Learning
4. Review and "Answers" Time
5. Homework Review

Homework:
Begin brainstorming or drafting a process paragraph following this prompt. This paragraph will be due Friday, 3 October, by midnight.

---

The Details
Schedule of events:

1. [10 minutes] Attendance Check and Warm-up Question
Before we get started, like normal, I want to find out what you know.  Today is not much presentation of new information, but a compiling of all the things we have already learned.

Warm-up Question #1: When should you cite?
Warm-up Question #2: What does it mean to cite? What things do we include in a citation?

Helpful resource with all this information

2. [15 minutes] Paraphrasing Activity
Again, we are going to keep reviewing.  Last week you learned about quoting and the week before you learned about paraphrasing, let's see if you can do both well (without getting them confused!)

Step 1:
Using the source material below, in the link that matches your "Partnership" write one sentence that includes a quotation of the bolded material and one sentence that includes a paraphrase of the bolded material.  If you know (or think you know) anything about APA citation, try your best to incorporate that in your sentences.  Please label which sentence is which.

ORIGINAL SOURCE

In an effort to seek the causes of this disturbing trend, experts have pointed to a range of important potential contributors to the rise in childhood obesity that are unrelated to media: a reduction in physical education classes and after-school athletic programs, an increase in the availability of sodas and snacks in public school, the growth in the number of fast-food outlets across the country, the trend toward “super-sizing” food portions in restaurants, and the increasing number of highly processed high-calorie and high-fat grocery products.
-Henry J. Kaiser, “The Role of Media in Childhood Obesity” (2004), p.1.

Partnership 1	Partnership 2	Partnership 3	Partnership 4	Partnership 5	Partnership 6
Your quote and paraphrase	Your quote and paraphrase	Your quote and paraphrase	Your quote and paraphrase	Your quote and paraphrase	Your quote and paraphrase

Step 2:
Check one another's job.  How did they do? (Be nice! :) )

Step 3:
Reflect on these questions:

• Do you think you or your partner have all that pieces you should have in a proper citation for either a quotation or a paraphrase? 
• Do you and your partner have the same citation features and have you both incorporated it the same way?  If no, what differences are there?  

3. [10 minutes] Citation Rule-Learning 
So, now the question is, what are the right ways to go about doing these citations?

Good question!

I know that all of you are brilliant students who are so smart you left your country and came to the University of Illinois, so because of that, I'm not going to tell you at first.  I think that you can figure out what the rules are on your own.

All I am going to tell you now is this: There are two branches of citation, and we are only covering one of them today.  

Example 1	Example 2

APA In-Text Citation Rule-Learning Activity (also handed out physically)

4. [10 minutes] Review and "Answers" Time
Were you able to figure the rules out?

If not, that's ok.  We are going to use these two slides to help us figure them out.


5. [5 minutes] Homework Review
Sometimes, at about this point in the semester, it gets a little bit more confusing to get a clear understanding of what is expected and due.  With that in mind, we are going to spend the last few minutes talking about our homework.

Homework: 
Begin brainstorming or drafting a process paragraph following this prompt. This paragraph will be due Friday, 3 October, by midnight.

 Attribution: This lesson comes from Jihye Yoon's (2011) lesson.  The material is all hers (with the exception of Example 1 and Example 2 in section 3), but how it has been implemented is my own creation based on her lesson plan.

Day 15: Process Paragraphs

Warm-up Question: In 3-5 sentences, tell about a time that someone taught you how to do something.
Short List

1. Attendance Check and Warm-up Question
2. Engaged Powerpoint
3. Quoting Incorporation and Drafting Questions
4. Informal Early Feedback

Homework:

1. Actively read "How to Teach a Child to Argue"
• Article
• Annotated Reading Guide (to be submitted in your Google Drive folder by class time on Wednesday, 1 October)
2. Submit your Writer's Help Checkpoint 1 Form by midnight to your Google Drive folder
3. Optional: Begin brainstorming or drafting a process paragraph following this prompt.  This paragraph will be due Friday, 3 October, by midnight. 

---

The Details
Schedule of events:

1. [5 minutes] Attendance Check and Warm-up Question

2. [5 minutes] Discussion of IEF Results
Your feedback is important to me.  Because of this, we will spend just a few minutes talking about your feedback and how that will affect our class.

• Why does your feedback matter? 
• Why do I want you to like this class? 

3. [15 minutes] Process Paragraphs: The Basic Outlines
What do you know about process writing?

This is probably the easiest type of paragraph to write because you already know how to do it, but it might be harder to do it well.  To learn how to write process paragraphs, we are going to have a couple of fun practice activities.

1. First, you will need these words:

Nouns	Verbs
domino car ball string club lever cone mouse trap	hit pull down release slide down follow go down/up knock over send throw

2. You will need the first minute of this video.

3. In 4 small groups (that I will decide), try your best to explain step-by-step how this Rube Goldberg machine works using this handout (which I will also provide a physical copy of).

