Assignment 1 MaterialsHow to use these materialsWhile the lesson plans explain how to implement activities, the materials are conceptualized as anything that you would project on a screen or print as a handout for students. There is one materials document for each major assignment, and each document is divided by week (Note: for TR lesson plans, some activities may appear in a previous or subsequent week due to the necessary shifting for a TR schedule). You will see links in some places to online materials, including online genre examples and Google Slides presentations. These materials are easiest to navigate via the Navigation pane, found by clicking on View -> Navigation Pane. You will also see that you will have several options for some activities in these materials so that you may choose the one that best suits your teaching style.

Week 1Student Introductions & IcebreakersChoose one of the introduction activities below, or use another that allows students to make connections with each other while encouraging participation and community.

Option 1: In this activity, students pair up and interview each other; then they introduce each other to the rest of the class. Here are instructions, which you might put on an overhead:

Introductions

Pair up with someone near you who you do not know. Take a few minutes to find out interesting things about your partner—you can ask the typical questions (name, major, hometown, etc.) but also try to find out something unusual, unique, funny, and/or amazing.

In a few minutes, I’ll ask you to introduce your partner to the class, so be sure to jot down notes.

Option 2: This activity is a version of option 1, but it helps add a bit of fun and humor and ensures that students have something unique or interesting to share with the class.

IntroductionsFor this activity you will interview one of your classmates then introduce him/her to the class. Find out the following about your partner:

Your partner’s name Your partner’s year in school (first, second, etc.) Your partner’s hometown Your partner’s major

And then, choose ONE of the following questions for your partner to answer:

If you could have an endless supply of any food, what would you get and why? What is one goal you’d like to accomplish during your lifetime? When you were little, who was your favorite cartoon character and why? What is the most embarrassing CD you own? If you could visit any place in the world, where would you choose to go and why? What’s the weirdest thing you’ve ever eaten? Tell us about a unique or quirky habit of yours. If you had to describe yourself using three words, they would be…

Option 3: In this activity, students introduce themselves with the usual name, hometown, and academic interest information, but they also offer the class one true statement and one untrue, and the class has to try to identify

which is which. Was this girl really born in a submarine, or did she just date Lance Armstrong’s nephew? Let the fun begin!

Closely Reading an Image: Option 1

After looking closely at the image above, think about these three questions:

What is going on in this picture? What do you see that makes you say that? What more can you find?

Updated: April 1, 2016

This week’s image comes from the Jan. 27, 2016 “Pictures of the Day” slide show on the Lens blog. The original caption reads:

A Greek man grabbed a bag of tangerines as farmers handed out free produce in Athens to protest government plans to overhaul the pension system.

You can more about the protests on Reuters.

How does reading the caption and learning its back story (i.e. CONTEXT) help you see the image differently?

Closely Reading an Image: Option 2

After looking closely at the image above, think about these three questions:

What is going on in this picture? What do you see that makes you say that? What more can you find?

Updated: April 8, 2016

This week’s image comes from the March 25, 2016 “The Week in Pictures” slide show on the Lens blog. The original caption reads:

Heiner Goebbels’s staging of Louis Andriessen’s “De Materie” arrived in the vast Drill Hall of the Park Avenue Armory on Tuesday, with dozens of sheep from the Pennsylvania countryside that are among the cast.

In “A New Breed of Opera Diva: Sheep,” Michael Cooper reveals more about the animal stars of the opera:

The unlikeliest stars of New York’s spring opera season were raised humbly in rural Pennsylvania on pop and country-western music, but they are already showing prima donna tendencies. Not only did a whole new dressing room have to be built for them backstage, but it also had to be soundproofed and kept fully stocked with their favorite snacks: grain and a hay mixture of timothy, orchard grass and red clover.

The scene-stealers in question are the 100 sheep that appear in an eerie, endearing section near the end of Heiner Goebbels’s dreamlike staging of Louis Andriessen’s “De Materie,” a Dutch avant-garde work from 1988 being performed in the cavernous Drill Hall at the Park Avenue Armory through Wednesday.

…

How does reading the caption and learning its back story (i.e. CONTEXT) help you see the image differently?

The Conversation ModelWriting as Conversation

WTL (Write-to-Learn): Bittman & Introduction to Course ThemeWTL (Write-to-Learn)

Directions: Write for 10 minutes on the following questions. You may use the same paper as the activity earlier to read an image.

1. What are some of the complex connections between food and other contexts (politics, economics, etc.)? Be sure to describe specific ways that food affects those contexts.

