Associate Degree LCE003 – Project English Comprehending & Responding to Sources

1. Associate DegreeLCE003 – Project EnglishComprehending & Responding to Sources Tsim Kam Wan

2. Love at First Sight

3. Love at First Sight

4. Part 2 – Use Others’ Opinion for writingResponding to a text, and deciding whether or not it can be used for your writing Task 1 • Read page 7, “Now Let’s Talk about Sex Education” • Find the arguments in favour and against the integration of sex education in secondary school and fill in the table with your group as follow:

5. Clara Chan Mei-Ling Student Chan Pui Tin Education Department Grace Lee Ming Ying Mr. Au Family Planning Association Social Agencies Sex education Dr. Judith Mackay Parents Au Pak Kuen Hong Kong Teacher Union Bonnie Fung Lai Miu Yee Teacher Priscilla Lui Tsang Sun Kai Against Child Abuse Ho Yu sun Association of Principal of Gov’t School

6. Part 2 – Use Others’ Opinion for writing Task 2

7. Part 2 –Use Others’ Opinion for WritingResponding to a text, and deciding whether or not it can be used for your writing Task 2 In group, discuss: • Should sex education be made a mandatory part of secondary school curricula? (Page 6, Q3) • What are the possible positive and negative consequences of offering sex education in secondary schools? (Page 6, Q4) In group, choose either 1 or 2 to write a table to list the points for both sides.

8. Essay about Sex Education • Sex Education: A Necessity in Public Schools Today • http://www.123helpme.com/view.asp?id=10246 • Sex Education In Public Schools: To Be Or Not To Be? • http://www.123helpme.com/view.asp?id=10244

9. Part 3 - Paraphrasing Stages of Paraphrasing • Read the text carefully and take notes, or diagram the ideas. • Give credit to the author. Make it clear that the original idea is from the authors of the text and not from you. • Make sure you understand what the issue is, and whether or not the author agrees or disagrees with that position. Then write the information in your own words.

10. Part 3 - Paraphrasing Read Passage #6, then choose which paraphrase is appropriate for academic writing by placing a √ in the box. (Page 13)

11. Paraphrase includes the following: • A topic sentence that clearly states your opinion • A paraphrase of your chosen paragraph that supports your viewpoint. • An explanation or summary of your position (Page 18)

13. Reading SkillsAcquire the Information • Big Picture – Skimming and scanning • Core Idea – Getting the gist/central theme • Note-taking – Note what you know, defines what you don’t know. • Step-by-Step – 10 words per day, language in a year • Quiz the subject – 5-W (What, Who, Where, When, Why, How) • V.A.K. Attack – • Kinesthetic – write notes, postcards, co-operative learning, move, tick it off • Auditory – dramatic reading, summarize aloud, make tapes • Visual – learning maps, highlight new ideas, mental movie, diagrams, charts

15. Analytical Thinking Skills ICheck List ABCDEFGHI A: Assumption B: Big Idea C: Clarity D: Depth E: Eyes – points of views? Bias F: Fact/Opinion G: Goal I:Implication/Consequences

16. Analytical Thinking Skills ICheck List - AssumptionsChecklist-Analytical thinking Assumptions • What assumptions writer is making? • What are the writer taking for granted? • What has been left out? • What’s implied? • Do we need more information?

17. Analytical Thinking Skills ICheck List-Big IdeaChecklist-Analytical thinking Big Idea • What are the themes for each paragraph? • What is the main theme of the article?

18. Analytical Thinking Skills ICheck List - ClarityChecklist-Analytical thinking Clarity • Do I understand what the writer writes about? • Does the writer give me enough examples or an analogy? • What would the opposite look like? • How does the writer organize the article?

19. Analytical Thinking Skills ICheck List - DepthChecklist-Analytical thinking Depth • Is the writer analyzing the issue in depth? • Is this an unjustified generalization? • Is the writer oversimplifying the issues? • Is the writer merely labeling things and taking them at face value? • How things are connected to each other by the writer?

20. Analytical Thinking Skills ICheck List - EyesChecklist-Analytical thinking Eyes- Points of views • Who wrote this? What does he have to gain? • Where did the information come from? Is it reliable? • Is this opinion generalized to masquerade as fact? • How representative are the examples? Do they collectively favor one point of view? How biased is it? • Who else are mentioned in the articles? What relationship do they have with the writer and the issue? • What else could explain this? • What’s been left out?

21. Analytical Thinking Skills ICheck List - FactsChecklist-Analytical thinking Facts (or Belief) • Is this a fact or a belief? • What’s the evidence for this? Is it credible? Is there enough evidence? • How did he come to that conclusion? • How can you know? • Can the writer justify and defend the statement? • Am I certain or do I merely suspect this is true? • Have I ever tested this opinion?

22. Analytical Thinking Skills ICheck List - GoalChecklist-Analytical thinking Goal • What is the writer trying to achieve? • What’s the purpose of the writer’s thinking? • What’s the problem the writer is trying to solve? • What’s the precise question the writer is trying to answer?

23. Analytical Thinking Skills ICheck List - ImplicationsChecklist-Analytical thinking Implications • What are the implications of this? • If this is true, what else follows? • What are the consequences of this? • How can I interpret this?