4. Each group will briefly present your outlines.

4. [6 minutes] Process Paragraphs: Detailed and Descriptive
Simply listing the steps is not enough, especially for it to be interesting to read.  Instead, you should have some descriptions to make each step even more clear.

5. [5 minutes] Process Paragraphs: Signal Words
For an even more coherent paragraph, we don't want to just leave it with descriptive steps that are disjointed and loosely connected.  Instead, we want to signal transitions for the reader.  Go through this sheet (which you will also get a physical copy of as well), categorizing this commonly used words.

When you are completely finished (no cheating!) check what you have here.

6. [10 minutes] Sample Evaluation
Finally, in your small group, split into pairs.  You will each read a paragraph and compare what you read.

Partner 1	Partner 2
Sample 1	Sample 2

7. [~5 minutes] An Explanation of the Homework
There's a lot to explain today! :)

Homework:

1. Actively read "How to Teach a Child to Argue"
• Article
• Annotated Reading Guide (to be submitted in your Google Drive folder by class time on Wednesday, 1 October)
2. Submit your Writer's Help Checkpoint 1 Form by midnight to your Google Drive folder
3. Optional: Begin brainstorming or drafting a process paragraph following this prompt.  This paragraph will be due Friday, 3 October, by midnight. 

Attribution: The majority of this lesson (Sections 1, 3-6) were all created by Ryan Salvador and were only adapted to the extent necessary to fit the style of my class.  

Day 14: Quoting

So far, which paragraph have you found to be easier, and why do you think it has been? Answer here.
Short List

1. Attendance Check and Warm-up Question
2. Engaged Powerpoint
3. Quoting Incorporation and Drafting Questions
4. Informal Early Feedback

Homework:
Write a comparison and contrast paragraph around 300 words in length. Here is the specific assignment prompt that overviews the details of the assignment. The assignment is due on TONIGHT.

• Please do not forget to name the file: "111_cause_netID_0" (The highlighting indicates that this is something that will change based on your name. For example, my cause and effect paragraph would be called, "111_cause_jpbair2_0."). I don't anticipate any problems with this because everyone did it perfectly on the last paragraph.

Optional: Any Writer's Help exercise that I suggested on the draft of your paper that I returned to you. (However, you must have completed 5 by 29 September)

---

The Details
Schedule of events:

1. [5 minutes] Attendance Check and Warm-up Question

2. [25 minutes] Engaged Powerpoint
I do not normally like to show PowerPoint presentations in class.  Here's why.

But, in this PowerPoint Presentation, we all have jobs to do.  I'll show the PowerPoint (which you have for your later referencing if you need), and you can use your brilliant brains with the accompanying tasks. Don't worry, it won't be boring.

As I walk through the PowerPoint, you will follow along on the Accompanying Tasks digital handout.  We will pause to practice throughout the lesson.

To Reference Later	To Use In Class
PowerPoint Presentation Reporting Verbs Resource	Accompanying Tasks

 3. [10 minutes] Quoting Incorporation and Drafting Questions
As always, I don't want you to have to turn in a piece of writing without a good chance to ask questions.  If you find that you don't have any questions, please take this time to work on incorporating your quote, paraphrasing, or even asking me about the draft I returned to you on Wednesday.

4. [10 minutes] Informal Early Feedback
One of my main goals in teaching this class is to make it learner-centered.  This means that I want this class to focus on teaching you what you need how you need it.  Please take the time to carefully fill out this survey letting me know about your impressions, feelings, opinions, and experiences in this class.  It is completely anonymous, so please be honest.  The more you say, the more you help make this class useful for everyone and even more high quality.

Informal Early Feedback Survey

Homework:
Write a comparison and contrast paragraph around 300 words in length. Here is the specific assignment prompt that overviews the details of the assignment. The assignment is due on TONIGHT.

• Please do not forget to name the file: "111_cause_netID_0" (The highlighting indicates that this is something that will change based on your name. For example, my cause and effect paragraph would be called, "111_cause_jpbair2_0."). I don't anticipate any problems with this because everyone did it perfectly on the last paragraph.
• Your paragraph should also incorporate 1 instance of paraphrasing from the article and 1 quote.  

Optional: Any Writer's Help exercise that I suggested on the draft of your paper that I returned to you. (However, you must have completed 5 by 29 September)

Attribution: The PowerPoint presentation and the accompanying handout were designed and created by Jeff Arrigo, but the rest of the lesson is my own. 

Day 13: Cause & Effect Part 2

Short List

1. Attendance Check and Comprehension Check Warm-up
2. Article Discussion 
3. Cause and Effect Review
4. Outlining and Drafting
5. Returning Draft

Homework:
Write a comparison and contrast paragraph around 300 words in length. Here is the specific assignment prompt that overviews the details of the assignment. The assignment is due on on Friday, 25 September.

