Welcome to ESL 114!
This blog is designed for the ESL 114 class of University of Illinois at Urbana-Champaign. On this blog, I will be sharing the schedule for classes, and making announcements about assignments, essay due date, etc.
Hope everyone enjoys this class and blogging!
Please check out the presentation schedule again in advance. We will be meeting at the Nevada lab during the presentation period, so refer to the map above to find the location. The address is 1203 1/2 W. Nevada Street.
On Monday, 11/30, Nevada A 1.Rui
2.Yu
3.Mike
4.Jianghang
On Friday, 12/4, Nevada B 1.Michael
2.Yayoi
3.Sungjin
4.Harry
5.Connor
6.James
On Monday, 12/7, Nevada A 1.Haijia
2.George
3.Donna
4.Steven
5.Luying
6.Yuji
I know everyone is struggling with following APA styles in a correct way. Here's the video about the APA styles; take a look at it. Also, you can refer to this website. Hope it helps.
When you want to use commas and semicolons in sentences and when you are concerned about whether a sentence is or is not a fragment, a good way to start is to be able to recognize dependent and independent clauses. The definitions offered here will help you with this.
Independent Clause
An independent clause is a group of words that contains a subject and verb and expresses a complete thought. An independent clause is a sentence.
E.g.) Jim studied in the Sweet Shop for his chemistry quiz.
Dependent Clause
A dependent clause is a group of words that contains a subject and verb but does not express a complete thought. A dependent clause cannot be a sentence. Often a dependent clause is marked by a dependent marker word.
E.g.) When Jim studied in the Sweet Shop for his chemistry quiz . . . (What happened when he studied? The thought is incomplete.)
Dependent Marker Word
A dependent marker word is a word added to the beginning of an independent clause that makes it into a dependent clause.
E.g.) When Jim studied in the Sweet Shop for his chemistry quiz, it was very noisy.
Some common dependent markers are: after, although, as, as if, because, before, even if, even though, if, in order to, since, though, unless, until, whatever, when, whenever, whether, and while.
Connecting dependent and independent clauses
There are two types of words that can be used as connectors at the beginning of an independent clause: coordinating conjunctions and independent marker words.
1. Coordinating Conjunction
The seven coordinating conjunctions used as connecting words at the beginning of an independent clause are and, but, for, or, nor, so, and yet. When the second independent clause in a sentence begins with a coordinating conjunction, a comma is needed before the coordinating conjunction:
E.g.) Jim studied in the Sweet Shop for his chemistry quiz, but it was hard to concentrate because of the noise.
2. Independent Marker Word
An independent marker word is a connecting word used at the beginning of an independent clause. These words can always begin a sentence that can stand alone. When the second independent clause in a sentence has an independent marker word, a semicolon is needed before the independent marker word.
E.g.) Jim studied in the Sweet Shop for his chemistry quiz; however, it was hard to concentrate because of the noise.
Some common independent markers are: also, consequently, furthermore, however, moreover, nevertheless, and therefore.
Some Common Errors to Avoid
Comma Splices
A comma splice is the use of a comma between two independent clauses. You can usually fix the error by changing the comma to a period and therefore making the two clauses into two separate sentences, by changing the comma to a semicolon, or by making one clause dependent by inserting a dependent marker word in front of it.
Incorrect: I like this class, it is very interesting.
Correct: I like this class. It is very interesting.
(or) I like this class; it is very interesting.
(or) I like this class, and it is very interesting.
(or) I like this class because it is very interesting.
(or) Because it is very interesting, I like this class.
Fused Sentences
Fused sentences happen when there are two independent clauses not separated by any form of punctuation. This error is also known as a run-on sentence. The error can sometimes be corrected by adding a period, semicolon, or colon to separate the two sentences.
Incorrect: My professor is intelligent I've learned a lot from her.
Correct: My professor is intelligent. I've learned a lot from her.
(or) My professor is intelligent; I've learned a lot from her.
(or) My professor is intelligent, and I've learned a lot from her.
(or) My professor is intelligent; moreover, I've learned a lot from her.
Sentence Fragments
Sentence fragments happen by treating a dependent clause or other incomplete thought as a complete sentence. You can usually fix this error by combining it with another sentence to make a complete thought or by removing the dependent marker.