2. Rachel V. Vernon, a CSU alumni, writes, “As a person of Yaqui and Mescalero Apache descent, I have a long history of personal engagement with Native people within the context of community…What my research found was that food cannot be disentangled from people and relationship;…food is the sinew that holds communities together. Food helps build cultural knowledge and practice, satisfies health holistically by satisfying emotional and physical needs, and brings people together through the act of producing, consuming, and distributing foods.”

a. Take a moment to consider how food has affected your life in one of the ways that Vernon points out (e.g. Do you have a food that you eat as part of a tradition or a holiday? Do you have a food that you eat to satisfy an emotional need, like a comfort food?).

b. Then, write about how that food shapes and impacts that part of your life. Do others partake in preparing and/or eating that food? Is it something you share with others? Is it something you enjoy alone?

LISTEN TO THE CONVERSATION:

understand WHAT is being said

EXPAND THE CONVERSATION: apply

critical reading strategies, understand the rhetorical

situation of the communication, search for

points of controversy, disagreement, uncertainty, etc...try to find an "in" into

the conversation

JOIN THE CONVERSATION: offer a new contribution to the conversation that

builds upon what has already been shared

WTL – Nellum & HarmonWTL

1. Who is Nellum’s audience in “Fighting Food Insecurity on Campus,” and what suggestions does he provide to help alleviate the problem?

2. How is golden rice different from other GMOs?

Sharing Annotations Directions

Sharing Annotations

Directions: Work with a partner and discuss the following questions about your annotations for the two assigned articles:

How did you decide when to annotate in the margin?

Where did you ask a question? Give a reaction?

What would you include as the thesis and key points in a summary?

3-Pass Reading

3-Pass Reading

First Pass

Read all the way through for comprehension – your purpose is to understand the thesis and key points of the text.

Second Pass

Read to understand the perspective/context of the authoro E.g. institutional association, roles, apparent values and beliefs, perspective, bias, etc.

Third Pass

Read to analyze the construction of the text (evidence selected, organization, tone, register, etc.) AND how these observable elements of the writing reflect the combination of main point (first pass) and context (second pass).

Week 2

The Rhetorical Triangle

Purpose

Rhetorically Analyzing Cereal Boxes Handout Analyzing Cereal Boxes with the Rhetorical Situation

In composition, we use the word “rhetoric” in a wide sense. In this class the definition of rhetoric will be using language (or other communication strategies) to achieve a purpose with an audience.

Directions: In your groups, fill out the grid below for the cereal box assigned to your group.

Rhetorical Feature Cereal box element(s) that I analyzed for that rhetorical feature

What is the genre?

Cereal box

The text on the front of the box that provides the name of the cereal.

Who is/are the audience(s)?

Who is the author?

What is/are the purpose(s)? How is the purpose achieved?

What is the context?

How effectively does the cereal box achieve its purpose with its intended audience(s)? Explain.

Blank Key Point Summary OutlineSummary Outline:

I. Publication Infoa. Author: b. Article Title: c. Publication: d. Date of pub:

II. Main Point/Thesis/Argument/Claima.

III. Key Pointsa. 1st Key Point (KP1)

1. Evidence for KP1

b. 2nd Key Point (KP2)1. Evidence 1 for KP2

Key Point Summary Outline – Bittman et al.Summary Outline:

IV. Publication Infoo Author: Bittman, Pollan, Salvador, De Schuttera) Article Title: “A National Food Policy for the 21st Century”b) Publication: Mediumc) Date of pub: October 2015

V. Main Point, aka Thesis, Argument, or Claima. The US government needs to make a National Food policy to address the growing problems in

health, economics equality, and the environment. VI. Key Points

a. The current policies are outdated and creating problemsi. Dependence on fossil fuels

ii. “Cheap calories” leads to unhealthy Americansiii. Not sustainable

b. Changes in productioni. Move toward “quality of diets over quantity of calories”

ii. Use sustainable practices like solar energy and old farming techniquesiii. Avoid using antibiotics

c. Changes in distributioni. Support current anti-trust laws to promote competition

ii. Provide incentives for farmers and sellers to grow and provide healthy foodsd. Changes in delivery

i. Educate on healthy foods and create gardens in schoolsii. Increase use of food labels

e. Government needs to cooperate more within departmentsi. USDA needs to avoid conflicting interests and focus more on well-being of citizens

