ENGL062 / ENGL062N / ENGL 062N / ENGL062 N
ENGL062N Introduction to Reading and Writing
Week 1 Discussion
The Importance of Predicting Reading Time
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 2 (all) and Chapter 3, pages 50-57?
Module 1 Lesson
Link (PDF): Week 1 Sample DiscussionLinks to an external site.
Basic Discussion Requirements?
After you have read the required lesson and textbook readings for this activity, please review the instructions below for this required, graded Week 1 discussion main post. Then, be sure to reply substantively, with good depth and detail, to at least one classmate. It is recommended that you post no later than Wednesday of Week 1, and you must post on at least two separate days during Week 1.
Initial Post Instructions
Part I: Preparation
First, review the chart in the Week 1 Lesson that demonstrates what we mean by "high-text" and "low-text" reading.
Now, you will time yourself while reading one page of high-text reading and one page of low-text reading. Open and read each document below, one at a time, making sure to begin timing yourself when you start each and to stop timing yourself when you are finished with each. Each document is a page taken from your textbook that will be included in next week's reading. You do not need to share your results; this is to determine your reading speed in pages per minute.
Next, write down (privately- you do not have to share this) how much time it took you to read each attachment below and round that time up or down to the nearest minute (example: 3 minutes, 29 seconds or less = 3 minutes, while 3 minutes, 31 seconds or more = 4 minutes). Do this separately with each page below: "Reading time per high-text page = (insert the rounded number of minutes here)" and "Reading time per low-text page = (insert the rounded number of minutes here)." Again, make these notes for yourself; do not post them.
Link: (PDF): High-Text Page of Reading Links to an external site.
Link (PDF): Low-Text Page of ReadingLinks to an external site.
Part II: Your Post
Now that you have an understanding of your reading speed, respond to the following:
Locate an article in our library (any article that interests you) that is at least 5 pages in length. Do not read it.
Name just the article just by title and author at the start of your post.
Skim quickly through the full article, looking at the number of images and the amount of text. According to the “low -text/high-text” chart in our Week One Lesson, do you feel this article will be low-text or high-text? Why?
Then, without actually reading the article, guess how long it will take you to read this article according to your time per page from Part I above for low-text or high-text, depending on whether the article you found is low-text or high-text.
In your post, after you write the author and the title, share how long you predict it would take you to read this article, based on your reading speed and the number of pages in the article. You do not need to share your reading speed, just your prediction for how long it might take you to read the article .
In your post, after responding writing the author and title of your article and your time-to-read prediction, answer these questions:
Were you surprised by your results? Why or why not?
How did this activity help you understand the concept of “reading rate”?
Finally, how can understanding reading rate and previewing the reading help you gauge the purpose of the article and help you become a better, more efficient reader?
Follow-Up Post Instructions
Respond to at least one peer with substance and detail, answering all of the following questions carefully and thoroughly in your reply to a classmate. Avoid comparing reading rates – everyone is reading different materials for this discussion, so reading rates will vary greatly.
First, focus on your classmate’s reflections about their feelings regarding the activity. Were your feelings similar or different? How and why?
Next, focus on your classmate’s thoughts about how discovering their personal reading speed can help them be more successful. Did you have similar or different thoughts? Explain.
What did you learn from reading your classmate’s post?
ENGL062N Introduction to Reading and Writing
Week 2 Discussion
Grammar Reflection
Required Resources
Read/review the following resources for this activity:
Lesson 2: Grammar Review
Initial Post Instructions
In Lesson 2, you reviewed three major sections in grammar: nouns & pronouns, verbs, and modifiers & articles. Thinking about the three sections, answer each of the following questions.
Which of the three sections do you find most challenging? First, describe your personal journey with this trouble spot. Do you feel that the grammar lesson helped you understand this most challenging grammar topic for you? How? If the lesson did not give you all the clarity you crave, would you like further resources, and/or can you locate other resources and recommend them?
Can reviewing grammar lessons help refine your own writing? In what other ways do we learn and master grammar?
Follow-Up Post Instructions
Respond to at least one peer's response with substance and detail, explaining your thoughts on your peer's reflection of grammar skills and how your personal journey and results were similar and different.
ENGL062N Introduction to Reading and Writing
Week 3 Discussion
Annotating a Text
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 2
Lesson 1
Initial Post Instructions
This week we looked at annotating a text. For this discussion, you will need to submit a picture of your annotated work along with your written reflection. You can annotate digitally (submit screenshot) or in a hard copy (submit picture).
Upload the picture or screenshot of a fully annotated page in your textbook - you can use the textbook reading for this class or any other class you are taking this session. The annotation must include at minimum the following:
Marked or highlighted new concepts
Written definition for words that you did not know
At least two notes in the margin. These may include indicating important concepts, making comparisons, and/or adding additional reflection on how this content relates to other concepts
Write a paragraph in which you reflect on your process of annotation. Why did you choose to mark certain sections? What connections were you able to make in your annotations? What words stood out to you? How did the process of annotation help you engage with the text?
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by pointing out other areas the writer could have decided to annotate or providing your own reflection on the writer's annotation choices.
ENGL062N Introduction to Reading and Writing
Week 4 Discussion
Reading and Writing with Transitions
Required Resources
Read/review the following resources for this activity:
Textbook: pp. 127-128 (chart of transitions)
Textbook: Beginning on page 651: "Theme: Television and Stereotypes" (four essays - choose one to read and analyze for this discussion)
Lesson 1, 2
Initial Post Instructions
This week, your assigned reading includes a rich discussion of transitional words and phrases. Pages 127-128 of the textbook provide an extensive categorized chart of dozens of examples. This discussion activity will help you recognize transitions in reading and incorporate transitions into your own writing.
To complete your initial post for this discussion, follow these steps:
In your textbook, beginning on page 651, you will find a series of 4 essays on the theme of television and stereotypes. Choose one, and engage closely with the text, using the reading strategies we have studied, such as annotating, underlining, and "talking to the text."
After you have done this, read the essay again, this time highlighting all instances of transitional words and phrases.
Complete each of the following for your full discussion post:
List 10 transitions used by the author, and address their effectiveness for you, the reader.
Using the chart in your textbook and other resources, write the type of transition that each word falls under.
Do the transitions vary (i.e., no repetition in word choice for transitions)? If so, discuss how this impacts the reading experience. If not, discuss how this impacts the reading experience.
Does the writer use mostly words or mostly phrases (multi-word transitions)? Explain how this impacts you as a reader.
What is the foremost lesson you learned about using transitions in your own writing from this reading exercise? How will you employ it?
Follow-Up Post Instructions
Respond to at least one peer. Further the dialogue by providing more information and clarification in the form of the following:
If you read the same essay as your classmate, did you have similar or different responses related to transitions? How, and why do you think that might be? If you read a different essay, how would you compare your analysis of its use of transitions to your classmate's analysis of his or her chosen essay? Did your classmate's "lessons learned" mirror yours, or did you learn something new from your classmate?
ENGL062N Introduction to Reading and Writing
Week 5 Discussion
Developing a Body Paragraph
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 6
Week Four Assignment (Outlining)
Lesson 2
Initial Post Instructions
Last week, you developed a basic outline for your essay. It's time now to look at how to move from outline to paragraph.
Part I: Choose one of the main points from your outline (I, II, III). Copy and paste the full outline section for that main point into the top of your discussion post.
Part II: Convert "ideas" to "sentences"
Write a topic sentence that conveys the main point and how it relates to your overall essay topic.
For each of the sub topics in your outline, convert the topic to a full sentence.
For each of the vivid details in your outline, convert the detail to a full sentence.
Part III: Now put all your sentences together into a full paragraph adding transition words to help the flow.
Follow up Post Instructions
Look at the outlines and paragraphs of one other student. Reflect on how your peer moved from outline to paragraph. Consider the following: Did your peer successfully convert the topics to complete sentences? Did your peer combine all the sentences in the correct order? Did your peer add strong transitions to help the flow of ideas?
ENGL062N Introduction to Reading and Writing
Week 6 Discussion
Thesis Statements, Support, and Details
Required Resources
Read/review the following resources for this activity:
Textbook: Chapters 7 & 8
Lesson 1
Textbook: The 4 essays on pages OP5T6_1 - OP5T6_15 (To locate this section, open your full table of contents and click on part 5, "Thematic Anthology of Readings." The portion you need to read is the final theme, "The Rules of Attraction," which contains four separate essays on the theme of "The Rules of Attraction.")
Initial Post Instructions
This week, your assigned textbook chapters include a rich discussion of introductory paragraphs, conclusion paragraphs, and supporting detail. In your textbook, you will find many sample annotated introductions and conclusions throughout the chapter readings. In addition, the lesson guides you carefully through the processes of reading introductions and conclusions and writing them.
This discussion activity will help you recognize introduction and conclusion techniques in your reading and will allow you to practice identifying points and supporting detail.
The initial post for this discussion has two parts:
Part 1: Reading & Responding
In your textbook, at the end of Section 5, you will find a series of 4 essays on the theme, "The Rules of Attraction." Choose one, and engage closely with the text, using the reading strategies we have studied, such as annotating, underlining, and "talking to the text."
After you have done this, read the essay again, this time highlighting all key introduction parts, body points, supporting details, and conclusion parts.