Incorrect: Because I forgot the exam was today.
Correct: Because I forgot the exam was today, I didn't study.
(or) I forgot the exam was today.
Run-ons - Comma Splices - Fused Sentences
Run-ons, comma splices, and fused sentences are all names given to compound sentences that are not punctuated correctly. The best way to avoid such errors is to punctuate compound sentences correctly by using one or the other of these rules.
1.Join the two independent clauses with one of the coordinating conjunctions (and, but, for, or, nor, so, yet), and use a comma before the connecting word.
_________________________, and _________________________.
E.g.) He enjoys walking through the country, and he often goes backpacking on his vacations.
2. When you do not have a connecting word (or when you use a connecting word other than and, but, for, or nor, so, or yet between the two independent clauses) use a semicolon (;).
E.g.) He often watched TV when there were only reruns; however, she preferred to read instead.
So, run-ons and fused sentences are terms describing two independent clauses which are joined together with no connecting word or punctuation to separate the clauses.
§Incorrect: They weren't dangerous criminals they were detectives in disguise.
§Correct: They weren't dangerous criminals; they were detectives in disguise.
§Incorrect: I didn't know which job I wanted I was too confused to decide.
§Correct: I didn't know which job I wanted, and I was too confused to decide.
Doing citations is really important in academic writing, but learning the specific ways to cite is very challenging. Today I only focused on APA styles, but it's always hard for one class to cover how to use the APA styles in a proper manner. I strongly encourage you to practice the APA styles when you write on argumentative essays, and I will ask you to use citations in a correct way when you work on research papers.
I know you need more time to get familiar with the APA styles, but get prepared yourself for the world of the academic writing! Please visit the following link, and you will find further information about the APA. Click on here!
One student asked me when to use a comma and when to exclude a comma, so I introduce a link that has detailed information about using commas. Hope it helps. Here's the link: Click on here!
In argumentative essays, the introductory paragraph should have a thesis statement that shows your opinion on the issue. If often mentions the opposing view first.
E.g. Police departments say that the laws to control teenage gangs are necessary, but I believe that such laws are unfair, unconstitutional, and counterproductive.
When you state an opinion, you should indicate that it is an opinion by using a transition expression.
In my opinion, everyone should be allowed to own a gun.
In my view, no one should be allowed to own a gun.
I believe that a Honda is better than a Toyota.
I think a Lexus is better than a Honda.
In the body paragraphs, support your opinion with reasons. Each reason is a paragraph in the finished essay.
E.g. Theses statement: Although many people feel that doctors must do everything possible to keep their patients alive, I believe that euthanasia should be legalized for three reasons.
Reason A: These patients have no change of recovery. --> body1
Reason B: Medical costs are very high. --> body2
Reason C: The family suffers. --> body3
In the concluding paragraph, you may (1) restate your thesis statement in different words or (2) summarize your reasons. In your final comment, you may call for action, as in the following example. Your final comment should be powerful –one that your readers will remember.
An argumentative essay is built around a specific statement (or main premise) that is debatable within the field in which you are studying. In other words, your readers may agree or disagree with the statement. Your essay will need to support that statement in a manner that convinces your readers of its truth.
Debatable statements Statements with which other people might or might not agree. These are sometimes called "arguments", "assertions", "propositions" or "premises".
E.g. Solar energy is the best way of meeting Australia's energy needs in the 21st century.
Non-debatable statements Statements with which nobody would normally disagree or argue. These are sometimes called "facts".
E.g. Coal and oil are the main sources of energy in Australia in the 20th century.
Remember!
When you write an argumentative essay, your topic sentence is an opinion. You can support your topic sentence with both opinions and facts. It is better to use facts, but it is possible to use opinions. Your paper will be stronger if you use more facts, however.
There are two ways to organize a comparison/contrast paragraph. One way is called block organization, and the other way is called point-by-point organization.
1. Block Organization
In block organization, you group all the similarities together in one block and all the differences together in one block.
2. Point-by-point Organization
In point-by-point organization, you write about similarities and differences by subtopic.
Remember!
If you have a lot to say about each subtopic, you may need to write a separate paragraph for each one. The pattern of organization you choose depends on your topic. Also, whether you discuss more similarities or more differences (or both) depends on your topic. (Caution: limit your paragraph to one subtopic; otherwise, your paragraph will not have unity.)
A topic sentence for a comparison/contrast paragraph should name the topic and also indicate comparison/contrast organization.
E.g.) The left and right sides of your brain process information in different ways.
E.g.) When buying wireless telephone service, you should compare different plans on four points.
A concluding sentence for a comparison/contrast paragraph may repeat the main idea.
E.g.) The hiring decision is difficult because both applicants are so similar.
A concluding sentence may also make a recommendation.
E.g.) However, JX would be the better choice for the receptionist job because of her experience with patient contact and preference for working with other staff.
E.g.) In my opinion, the TeleVox telephone is the best choice for our company.
Use comparison and contrast signals to show similarities and differences.
For comparison: similarly, likewise, also, too, as, just as, equal, the same, similar to,equal to, (just) like, the same as, equally, both…and, not only…but also.
For contrast: in contrast, on the other hand, however, but, yet, while, whereas, although, even though, though, different(ly) from, unlike, differ (from) (in).
( The picture is from http://www.spotthedifference.com/ )
Hi all,
We've moved to a different topic about compare-and-contrast essays. Before we started, we looked at the differences between comparison and contrast as follows:
Compare vs. Contrast
1. To compare is…
to examine (two or more objects, ideas, people, etc.) in order to note similarities and difference.
E.g.) Compare two pieces of cloth; compare the governments of two nations.
2. To contrast is…
to show unlikeness or differences; note the opposite natures, purposes, etc.
E.g.) Contrast the political rights of Romans and Greeks.
Also, you can frequently see the following words in the compare-and-contrast essays:
like, similar to, also, unlike, similarly, in the same way, likewise, again, compared to, in contrast, in like manner, contrasted with, on the contrary, however, although, yet, even though, still, but, nevertheless, conversely, at the same time, regardless, despite, while, on the one hand … on the other hand.
Like transitional expressions, the words above give readers a direction about what you're doing in a paper, so do some practice to use those words in an appropriate way.
We're going to continue to work on compare-and-contrast essays next week, so get prepared in advance. See you!
In this kind of essay, the aim is to explain the causes (reasons) or the effects (results) of an event or situation.
e.g. Causes of air pollution (multiple factors leading to air pollution).
e.g. Effects of watching too much TV (many effects of a situation).
Sometimes an event causes something to happen, and that situation leads to another event, and it causes another event to happen. This is called the causal chain or domino effect.
e.g. Use of deodorants will bring the end of the world.
There may be several causes or effects of a situation. However, in a student essay, it is advisable to keep the number of major points to 2 or 3, which form separate developmental paragraphs.
Organization:
Depending on the topic, there may be three patterns of organization:
1. Multiple causes-->effect
In this pattern, the organization is as follows:
thesis statement: Air pollution is caused by the following factors: exhaust gases from cars, uncontrolled factory releases, and burning of low-quality coal for heating.
I. exhaust gases from cars A. government does not have enough control B. citizens are not conscientious II. uncontrolled factory gases A. no regular checks on gases released B. factories are inside the borders of residential areas III. burning of low-quality coal for heating A. no governmental control B. other forms of energy too expensive
Each developmental paragraph is devoted to one of the causes of air pollution. Each cause is supported by two minor supports. While writing, these major and minor ideas should be adequately explained and exemplified as well.
2. Cause-->Multiple effects
In this pattern, the effects of a certain situation are explained in separate paragraphs, with the following organization:
thesis statement: Watching too much TV is one of the major
sociological issues of this century, which has many effects on
the physiology and psychology of people.
I. eating disorders
A. TV meals
B. obesity
II. communication problems
A. more violence
B. no interpersonal talk
Again, we have grouped related effects under two main points: physiological and psychological. Then, we have supported each effect with two minor supports (A and B). While writing, we should explain these major and minor supports by giving examples and/or defining what we mean, as well.
3. Causal chain / Domino
In this pattern, the events lead to one another, as in the following organization:
thesis statement: Using deodorants with chlorofluorocarbon gas will bring the end of world.