• Please do not forget to name the file: "111_cause_netID_0" (The highlighting indicates that this is something that will change based on your name. For example, my comparison and contrast paragraph would be called, "111_cause_jpbair2_0."). I don't anticipate any problems with this because everyone did it perfectly on the last paragraph.

Optional: Any Writer's Help exercise that I suggested on the draft of your paper that I returned to you.  (However, you must have completed 5 by 29 September)

---

The Details
Schedule of events:

1. [10 minutes] Attendance Check and Comprehension Check Warm-Up
On our "virtual chalkboard," take a couple of minutes and try to (from memory) write a short outline of the article you read.  It should have (if you can!) the main point and Three Points or Important Examples from the article that support the main point of the article.

If you can't list all of this, do your best! 
Don't forget to put your name on it!

Virtual Chalkboard

2. [10-13 minutes] Article Discussion
Spend some time reading your classmates' outlines.  Do you agree with their outlines or disagree?

Once you have read the outlines, follow these directions:

1. Identify someone's outline that is very different from yours.  
2. As soon as you find someone, call out their name and form pairs or trios.  
3. Move to be by each other. (In every partner-group at least one person should move.  You will very likely not be working with the person you sit next to)
4. Compare and contrast your outlines.  
• What did you notice that was different?  
• What was similar?  
• What things did you both focus on from the article.  

3. [10 minutes] Reminder
You all know what is going to happen now.  Now, we are going to connect this article with what we talked about for cause and effect paragraphs.

We learn best by teaching it. That is what we are going to do then! :)

Directions:

1. In your partners, find out who is the oldest.  
2. The older partner will take a couple of minutes to explain what he or she learned on Monday and knows about cause and effect paragraphs.  
3. When he or she is done, the younger will do his or her best to "fill in the gaps" of things that the other partner may have missed

After you "teach each other" we will cover the main points as a group.  

4. [10 minutes] Outlining

Using this graphic organizer (which will also be handed out physically) begin thinking and brainstorming about one of these prompts:

The effect of your parent’s level of stress (or lack of stress) with your current ability to be unsuccessful or successful as a university student

or

The causes that lead to a child being unable to make friends and be successful in school. 

 
Your paragraph should:

1. Answer the prompt (this should be your Topic Sentence or the "P" in PIE)
2. Provide three instances that you will use as examples of causes or effects (these should be the "I's" in PIE)
3. And provide good, clear connections between each instance that connects back to the cause and effect relationship that you show in the prompt.  

It is likely that your paragraph will follow an outline similar to this: 

Point

  Illustration

    Explanation

  Illustration

    Explanation

  Illustration

    Explanation

Closing Sentence

Resources:
Cause and Effect Vocabulary
Cause and Effect Verbs

5. Returning Draft
Finally, before leaving, I will have given you feedback on your drafts which I will now return and briefly go over the homework.

Homework:
Write a comparison and contrast paragraph around 300 words in length. Here is the specific assignment prompt that overviews the details of the assignment. The assignment is due on Friday, 29 September.

• Please do not forget to name the file: "111_cause_netID_0" (The highlighting indicates that this is something that will change based on your name. For example, my comparison and contrast paragraph would be called, "111_cause_jpbair2_0."). I don't anticipate any problems with this because everyone did it perfectly on the last paragraph.

Optional: Any Writer's Help exercise that I suggested on the draft of your paper that I returned to you.  (However, you must have completed 5 by 29 September)

Attribution: This lesson was inspired by Olexandra Kostenko's lesson in having comparison of outlines, discussion of the source article, and having a workshop based off of using the Star Chart she provides.  The lesson as it appears here and is taught has been significantly modified from her original.  

Day 12: Cause & Effect Part 1

Short List

1. Attendance Check and Warm-up
2. Video Clip and Orienting Discussion
3. Exploring the Complications--Contributing Conditions
4. Improving our Writing--Vocabulary
5. Putting It All Together

Homework:
Actively read this article taking notes and annotations.

There are also two exercises on the homepage of Writer's Help that I suggest doing.  

---

The Details
Schedule of events:
You'll be getting detailed feedback from me on your paragraph on Wednesday that you will be able to use for your final draft in a few weeks.  Now, however, we are going to move on to the next paragraph pattern in our list.

1. [5 minutes] Attendance Check and Warm-Up

2. [15 minutes] Video Clip and Orienting Discussion
Before we dive into the deep content of writing these kinds of paragraphs and essays, we are going to start on the lighter side.  Take a look at this video.

Discussion Questions:

1. What were some of Wile E. Coyote's plans? 
2. Focus on one plan in your group; why did the plan fail? 
• What was the cause of the failure?

3. [15 minutes] Exploring the Complications--Contributing Conditions
These are pretty simple examples of a cause and effect relationship, but sometimes the conditions of the event play a part too.  Let's look at this video for an example.

