ERW 2 BOOK 3_2016

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1006236 English Reading and Writing 2 SEMESTER 3/2016NAME: _______________________________________________ID NO.__________________Task : Reference WritingInstructions: Write citations for the items 1-10 on pages 95-104 and put them in an alphabetical order. References________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 104 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 Commonly Used Correction SymbolsSymbols Sample sentences Interest, interesting, interested e.g. learning a new language is very intewrfested. wf e.g. advewrfsely effectparallel I like swimming, reading and tpoapralallyelclass. (parallel) I like swimming, reading and playing class.  cap tchaepuniversity is………….  The university is…………. I want to go to pcaarpis.  I want to go to Paris.  Therefore, Stucadpents have to ………  Therefore, students have to ……… p (punctuation) I like pizzap, however, my mom likes sandwiches.  I like pizza; however, my mom likes sandwiches. s/v The university asl/lvow students to………….  The university allows students to…………. prep I’m interested pwreitph music.  I’m interested in music. vf Parents are worry about……………….. Parents are worried about………………..act/pass Cell phones use every day in our daily life.(active/passive) Cell phones are used every day in our daily life. vt Now people used mobile phones……………….. Now people are using mobile phones………………..s/pl Student like to take their phone to class………………. Students like to take their phone to class…… OR A student likes to take his or her phone to class…  art. First reason is…………………..  The first reason is………………  art.(article: a, an, the)(fraFgrmagent) Cell phones used for communication.  Cell phones are used for communication.  ro • Mbrionrge ianndclmasosrief sthtuedyesnttislladroe,utshiengtetahcehierrpshwoinlel staiknectlhaessmsoawthaeyirbteefaocrheecrlsasdso. not allow them to(run-ons)  • bMrionrge ianndclamsosraensytmudoernet.s Iafrethuesyinsgtiltlhdeoir, pthheonteeascihnercslawssil,lstoaktheetihretepahcohneerss adwo anyotbaelfloorwe cthlaesms. to  cs • bMinrcionorgerriaenncdctllyma)sos,reifstthuedyensttsillardeou, tshinegtetahcehireprshwonilelstainkecltahsesm, soawthaeyirbteefaocrheecrlsasdso. n(Cotoamllmoawstahreemustoed(comma splice) • Mbrionrge ianndclmasos.re Isftuthdeeyntsstialrleduos,itnhgettheeaicrhpehrsonweisllintakcleasths,emsoatwheaiyr tbeeafcohreerscldaossn. ot allow them to Page 105 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 T Cell phones are used for communication. They are not allowed to use in class.  Cell phones are used for communication. However, they are not allowed to use in class.  ww Cell phones are used for communication; however, they are not allowed to use in class.  vague More and more students are using their phones in class; in addition, their teachers have to take the phones away before class.  ^ More and more students are using their phones in class; therefore, their teachers have to take the phones away before class. (missing word) subj. Cell phones are good for communication nowadays. (Too broad)  Cell phones are essential for communication nowadays. wordy/ redundant Teachers not allow students to bring cell phones to class.  poss. adj. Teachers do not allow students to bring cell phones to class. (their, our, his, There are several quizzes before the final exam; as a result, ^ get stressed.  (frag.) etc.) There are several quizzes before the final exam; as a result, students get stressed.  Tinglish Too much homework is not likely to make students to develop students learning.  Too much homework does not promote students’ learning.  Students need to submit^ poss. adj. assignments in one week.  Students need to submit their assignments in one week.  I not like walk here, but my friend like come always.  I do not like to shop here, but my friend always comes.  Conj. Students often use cell phones in class, they do not study.  (conjunction) Students often use cell phones in class, and they do not study. OR Students who often use cell phones in class find it hard to catch up with/on the lesson.  + When students use their phones. They are not aware of the negative effects.  When students use their phones, they are not aware of the negative effects. ( combine thesesentences) Children eat his breakfast and then go to school.  Children eat their breakfast and then go to school.  ref. Page 106 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 pron. When students use their phones, students are not aware of the negative effects.  When students use their phones, they are not aware of the negative effects.  rel.pron E.g. who, which, that, where, whose, etc.(Relative pronoun) Students have brought their cell phones to class have to put them in a box in front of the class before the class starts.fo(rcnmoonattlurwasteridoitniinn.g) Students who have brought their cell phones to class……………………………….. awk Contraction. It’s not It is not.  (Awkward) It isn’t=a sentence just  If teens are 16 or 17, curfew is between midnight to 5 am. (This sentence does not make sense, and doesn’t soundright because it appears illogical or unrelated or funny.)has a confusing  The suggested curfew for 16-17 year-old teenagers is between midnight to 5 am.  OR and awkward  Teens are not allowed to hang outside from midnight to 5 am.  structure.  The fact that we don’t eat a balanced diet is our biggest health problem and that we don’t get enough exercise is also a big issue.  Poor diet and lack of exercise contribute to our greatest health problems.Other symbols: frag = fragment, ro = run-on, cs = comma spliceComments on students’ writing:- Illogical e.g. It will rain soon today because I wash my car.- IrrelevantE.g. The largest organ in the human body is the skin. One of the skin's functions is to help regulate the amountof body heat that flows in and out of the body. Heavy smoking ages skin very quickly. When it is cold, we cover theskin with extra layers of clothing to slow down the outward flow of heat. When it is hot, evaporation of sweat coolsus down.- unclear- Be concise = too broad e.g. A cell phone is good for our life today.  A cell phone is essential for our life today.- Redundant = say the same thing twice by unconsciously using different words e.g. We should ignore the past history and look forward toward the future.  We should ignore the past and look toward the future. - Misplaced modifier e.g. The despondent little girl found her missing doll playing in the backyard under the swing.  Playing in the backyard under the swing, the despondent little girl found her missing doll.  Page 107 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 Appendixes Page 108 of 120

1006236 English Reading and Writing 2 Grading Rubrics for AuthorSection: __________ Group _________ Article Title: _____________________Members: 1.________________________(ID:___________) 2. ._____________4._________________ (ID:___________) 5._________________ (ID:_________Date ______________________ Total____30___ / 3 = ________%CATEGORY EXCELLENT GOOD1. Preparation 5 4 • All peer teachers came • Most peer teachers came to class well ahead of to class ahead of time. time. • They used visual aids • They used some of related to the presentation visual aids to help which had no more than explain and reinforce three misspellings and/or the presentation. grammatical errors. • The presentation had • The format was no or few misspelling consistent. or grammatical errors. • The format of the presentation was consistent and appropriate to the topic.2. Content Content of the presentation Most of the Content of the3. Creativity was relevant, appropriate presentation included and important information relevant, appropriate or for learning the material. important information. Students went above and The teaching lacked overall beyond to make their creativity, however some teaching creative. parts were creative.

SEMESTER 3/2016r’s Strategies Presentation (10%)___________________________________________________________________________________ (ID:___________) 3._________________________ (ID:___________)___) 6._________________ (ID:___________)FAIR POOR SCORES 3 2-1• The peer teachers • Several peer teachersshowed up to class just showed up to class late,on time and spent some and spent much classn class time time organizing theorganizing the group and group and materials.materials. • They used superfluous• They occasionally used visual aids or no visualvisual aids related to the aids. The presentationpresentation, and some had several misspellingsof which rarely support and/or grammaticalthe presentation and had errors.some misspellings and/or • The format is notgrammatical errors. consistent.• The format is quiteconsistent.Some of the Content was The Content was incorrect,not relevant, appropriate and and was missing lots ofimportant information. information.l The teaching was dry and The teaching was dry with students failed to be little to no thought in lesson. creative. Page 109 of 120

1006236 English Reading and Writing 2Section: __________ Group _________ Article Title: _____________________ 544. Clear Teachers used clear voice and Teachers’ voice was Presentation correct, precise pronunciation clear; pronounced of terms; Displayed most words correctly5. Involvement exceptional enthusiasm without hesitation; of adequate eye contact; classmates The lesson was more fluid communication; (Class student-oriented than displayed enthusiasm Activities, teacher-oriented. Students were Exercise, encouraged to be etc.) Students were encouraged to actively involved in be actively involved in the the lesson. presentation. Students were engaged in the presentation.6. Teamwork/ There was an organized flow A little bitOrganization/ to the presentation. Concepts unorganized but is stillTime Limit built upon one another. got the points across. Presenter had everything Had everything needed for the presentation. needed for the Time was used well and presentation. effectively.

