LINGUA INGLESA ESCRITA IV (HE285)
Professor: Dr. Ron Martinez
Office: 1014 (Reitoria)

CLASS DOCUMENTS

FINAL PAPER REVIEWER CHECKLIST

Reading Engagement Log


MIDTERM Rubric
FINAL Rubric

VIDEO TUTORIAL:How to do a "lexical profile" (find word frequency
 information) for your essays:

LIBRARY
Link to "Portal de Periódicos" CAPES
Instructions for "conexão doméstica" (to access research portals)
Instructions for accessing journals through CAFe
"Treinamento no uso do Portal de Periódicos"

READINGS

Casanave, C. P. (2008). ‘‘The stigmatizing effect of Goffman’s stigma label: a response to John Flowerdew’’.  Journal of English for Academic Purposes, 7, 264-267. 
Flowerdew, J. (2008) Scholarly writers who use English as an Additional Language: What can Goffman’s ‘‘Stigma’’ tell us?  Journal of English for Academic Purposes, 7, 77-86.
Flowerdew, J. (2009) Goffman’s stigma and EAL writers: The author responds to Casanave.  Journal of English for Academic Purposes, 8, 69-72.
Hanauer, D.I., & Englander, K. (2011). Quantifying the burden of writing research articles in a second language: Data From Mexican scientists.  Written Communication, 28(4), 403-416.    
Miller, T., & Parker, D. (2012). Writing for the reader: a problem-solution approach.  English Teaching Forum, 3, 21-27.
Swales, J., & Najjar, H. (1987).  The writing of research article introductions.  Written Communication, 4(2), 175-191. 
Thompson, G. (2001).  Interaction in academic writing: Learning to argue with the reader.  Applied Linguistics, 22(1), 58-78.
Wingate, U. (2012).  'Argument!'  helping students understand what essay writing is about.  Journal of English for Academic Purposes, 11, 145-154.

ACADEMIC VOCABULARY LISTS
The Phrasal Expressions List (Martinez & Schmitt, 2012)
The Academic Collocations List (Ackermann & Chen, 2013)
The New Academic Vocabulary List (Gardner & Davies, 2013)
The Academic Formulas List (Ellis & Simpson-Vlach, 2010)


LINKS
APA Formatting (Purdue University)
ABNT Formatting
Meaning and use of Latin abbreviations
Vocabulary Frequency Profiler (LexTutor)
Sketch Engine for Language Learning

CLASS CALENDAR

WEEK 1

COURSE INTRO

TAKE THE CLASS SURVEY!

Create your free online surveys with SurveyMonkey , the world's leading questionnaire tool.

QUIZ: WHAT ARE YOUR BELIEFS ABOUT ACADEMIC WRITING?

Create your own user feedback survey

If survey (above) does not appear automatically, please click here.

"SUBTEXT" -- THE STORY OF AN EMAIL
Watch the video and then reflect on the questions (below the video).

1.  Can you relate to this video?  Have you had a similar experience?
2.  What insights does this video provide into the writing process?

HOMEWORK: THE GRAMMAR OF INTRODUCTIONS

Read the introduction and choose the "best" grammatical form.  DOWNLOAD HERE

WEEK 2 (March 13) - 

ENTERING THE CONVERSATION

1. WORKSHEET: "EDIT YOUR WORK" (download here)

2. ARTICLES ON ZIKA

  1. Download New York Times article here.
  2. Download the Brazilian response here.
  3. WORD VERSION of New York Times article

FYI: "SIMPSONS" EPISODE MENTIONED IN ARTICLE

EXAMPLE OF HOW TO USE "SKELL"

FRIDAY, 18 MARCH - TIC-TAC-TOE AND HOMEWORK

WEEK 3 (March 21) - 

PARTICIPATING IN THE DIALOGUE

LINKS TO ARTICLES ON BRAZILIAN CURRENT AFFAIRS

  1. "Brazil's political crisis is reaching breaking point" (Camila and Franciane)
  2. "Lula's abortive return to government" (Anni)
  3. "Dilma Rousseff impeachment proceedings cheered" (Dilma)_
  4. "Brazil in crisis" (Kely)
  5. "Zika virus unmasking inequality in Brazi" (Julliana)
  6. "Readers views on Brazil protests"  and  "Thousands join pro-Dilma rallies" (Gabriela)
  7. "The picture that seems to say everything" (Mateus)
  8. ​"Brazil's digital backlash" (Lorena)
  9. "The secret lives of Brazil' sex workers" (Amy)

DOUBLE-ENTRY JOURNAL SAMPLE

HOMEWORK

WEEK 4-7 (March 28-April 18) - 

THEIR VOICE, YOUR VOICE

CLASS VOCABULARY LIST


defurther
hence
in order to
widely
pinpoint
hedge
slant
bias
overt
novice
skillfully
stance
entail
warrant
​amid
detrimental



OOPS (mistakes to avoid)

"researches" (research is not usually countable)
"related with" (related to)
"incorporate to" (incorporate into)
"the problem about" (the problem with)
"the effect of ___ in ____" (the effect of ___ on ___)

PART 1 (WEEK 4)

PART 2 (WEEK 5)

COMMENT ON YOUR CLASSMATES' BLOGS

Read some of your classmates' texts and comment on at least one.