Reading a Text Rhetorically Activity DirectionsReading a Text Rhetorically

Directions: In your groups, review your annotations from 3-Pass Reading to answer the following questions about Bittman et al.’s text:

1. Who is the audience for this text? 2. What affiliations might the author have? (institutional association, roles, apparent values and perspective,

bias, etc.)3. **To answer each of these questions, consider the following features to help you determine that audience &

author affiliations. Where are examples of these features, or how would you describe them?a. Publicationb. Claimc. Toned. Evidencee. Language/word choicef. References/allusions

Rhetorical Analysis#1: Commercial or Movie Trailer

Rhetorical Analysis#1: Commercial or Movie Trailer Due Date: Wednesday, September 6th

Purpose: The purpose of this assignment is to rhetorically analyze a commercial or movie trailer of your choice by considering several rhetorical choices the authors made as they worked to appeal to their audience and achieve their purpose. Focus your ideas by discussing several (2-3) key rhetorical choices that helped the text achieve its purpose with its audience. Development for Audience:The audience for this essay will be yourself, your classmates, and your instructor (an academic audience). To achieve your purpose with your audience and develop your ideas, consider the following:

What is the commercial or movie trailer for? Who is the audience? What is the purpose and what is the claim?

How did the authors work to appeal to their audience? To answer this question, you’ll need to analyze a few (2-3) rhetorical choices that the

authors made to appeal to their audience and why you believe these choices helped them be persuasive.

Here are a few suggested rhetorical elements that you can analyze:o Logos appeals (How do they logically appeal to their audience?)o Ethos appeals (How do they build their credibility as a company, brand, or product?)o Pathos appeals (How do they appeal to the audience’s emotions?)o Counterargument(s)o Use of evidenceo Organizationo Styleo Toneo Visuals (color, images, headings, etc.)o Sounds (sound effects, music, etc.)

o For each rhetorical element you discuss, you’ll need to offer specific evidence from the commercial or movie trailer to support your ideas, as well as thorough development in which you explain how these choices helped the authors to effectively achieve their purpose with the intended audience.

Genre and Organization:Your genre is a 250 word Rhetorical Analysis Essay. As with all assignments, you may go 10% over the maximum word count before receiving a penalty on your grade. Organize your ideas in your essay in a way that allows the reader to easily understand your analysis. Style and Conventions: Your tone and “voice” should be appropriate for your subject matter, audience, and the academic context in which you’re writing. Your text should be grammatically correct and written in Standard English. Additionally:

Your paper should be typed and double-spaced, using Times New Roman, 12 pt font Have your last name and page number in the upper right-hand corner of each page Have one-inch margins Include a formal MLA heading consisting of your name, my name, the course and the due

date for the assignment.

Rhetorical Analysis Example: Strong Cars 3 Trailer

The trailer I will analyze is Cars 3 for my rhetorical analysis. The audience for this trailer is the youth. The purpose of the Cars 3 trailer is to persuade the audience to watch their movie. The author uses many techniques in order to appeal to the audience like, ethos, pathos, and visuals. In the trailer the author uses credibility because the movie comes from two big movie companies and the producers have made other appreciated movies. In the trailer they write “ From the creators of Finding Dory and Inside Out” and and that it come from Pixar and Disney. That alone is enough to build up a really strong reputation for this movie. Most of the youth has seen one of the movies they listed and if they enjoyed it then they will be persuaded to watch Cars 3. In the trailer they also use pathos in order to appeal to the audience. Cars 3 makes the person watching feel sorrowful, because this might be the main character’s last race. This movie series has been followed by many young people and now that it might be the last they will have a greater attraction for it. Another emotion they bring out of the viewer is laughter. They make some jokes in the commercial so they can have people urging for a joke while watching this movie. Lastly Cars 3 uses visuals to pull the audience in. This movie is first of all 3D, and also has amazing artwork to go along with it. In the trailer are huge silver letters, that spell short phrases so the youth is able to read it.

Rhetorical Analysis Example: MidThe movie trailer that I decided to analyse was Mulan. Throughout this trailer they advocate the movie by showing the brief side of Mulan's story. They show parts of her life that were eventful yet emotional. They showed how disgraceful it was for her to be disguised as a man and join army. Then, they ended it with her crying and her father holding her face telling her that he is very proud. This shows pathos because it allows the viewer to sympathize with Mulan after she felt that she had let down her father. Mulan then shows emotion that most people can relate to which is the acceptance of her father. This also can be tied down with tone. The way her father said he was proud was soft and comforting. By using these two rhetorical elements, they add emotion that persuades the viewer to connect with the emotions that Mulan was feeling in that moment. This also helped enforce the fact that many people thought her actions were wrong. As the emperor narrates it is soft and sweet while the video is very harsh and gloomy. The emperor described her hardships that caused her to honor China. This trailer relates mainly to women and parents to show women empowerment, it does not always have to be a man that saves the world or a place. Women are just as equal as men.

Rhetorical Analysis Example: Low

Travel Guide

Galaxy s8. In this video the narrator takes us around the world just to show us the new features the galaxy has to offer. In this video the narrator is persuading those who are galaxy users to upgrade or to those different phone users to switch phones.

To start of the narrator tells us to pick a destination. He shows us that the new phone can buy you a boarding pass online. From there he starts talking about how one can get around the city. In the video you can see that the phone is sideways and you can be using two apps at the same time. One can adjust the apps to see less or to show more. When the girl in the video is already in the city, the narrator says she will needs a tour guide. From there the video shows the screen on where she can go to next. The narrator also says to not forget a camera, but that the galaxy’s camera will work as good as a camera. It also shows that the camera can read in Spanish, possibly any other language. Also that the camera can tell you where you are exactly.

The author uses logos. He uses logos because he tells us what the new phone can offer and he also shows it in the video. In the tone the narrator is telling is that he is shocked in the beginning of what the phone has to offer. Throughout the video he is not shocked anymore because he is saying what doesn’t the galaxy have now?

As you can see these are some new features the galaxy s8 has and people might find it very persuasive to buy the new phone.

Quoting and Paraphrasing Notes

Paraphrasing and Quoting in Summaries

Quoting Directly

Quoting directly means taking a specific statement or passage made directly by an author and including it, word for word, in your work. The words you quote are original to the author you are quoting and are not taken from any other source.

You may NOT rephrase the statement or passage; simply copy it into your document exactly as you found it, punctuating it with quotation marks.

Pick quotes that are memorable either because of the author’s word choice or tone. Do NOT quote because you are unsure of what a sentence means.

Paraphrasing Source Material

Paraphrasing restates ideas and information found in source material. It requires that you fully understand the contents of the passage enough to explain or reiterate them in your own words while retaining the meaning intended by its original author.

Author Tags :

o Whether you are quoting or paraphrasing, it is always important to be abundantly clear as to whose ideas you are representing.

o Any time you’re borrowing someone else’s ideas, you need an author tag before the quote (Author name + Verb) and a parenthetical citation after the quote (page#).

Edmundson states , “To get an education, you’re probably going to have to fight against the institution that you find yourself in—no matter how prestigious it may be ” (18).

Edmundson believes that attaining a worthy education comes from the individual’s tenacity rather than the brick and mortar building at which they attend classes (18).

In a summary, author tags can get repetitive! Some ideas for adding variety … The author then points out … He cites a study in which …

In a summary, use author tags:

o Any time you’re using/reporting the author’s ideas, whether it’s a quote or a paraphrase.

Quoting and Paraphrasing Handout Quoting and Paraphrasing

Guidelines for Selecting a Quotation:

Are the author’s words so moving or so clever that to put them in my own words would lessen their impact?

Are the author’s words so precise that to put them in my own words would change their meaning? Are the author’s words so concise that I would need twice as many words to paraphrase the passage?1

If your answer is NO to all three questions, you should paraphrase!

Paraphrasing shows that we have listened to the conversation and can put it into our own words. In summary, you should paraphrase when it’s the idea, not the tone or exact wording, that you’re trying to get across.

1. Make sure that you use your own words to explain what the author is saying (e.g. use synonyms).2. Try to change the structure of the sentence so that it is different from the original (e.g. switch from

active to passive voice).3. Remember to keep the meaning the same as the original text.4. Keep the tone of the writing the same (e.g. do not make the writer sound angry if he does not sound

angry in the original).5. Attribute the information to the original author by using an author tag (e.g. Edmundson argues).6. Include the page number in parentheses after the paraphrased text (If there’s a page number; some

electronic sources may not).

Example

Original Text: “If you want to get a real education in America you’re going to have to fight […] To get an education, you’re probably going to have to fight against the institution that you find yourself in – no matter how prestigious it may be” (Edmundson, “Who Are You and What Are You Doing Here?”, pg. 18).

