Narrative II

1. Narrative II watercolorby Bianca Ávila

2. class 2: ACADEMIC WRITING Narrative II INTRODUCTION play! watercolorby Charlotte Zoller

3. LITERATURE & ACADEMIC WRITING Oneofthemostchallengingaims in anESL undergratuationprogramis – in linguisticterms– toestablishefficient connections amongthevariousaspectsoftheliving language, ie, thelanguage as usedby its native speakers in thepresentday. reading receptiveskills activeskills listening speaking oral skills click me! Literature essays Literature essays writtenskills writing

4. The ultimategoalofan ESL undergraduationcourseisto help studentsacquirecompetence in the 4 languageskills. In Literature classes, therefore, thefocusshould go mostly – butnotexclusively – tothewrittenskills, ie, readingandwriting. reading receptiveskills click me twice! activeskills listening speaking oral skills Literature essays Literature essays writtenskills writing

5. LikewithLanguage classes, thebasicaim in Literature classesistocommunicateeffectively in thetargetlanguage(English). However, themaindifferencebetweenthetwotypesof classes isthat: • in Literature classes, as weget in contactwith some ofthemostsophisticatedachievementsofthelanguage , • we are allowedto stop thinkingaboutthelanguagebarrierand • concetrateontheissuestheauthorsarise

6. The reason for that is that the literary texts we study were not written specifically for ESL students: • they were written by native speakers to their contemporaries • both writers and readers shared a specific context in time • the texts responded to the issues of their days with philosophical, political and/or aesthetical approaches • many of the issues ultimately concern our human condition • and therefore do not depend so much on our sharing the same set of values and/or contextual environment

7. Therefore, literary textscan’t be easily “instrumentalized “and squeezed into the didactic bubble necessary for the proper process of foreign language learning. • Literary texts can’t be separated from the real world: • they are connected with real lives of real people and therefore • they affect our real lives and our world views play!

8. That’swhythemajor purposesofstudyingliterarytexts are mostlyethicalandaesthetical, ratherthanlinguistic. They include, amongotherpurposes: • anenlargementofstudent’scognitivehorizonsandaestheticsensibility • the establishment of new affectivebondswiththelanguage • contactwitha varietyofmodesofwrittenexpressionandnotonlythe standard • contactwiththeHistoryofthelanguageandofthevariouspeoplewhospeak it • and more

9. Oneofthe beneficial “sideeffects” ofthisexposuretoliterarytextsisthatstudentsdo improve theirwritingskills. Afterall, • receptiveskillsare primaryandtrigger thedevelpmentoftheactiveskillsin • nativelanguageacquisitionand • foreignlanguagelearning. reading receptiveskills activeskills click me twice! listening speaking oral skills Literature essays Literature essays writtenskills writing

10. Thisisparticularly crucial toundergraduatestudentsofHumanities. Alongtheirstudies, they are assessedbytheirACADEMIC WRITINGskills. So, thepurposeofthis module of classes istoconnectLITERATURE READINGtoACADEMIC WRITING in a bidirectionalway. LITERATURE reading receptiveskills activeskills listening speaking click me! oral skills Literature essays Literature essays writtenskills ACADEMIC writing

11. class 2: ACADEMIC WRITING Narrative II SECTION 1: workingwith “OWL’S” resources play! watercolorby Chris Gentes

12. SECTION 1:workingwith OWL’S resources

13. SECTION 1: using “OWL’S” resources • The sourceofthematerials in thissectionisfoundatthe website of • OWL: Online WritingLaboratoryatPurdueUniversity, Nevada, USA. • It isused in thisclasswiththeexplicitauthorizationoftheauthors. • Fromnowon, pleaserefertoPurdueUniversity’s • OWL (Online WritingLab) at: • http://owl.english.purdue.edu/owl/

14. OWL project: backtorhetoric OWL Projectisnotdesignedto ESL students, butto regular undergraduatestudents in theEnglishspeaking world whowishto improve theiracademicwritingskills. They base theirguidelinesontheprinciplesofmodernrhetoricwhich assume thatbothactivities, ie, RHETORIC & (ACADEMIC) WRITING aimat • COMMUNICATING EFFECTIVELY and • PERSUADING

15. visitingOWL’s website (offline) • atthe HOME PAGE • checkGENERAL WRITING • under GENERAL WRITING • checkACADEMIC WRITING click 1 click 2 click 3 click 4 > SECTION 1. OWL’S RESOURCES

16. > SECTION 1. OWL’S RESOURCES under “ACADEMIC WRITING” click me! we’llfocus todayon ... 1. RHETORICAL SITUATION 2. ESTABLISHING ARGUMENTS

17. a brief overview of “ACADEMIC WRITING” menu • 1. The Rhetorical Situation (to be seen today) • This presentation is designed to introduce your students to a variety of factors that contribute to strong, well-organized writing. This presentation is suitable for the beginning of a composition course or the assignment of a writing project in any class. • 2. Establishing Arguments (to be seen next class) • These OWL resources will help you develop and refine the arguments in your writing. play!

