High Intermediate Composition - Project 2 | EAP 1540, Study Guides, Projects, Research of English Language

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EAP 1540

High Intermediate

Composition

Title V Project (2002)

Irene Lindgren

Table of Contents

1. Abstract of project
2. Project checklist
3. Attachments:

A. Icebreakers

B. Collaborative Quiz on the Syllabus

C. Journal Topics

D. Essay Topics

F. Collaborative Essay

1. Procedure
2. How to write a five paragraph essay
3. Five paragraph essay outlines
4. Peer editing forms
5. Assessment
6. Bibliography

Instructional Technology will be incorporated in three ways. First, the new Atlas computer

system will be used to remind students of their assignment due dates. Secondly, each student will word-

process the three out-of-class essays, and one of these will be attached and sent by e-mail. Finally, each

student will be required to complete the “Choices” career development program in a computer lab.

The evaluation of this project will be assessed, first, by the resulting collaborative essay. A

written evaluation for each student will be completed by the instructor. An increase in retention, an

increase in the passing rate, and an improvement in the students’ writing will be the secondary benefits.

This is the plan.

Project Checklist

Pilot course: Name: Upper Intermediate Composition Section #: C302 ( will change with new Atlas system) (12019) Course #: EAP 1540

Comparison course: Name: Upper Intermediate Composition Section #: C Course #: EAP 1540

Abstract: Completed

Presentations: 1) Thursday, June 6, 2002 (Osceola)

2. TBA

Use of Instructional Technology: 1) Assignment reminders on Atlas

2. Word processing of out-of-class essays
3. Choices at the Career Center

Enhance Critical Thinking: Journal topics promote critical thinking (attachment)

Core competencies addressed: 1. Communicate c) Evaluate the effectiveness of your own and others’ communication

2. Think a) analyze data, ideas, patterns principles, perspectives b) employ the facts, formulas, procedures of the discipline
3. Act a) apply disciplinary knowledge, skills, and values to educational and career goals

Core competencies assessed: 1. Communicate-c assessed through peer evaluation of the essays

2. Think a and b assessed by essay organization and the development of the process of writing
3. Act-a assessed by the two required essays on educational and career goals

Developmental Advising/Lifemap: “Choices” career development program

Ice Breakers

1. Rationale: In order to put students in heterogeneous groups, it is important to know

something about each student.

As an ice-breaker, each student will ask the person closest to him/her the following: name, country,

language, high school graduation information (18 years old or non-traditional), and career goals. This will

be charted, and students will be assigned to a group.

The highest priority in group formation will be native language, as students are tempted to communicate in

their native language if all in the group are from the same language background.

2. Each student is given one sheet of paper and asked to describe his or her shoes. No name is to be

written on this paper. After 5 minutes, the papers are collected and redistributed. Each student takes turns

in reading the descriptions and guessing who wrote them. When the owner of the shoes is identified,

he/she gives his/her name and that is written on the shoe description and given to the instructor. This fun

activity assesses the students’ use of language and serves as a diagnostic in the course.

Collaborative Quiz on the Class Syllabus Names _________________

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1. Where is the instructor’s office? Building ______ Room # ______
2. When can the instructor be reached there? ______________________________
3. What is the instructor’s name? _____________________________
4. How does the instructor wish to be addresses? ________________________
5. What is the title of the required text book? ______________________________
6. What type of dictionary is required? ______________________________
7. What other supplies are required? ______________________________
8. How can the instructor be reached after hours? ________________________
9. Where is the classroom located? Building ______ Room # ______
10. At what time does the class begin? ______________________________
11. At what time are students considered tardy? ______________________________
12. What should a student do if s/he is going to be absent? __________________
13. Is a student allowed to make up a missed test? ________________________
14. Is a student penalized if his/her writing assignment is late? ____________
15. What will happen if a student has poor attendance? __________________
16. Where is the language lab located? Building ______ Room # ______
17. What are the minimum hours per week required for this course? ____________
18. What will happen if a student omits to work in the lab for the required amount of

time? ____________________________________

19. Are pagers and cell phones allowed in the classroom? __________________
20. If a cell phone rings while the class is in session, who will answer it? _________
21. Are hats allowed in the classroom? ________________________
22. Are students permitted to walk out of the classroom during class? _____________
23. If a student has a medical condition, what should s/he do? __________________

Journal Topics

( Designed to promote Critical Thinking Skills)

Author: Sandra S. Rothschild -University of Arizona http://[email protected] (adapted)

1. My Writing Skills: Present and Future (What is good? What do you have trouble

with? What do you hope to learn in this class?)

2. My Current Writing Process (What type of prewriting do you do? How do you

revise? What methods do you use in editing?)

3. My Transfer Errors (What type of errors do you make in English that are associated

with your native language?)

4. Intellectual Property: My L1 vs. English (Is it acceptable to plagiarize in you

country? What is considered acceptable? What is not considered acceptable? Why is this important to understand?)

5. My One-on-One Conference (What was clear? What was not clear? What do I have

to work on? )

6. My Reflection on the Peer Review Process (Was it helpful? How could it be

improved? Did I feel comfortable reviewing the writing of others?)

7. My Evolving Revision Process (How has this improved my writing? Do I see a

logical pattern emerging?)

8. My Evolving Editing Process ( Has my editing improved? What has been most

helpful? What errors do I have to concentrate on finding?)

9. My Reflections on My Journal Entries (Have these journal topics helped to clarify my

writing strategies?)