Plagiarized paraphrase: Edmundson believes that if you want a real education, you have to work hard.Inaccurate paraphrase: Edmundson believes that institutions put up a fight against their students because they don’t value their students’ education (18).Better paraphrase: Edmundson believes that attaining a worthy education comes from the individual’s tenacity rather than the brick and mortar building at which they attend classes (18).

Practice

Directions: Paraphrase the following sentence in the space below.

Original: “Concern springs from a number of things: steep rises in fees, increases in the levels of debt of both students and universities, and the declining quality of graduates” (The Economist, “Higher Education: Not What It Used to Be”).

Paraphrase: ____________________________________________________________________________

Now, see if you succeeded in making your paraphrase different in words and structure.

1 These ideas are taken from Spack (2007). Guidelines: A Cross Cultural Reading/Writing Text. (3rd Ed). New York, NY: Cambridge.

1. Draw a rectangle around any words that are the same in the original text and your paraphrase.2. Circle synonyms that you used in your paraphrasing and the original.3. Underline phrases/ideas that you changed in order. For example, if you moved the idea about “quality

of graduates” to the beginning of your paraphrase, underline this idea.

Look at what you’ve marked.

How many words have a rectangle? If there are more than two, you probably need to work on using synonyms. Specific words like “graduate” can stay the same because this is a specific title, but there are many other ways to say “university,” so this word should change.

Did you underline anything? If not, see if you can move around the order of ideas.

TIPS: How to Paraphrase Without Plagiarizing

One useful technique is to read the passage carefully several times to identify its main points; then set it aside. Try re-writing the main points in your own words without looking at the original. In other words, explain it to yourself.

When finished, set the draft aside and move on with the rest of your writing, or to some other activity. Turning your attention to something else puts distance between yourself and the original passage, it clears your head so to speak.

When you return to it, you will have a fresh perspective. Your recollection of the exact words being paraphrased will have faded to some degree and it will be easier to focus on your own language choices and sentence structure.

Week 3Workshop Expectations

Workshop Expectations

(Adapted from Richard Straub’s “Responding – Really Responding – to Other Students’ Writing”)

1) How to See Yourself

As a responder, not an evaluator As a “friendly reader” Straub says, “Point to problems and areas for improvement but do so in a

constructive way. See what you can do to push her to do even more than she’s done and stretch herself as a writer.”

2) What Are Your Goals?

The task is simple, says Straub… “You’re there to play back to the writer how you read the paper; what you got from it; what you found interesting; where you were confused; where you wanted more. With this done, you can go on to point out problems, ask questions, offer advice, and wonder out loud with the writer about her ideas.”

3) How to Get Started

Review the assignment and the criteria (i.e. the rubric) Consider “the writer’s interests and aims” What are the rhetorical features and concepts we’ve been discussing

throughout class? What “stage of drafting” is the piece in?

4) Comments: The What, the Where, & the How

What to address in your comments: “Try to focus your comments on a couple areas of writing,” says Straub. In other words, use the hierarchy of rhetorical concerns to determine what is most pressing to address and address one or two of the most crucial areas.

Where to put comments: Writing margin comments as well as endnotes and connecting the two can be extremely helpful for the writer. Since multiple people may be marking on the same draft, you might jot your name down in parenthesis next to your comment.

How to sound: “Sound like you normally sound when you’re speaking to a friend or acquaintance,” Straub says. “Not like a teacher. Not like a judge.”

How much to comment: Instead of making brief statements, Straub says, explain what you mean and explain why you’re saying what you’re saying. Don’t be “short and sweet;” Straub says. “Be specific!”

5) Presenting Comments

Effective SummariesRhetorical Summary Writing

A general academic summary’s purpose is: To offer a condensed and objective account of the main ideas and features of a text; to demonstrate your accurate comprehension of a text. The audience is academic, and so they’ll have certain expectations of an effective summary.

What are some components of a “good” rhetorical summary?

Publication information Includes thesis and key points that support that thesis. Includes the rhetorical features of the text

o Be sure to be specific about who the audience is and what feature of the text you analyzed to determine that audience.

