Weekly+Plan

HW: Write a 1rst draft of self-portrait as a writer for Mon., 06 16.

06 16 DUE (by 6 pm): 1rst draft of narrative (self-portrait as a writer) Review of last week's topics/skills Weekly preview In-class writing practice: introductions (using they say/I say model of academic writing) HW: Begin preparing for Wed. roundtable. Listen to and take notes on "What adults can learn from kids" (ted.com).

06 17 DUE: Notes from "What adults can learn from kids" Steps and requirements in academic paraphrases/summaries: the basis of the written conversation. HW: Finish preparing for tomorrow's roundtable.

06 18 Articulation 1: stressing the correct syllable in polysyllabic words (the stressed vowel before suffix rule) Articulation 2: stressing the correct word in nominalizations (elaboration as spoken feature and compression as written feature of academic discourse) Roundtable panel discussion on higher education to practice academic presentation and group discussion skills Self-assessment Brief rhetorical analysis (APPLE) to increase reading comprehension with "Hidden Intellectualism" HW: Write a 1 paragraph summary using appropriate lexical bundles to summarize, report what an author says, and cite a text.

06 19 DUE: 1 paragraph summary of "Hidden Intellectualism" 1 paragraph summary practice with "Tippie's Twitter Essay: An ABA Admissions Experiment Gone Awry" Transcript work with your roundtable presentation from yesterday. HW: Read the 1rst draft of the narrative assigned to your Workshop and complete self- and peer-assessments for Mon.

06 24 Listening and note-taking practice with "On Listening to Twitter Users": using genres to increase our comprehension of purposes, organization, topics, main ideas, and important details Lexical bundles to introduce topics (review), report/paraphrase verbs for what speakers/writers say (review), and introduce/blend speakers'/writers' quotations (new) in a text Putting it all together: turning listening and note-taking practice and skills into writing/summarizing with Williams's lecture, using appropriate lexical bundles to introduce topics/titles, report/paraphrase what speakers/writers say, and to introduce quotations Divide into teams for this Wednesday's roundtable on popular media HW: Begin preparing for Wednesday's roundtable on the media. In Presenting in English, complete Tasks 4.1-4.3: Emphasis. Begin thinking of a research topic you'd like to use for your final project. The deadline for the giving me the topic is Th., 06 27.

06 25 Review: Emphasis. Practice Emphasis 4.4-5 and Focusing, Softening, and Repetition. From genre to move analysis: summary response and argument. Practice. Discriminating between spoken and written academic English. Practice. HW: Practice listening and note-taking with "On Reporting Crisis via Texting" (http://www.ted.com/playlists/21/media_with_meaning.html). This will be a third core text in the They Say column. Finish preparing for tomorrow's roundtable, including reviewing my accuracy, range, and body language feedback. Narrow your research focus to choose a topic.

06 26 Roundtable 2: social media. Self- and peer-assessments. Selecting and narrowing a research topic. HW: Select a research topic. Look at next week's Roundtable theme "What's Up with the American Dream?" at the //They Say, I Say// blog. Preview the texts and select 4 that you think would be interesting for us to explore.

06 27 Self-assessment of your roundtable performances. Produce a transcript of your presentation for follow-up language practice. Practice narrowing your research topic. Timed writing skills and strategies practice. HW: Using feedback I will post at the Roundtable 1 page on your transcripts, self-correct your transcripts of Roundtable 2. Email me your self-corrected transcript by Mon., 07 01, 6pm. Email me your research topic (if you haven't yet) and your 4 choices of texts from the They Say, I Say blog on this week's them "What's Up with the American Dream?" by Sat., 06 29, 1pm. Email me 3 selections for course observations by Su., 06 30, 1pm. Using the Cornell method, listen to and take notes on "How Inequality Harms Societies" at the Listening page. As you listen, be sure to pay close attention to the lecture's genres, topics, main ideas, and important details. With practice, these listening strategies will increase your comprehension. Email me your notes by Su., 06 30, 6pm. (This listening will be the first core text in next week's roundtable theme "What's Up with the American Dream?").

07 01 Preview this week's roundtable texts. Differences and similarities between written and spoken academic discourse Email protocol in university settings HW: Review your assessments of last Th's timed writing and be prepared to make claims and give evidence about your scores. Email me your draft contact letter requesting a course observation. Use our course number in your subject heading. Begin preparing your team's roundtable text. Complete the "I Have a Dream" tasks at the Roundtable 3 page of our wiki.