10. My Evolving Writing Skills (Where have I improved? What still needs work? How

do I plan to overcome any remaining difficulties)

Journal Topics

( Designed to promote Critical Thinking Skills)

Author: Sandra S. Rothschild -University of Arizona http://[email protected] (adapted)

11. My Writing Skills: Present and Future (What is good? What do you have trouble

with? What do you hope to learn in this class?)

12. My Current Writing Process (What type of prewriting do you do? How do you

revise? What methods do you use in editing?)

13. My Transfer Errors (What type of errors do you make in English that are associated

with your native language?)

14. Intellectual Property: My L1 vs. English (Is it acceptable to plagiarize in you

country? What is considered acceptable? What is not considered acceptable? Why is this important to understand?)

15. My One-on-One Conference (What was clear? What was not clear? What do I have

to work on? )

16. My Reflection on the Peer Review Process (Was it helpful? How could it be

improved? Did I feel comfortable reviewing the writing of others?)

17. My Evolving Revision Process (How has this improved my writing? Do I see a

logical pattern emerging?)

18. My Evolving Editing Process ( Has my editing improved? What has been most

helpful? What errors do I have to concentrate on finding?)

19. My Reflections on My Journal Entries (Have these journal topics helped to clarify my

writing strategies?)

20. My Evolving Writing Skills (Where have I improved? What still needs work? How

do I plan to overcome any remaining difficulties)

Collaborative Essay

Procedure

1. Introduce the students to the 5 paragraph essay, either with a hand-out or web site

http://webster.commnet/grammar/

2. Give students a topic, and as a group, narrow or limit the topic.
3. As a group, brainstorm.
4. Have students form pre-assigned groups, and hand out outline forms to one member of the

group.

5. Each student will discuss and select one paragraph.
6. The group will work on a subdivided thesis statement.
7. The group will work on wording the topic sentences of the body paragraphs.
8. The group will work on the rewording of the thesis statement for the concluding paragraph.
9. The group will brainstorm for reasons, examples, etc. to include in each body paragraph and

content for the introductory and final paragraphs.

10. Each student in the group will now outline his or her paragraph.
11. When each student is finished outlining, other members of the group will be encouraged to

give feedback as to the content of the outline.

12. Each student will write, revise, and edit his or her paragraph from his or her outline, for

homework.

13. During the next class meeting, each student will peer edit two of the five paragraphs in his or

her group and give feedback to the author of the edited paragraph.

14. Each student will then revise his or her paragraph according to the feedback given.
15. When all paragraphs have been peer edited and revised, the completed essay will be turned in

for evaluation.

16. Evaluation will consist of points for content and mechanics in each student’s paragraph, and

completeness and evaluation in each student’s peer editing.

How to Write a Five Paragraph Essay

1. Select a topic. Choose the one that gives you the most ideas.

2. Narrow or limit the topic.
3. Brainstorm , list, or cluster as many ideas as possible.
4. Now, begin your outline.
5. Choose the three best ideas, and write a three part thesis statement in the area provided under #1 of your outline.
6. Write or outline the introductory paragraph. It should engage the reader, provide a bridge to the thesis statement, and contain the three part thesis statement. See #1 of your outline.
7. Write or outline the concluding paragraph. It should provide a clear end to the essay, restate your thesis statement, and reinforce the supporting details. See # of your outline.
8. In the same order as presented in the thesis statement, write a topic sentence for each part of the thesis statement. Write them next to the # 2, #3, and #4 of your outline. These topic sentences will be the first sentences of each of the body paragraphs.
9. Note two or three specific details under each of the topic sentences.
10. You are now ready to draft your essay.
11. When the draft is ready, read the essay from top to bottom to check for a logical flow of information.
12. R evise the essay as necessary.
13. Edit the draft from bottom to top to check grammar and mechanics.
14. Rewrite the essay, and use the format requested by your instructor.

Name________________________

Date_________________________

EAP 1540 Group Essay - Body Paragraphs

Topic Sentence: ________________________________________________________

________________________________________________________

Reason 1: __________________________________________

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Specific example(s): __________________________________________

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Reason 2: _________________________________________

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Specific example(s): _________________________________________

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Reason 3: _________________________________________

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Specific example(s): _________________________________________

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Concluding/transitional sentence: ______________________________

___________________________________________

N.B. All body paragraphs should have at lease two reasons and one example of each.

Name___________________

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Date____________________

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EAP 1540 Group Essay - Concluding Paragraph

Peer Editing Peer Editor__________________ __

Writer_________________ Date______________ ___________

Introduction:

Format:

1. Did the writer indent the first line of the paragraph? ________________
2. Did the writer skip lines between each line of text? ________________
3. Did the writer use blue or black ink? ________________

Revision:

1. What is the thesis statement? _____________________________________

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2. Is it subdivided? _____________________________________
3. Do all the sentences relate to the topic? ________________________
4. Please write any sentence not on topic. ______________________________

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6. Do the introductory statements engage the reader? ________________________
7. Does the paragraph flow? ______________________________
8. Can you tell what the essay is going to discuss? _______________________
9. Can you understand the meaning of all the sentences? _________________
10. If you wrote “no” for number 8, write the unclear sentences here._____________

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Editing:

1. If any sentence does not have a verb, write it here and add a verb._______________

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2. If any verb does not have a subject, write it here and add a subject. ______________

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3. Write down any words that are misspelled. _________________________________

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1. Does every sentence begin with a capital letter and end with a period or question mark?

Write any of these error here. _________________________________

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5. Are there any other grammatical errors? ________
6. List any errors here.______________________________________________________

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General: