1. ACADEMIC WRITING I March 28, 2014

2. IR Students: IMPORTANT!!!! Today is Résumé Day for IR students. You must submit a résumé to Prof. Hanley by this afternoon. If you do not submit your résumé, trouble awaits you.

3. Today - Continue the Writing Process - Peer feedback for Assignment 1

4. 3. Writing JUST WRITE. The first draft is sometimes called the “sloppy copy”. Do not worry about grammar, word choice, spelling mistakes, or anything else. Just turn your outline into paragraph form.

5. Outline T.S. Supporting point Concl. Supporting details

7. 4. Polishing a. Revising Goal: Check & improve content and organization i.e.,) coherence, logic, explanations & evidence.

8. 4. Polishing a. Revising During this process, do not try to correct grammar, sentence structure, or punctuation. The focus is on content and organization.

9. 4. Polishing a. Revising - Read over the paragraph (essay) carefully. Get a general overview. - Check for a proper topic sentence. - Make sure your paragraph supports the topic sentence. - Check for logic and coherence. - Remove any off-topic/irrelevant sentences. - Check for sufficient explanation and evidence. - Check for an appropriate concluding sentence.

10. 4. Polishing a. Revising Italy is a country in Europe. One reason Italy is a great place to live is its food. France has a wide variety of foods, many of which are famous worldwide. France, another European country, also has excellent food. In addition, Italy is a beautiful country, with many interesting places to visit.

11. 4. Polishing a. Revising Italy is a country in Europe (not a topic sentence). One reason Italy is a great place to live is its food (why?!). Italy has a wide variety of foods, many of which are famous worldwide (example?). France, another European country, also has excellent food (what the hell?). In addition, Italy is a beautiful country, with many interesting places to visit (so what?!). (Conclusion?)

12. 4. Polishing a. Revising Italy, one of Europe’s most well-known countries, is an excellent place to live.(proper topic sentence). One reason Italy is a great place to live is its food. Food is often considered to be one of the most important elements of choosing a place to live (explanation). Italy has a wide variety of foods, many of which are famous worldwide. For example, pasta, a staple Italian food, is one of the world’s most popular menu items.(example). (France is no longer mentioned) In addition, to food, the surroundings and atmosphere of a country have a strong influence on its livability. Italy is beautiful, picturesque country, with many interesting places to visit. World famous sites, such as the Coliseum, and vacation spots, such as Tuscany add to Italy’s already natural allure (example). In sum, Italy, with its variety of foods and interesting places is a great place to call home (conclusion).

13. 4. Polishing a. Revising

14. 4. Polishing After revising, write a second draft using your corrections.

15. 4. Polishing b. Editing (proofreading)

16. 4. Polishing b. Editing - Check each sentence for completeness. - Check mechanics (spelling, punctuation, capitalization). - Check for mistakes such as noun-verb agreement, verb tense, noun plurals, articles, etc. - Check for incorrectly used words. - Check for contractions. - Check for use of personal pronouns (i.e., “I”, “we”).

17. 4. Polishing b. Editing - Check each sentence for completeness. i.e., Since he came to Daegu. Because it is important. Dependent clauses (must be connected to a “complete thought”) - independent clause

18. 4. Polishing b. Editing - Check each sentence for completeness. Since he came to Daegu, Tony has lost 10 kg. He exercises everyday because it is important.

19. 4. Polishing b. Editing Check mechanics (spelling, punctuation, capitalization). - These kinds of mistakes make you appear lazy. - This is the worst way to lose grades.

20. 4. Polishing b. Editing people often say the food in england is knot very good. Howevr, it is improving know.

21. 4. Polishing b. Editing Check for mistakes such as noun-verb agreement, verb tense, noun plurals, articles, etc. - This requires careful reading. - It is often helpful to record yourself reading your work, so you can hear mistakes you don’t see.

22. 4. Polishing Check for mistakes such as noun-verb agreement, verb tense, noun plurals, articles, etc. - The people in the lobby has packages to deliver. - Yesterday, several people from the safety committee go to the accident site. - Two ship collided, which caused an oil spill. - The Madagascar is island in Indian Ocean.