In pairs, fill out this worksheet (also physically handed out in class) before we discuss our various opinions and possibly have some friendly debate.

4. Improving our Writing--Vocabulary
I know that you have been wanting to focus a little more specifically on your writing at the word and phrase level.  We are going to do two activities in class and apply them to our a paragraph level on Wednesday.

In the first activity, we are going to try and create sentences using these words and phrases, describing the Wile E. Coyote video.

In the second activity, we are going analyze some verbs that we know, categorizing them into "Cause" or "Effect" categories.

5. Putting it all together
Finally, to show what you learned, go ahead and write a short (4 sentence) paragraph about one of Wile E. Coyote's plans using structure words, cause and effect verbs, and considering other conditions.  This is not formal or for a grade or pressure, so don't be nervous.  You can write it here.

Homework:
Actively read this article taking notes and annotations.

There are also two exercises on the homepage of Writer's Help that I suggest doing.

Attribution: This lesson was originally created by Ryan Salvador and has been updated and modified to work within my teaching style and class structure.  

Day 11: Paraphrasing

How much have you written for your paragraph? 

Short List

1. Attendance Check and Warm-up
2. Plagiarism Warm-up Discussion
3. Paragraph Reading
4. Paraphrasing
5. Guided Writing, Peer Review, and Question-Asking

Homework:
Write a comparison and contrast paragraph around 300 words in length. Here is the specific assignment prompt that overviews the details of the assignment. The assignment is due on TONIGHT. 

• Please do not forget to name the file: "111_compare_netID_0" (The highlighting indicates that this is something that will change based on your name.  For example, my comparison and contrast paragraph would be called, "111_compare_jpbair2_0.").

---

The Details
Schedule of events:
We've talked about (1) comparison and contrast writing, (2) the article we are basing our paragraphs on, (3) the details of writing this week's paragraph.  Now, we are going to discuss one way of using sources without plagiarizing and have time for open questions.

1. [5 minutes] Attendance Check and Warm-Up

2. [5 minutes] Plagiarism Warm-up Discussion
What do you remember from our discussion about plagiarism?

• What is plagiarism? 
• How can we avoid plagiarism in our writing? 
• Key words: 
• Paraphrase
• Quoting
• Summarizing
• Signal Phrases
• In-text Citation
• References
• What do you think paraphrasing is? 

3. [5 minutes] Paragraph Reading

We are going to have some guided practice paraphrasing in class.  First, start by reading this paragraph: 

"In some respects, the increasing frequency of mountain lion encounters in California has as much to do with a growing human population as it does with rising mountain lion numbers. The scenic solitude of the western ranges is prime cougar habitat, and it is falling swiftly to the developer's spade. Meanwhile, with their ideal habitat already at its carrying capacity, mountain lions are forcing younger cats into less suitable terrain, including residential areas. Add that cougars have generally grown bolder under a lengthy ban on their being hunted, and an unsettling scenario begins to emerge." --Ray Rychnovsky, "Clawing into Controversy," p. 40 (qtd. in Hacker, 2009, p. 409)

Sample Paraphrase:

"Californians are encountering mountain lions more frequently because increasing numbers of humans and a rising population of lions are competing for the same territory. Humans have moved into mountainous regions once dominated by the lions, and the wild habitat that is left cannot sustain the current lion population. Therefore, the older lions are forcing younger lions into residential areas. And because of a ban on hunting, these younger lions have become bolder-- less fearful of encounters with humans." (Hacker, 2009, p. 409)

Hacker, D. (2009). Rules for Writers (6th ed.). Boston, MA: Bedford.

4. [10 minutes] Paraphrasing

Now, open up Microsoft Word or a new Google Doc and then hide this page.  Paraphrasing happens best when we aren't looking at the original source.  This insures (or does a much better job at insuring) that the words we use are our own and just the idea is the original writer's.  

Question! Do we still need to site/give credit to the original writer even if we are not using their words? 

(The answer is yes.) 

5. [10 minutes] Incorporating Paraphrasing into our Comparison and Contrast Paragraph

How do you talk about features from this article in your paragraph?  One great way to compare and contrast the various characteristics is by paraphrasing what the original source's author said about those specific characteristics.  Now, we will take a look at our paragraph (or outline) and practice paraphrasing in our paragraph.  

6. [Last 15 minutes] Guided Writing, Peer Review, and Question-Asking
Before I leave you to finish the paragraph, I want you all to have a chance to get my feedback on what you re working on, ask questions, and get support from your peers as well.

Peer Reviewing:
If you would like to have someone else look at your paper, outline, and/or paraphrasing, you will have the opportunity to do so now.  When we read other students' papers, we agree to these guidelines.  If you do not agree to these guidelines, please refrain from reading other students' work:

• We are a team of learners, all trying to improve, therefore, it is my job as a peer reviewer to help my classmate. 
• I am to help my classmate to do his or her work--I am not doing it for them.  
• There is no room for negativity in this team atmosphere and in the culture of this classroom.  Everything I say will be said with positivity, encouragement, and support.  Nothing I say will be mean or degrading.  