Based on what you have learned by reading the textbook and the lessons this week, answer the following:
Which attention-grabbing technique does the author use at the start of the introduction? Is it effective? Why or why not?
List three of the details used throughout the essay (these do not need to come from the same point).
Does the author provide engaging details that clarify the point? Explain.
As a reader, do you crave more?
What other details may be helpful?
What "look to the bigger picture" does the author provide in the conclusion? Is it effective? Explain.
What is the foremost lesson you learned about introductions, conclusions, and organization of main points in your own writing from this reading exercise? How will you employ it?
Part 2: Writing
Using your Week 4 Assignment (your template for your initial outline of your essay), address the following:
List 2 attention-grabbers you may use at the start of your introduction paragraph and explain why.
List the main point for each of your 3 body paragraphs. (3 main points, one for each body paragraph)
For each of those points, provide 2 specific supporting details. Can you be more specific? How?
Offer 2 ideas for your "look to the bigger picture" element for the end of your conclusion paragraph. Which do you like better? Explain.
Follow-Up Post Instructions
Respond to at one peer. Further the dialogue by providing more information and clarification in the form of the following:
If you read the same essay as your classmate, did you have similar or different responses related to the introduction, supporting details, and conclusion? How, and why do you think that might be? If you read a different essay, how would you compare your analysis of its introduction, supporting details, and conclusion to your classmate's analysis of his or her chosen essay?Please offer specific feedback to your classmate regarding their topics, attention-grabbers, points, supporting details, and "bigger picture" conclusion elements. Put on your "reader's hat." Do you have ideas for other possible attention-grabbers? Points? Details? "Bigger picture" approaches?
ENGL062N Introduction to Reading and Writing
Week 7 Discussion
Peer Reviews
Required Resources
Read/review the following resources for this activity:
Textbook: Chapter 10
Lessons 1, 2
Required Peer Review WorksheetLinks to an external site.
Initial Post Instructions
Revision is one of the most important aspects in the writing process. It is literally the act of "re-seeing" our writing to find ways to improve the focus, support, organization, grammar, and all other aspects of a piece of writing.
This week, we will be sharing our full five-paragraph essay drafts in a class peer review. In order to make this process run smoothly, please be sure to follow these instructions:
Find your name on the peer review assignment list provided by your professor to determine whether you are in Group A, B, C, D, or E. There will be 3-4 people in each group, so depending on the number of students in the class, there may be fewer or more groups.
Once you have located your instructor's post naming your assigned group (and no later than Wednesday):
Join that discussion area by replying to the group post your instructor made. Then, attach your most recently revised draft as your initial post. This may be the draft you submitted to your instructor in Week 6, or you may have made changes since then and will wish to post your most updated copy.
In that main post, also compose a good paragraph offering information about your draft.
The current state of your draft
Your plans to add/change/remove content
Your revision plans
At least two substantive questions for the peers who will review your draft- These questions should be related to where you would most like assistance. Example: In my body paragraphs, what kinds of additional, engaging supporting details could I use?
Be sure to ask your professor if you have any questions about the peer review process.
Follow-Up Post Instructions
You must reply to one peer in your group with a full review of your peer's draft.
Find the peer who has posted after you in terms of time.
Read the attached essay and the comments your peer left to accompany the draft.
Download and complete the Peer Review Sheet.
Return your completed Peer Review Worksheet as an attachment in a response post to your peer. This must be completed no later than Friday night. The reason your peer review is due earlier in the week than other discussion replies is that your classmate must have enough time to utilize your feedback.
Continue to check into your group Discussion area in the event your peers pose any follow-up questions.
ENGL062N Introduction to Reading and Writing
Week 8 Discussion
Expanding the Concept of Reading to Write
Required Resources
Read/review the following resources for this activity:
Review Reading and Writing Strategies in Course Lessons, Weeks 1-8
Review Reading and Writing Strategies in the Textbook, Chapters 2-10
Initial Post Instructions
To practice and expand the notion of the reading-writing connection as we close our journey, we will look ahead to the future by considering what we have learned and how the work in this class has better prepared you for future classes.
For your initial post, address the following:
How has the reading work in this class better prepared you to read for future classes? Please discuss specific reading strategies we studied in this class and how they have better prepared you for the reading you will do in your future classes. (minimum of 5 full sentences)
How has the writing work in this class prepared you to be a better writer? Please discuss specific writing practices we studied in this class and how they have better prepared you for the writing you will do in your future classes. (minimum of 5 full sentences)
Follow-Up Post Instructions
Respond to at least one peer by:
noting your thoughts on your classmate's chosen reading and writing strategies
noting your thoughts on the future applications of reading and writing practices that your classmate has discussed
discussing your classmate's future applications as related to your own
