The Writing Process: Day Five

Academic Writing - Demo Class
Week One

Level: Students are expected to possess a B1 (Intermediate) level of English
Time: 2 Academic Hours (1 Hour & 30 Minutes)

Objectives: Students will be able to…

1. Define the concept of "peer review" 
2. Conduct peer review to offer feedback to their classmates on the first draft of their essay using terms and strategies discussed in class
3. Explain the difference between 'countable' and 'uncountable' nouns
4. Explain three rules for determining proper article use and demonstrate understanding of each rule

Materials

• Pen
• Paper
• Whiteboard
• Peer Review PPT
• Peer Review Organizer
• Article Use Practice Worksheet

Procedure

I. Class Introduction

The instructor will take the first minute of class to make some small talk with the student and ask for any questions about the course. 

II. Hangman 
To provide a brief warm-up for the class, the instructor will lead the students through a round (or two) of "Hangman". The instructions for "Hangman" are:

1. The instructor will write the blanks for a word on the board. For example: the word "writing" would have seven blanks and would look like this: _ _ _ _ _ _ _ 
2. The students will guess which letters should be used to fill in the blanks. If they guess the correct letter, the instructor will fill in the blank. For example, if they guess "t" for the word "writing", the instructor will fill in the "t" space and the board will look like this: "_ _ _ t _ _ _".
3. If they guess a letter that is not in the word, the instructor will write that letter on the board and start drawing a picture of a person hanging from a rope. 
4. The game is a race: if the students can figure out the word before the drawing is complete, they win! If the instructor draws the person first (usually between 5 and 10 turns), they win! 
5. Here is a short video tutorial to explain the rules one more time

Possible Words for Hangman

• Paragraph (9 spaces)
• Description (11 spaces) 
• Essay (5 spaces) 
• Introduction (12 spaces) 

III. Peer Review

Now, students will engage in peer review. In order to do this, each person in class needs a finished first draft of their essay. If necessary, give students enough time to finish their first drafts. 

To conduct the peer review: 

1. Brainstorm: Begin by asking the students to define the concept
2. Show the PPT that explains what peer review is and offers a brief overview of how to do it
3. Ask students to get into pairs. In pairs, they will exchange their first drafts
4. Ask the students to read their partner's draft
5. After they have read the draft, give each student a copy of the PEER REVIEW QUESTIONS. Ask the students to read the first draft once again and answer the questions on the worksheet. 
6. After each pair has answered their questions, ask them to discuss the answers with their partner. 
7. Have the partners return the essay and peer review question sheet to their original owner
8. Ask students to type a second draft of their descriptive essays for homework. 

IV. English Articles Practice

English articles often give students a lot of difficulties. This short practice worksheet is designed to help students practice with understanding the difference between countable and uncountable nouns and practice using articles.  

The instructor should lead the students through the practice section-by-section. After the students have had a chance to answer the questions in each section, they should share their answers with the class. 

The Writing Process: Days 6 & 7

Academic Writing - Demo Class
Weeks Six and Seven 

Level: Students are expected to possess a B1 (Intermediate) level of English
Time: 2 Academic Hours (1 Hour & 30 Minutes)


Day 1 Objectives: Students will be able to…

1. List three characteristics of a good paragraph 
2. Brainstorm ideas for topic sentences
3. Brainstorm ideas for supporting sentences
4. Identify and exclude irrelevant information from their paragraphs
5. Practice writing effective paragraphs

Day 2 Objectives: Students will be able to....

1. Review the information from Day 1
2. Review proper essay structure
3. Explain the connection between a thesis statement and topic sentences 
4. Define and identify the four major components of a PIE-C paragraph: Point, Illustration, Explanation and Concluding Sentence 
5. Practice creating their own PIE-C paragraphs in a homework essay

Materials

• Pen
• Paper
• Whiteboard
• Paragraph Practice Workshop Worksheet
• Essay Structure Activity Worksheet
• PIE-C Worksheet
• PIE-C Vocabulary and Example Worksheet
• PIE-C PPT

Procedure

Day One

I. Class Introduction
The instructor will take the first minute of class to make some small talk with the student and ask for any questions about the course.

II. Re-Introduction to the Topic

The instructor should be familiar with the information from the following two sources: 

1. Massey University: Body Paragraphs
2. Northeast Alabama Community College: Writing the Perfect Paragraph 

III. Paragraph Writing Workshop

Now, the instructor will lead the class through the paragraph writing workshop (found here). The instructor should present the introduction and then lead the class through each activity, section by section, giving the class enough time to perform the activities and then, discussing the answers (found here). 

Anything that is not finished in class should be assigned for homework. 

Day Two

For an additional overview to the topic, the instructor should read this article by Dr. Ashley Squires of the Merrill Lynch Writing Center at the New Economic School before class. 

I. Class Introduction
The instructor will take the first minute of class to make some small talk with the student and ask for any questions about the course. 

II. Questions/Homework Review

If the instructor assigned homework, he/she should discuss the answers with the class and answer any questions. 

III. Introduction to Advanced Essay Structure
There was a discussion of essay structure earlier in the semester. This class will discuss the topic in greater depth. To begin, the instructor will use this activity which is designed to let you show how much the students already about this topic.

IV. Overview of Essay Structure
First, the instructor will begin with a short discussion of some important vocabulary terms found on this worksheet.

After the vocabulary discussion, the instructor will review this short PPT that discusses basic essay structure and offers examples. It also presents a convenient way to organize your paragraphs called, “PIE-C”.

V. PIE-C Practice
Finally, the class will practice identifying PIE-C structure in some examples. Everyone will do the first part together in pairs. The second part will be done in teams. For answers, the instructor can look here.

Homework: Write a four paragraph essay response using the format we discussed in class today to answer the following question:

Is it better to be happy and poor or rich and unhappy?

Your essay should have:

• A introduction with a thesis statement 
• Two PIE-C body paragraphs 
• A conclusion