SEMESTER 3/2016______________________________________________________________________3 2-1 Sts# SCORE TOTAL SCORETeachers incorrectly Teachers mumbled; 1.pronounced terms; lacked of eye contact, 2.adequate eye contact; incorrect 3.communication lacked pronunciations; no 4.fluidity; limited enthusiasm. 5.enthusiasm. 6.The lesson was very The lesson was teachertraditional and directed.teacher directed.Students sometimes Many students are nothad a change to engaged in the teaching.participate in thepresentation There was no(e.g.answered some organization to thequestions) presentation making itThe information was hard to get thepresented in a information.confusing manner.The presenter was notprepared witheverything needed forthe presentation. Page 110 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 Rubric for Argumentative Essay: First Draft (10%)Name: ____________________________________ ID: ___________ No. _____ Section: __ Grading 4-Excellent 3-Good 2-Limited 1-Unsatisfactory areas Well-developed Introduction contains Introduction does not The introduction isIntroduction introduction background adequately explain the a seemingly contains concise information and states background of the random collection Thesis background the argument, but does argument, or argument of information. Statement information and a not seamlessly connect is stated, but lacks The argument is clear explanation this information to the detail. There is poor not stated, or is Content: of the argument thesis statement. connection to the thesis unclear. There is Body that narrows down statement. little connection to to the thesis Thesis clearly states an the thesis Paragraphs statement. argument, and the Thesis states an statement. writer's position is argument, but writer's Thesis statement is Counter- The thesis is a evident. position may not be vague or not stated.argument and clear, arguable, evident. well-developed, The claim includes 3 The claim includes Refutation and definitive main points, two of The claim includes 3 3 main points, but statement of which are elaborated main points, one of does not include Conclusion position. with specific examples, which is elaborated sufficient support facts, or statistics that with specific examples, the writer’s view The claim includes support the writer’s facts, or statistics that for any point 3 main points, view including correct support the writer’s and/or does not use each of which is APA citation format. view including correct appropriate elaborated with APA citation format. citation. specific examples, Opposing argument is facts, or statistics identified, but Opposing argument is Opposing that support the somewhat unclear. unclear. Refutation is argument is writer’s view, Refutation is concise in weak and general in inaccurate or including correct refuting opponent's refuting opponent's irrelevant. APA citation point. point. Refutation is format. irrelevant and Conclusion summarizes Conclusion summarizes unable in refuting Opposing main topics. main topics, but is opponent's point. argument is repetitive or vague. Conclusion does identified and Some suggestions for Poorly conceived not adequately clear. Refutation is change are evident, but suggestions for change summarize the very clear and may lack depth. and/or opinions are main points. No concise in refuting included. suggestions for opponent's point. change or opinions are included. Conclusion summarizes the main topics without repeating previous sentences; writer’s opinions and suggestions for change are logical and well thought out. Page 111 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016Grading areas 4-Excellent 3-Good 2-Limited 1-UnsatisfactoryOrganization Arguments and Arguments and support A few of the support are provided in a fairly details or arguments are Many of the Transitions support are logical order that makes not in an expected or support details or provided in a logical order, distracting arguments are not Grammar, logical order that it reasonably easy to the reader and making in an expected or spelling, makes it easy and follow the author's train the essay seem a little interesting to logical order; punctuation follow the author's of thought. confusing. distracting the train of thought. reader and making Sentence Transitions are present A few transitions are the essay seem very Structure/ Transitions used are throughout essay and present, and lead to Originality smooth and provide provide adequate coherence between and confusing. coherence between coherence between and among some ideas. and among ideas. among ideas. A few transitions are The author repeatedly present, but may not The author makes The author makes a few makes errors in grammar, lead to coherence few or no errors in errors in grammar, spelling, punctuation or between and among grammar, spelling, spelling, punctuation or capitalization that distract ideas, or distract punctuation or capitalization that distract the reader from the readers. capitalization that the reader from the content. distract the reader content. The inattention to from the content. grammar, spelling, Sentence structure is punctuation or excellent and varied. capitalization heavily distracts the reader The work shows from the content. originality and innovative ideas. Sentence structure is Work contains Work contains generally correct, but problematic sentence multiple incorrect some awkward sentences structure. sentence structures, do appear. which hinder The work does not show comprehension. The work shows some much originality. originality. The work seems unoriginal.Total (10) Total score ____/36= _____ 36 ÷ 3.6 = _________________%_ Page 112 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 Rubric for Argumentative Essay: Final Draft (10%)Excellent Very Good Good Fair Poor (10-9) (8-7) (6-5) (4-3) (2-1)*Quarter decimals (.25, .5, .75) can be appliedFocus • Thesis is stated in specific, clear terms and maintained throughout essay.Development/Support • Paragraphs are unified by a main idea and cohere as distinct units.Organization/Structure • Topic sentences are used to maintain focus.Style/ • Author limits the content to a manageable scope.Conventions • Points are developed and connected with the essay’s thesis. • Points are supported with specific examples. • Ideas are supported fully. • Necessary context is provided for reader comprehension. • Source materials are integrated effectively and meaningfully into the author’s argument. • At least three academic or sufficiently reliable sources are used and written with correct APA formatting (for both in- text citations and references) • A clear principle of organization is employed and maintained throughout essay. • Essay is structured in manner that maximizes the overall purpose and effect. • Effective transitions connect separate ideas and events. • Word choice and syntax do not distract reader from the meaning. • Essay is free of sentence fragments, comma splices, and run- on sentences. • Verb tense is consistent throughout. • Pronouns refer to clear antecedents and are used correctly in terms of person, case, and number. • Most sentences are constructed in academic writing style. • Sentences are clear and concise, avoiding unnecessary wordiness. • Essay meets prescribed requirements, including word count and outside source requirements. • APA format is employed correctly for in-text citations and works cited list. SCORE: ________/4 = _______points Page 113 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 Peer Review Form (5%)Peer Review For for an Argumentative Essay and Editing Sheet (5%) Section ____Peer Editor: _________________________________ No. ______Essay Author: ________________________________ No. ______Part I: Fill in the answers to the questions below as you read through your peer’s essay.1. What is the author trying to argue about his/her issue? (E.g. Should vending machines be removed from schools?)2. What, if any, kind of hook does the writer use in the introduction? E.g. A question, an anecdote, a shocking statistics, a quote, etc. (See guided questions in Part II to comment on it)3. What information does the writer give as background information? (See guided questions in Part II to comment on it)4. What is the writer’s thesis statement? Does it have all parts (suggestion + 3 reasons) or give a clue? Write the thesis. Page 114 of 120

1006236 English Reading and Writing 2 SEMESTER 3/20165. What are the reasons located in the topic sentences of each body paragraph? Write ONLY phrases. Reasons (complete sentences) Supporting Detail/Examples6. Does each body paragraph have supporting details that explain or give clear examples for the reason?Yes / No (See guided questions in Part II to comment on it)Comments:7. Does the writer acknowledge a counterargument and respond to it? Yes / No See how to give feedback on this part on page 118. Counterargument 1: ________________________________________________________________________________ ________________________________________________________________________________ Page 115 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 Response 1:________________________________________________________________________________________________________________________________________________________________Counterargument 2:________________________________________________________________________________________________________________________________________________________________Response 