18. 3. Logic in Argumentative Writing (to be seen next class) • This resource covers using logic within writing-- logical vocabulary, logical fallacies, and other types of logos-based reasoning. • 4. Paragraphs and Paragraphing (to be seen next week) • The purpose of this handout is to give some basic instruction and advice regarding the creation of understandable and coherent paragraphs. • 5. Essay Writing (to be seen next week) • This resource begins with a general description of essay writing and moves to a discussion of common essay genres students may encounter across the curriculum. • Note: The Modes of Discourse: Description, Narration, Exposition, Argumentation (EDNA)

19. ATTENTION! • The following topics will not be covered in class but are strongly recommended! • 6. Conciseness • This resource will help you write clearly by eliminating unnecessary words and rearranging your phrases. • 7. Paramedic Method: A Lesson in Writing Concisely • This handout provides steps and exercises to eliminate wordiness at the sentence level. • 8. Reverse Paramedic Method • This resource will help you write clear, concise sentences while remaining in the passive voice. Passive voice is used quite often in scientific writing.

20. 9. Adding Emphasis • This handout provides information on visual and textual devices for adding emphasis to your writing including textual formatting, punctuation, sentence structure, and the arrangement of words. • 10. Sentence Variety • This resource presents methods for adding sentence variety and complexity to writing that may sound repetitive or boring. Sections are divided into general tips for varying structure, a discussion of sentence types, and specific parts of speech which can aid in sentence variety.

21. 11. Using Appropriate Language • This handout will cover some of the major issues with appropriate language use: levels of language formality, deceitful language and Euphemisms, slang and idiomatic expressions; using group-specific jargon; and biased/stereotypical language. • 12. Active and Passive Voice • This handout will explain the difference between active and passive voice in writing. It gives examples of both, and shows how to turn a passive sentence into an active one. Also, it explains how to decide when to choose passive voice instead of active.

22. 13. Email Etiquette • Although instant and text/SMS messaging is beginning to supplant email for some groups' primary means of Internet communication, effective and appropriate email etiquette is still important. This resource will help you to become an effective writer and reader/manager of email. • 14. Email Etiquette for Students • This presentation was designed in response to the growing popularity of email and the subsequent need for information on how to craft appropriate email messages. This presentation will help you send resumes and cover letters via email, and it will help you communicate with teachers / professors.

23. movie 1: introductiontoRhetoric • In movie 1 – INTRODUCTION TO RHETORIC - you’llbeintroducedtothemainideasoftheproject.

24. maintopicsofmovie 1 • 1. initialidea : rhetoric ~ anawarenessoflanguagechoice • 2. thereis a historytorhetoric • negative view: politiciansusinglanguagetogetwhattheywant • Greektraditionofpreparing speeches • Greekeldersteachingyoung boys • limitedtoupper classes • “therewas a beliefthatonlycertain classes ofpeoplewereallowedto do this” • “then came thesophists”

25. theshophistswerepopularizersofrhetoric • “theybelievedanybodycould use rhetoricstrategiestobeaneffective speaker” • manypeopledisagreedwiththepurposesofthesophists • “that’swhenrhetoric came tobeseen as negative” • “peoplethoughtthatifeverybodyusedrhetoric, thestrategieswouldbecomemeaninglessandempty” • andpeoplewouldn’tbeconcernedwiththemoralityorproofsoftheirarguments • fortunately, thatdidn’thappen

26. 3. but still, how does anunderstandingofrhetoricstrategiesmakewriting more effective ? • writing≈ a processofmakinganargument • argument≈persuasion • rhetoric: usingtheavailablemeansofpersuasion • concepts (=tools) : audience, pathos, logos, ethos introductionto RHETORIC

27. SECTION 1:workingwith OWL’S resources general writing > academicwriting > 1. THE RHETORICAL SITUATION

28. refreshing:under “ACADEMIC WRITING” we’llfocus todayon ... 1. RHETORICAL SITUATION class 2: ACADEMIC WRITING

29. text 1: therhetoricalsituation • The complete textistobefound • online and • in yourbooklet class 2: ACADEMIC WRITING

30. for NEXT CLASS(ES)... • Please prepare thefollowingreadingsunderOWL’S ACADEMIC WRITING: • 2. Developing Strong ThesisStatements • 3. Logic in Argumentative Writing • 4. Paragraphs and Paragraphing • 5. Essay Writing class 3 class 4 class 2: ACADEMIC WRITING

31. seeyou, then!

32. bye!