I. Chlorofluorocarbon gases are contained in most deodorantsand released bysome factoriesinto the air.
II. This gas causes the ozone layer to become thinner and finally disappear in patches.
III. The unfiltered ultraviolet rays of the sun cause overheating in the poles of the earth, where the icebergs start to melt.
IV. The huge amount of water released from the poles leads to a rise in the sea level.
V. The sea will cover the land and this will be the end of the world.
Again, each major point should be supported with examples, statistics that show that there are some factories and deodorants that release chlorofluorocarbons, that there is a rise in the sea-level, etc.
Language:
To explain reasons and results, we use:
As a result, As a consequence, Consequently, So, Since, As, Because, One reason why ... One of the most important reasons why ..., The main reasons why ..., There are other reasons, too, ..
Do not forget that using transitions enables the piece of writing to be coherent; it is easier for the reader to follow our ideas when transitions are used to link them together. However, overuse of transitions causes a traffic jam and should be avoided. We should be using transitions sparingly (only when necessary).
Today we talked about the importance of academic integrity and how to avoid plagiarism. To avoid plagiarism, use the following three ways: quoting, paraphrasing, and summarizing. (*Details for how to quote, paragraph, and summarize will be dealt with in ESL115, and ESL114 will not go deep.)
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
If you're more interested in strategies above, you can go to this website to get further information.
For today, we're going to have a peer review session, which means you give feedback to your classmate's paper and get comments about your paper at the same time. It's not scary at all like the picture above shows. :D Peer reviews are very helpful and constructive since you can share different perspectives about the same article with your peers, and in so doing you can reflect your own writing based on what you and your peer discussed.
Students from some cultures do not seem comfortable when they give feedback to peers and get comment from others. However, to peer review is totally different from criticism, which is not healthy and constructive. Also, here are some tips that you keep in mind when peer reviewing, so please take a look. Let's talk about them more in class. See you soon.
For yourself:
1.Think of your reviewer as your partner. Be grateful to their help!
2.Tell your reviewer about the purpose and audience. Don't simply ask reviewers to "look it over".
3.Tell your reviewers what you want them to do. Direct their attention to the particular features you want to have advice about.
4.Stifle your tendency to be defensive. (à It’s quite important because we tend to view suggestions as criticisms. This may halt the willingness of reviewers to give feedback.)
5.Ask your reviewers to explain the reasons for their suggestions.
6.Take notes on your reviewers' suggestions. Don't just let them go!
For reviewers:
1.Think of yourself as a coach, not a judge.
2.Consider all writing by your peer as “works in progress.”
3.After hearing or reading a peer’s writing, briefly summarize it to check that you and your peer are clear about what the peer said or meant to say.
4.Start with what you think is well done. No one likes to hear only negative comments.
5.Be honest in your suggestions for improvement.
6.Based your responses on an understanding of the writing process, and remember that you’re reading drafts, not finished products. All writing can be revised.
7.Give concrete and specific responses. General comments such as “This is good” or “This is weak” don’t offer much help. Describe specifically what is good or weak.
For today, we talked about a concluding paragraph. Compared to introductions and body paragraphs, it is bit of simple to write a conclusion as long as you keep some guidelines. In class, we looked at several tips for a concluding paragraph as follows:
Restate your thesis statement (normally in the first sentence),
Summarize your topic/central ideas and why they are important,
Provide a sense of closure or “wrapping up.” (e.g. by using transitional expressions)
Call for action or overview future research possibilities.
Briefly state a forecast or warning based on facts developed in the paper.
You do not always have to provide possibilities or forecasts in your paper, and it depends on kinds of your paper. However, if you just follow the tips for 1, 2, and 3, it would be a good start to practice writing a conclusion.
Next class, we're going to have a peer review session, so be sure to finish revising paper at least by body paragraphs. Keep working on it!
Intro to Academic Writing (ESL 114 M) 3-3:50 MWF, Davenport Hall 336
Office Hours: 1-1:50 MW, FLB 3050 or by appointment (Please bother me a lot!)
Homework
1. The final version for the research paper is due 12/16. Name your file as Your NetID_ESL114M_Rsrch(final).doc.
2. Underline the thesis statement and topic sentences when you submit the paper. By doing this, you can reflect your paper in a critical way to figure out your paper includes essential factors for the research paper.
Hi all,