Key points should be broad so that you don’t get weighed down in detail 100% objective (no opinions or reactions) Some quotes/snippets for unique phrases Good paraphrases Attribution

A1 Sample – StrongAmy Harmon’s article, “Golden Rice: Lifesaver?”(New York Times 2013) introduces the controversial

argument over the GMO of golden rice being positive or negative toward society. Given Harmon’s publication

site on The New York Times and inclusion of multiple perspectives, Harmon is writing to consumers around the

world, to Americans, and indecisive countries questioning GMOs (i.e the Philippines) .The purpose of Golden

Rice is to provide vitamin A to people in developing countries. In spite of its benefits, many people believe it

has “..unforeseen risks” (Harmon 191). Harmon’s purpose is to help alleviate some of the misunderstandings

that come with the introduction of Golden Rice. He acknowledges the lack of trust that comes with GMOs due

to the many corporations who tend to take advantage of these kinds of products to benefit themselves. However,

Harmon mentions that Golden Rice is not a part of a company and is instead being “...developed by a nonprofit

group”(Harmon 192). He explains that golden rice, in this circumstance, is a unique type of GMO, involving

many health benefits and more rice availability to consumers dealing with poverty. The author repetitively

emphasizes that this GMO could potentially save many lives and includes a variety of opinions from different

intellectuals, such as Purugganan, Fedoroff, etc.

A1 Sample – Mid

In the broadcast of NPR (National Public Radio) on July 7, 2010, the host Michel Martin

introduces two guest speakers Arturo Rodriguez (United Farm Workers President) and Gabriel

Thompson (author and have experienced in the fields) to discuss the “‘Take My Job!' Campaign

Markets Agricultural Labor,” in which these speakers inform Americans and politicians about

the issue of Americans accusing undocumented workers of “stealing” jobs. They argue that due

to these jobs having low income, Americans refuse to take the position; therefore, not because

it’s unavailable. Additionally, Rodriguez and Thompson also elaborate that because of the severe

working conditions, Americans are more hesitant to work; on the other hand, most

undocumented workers take the job to pursue their American Dream. Furthermore, the guest

speaker Arturo Rodriguez, declares a theory in which he wants to test through the website

called “takeourjobs.org” to assess how many Americans are willing to apply for jobs that receive

little recognition for their hard work. (161 words)

A1 Sample – Mid/Low

In an interview broadcasted on NPR.org, Michael Martin host of the radio’s segment “Tell Me More”

introduces us to two men, to give insight on the issue of immigrant workers on farms. Rodriguez, as Martin

introduces him, is President of United Farm Workers and has started the “Take my Job!” campaign where

unemployed Americans are offered jobs in the fields. Rodriguez explains the campaign was created to give

insight on undocumented workers stealing American jobs. As Thompson (author) can attest it is a job not many

couldn’t do. Thompson worked in the fields for Dole and as recalls that time he uses the term I “survived” to

describe his experience. Thompson also explains how in Yuma, Arizona the unemployment rate is high despite

the fact that the Dole farm has plenty of jobs to give out. It is also made clear that Dole hires guest workers

because there aren’t enough people who work on farms.

(155 words)

Workshop Guide – Assignment #1Writer’s Name: _______________________ Reviewer #1:__________________ Reviewer #2:________________

CO 150 Peer Review Workshop for Rhetorical Summary Portfolio

Read your peer’s summary portfolio and consider the questions below. Write your ideas on the summaries (not on this sheet). Please make sure that you are respectful and your comments are as helpful as you can make them. Remember to provide a range of praise, questions, and suggestions.

1. Does the writer introduce the title of the article (in “quotations”), the author’s first and last name, the

date it was written, and where it was published (in italics)?

a. Is this formatted correctly? Make any necessary comments about how the writer could improve

this information.

2. Does the writer include the rest of the rhetorical situation: genre, purpose, and audience?

a. Is it clear HOW the writer has determined the audience based on the features of the text

and/or its publication?

3. Does the writer introduce the thesis of the article? Is the thesis accurate, complete, and clearly

stated?

a. If you see any ways this could be improved, write some comments.

4. Does this introductory section flow well? Can you make any suggestions about how this could be

better organized?

5. Does the writer describe all of the key points?

a. If the writer has missed some points, please advise them to look for other points.

6. Are the key points accurate?

a. If you think some sections could be improved, indicate this.

7. Do you notice any problems with paraphrasing?

a. Check the reading and underline any issues that you see.

8. Do you see any details that you think are extra and should not be included? Mark these.

9. Do you see any words or phrases that could be interpreted as opinion? Make a note of these.

10. Does the writer use frequent and varied author tags? How could these be improved?

11. How is the summary organized? Does it flow together well? Could ideas be connected more with

transitions?

12. Are there any parts that are unclear?

a. Underline these and write “unclear” in those sections.

Greatest strength: __________________________________________________________________________

Focus for improvement: _____________________________________________________________________

Style & Conventions Seminar #1: Author Tags & Transitions

Author Tags & Transitions PowerPoint