07 08 Preview this week's roundtable theme. Listening and note-taking practice with "Barca" (60 minutes). Synthesizing notes to take a comprehension test and write brief summary responses Synthesizing notes, comprehension test, and summary responses to model an academic group discussion (they say, I say) HW: Read "Planting a Naysayer in Your Text" and complete exercise 1 (TS, IS). Complete "Rhetorical Questions 1," 5.1 (PIE)

07 09 Planting the naysayer/skeptic in our texts to increase our credibility with academic audiences Lexical bundles to fulfill/accomplish different ways of planting naysayers Brief rhetorical analysis of audience and purpose of "Why Sports Matters" Review of Observing Academic Communicative Competence form and its observation tasks HW: Read "Why Sports Matters" and complete exercises 1, 2, and 4. Bring these to class with you. Complete the Observing Academic Communicative Competence exercise and email me your form by 10pm tonight.

07 10 Practice using Observing Academic Communicative Competence form at MICASE. Group discussion skills practice with "Why Sports Matters" HW: Email me your working research question(s)

07 11 Rhetorical Questions, lexis and grammar, to introduce and change topics (PIE) Saying why it matters: lexical bundles from "Hidden Intellecturalism," "Nuclear Waste," and "Agonism" (TS, IS) USR Practice HW: DUE 07 12, 6pm: At the Timed Writing Strategies and Skills page of the wiki, complete Timed Writing on Sports by Friday, 07 12, 6pm (email it as a Word doc or scan). DUE: 07 13, 6 pm: In PIE Complete 5.4, Dramatic Contrasts. Then complete Presentation Tasks for Rhetorical Questions and Dramatic Contrasts (65 & 67). Choose 1 Rhetorical Question frame and 1 Dramatic Contrast frame. The topic for each can be related to your research topic or to our roundtable theme of sports and competition. Call my cell (571-435-2298) and record as voicemails both Presentation frames. Begin working on your annotated bibliography.

DUE: 07 14, 6pm: Complete listening 2 at the Roundtable 4 page on extreme sports, using the Cornell note-taking method. Compare lexicgrammatical feedback on transcripts 1 and 2. Use the comparison to revise (if necessary) your 2-3 points in lexix/grammar you're going to self-monitor and practice self-correcting in your spoken and written discourse. Continue working on your annotated bibliography. DUE: 07 15, 9am: Read "Why NBA center Jason Collins is coming out now" (TS, IS blog) at the Roundtable 4 page of the wiki. Be prepared to take comprehension tests on the 4 core texts ("Barca," "Why Sports Matters," "Ueli Gegenschatz in a wingsuit," and "Why NBA center Jason Collins is coming out now"). Continue working on your annotated bibliography.

07 15 Creating coherence and topical unity in writing and speaking (TS, IS) Editing ex. with TWP 3 (sports or library?) HW: Review my corrections in the editing ex. we began today. I'll post the corrected ex. later this afternoon, and we'll have a quick review of it tomorrow.. Read the 5 timed writings at the Workshop 1 page and score them using the MEIPE rubric. Be prepared to explain your scores in a peer assessment workshop. Continue working on your annotated bibliography. Please have a close look at the sample annotation and its format at the Research Project page. We'll discuss the whole assignment in greater detail tomorrow.

07 16 Peer-assessment workshop TWP 3 "As a Result: Connecting the Parts" (TS, IS)

07 17 TWP 4 "But Don't Get Me Wrong: The Art of Metacommentary" (TS, IS) "Clarification 1-2" (PIE) Discourse Analysis exercise HW: If you did not complete your in-class discourse analysis exercise, complete it tonight. Prepare a 5-7 min. presentation on your course observation(s). Continue working on your annotated bibliography. You should finish this document by Fri., 07 19.

07 22 Final roundtable discussion. DUE: Final exams HW: For Wednesday, please read "Divided We Eat" at the TS. IS link below. [] If you haven't finished your final research project, complete it tonight.

07 23 Final writing test in Cole 3110 at 10:30. Compass test at 11:00 in one of the labs. DUE: Final drafts of research projects. HW: For those of you who want to present your research projects (5-7 minutes), prepare them for W.

07 24 Speaking and writing skills with "Divided We Eat." Research project presentations. HW: Please read "Banning the Big Gulp Ban" at http://opinionator.blogs.nytimes.com/2013/03/19/banning-the-big-gulp-ban/?src=rechp

07 25 Academic discussion skills with "Divided We Eat," "Banning the Big Gulp Ban," and the results of your surveys. Summative assessments of where we've been and where we still need to go.

07 26 Final conferences in Cole 3110 @ 1pm. I'll post a sign-up at the wiki. Final Ceremony at the Maryland Room, Marie Mount @ 4pm.