essay

Goals for ESL-097 Week 11

❖ Go over homework.

❖ Intro. to Summary-Response Essay, pp. 177-179

❖ Annotating Texts, pp. 197, 184-85

❖ Get familiar with the structure, pp. 190-197

❖ Learn some of the language for Summary-Response Essays

❖ Discuss and get resources for Group Project, due 11/20- Class 24.

Homework from Last Week ❖ Write your Problem-Solution Essay. The first draft is due in Blackboard in

the ‘Essay Assignments’ folder on Saturday, 3/28, at noon.

❖ Textbook Exercises:

❖ P. 166, Activity 4.3, for writing YOUR "acknowledging and refuting" paragraph (JUST 1 for your research essay)

❖ P. 168, Activity 4.5 to practice "It Constructions"

❖ Upload a document showing your work for these assignments. You can type them into a MS Word or Google document and upload it, or you can

complete them in your textbook and upload a picture in this space.

* I sent an email about Activity 4.3. I hope it helped. Questions?

My Answer (that fits in my essay!) for Activity 4.3:

Some people believe that laws that control the consumption of unhealthy foods, such as the Soda Tax in Philadelphia, are a better method; however, aside from banning junk food, it is impossible to manage the infinite variety of “junk” food people ingest.

What is a Summary-Response Essay? ❖ Watch: https://www.youtube.com/watch?v=d3_tH506HxU / https://www.youtube.com/watch?v=AX81Y371TKI (You can watch this if you need more information.)

❖ Student Model, pp. 186-187.

❖ This essay will be structured as on p. 190:

➢ title and author of text, background on topic, author’s main idea, thesis statement

➢ B.P. 1 - Title and author of text, background on topic, author’s main idea, thesis statement. the author’s main idea, supporting ideas that show the idea, a quote from the text.

➢ B.P. 2 - Topic sentence showing your agreement or disagreement, your own critical analysis of the point with examples, details, and evidence (your own or other authors).

➢ In small groups or pairs, do Activities 3.3 and 3.4.

❖ 3.5 together p. 194 and Activity 3.8. P. 194-5

Summary and Response Essay Outline A. Paragraph 1: Summary of article

❖ Author, title of article, and the main idea of the article:______________ ❖ Details about the article:

➢ Author’s main points to support the main idea: ___________ ➢ Any information that must be included for a reader to have a

basic understanding of the article: _____________________ B. Paragraph 2: Student’s Response to the article:

❖ Details about student response: ➢ Points of Agreement:___________________________________ ➢ Points of Disagreement:_________________________________ ➢ Conclusion Statement:__________________________________

➢ Read the article assigned to your group (at least twice!) and annotate it more than once in different colors.

➢ Brainstorm, organize, and outline your own individual essay about this article (You will write this essay in Test 3).

➢ Plan and prepare your group’s “Google Slides” presentation.

➢ As a group, present the “Slides” to the class about your article. (Summarize sections of the article on different slides, and add a group response slide.

GROUP PROJECT

Summary-Response Presentation Groups

“Buy Yourself Less Stuff” “Superman and Me” Halil A. Amanda Sammi Shawn Lan Halil S.

“Put the Brakes on Texting” “Introverts Run the World...Quietly” Abdias Golf Kemal Alax Jane Edina

ANNOTATION = A “CONVERSATION” with an Author

❖ Writing while reading helps the reader to focus and understand

(and to summarize!).

❖ Watch: https://www.youtube.com/watch?v=eNqa9wcQI9Y

❖ Look at annotation onpp. 184-185.

❖ Turn to p. 197 for information on how to annotate.

HWK. Model (Graphic Organizer) for ”Face Time vs. Screen Time: The technological impact on communication” by C. Johnson (p. 211)

THE AUTHOR’S IDEAS

1) The ability to understand emotions is more important than ever since the advent of the Internet, social media, and texting.

2) People can now communicate more, but “the quality of that communication is likely weaker” (211).

3) Verbal skills and emotional intelligence are decreasing among heavy users of social media.

4) Use of technology is actually changing people’s neurological brain structure, and they do not have enough empathy and sympathy.

5) People are feeling disconnected (lonely).

6) A way to find balance with technology that is not going away is to place limits on its use during normal everyday times of face-to-face social interactions.

MY REACTION TO THEM

1) It is disheartening to see people lost in social media and excluding real people.

2) 12 hours in the car with husband and daughter really allowed us to talk about the big ideas: family, faith, future…

3) Verbal skills and emotional intelligence are crucial to people getting along locally, nationally, and globally.

4) It does seem like people are less caring.

5) People need human interaction. We can’t live without it.

6) We need to see and manage the problem before we lose a generation of children.

https://docs.google.com/document/d/1sGZz9gBxl3BcZBD6KTmjtFhSv9SDbqt4VcY0b-5u0jo/edit

Group Project Rubric

Noun Clauses A noun clause has a subject and a verb, but it has the job of a noun (subject or object) in a sentence.

They often begin with: who, what, where, when, which, or how, or whether.

In sentences where we repeat the same nouns, we combine ideas using noun clauses

Look at page 201.

Example (The noun clause is highlighted in yellow):

Whether adults can fully learn a second language has been a matter of debate among linguists.

http://www.viewpure.com/xskOp4pTcw4?ref=search

Let’s try Activity 4.5 on p. 203.

Homework

❖ Read and annotate your article: Due Saturday, 4/4 by 11:59 p.m.

❖ Use a 2-column graphic organizer (p.179) to organize your thoughts and upload to Blackboard by Monday, 4/6 (like mine on slide 9).

❖ Do Activities 2.1, 2.2, 4.1, and 4.4 in chapter 6.

❖ Presentations will be on Tuesday, 4/14 (switched from syllabus)

❖ Test 3 on chapters 5 and 6 (with Summary-Response essay) will be on Thursday, 4/16 (Switched from syllabus).