2:________________________________________________________________________________________________________________________________________________________________Counterargument 3:________________________________________________________________________________________________________________________________________________________________Response 3:________________________________________________________________________________________________________________________________________________________________8. Does the writer use transitions effectively to connect ideas in the writing? If not, what transitions can the writer use to do so?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________9. How does the writer end his/her writing in the concluding paragraph?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Page 116 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016Part II: How to respond to your peer’s essay.a) On your peer’s essay, leave a comment on one part of the essay where the writer does well. Make sure to be specific about what the writer does nicely and why. For example:Good job on your thesis statement! You included the suggestion and all 3 reasons for your evidence.b) Then, leave a comment next to three specific places the writer could improve. Again, be specific and tell the writer how to improve this part. For example:You don't explain much about your issue in your background information. Explain why it's controversial andidentify both sides of the argument.The supporting details in this paragraph do not support the reason in the topic sentence. Give an example of howvending machines can provide breakfast for students.I can see you attempted to use a pointed question in your conclusion, but you’re not directing the reader in onedirection with the question. Reword the question so the reader wants to give the answer you want. Instead ofwriting, “Would you have an abortion?” write something like,“ After all the other options available, why wouldanyone still willingly take an innocent life through abortion?”Use the following list of questions as a guide to comment on each item in Part I. Use your notes to see what thewriter did well and what the writer should improve on.Introduction (numbers 2-4 in Part I) • Does the writer have all hook, background information, and thesis statement in the introduction? If not, what is missing? • Does the writer use an effective hook? How could the writer develop it more interesting? • Does the reader give enough information about the background information? If not, what else could be shared? • Does the writer give a clear thesis that includes a suggestion + 3 reasons for evidence? If not, what is missing? Give suggestions.Body paragraphs: Counterargument • Does the writer include a counterargument for each body paragraph? Is the counterargument actually against the thesis/topic sentence? If not, what could be a possible counterargument? • If the writer does have a counterargument, does the writer actually respond to the counterargument, or does the writer just give another supporting reason for the thesis? What could the writer say to improve the response to counterargument? • Does the writer provide enough supporting details, examples, or evidence to show that the counterargument is weak, and therefore, reinforce the thesis? If not, give suggestions. •Ideas and Sequence • Does the order of the body paragraphs make sense? How could the writer rearrange the paragraphs, so they are in a more logical order? Page 117 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 • Does the writer discuss unrelated points to the topic sentence in the body paragraph? Does the writer stay focused on the thesis in the paper? If not, where can the writer delete extraneous information or explain how something relates to the thesis? • Does each body paragraph have a separate reason that supports the thesis? If not, which ones are the same? What are other reasons that could be used in a new body paragraph? • Does each body paragraph have supporting details that explain or give clear examples for the reason? If not, what are some examples or supporting details the writer could add?Transitions • Does the writer use transitions between paragraphs? What are better transitional phrases or sentences that could be used instead? E.g In addition to preventing mother’s death, abortion should be done to… . • Does the writer use transitions within each body paragraph to connect the examples/supporting details to the reason? If not, what transitions can the writer use to do so? • Are any transitions used incorrectly? If so, what would be a better transition to use? In which paragraph?Conclusion • Does the writer use a summary or restatement of the three main reasons at the beginning of the paragraph? • Does the conclusion use an effective closing strategy? How could the writer change the conclusion to persuade the reader?……………………………………………………………………………………………………………Grading Criteria for Peer review 5 4 3 2 1 ScoreThe peer critique The peer The assignment The peer The critiqueshows evidence of critique is was completed. critique was was notexceptional effort, thoughtful and The critique attempted, but turned in orinsight, and detail. discusses the attempts to point not successfully was turned inIt closely analyzes strengths and out strengths completed. It is late.the essay’s weaknesses of and weaknesses, either too briefargumentation and the paper, but does so in a and/or lacksorganization and occasionally general way. enough contentprovides concrete providing to be helpful torevision suggestions for the writer.recommendations revision.NOTES: An “5” will be reserved for truly outstanding work. Plusses and minuses will be awarded in accordancewith the degree to which the assignment possesses characteristics associated with the grades above and below thebase grade. Page 118 of 120

1006236 English Reading and Writing 2 Rubric for ClasCriteria & Points Assigned 1 Below Ex Active participation Missing or Serious Few contribut Problems volunteers bu Absent direct queries Does not contributeRelevance of participation Contributions are off-topic Contributionsto topic under discussion or distract class from off-topic or di discussion Evidence of level of Not adequately prepared; Appears to ha preparation Does not appear to have material, but n read the material in advance did not read a Listening/Cooperation of class Inattentive or makes Participates o inappropriate or disruptive Does not resp comments contributionsTOTAL 16 /3.2 = 5

SEMESTER 3/2016ss Participation (5%) 2 3 4xpectations Meets Expectations Displays Leadership tions; Seldom Voluntarily contributes to Behaviorut responds to discussion without Actively and regularlys prompting contributes to discussion; Initiates discussion on issuess are sometimes Contributions are always related to class topic Contributions are relevantistracting relevant to discussion and promote in-depth analysis of materialave read the Clearly read and thought Consistently well-prepared;not closely or about the material in Investigates and sharesall material advance of class relevant material not explicitly assignedoccasionally; Participates regularly Models good classroompond to without monopolizing; citizenship. Listens without Listens and responds to interrupting. Responses to of others contributions of others others are appropriate. Promotes active participation by others Page 119 of 120

1006236 English Reading and Writing 2 SEMESTER 3/2016 ReferencesBennett, B. (2013). Logical fallacious. Retrieved from http://www.logicallyfallacious.com/index.php/logical-fallacies/43-appeal-to-traditionEdutopia. (April 8, 2013). Do your students read critically? Retrieved from http://www.edutopia.org/blog/students-read-critically-ben-johnsonEnglishexercises.org. (n.d.). What is the tone? Retrieved from http://www.englishexercises.org/makeagame/viewgame.asp?id=2651Jaffe, S. (January 09, 2015 ). 5 superfoods that slow aging. Retrieved from http://www.theactivetimes.com/5-superfoods-slow-agingKalchayanant, T. (2012). Writing essays. (2nd Ed.). Bangkok: Thammasat University Press.Library Benedictine University. (n.d.). Test your skills APA citation exercises. Retrieved from http://libguides.ben.edu/content.php?pid=118163&sid=1064117Marinaro, F. M. (n.d.). Logical fallacy: Definition and examples. Retrieved from http://study.com/academy/lesson/logical-fallacy-definition-examples.htmlMITlibraries. (n.d.). Citing sources: Overview. Retrieved from http://libguides.mit.edu/c.php?g=176032&p=1159439#1885808Ravishankar Sarma, A. V. (2015). Introduction to Logic: Problems and solutions. Retrieved from http://nptel.ac.in/courses/109104040/ExerciseswithAnswersNPTEL2014.pdfThe Writing Lab. (2014). Evaluating Sources: Overview. Retrieved from https://owl.english.purdue.edu/owl/resource/553/01/Tucker, K. (n.d.). How to Write a Critique Essay. Retrieved from http://www.ehow.com/how_5084277_write-critique-essay.htmlUniversity of Pennsylvania Library. (2002-2004). Retrieved from http://gethelp.library.upenn.edu/PORT/documentation/APAintext.htmlWilhoit, S. (2010). A brief guide to writing from readings. 5th Edition. New York: Pearson Education Inc.…………………………………………………………………..…………………………………………………………………………………….. More sources will be supplemented later. Page 120 of 120