(We will have a more detailed training on peer reviewing soon).  

Writing:

If you choose not to have any peer reviewing, you may use this entire time to write, asking me or your peers any questions.  You are not permitted to leave.  

Resources:

• Prompt
• Sample Outlines

Homework: 

Write a comparison and contrast paragraph around 300 words in length. Here is the specific assignment prompt that overviews the details of the assignment. The assignment is due on TONIGHT. 

• Please do not forget to name the file: "111_compare_netID_0" (The highlighting indicates that this is something that will change based on your name.  For example, my comparison and contrast paragraph would be called, "111_compare_jpbair2_0.").

Attribution: Sections 1, 2, 5, and 6 are entirely my own, but the activities in sections 3 and 4 on paraphrasing were created by Cassandra Rosado (leaning on the Hacker book cited above).  

Day 10: Comparison & Contrast Part 2 (Article-focused)

Short List

1. Attendance Check
2. Article Refresher
3. Free Writing (brainstorming)
4. Small Group Comparison
5. Large Group Discussion
6. Article-to-Paragraph Prompt Discussion and Brainstorming

Homework:

Write a comparison and contrast paragraph around 300 words in length.  Here is the specific assignment prompt that overviews the details of the assignment.  The assignment is due on Friday, 19 September, at midnight.

---

The Details
Schedule of events:
We talked a lot about comparison and contrast paragraph-writing on Monday, but now, we are going to take a step back and discuss the article that you read over the weekend and make practical connections between what we learned about comparison and contrast paragraphs on Monday and the article.

While most of my classes are designed with very specific things to happen, today is a much freer day in which our times are somewhat flexible, and you determine how useful this class is.  The more you are engaged in the tasks today, the more it will help in writing the paragraph that is due Friday and will make up one-third of your first major assignment.

1. Attendance Check

2. [5 minutes] Article Refresher
You likely have not thought much about the article, so we are going to take a few minutes and refresh our memories about the article, rereading part of it and rereading our annotations and notes.

3. [5-10 minutes] Free Writing (brainstorming)
Today, we are going to bridge the gap between what we discussed about comparison and contrast paragraphs and this article.  So, you have reminded yourself about the article, now, use what you remember about comparison and contrast paragraphs and begin writing down ideas on either a piece of paper or on a blank word document.

Here are some questions to help you come up with some ideas and things to write about: 

• Did the author reveal a fact or make a point that goes against what you assumed to be true? 
• Is anything surprising in this article? 
• Does the reading make you think about something that you’d never thought about before? 
• Has the author made a generalization you disagree with? Can you think of evidence that would challenge the generalization?
• **You do not need to answer these questions in order or even at all.  These questions are to help you come up with ideas.  If you have your own ideas without the aid of these questions, go ahead and write the ideas you already have! :)

You can also refer to this sample outline that we used on Monday.

4. [15-20 minutes] Small Group Comparison
We never ever think in our own isolated vacuum.  Instead, we are social creatures, and we gather so much from those around us.  Before we discuss as a class, we will hear what a few others have to say.  In small groups, discuss:

1. Your ideas from the pervious brainstorming session
2. Your notes and annotations from when you actively read the article
3. These questions to help facilitate the discussion: 
• Among your group, were any comments similar? What were they? 
• Did any members of your group question the same thing? Can you determine an answer? 
• Were there any vocabulary words or phrases you had difficulty with? What were they? As a group, can you figure out the meaning?
4. This handout

5. [10 minutes] Large Group Discussion
Now, maybe today's lesson has been a little more (seemingly) unstructured than you are used to.  Writing is challenging for so many students because it is our own original thinking and not something that necessarily has a right answer in the way that the math problem, 2+2 has an obvious right answer, 5.  The point of today's class, and of ESL 111 in general, is to help each student become experts of defining their own ideas, working them out in brainstorming, and writing essays that clearly say those ideas and justify them with strong evidence.

We will discuss the questions that have been presented and the handout.

6. [10 minutes] Article-to-Paragraph Prompt Discussion and Brainstorming
Open the assignment prompt.  You will notice that there are two different prompts.  Which do you think is the most interesting or viable prompt for you and your ideas?  Which outline structure will you likely use?

Before you leave, please save this document to your Google Drive folder that you have shared with me using the name "111_compare_netID_0."

Homework:
Write a comparison and contrast paragraph around 300 words in length.  Here is the specific assignment prompt that overviews the details of the assignment.  The assignment is due on Friday, 19 September, at midnight.

Attribution: This lesson and the materials in it were created by Jill Tschopp-Huang and have been modified just to the extent of how it would best fit the environment of my class and my teaching style.

