essay

ESL-097 Class 21 Goals ● Review for Test 3: Nouns clauses / Avoiding Repetition ● Homework review ● Learn about taking notes from sources to avoid

plagiarism ● Prof. model of article presentation ● Homework

Noun Clauses/ Combining ideas

● Watch: https://www.youtube.com/watch?v=Eh5h5Jc5pJE ● And https://www.youtube.com/watch?v=FmMZH4w1gvA

● For further study: https://www.youtube.com/watch?v=Rl-NNREY0Ik

Homework Activities 2.1 & 2.2 Answers:

2.1A 2.1B 2.2

1. b 1. c 1. a 2. a 2. d 2. a 3. d 3. b 3. b 4. c 4. a

Questions about Vocabulary and Collocations?

Homework Activity 4.4 1 Tim Berners-Lee’s creation of the World Wide Web is regarded as one of the most important innovations of the twentieth century. Tim Berners-Lee’s creation of the World Wide Web has changed the way people get their information.

Tim Berner’s Lee’s creation of the World Wide Web, which has changed the way people get their information, is regarded as one of the most important innovations of the twentieth century.

2 Indries Shah felt that people today have access to too much information, and that people today are in danger of drowning in information.

Indries Shah felt that people today have access to too much information, and that they are in danger of drowning in it.

Homework Activity 4.4 3 There is an enormous amount of information on the web right now. The amount of time required to read all of the information on the web exceeds the time any of us have. Also, the supply of information exceeds the demand.

There is an enormous amount of information on the web right now which exceeds the time any of us have. Also, the supply of it exceeds the demand.

4 The invention of Transmission Control Protocol (TCP) allowed the movement of data on the Internet. The invention of Transmission Control Protocol was the result of research by Vint Cerf and Bob Kahn.

The invention of Transmission Control Protocol (TCP), the result of research by Vint Cerf and Bob Kahn, allowed the movement of data on the Internet. (I changed the second sentence into an appositive.)

Taking Notes to Avoid Plagiarism

Pp. 205-6, 208

Quote 1: “Oftentimes, we think we are struggling alone, but support

groups help us see that there are others who may dealing with similar

situations and who in turn can help us get better.” http://www.mentalhealthamerica.net/find-support-groups. Retrieved 19 June 2017.

Paraphrase: President of a Belgian GESED support group, Florence

notes: We need to relate with people who are facing the same illness

we are dealing with in order to learn how to cope and to not feel

isolated (Mental Health 2017).

Quote 2: “Florence is the president of the Belgian GESED (Groupe

d'Entraide des Syndrômes d'Ehlers-Danlos - Support group for

Ehlers-Danlos patients) and she suffers from Ehlers-Danlos syndrome

(EDS) herself.” www.mentalhealthamerica.net/find-support-groups. Retrieved 19 June 2017

Paraphrase: As someone who lives with Ehlers-Danlos Syndrome,

Florence leads the Belgium-based support group, GESED (Mental

Health 2017).

● Prof. Davis’s notes for Problem-Solution Essay

research.

● Pair-Share for Activity 4.8, p. 206

Test 3 on Units 5 & 6 ● Let’s look at notes to avoid plagiarism, pp. 205-6 ● study the review sheet to be prepared for Test 3.

○ https://docs.google.com/document/d/1fXGZpgFJ7BFTEsuOLt8zDSofG7mIHvY6IfLxbY54OvY/edit ● P. 168, 200, *205-206

Outline for Summary-Response Essay (Test 3) 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:_________________________________________

My Presentation: ● “Face Time Vs. Screen Time: the technological impact on

communication” - p. 211. ● The next six slides are my presentation of this article from our

textbook.

Introduction

“Face Time Vs. Screen Time: The technological impact on

communication” by Chandra Johnson

Article presented by J. Michelle Davis

Thesis Statement

“[A]ll the time spent communicating through technology is preventing kids from developing even basic communication skills” (211).

Idea 1

“[T]exting rather than communicating face-to-face… correlates… [to]

diminishing verbal skills and emotional intelligence” (211). Results:

● Change in neurotransmitters in the

brain harms focus, confidence, and

relationship skills. ● Lack of sympathy and

empathy ● Need for a dating class

at Boston College (211)

Idea 2

“[P]eople who who are not using face-to-face contact for personal issues do not

have their need for intimacy fulfilled” (212).

● Voice tones ● Body position and

movement ● Countenance ● Chemicals produced

by the body (212)

Idea 3

[“E]motional problems… are made worse in families where parents do not understand the

language of digital communication” (212).

● Meaningful family relationships are

weakened.

Conclusion

“[M]ake it a requirement that everyone unplugs or shuts off their electronic

devices at things like family time and meals”

(212).

It is crucial for parents to teach and impress upon their children the value of real life

human interaction for the sake of humanity.

Works Cited Johnson, Chandra. “Face Time Vs. Screen Time: The technological

impact on communication” in Asplin, Wendy, Monica F. Jacobe, and

Alan S. Kennedy. Final Draft 4. Cambridge University Press: New

York. 2016. 211-212. Print

Summary / Response Project Groups “Buy Yourself Less Stuff” “Superman and Me” Halil A. Amanda Sammi Shawn Lan Jane

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

Group Project ● Use the rubric and Google Slides to work with your group on your

presentation ● You will need a title slide to introduce the article and the group members.

○ Suggestion: After choosing the style of slides your group likes, each person can create one or two slides that will summarize and respond to a main point of the article.

● Finish with a concluding slide that summarizes your group’s response to the article.

● Work on your slide show and practice together for the presentation on Tuesday. ○ One member should email the presentation with me as an attachment,

and I will upload them into our classroom in Blackboard.

Homework for Tuesday

● Do Activity 4.5 (Noun Clause Practice) ● Work on Group Project (“share” it among your group

members as Google slides). ● Study for Test 3 on Chs. 5 & 6. On 4/16.

● Group Presentations will be due and presented on 4/14.