23. 4. Polishing - The people in the lobby has packages to deliver.  The people in the lobby have packages to deliver. - Yesterday, several people from the safety committee go to the accident site.  Yesterday, several people from the safety committee went to the accident site. - Two ship collided, which caused an oil spill.  Two ships collided, which caused an oil spill. - The Madagascar is island in Indian Ocean.  Madagascar is an island in the Indian Ocean.

24. 4. Polishing Check for mistakes such as noun-verb agreement, verb tense, noun plurals, articles, etc. NOTE: Be careful of “to be” verbs - They was go to Everland.  They went to Everland. - Tony and Andrew are meet for lunch every Saturday.  Tony and Andrew meet for lunch every Saturday.

25. 4. Polishing b. Editing Check for incorrectly used words. - Everyone was present accept Tom. except - Mark is successful in negotiations because people believe him. trust

26. 4. Polishing b. Editing Check for contractions. Check for use of personal pronouns (i.e., “I”, “we”). - Do not use “don’t” (or “can’t”, “shouldn’t”, etc.) - Avoid: “I”, “you”, “we”, “our”. NOTE: This is especially important if you are writing about Korea (or your native country).

28. Finally… Re-write using your editing notes. This may be your final draft… …but it is always good to get a second opinion.

31. Peer feedback Friends helping friends Photo credit: azialurvue.blogspot.comazialurvue.blogspot.com

32. Peer feedback A few tips: 1. Understand that your feedback has real value. 2. Do not focus only on the negative. - If you like something, communicate this to your partner.

33. Peer feedback A few tips: 3. Do not only say, “I don’t like this.” or, “This is a problem.” explain your feedback. 4. Do not use overly critical language (i.e., “This sucks”). - Instead, ask “Why did you explain this concept like this?” or, “I can’t quite understand this section. Could you explain it to me?”

34. Peer feedback A few tips: 5. Close the feedback with a positive comment.

36. Assignment 1 p. 14: Write two paragraphs: Paragraph 1: Describe an advertisement that you are familiar with. Paragraph 2: Explain whether or not you think it is an effective advertisement. - You must use at lease 4 vocabulary items from Unit 1 in this assignment.

37. Assignment 1 Deadlines: First draft: Friday March 28 (bring to class) Second Draft: Monday March 31 (email to me by 11:59 pm). Final draft: Thursday April 3 (email to me by 11:59 pm) E-mail to: kachomework@gmail.comkachomework@gmail.com Subject: AW1 assign 1 File name: NAME_AW1 assign1

38. Homework Before next class: - Do Reading 1 and Reading 2 (and vocabulary exercises) for Unit 2.

39. Skimming: Idea #1: Students read the headline and the first sentence of each paragraph of an article. They then pair up to discuss the guessed-at topic of the article. Idea #2: Students read the first paragraph and the last paragraph of the article. They then work in pairs to discuss the guessed-at contents of the piece. Idea #3: Students have two minutes to read the article. Of course, they won't be able to complete the piece, especially if they try to read each word. After two minutes, students get into pairs to discuss the contents of the piece. Additional points may also be discussed, such as overall tone (humorous, serious, persuasive), whether the writer supports or opposes the main idea, Scanning: Idea #1: Several content-specific questions are written on the board before students receive the article. Students read through the text and answer the questions. Idea #2: Key vocabulary words are written on the board before students receive the article. Students read through the text and circle the words, then read the sentence for each word for context. Idea #3: You read aloud the beginning of a sentence. Students must go through the article, find the sentence, and read it aloud. With any of the above skimming and scanning ideas, make sure to let students return to the piece after their discussion. Allot several minutes to skim and/or scan through the information once more to confirm the ideas exchanged with a partner. Students should then pair up, correct any information previously exchanged, and add to the discussion. When you then assign students to take a more detailed look at the article, they will be better prepared to do so.