Day 9: Comparison & Contrast Part 1

It's crucial that you read the article over the weekend.  Please show me that you read it by filling out this short form.
Short List

1. Attendance Check and Warm-up
2. Similarities and Differences
3. Reading and Outlining Sample Paragraphs
4. Outline Comparisons
5. Debriefing

Homework:
Actively read this article by Monday.

---

The Details
Schedule of events:

1. [5-7 minutes] Attendance Check and Reading Form

2. [10 minutes] Similarities and Differences

Today, we are going to begin discussing just what comparison and contrast paragraphs are all about.  So, we are going to, in small groups, practice comparing and contrasting.  

Picture 1	Picture 2

Take Notes for the following activity with these documents:
Left Side Girls
Right Side Girls
Boys

1) First, we will try to identify as many similarities between the two pictures above as we possibly can.

2) Then, we will try to identify as many differences between the two pictures above as we possibly can.

3. [10 minutes] Reading and Outlining Sample Paragraphs
Now, we are going to make a connection from comparing and contrasting the two pictures to something that is much more related to the reading from the weekend.

We are going to split into 2 groups and read two different examples.

Group 1: Example 1
Group 2: Example 2

As you are reading, 2 people in each group should write an outline that everyone in the group participates in creating for the paragraph you are creating.  (Think PIE-C, but in very close detail).

4. [10 minutes] Outline Comparisons
Now, after working in our small groups, we are going to mix groups, so that people in group 1 will share their outlines with people in group 2.  We will have 4 groups in which half of each group is from group 1 and half is from group 2.

5. [10 minutes] Debriefing and Homework Talk/Planning
What did we learn?  What are some points that we can use to apply to writing a comparison and contrast paragraph based on the article that was assigned on Friday?

Homework:
Our first comparison and contrast paragraph is due on Friday.  Here is the specific assignment prompt that overviews the details of the assignment.

Optional: If you would like to help make ESL 111 get better and better, please consent to submitting your work to our program.  It is entirely anonymous, and no one will ever know that the work is yours, but it will be used to make examples and train our instructors and more--all for the betterment of our program and our ESL students.  

Link: Student Sample Collection Consent Form 

Attribution: This lesson was first created by Ryan Salvadore and has undergone very small adaptations to fit my own teaching style and how my class is run.

Day 8: Active Reading

What is the most important thing to know about writing body paragraphs? ANSWER HERE.

Short List

1. Attendance Check and Warm-up
2. Overview of Unit Prompt and the Writer's Help Assignment
3. Small Group Discussion
4. Main Mini-Lecture
5. Reading Warm-up

Homework:
Actively read this article by Monday.

---

The Details
Schedule of events:

1. Attendance Check and Warm-up

2. [12 minutes] Overview of the Unit Prompt & Writer's Help Assignment

Unit Prompt
I know that Omid discussed this on Monday, but I am going to walk through it looking that the prompt document together.

• What is a prompt?

Take a look at this document (it is also linked in the top right-hand corner of the website under the section title, "Class Links").  

The Paragraph Patterns Portfolio will have 4 stages: 

1. Comparison & Contrast Paragraph (due: 19 September) 
2. Cause & Effect Paragraph (due: 26 September) 
3. Process Paragraph (due: 3 October)
4. Final Drafts (due: 10 October)

Writer's Help Assignment

At the same time, you will also need to be working on the nitty-gritty of our writing.  

• By September 24, you will need to complete 5 Writer's Help exercises (not including the one you did to register Writer's Help).  
• You will report this using this document (also linked in the top right-hand corner of the website under the section title, "Class Links").  

• "Jon, what exercises should we do?!" you might find yourself asking.  That is completely ok.  I have provided a great document here to work as an informal guide for you.  You can access the document here (it is also linked in the top right-hand corner of the website under the section title, "Class Links")

3. [10 minutes] Small Group Discussion
Turn to a neighbor or two and ask each other these questions--be prepared to report on what your answers to these questions are as well as what your groupmates' answers are:

• Do you consider yourself a “reader”? In other words, do you enjoy reading (in any language)? 
• If so, what types of things do you like to read? If not, why not? 
• Do you ever make notations or comments in the margins of things you read (for pleasure or for class)? 
• What kinds of things do you note or comment on, in particular? (E.g. main ideas, specific details, questions about vocabulary, comments on writer’s claims, etc.)

4. [15 minutes] Main Mini-Lecture

Let's talk about the difference between active reading and passive reading.  

• How would you define "active reading?"
• How would you define "passive reading?"
• Do you think they are very similar or very different?

Follow along on this PowerPoint. 

The links mentioned in the PowerPoint are on the Writer's Help homepage:

1. Annotated Text
2. Guidelines for Active Reading

5. [10 minutes] Reading Pre-reading

Before we leave for the weekend and start reading this article, we are going to prepare ourselves, practice active reading in class, and have a little bit of guidance as we learn to do this on our own over the weekend.  

Article: "Are the French Really Better Parents?"

Homework:

For Monday, actively read the article, "Are the French Really Better Parents?"  You will be expected to have read this and to know the main ideas and important details on Monday morning.  Pay close attention to the article, because we will be using this as the source text from which we will draw inspiration for our first paragraph in the portfolio.  

Attribution: Sections 3, 4, and 5 were all originally created by Jill Tschopp-Huang and have been adapted in greater or lesser degrees (with sections 3 and 5 being unchanged with modifications in 4). 

Day 7: Writing PIE Paragraphs

What do you think of this statement? 

Short List

1. Attendance
2. Group-Paragraph-Learning Activity
3. Intro to PIE-C mini-lecture

Homework: Complete the instructions in this document and upload it to your shared Google Drive folder (the one you are sharing with me).   

---

The Details
Schedule of events:

1. Attendance Check and Warm-up

2.  [10 minutes] Review of Monday's Material
Because I was at home sick on Monday, it would make the most sense for us to briefly review what you learned and talked about with Omid and to give you all opportunities to ask any questions you may have.  

• Unit 1 Overview

• Paragraphs

2. [20 minutes] Group Paragraph-Learning Activity
First, get in the small groups you were in on Friday following your birthdays:

• January - March = Group 1 (Front Left)

• April - June = Group 2 (Back Left)

• July - September = Group 3 (Back Right)

• October - December = Group 4 (Front Right)

Now, thinking back to Monday, what you learned in part 1, in your group, download this handout  to one of the computers in your group and try to identify the problems in the paragraph without looking at the handout from part 1! Don't be cheaters! 

3. [20 minutes] Intro to PIE-C Mini-Lecture
I don't lecture often, but sometimes, it is effective and useful to go through a few powerpoint slides.  This information is useful, and you will refer to this information in writing paragraphs for (1) the remainder of ESL 111, (2) all throughout ESL 112, and likely (3) throughout the rest of your time writing.  I don't just teach PIE-C because I have to; I teach PIE-C because I love it! 

Powerpoint to view

Attribution: This lesson was developed by Jin Kim, Jeff Arrigo, and Cassandra Rossado and has only been customized and adapted for my class and teaching style.  The overall lesson, the materials, and even many of the details are her creation.  


Homework:
For Friday, please download this document, and copy and paste one of the paragraphs from your diagnostic into it.  

Day 6: Intro to Body Paragraphs

Hi, y'all! Unfortunately, I am sick, but fortunately for you all, my friend and coworker Omid is willing to teach for me today! You are all in great hands!

Short List:

1. Attendance
2. Intro to Unit 1
3. Small Group Paragraph-Learning Activity
4. Paragraph Writing

---

The Details

Schedule of events:

1. [5 mintues] Attendance Check and Introduction of Substitute

Tell him who you are! What is your name and your alliterative adjective? Remember, I'm joyful Jon! 

2. [10 minutes] Overview of Unit 1

1. In this part, Omid will discuss the basics of what we are going to do during this unit: learn the basics of the paragraphs that make up our essays.  We are starting small with paragraphs before working on larger things like whole essays and analysis papers.  If you have specific questions, please save them until Wednesday when I am back to answer them.  

3. [20 minutes] Group Paragraph-Learning Activity

First, get in the small groups you were in on Friday following your birthdays:

• January - March = Group 1 (Front Left)
• April - June = Group 2 (Back Left)
• July - September = Group 3 (Back Right)
• October - December = Group 4 (Front Right)

Part 1: (5 minutes)

What do we know about paragraphs? 

Look at this handout as Omid leads the whole class in a couple of minutes of discussion about what makes up an English body paragraph.  

Part 2: (8-10 minutes in groups and 5-7 minutes of whole group discussion and review)

Now, using what you learned from Part 1, in your group, download this handout  to one of the computers in your group and try to identify the problems in the paragraph without looking at the handout from part 1! Don't be cheaters! 

After you have completed this, Omid will ask for your answers in a whole group discussion and will go through what is "correct."  

4. [10-15 minutes]

Using the Google Docs linked above (named "Group 1," "Group 2," and so on) rewrite the bad paragraph making it good!  As you do so, Omid will ask each group what exactly they think is wrong with the paragraph and why they think that.  Be prepared--Omid is a hard question-asker! :) 

Attribution: This lesson was developed by Cassandra Rosado and has only been customized and adapted for my class and teaching style.  The overall lesson, the materials, and even many of the details are her creation.  

Day 5: What is Plagiarism?

What is an interesting fact about you that other people may not know? Answer here!

Short List: 

1. Attendance 
2. Warm-up and Discussion 
3. Information Hunt 
4. Plagiarism G--- (it's hard for me to say it!... g... a... m... e...) 

Homework:

It's your lucky day!  