24. Part 3 –Checklist-Analytical Thinking Task 1 –Use Checklist to analyze Page 7, “Now let’s Talk about Sex”. A: B: C: D: E: F: G: I:

25. Part 4 – Writing a good paragraphTask 4 - In group, discuss and write down the characteristics that make a good paragraph A Good Paragraph

26. Part 4 – Writing a good paragraph Clear Main Theme Good Topic Sentence Qualifying Language A Good Paragraph Appropriate Examples, Elaboration, Explanation Intensified Cohesion/ Organisation Summarised Main Idea

27. Part 4 – Writing a good paragraphBecoming familiar with the characteristics of a coherent paragraph The main idea • is clearly expressed • is specific and focused • can succinctly summarise the main points of the paragraph. The main points and support • There is a clear and coherent sequence of information. • The relationship between the main points is so clear that it does not necessarily have to depend on connecting words, such as “but”, “moreover”, etc. • Each main point, if necessary, has supporting information. • This is convincing, interesting, relevant, and could include: • Data – facts, figures and statistics • Examples – documented examples, or personal examples • Explanations – clarification of ideas, discussion of ideas, expert opinions. • Each main point clearly relates to the main idea, so that the paragraph has overall coherence.

28. Writing Skills-Developing Paragraph – Example One • Topic sentence + 3 examples + Sum up sentences • Step 1 – Develop topic sentences • Japanese technology dominates the household goods market. • Step 2 – Think at least 3 examples to support the topic sentences. Make short notes of the examples. • Sony cassette players, Sharp toasters, • Toshiba micro-wave ovens, National rice cooker • Panasonic televisions, Sanyo Fridges • Step 3 – Think one sentence to sum up the theme • This is just the tip of ice-berg. • Step 4 – Turn the notes into sentence. Write the whole paragraph by connecting examples

29. Developing ParagraphExample One Paragraph Japanese technology dominates the household goods market. (Topic sentence) Every shop, supermarket and department store is full of Sony cassette players or Sharp toasters. Panasonic televisions line the shelves and the kitchenware sections are filled with National rice cookers, Toshiba micro-wave ovens and Sanyo fridges. (Three examples) And this is just the tip of ice-berg. (Sum up sentence)

30. Example Two • Topic sentence + 3 examples + Sum up sentences • Step 1 – Develop topic sentences • I hate the weather in the summer. • Step 2 – Think at least 3 examples to support the topic sentences. Make short notes of the examples. • It’s so hot – can’t stand in the sun too long • Humid – very sweaty • Typhoons – frightening – • heavy rain - annoying • Step 3 – Think one sentence to sum up the theme • That is the reasons I hate summers in Hong Kong. • Step 4 – Turn the notes into sentence. Write the whole paragraph by connecting examples

31. Example Two Paragraph I hate the weather in the summer. (Topic sentence) It gets sohot outside that I can’t stand in the sun too long. I have to stay indoors all the time and I don’t like that either. And then there is the humidity. I can’t walk anywhere without getting hot and sweaty. Any finally, summer is the typhoon seasons. Every year there are typhoon scares – When we are scared that a typhoon will actually hit Hong Kong. If it does this is very frightening. But usually the typhoon just brings a lot of heavy rain, which is very annoying. (3 Examples / Explanation) That is the reasons I hate summers in Hong Kong. (Sum-up Sentence)

32. Classwork 1 – Team Work Step 1: Topic Sentence Love at first sight is infatuated. Step 2: 3 Examples A) _____________________________________ B) ______________________________________ C) ______________________________________ Step 3: Sum up Sentence __________________________________________________ Step 4: Whole Paragraph

33. Classwork 2 –Team Work Step 1: Topic Sentence Love at first sight tend to be temporary. Step 2: 3 Examples A) _____________________________________ B) ______________________________________ C) ______________________________________ Step 3: Sum up Sentence __________________________________________________ Step 4: Whole Paragraph

34. Homework 3 – Individual Work Step 1: Topic Sentence Love at first sight is rather selfish in nature. Step 2: 3 Examples A) _____________________________________ B) ______________________________________ C) ______________________________________ Step 3: Sum up Sentence __________________________________________________ Step 4: Whole Paragraph

35. Classwork 1 – Team Work Step 1: Topic Sentence There have been many famous Chinese Women. Step 2: 3 Examples A) _____________________________________ B) ______________________________________ C) ______________________________________ Step 3: Sum up Sentence __________________________________________________ Step 4: Whole Paragraph

36. Classwork 2 –Team Work Step 1: Topic Sentence Computers are very useful machines. Step 2: 3 Examples A) _____________________________________ B) ______________________________________ C) ______________________________________ Step 3: Sum up Sentence __________________________________________________ Step 4: Whole Paragraph

37. Homework 3 – Individual Work Step 1: Topic Sentence I would love to have a lot of money. Step 2: 3 Examples A) _____________________________________ B) ______________________________________ C) ______________________________________ Step 3: Sum up Sentence __________________________________________________ Step 4: Whole Paragraph

38. WHAT IS COHERENCE? • Coherence is the unifying element in good writing. It refers to the unitycreated between the ideas, sentences, paragraphs and sections of a piece of writing.

39. HOW CAN YOU CREATE COHERENCE? • Organise information in a logical manner. Organisational patterns – • time sequence, • spatial arrangement, • cause and effect relationship, • hierarchy, etc.. 2. Use appropriate transition words/phrases and conjunctions(co-ordinating and subordinating) to connect ideas within sentences and between sentences and paragraphs.

40. 3.Use referents, words or phrases that stand for previously mentioned words/ideas 4. Use consistent and appropriate verb tenses andtime words. 5. Use parallel structures to create balance and progression within your writing. 6. Repetitive Sentence Pattern.

41. COHERENCE VOCABULARY