---

The Details
Schedule of events:

1. Attendance Check

2. [20 minutes] Warm-up and discussion

1. Before we "learn things" today, we are going to get in small groups and see what we already know about this very important topic.  
2. First, who has heard of plagiarism? 
3. If your birthday is from 
• January - March = Group 1 (Front Left)
• April - June = Group 2 (Back Left)
• July - September = Group 3 (Back Right)
• October - December = Group 4 (Front Right)
4. As a group, answer the following questions:
• What is your definition of plagiarism? 
• What definitions do you find if you look on the internet like Google and Writer's Help?
• Do you do anything to avoid plagiarism?  If yes, what are your strategies for avoiding it? 
• Is there a difference between forgetting to cite something (or not knowing how) and using another person's ideas without giving them credit? Are both plagiarism? 
• Who owns your ideas?  What if they've been influenced by outside sources like your parents, school, faith, or the media?  
• Do you think plagiarism is right or wrong?  If you think it is wrong, how do you think students who plagiarize in an academic setting (like the University of Illinois) should be punished?  Should the punishment always be the same or should it ever be different? 
5. After this small group time, we will come together as a whole group and discuss our findings and opinions. 

3. [10 minutes] Information Hunt
In preparation for the game, we are going to spend a few minutes looking up the "official answers" to some of these questions about plagiarism, according to the University of Illinois and general acceptable use in English writing.

1. First, using the links provided, answer the questions as a small group in this document.  
2. After we have done that, we will all do the next step together.  

4. [25-30 minutes] Plagiarism Game
We have all seen games on TV or played them with our friends and family that require answering questions correctly and quickly--we are going to do exactly that with this fun plagiarism game.  How well do you know the University guidelines and about the ins-and-outs of what is and is not considered plagiarism?

Attribution: This lesson was developed by Jill Tschopp-Huang and has only been customized and adapted for my class and teaching style.  The overall lesson, the materials, and even many of the details are her creation.  

Homework:
Have a great, fun, exciting, and relaxing weekend! :)

Day 4: Reflective Writing

Welcome back from the long weekend.  What was the highlight of your weekend?

Short List: 

1. Attendance
2. Warm-up
3. Writer's Help Check
4. Reflecting and Goal-Setting

Homework: 

• Email me (jpbair2@illinois.edu) describing:
• What you think are two strengths in your writing (based on what you see in your diagnostic)
• Two areas that you could improve (based on what you see in your diagnostic) 
• Your imagined "plan" for things we could incorporate into the class/your own time that would help you improve on those two areas in your writing
• Set two goals that you can measure and observe for your writing

---

The Details
Schedule of events:

1. Attendance Check

2. [10-15 minutes] Community Circle Activity
We are creating a community in this classroom.  I believe that students can only learn in an environment of safety, mutual respect, and collaboration.  In order to make this community, we need to be good neighbors.

• What do good neighbors do? 

3.  [5 minutes] Writer's Help Check

1. Reminders to get it
• On Jon's late work policy
2. Some features
• Contents vs. Index
• Exercise Help
• Scorecard
3. Grading
• Using this sheet. 

4. [25-30 minutes] Reflecting and Goal-Setting

1. Look at this picture: Link to the picture
• What is he doing? 
• What do you see in this picture?
• What do you think the man in this picture was probably thinking while doing this? 
2. Now, look at this picture: Link to picture 2
3. We aren't going to actually write a full reflection today, but I want you guys to look at this example reflection and identify 3 main parts of a reflection.  
• Part 1: _________________ 
• Part 2: _________________
• Part 3: _________________
4. After learning the basics about how to reflect, we are going to look at our diagnostic essays and my notes on them and practice some reflection.  You are encouraged to brainstorm and take notes, but you will not be permitted to take your diagnostic home yet.  You will be permitted to keep you diagnostic with my notes on Friday.  

Attribution: In section 4, "Reflecting and Goal-Setting" numbers 1-3 are borrowed and adapted from Eunice Nam's and Jenna Suk's original creation. 

Homework:
From both experience and my reading of the current research, one of the biggest, most important keys to learning is self-reflection.  The homework today, naturally, is to practice self-reflecting.  Good learners do this automatically without even having to think about its necessity, and all of us do it about something we are really passionate about learning.  Often, however, the parts of our studies that do not come to us as naturally or as passionately require more conscious intentionality.  With that in mind, we will begin our somewhat frequent reflecting in this class today.

Email me (jpbair2@illinois.edu) describing:

• What you think are two strengths in your writing (based on what you see in your diagnostic)
• Two areas that you could improve (based on what you see in your diagnostic) 
• Your imagined "plan" for things we could incorporate into the class/your own time that would help you improve on those two areas in your writing
• Set two goals that you can measure and observe for your writing

This email should be in my inbox by class time on Friday.  

If you have not yet registered Writer's Help and done at least one exercise, it will be counted late after class on Friday following the normal Late Work Policy.