EX. 1 - WHAT'S THE HYPOTHESIS?

Read the abstract for this article and then discuss what the hypothesis was of the researchers.

EX. 2 - ANALYSIS OF ESSAY INTRODUCTIONS

Read the three essay introductions and identify where the authors establish territory, establish niche, and occupy niche.   DOWNLOAD HERE

EX. 3 - HOW DO AUTHORS "ESTABLISH TERRITORY?"

  1. Visit the Journal for English for Academic Purposes (at ScienceDirect).
  2. Browse the journals, looking for articles that interest you.
  3. Skim over the introductions of at least 5 articles, and note the way the author(s) "establish territory."  
  4. Focus especially on the first 2 sentences of the Introduction section (NB: not the Abstract). (Notice how their function is often to "claim centrality" -- although other functions, such as "defining" are also common.)
  5. Make a "collection" of phrases/sentences you think are worth recording.  Be sure to underline/highlight the part you think is useful. 
  6. Be sure to note not only the phrase/sentence, but also the link to the source article.
  7. When done, copy and paste onto the Google doc.

EX. 4 - WHERE IS THE "NICHE"?

There are two "however"s in the Introduction below.  Which one represents the beginning of the author's establishment of niche?  Or are there  two niches?
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EX. 5 - TO CITE OR NOT TO CITE?

Without looking at the original article (!!!), download the introduction and find the the missing in-text citations.  (There are 6 of them.)  DOWNLOAD HERE

PART 3

HOMEWORK:  FINISH THE 'FAKE CITATION' EXERCISE

Access the Google Doc here.

WEEK 8 (April 25)  
​MIDTERM PREPARATION

EX. 1 - IDENTIFY THE 'C.A.R.S.' MOVES

Access this article and identify where the moves are in the Introduction section.  (If you do not have an UFPR email, you may share with a classmate.)

EX. 2 - HOW DO WRITERS "OCCUPY TERRITORY" IN RESEARCH ARTICLES?

Access the Journal of Second Language Writing here.  What are some of the common ways (i.e. phrases) authors use to occupy a niche?   Makes notes.

WEEK 9 (May 1)  
​MIDTERM REVIEW

LANGUAGE LESSONS FROM THE MIDTERM - DOWNLOAD HERE

HOMEWORK NEXT WEEK: "ARGUING WITH THE READER": Quantifying the burden of writing research articles in a second language.  Download the full article here, and the worksheet here.

WEEK 11 & 12 (May 16; May 23)  
​WRITING FOR THE READER IN THE TEXT

FIND THE "READER IN THE TEXT":  Download Flowerdew (2008) and try to find at least 2 examples.  Copy and paste them onto a Word document.

HOMEWORK FOR 20/05: 1) Read pp. 86-90 in "They Say, I Say".  2) Choose one topic and Respond to the "reader-in-the-text" - Download worksheet here.

HEDGING: EPISTEMIC MODALITY
Access here the Google Doc we worked on in class, and use for future reference in your writing.

HOMEWORK FOR 23/05:  POST ON YOUR BLOGS YOUR TEXTS FROM YOUR WORKSHEETS (for example, the "Curitiba sidewalks" text), AND THE "CRAZY THEORIES" TEXTS FROM TODAY'S CLASS - see an example here.

HOMEWORK FOR 30/05

  1. Read the chapter "As a result" on p. 105 of "They Say/I Say"
  2. Complete this worksheet.
  3. Check your answers on the original article (see bottom of p. 10 of the journal article).
  4. Write down at least 1 "working title" (and a maximum of 3) for your final paper.  Please bring your title(s) to the next class.
  5. Identify at least 1 "textual mentor" -- a text that you will analyze for features that you think are worth copying, reusing or otherwise emulating.
  6. Read and comment on the blogs of at least 2 classmates.

WEEK 13 (May 30)  
​CONNECTING THE PARTS

SEE ANSWERS TO THE BUSINESS ARTICLE COHESION HOMEWORK HERE.

HOW WELL DOES THE TEXT COHERE?

1. Analyse this text for aspects of coherence and cohesion.
2. How can the text be improved?

TODAY'S BOARD NOTES ON COHERENCE AND COHESION

Picture

YOUR WORKING TITLES

See your classmates' working titles here - and don't forget to update yours!

WEEK 13 (June 3rd)  
​The Home Stretch

1. SCHEDULE YOUR BLOG FEEDBACK CONSULTATIONS HERE.

SCHEDULE FEEDBACK

2. CHOOSE YOUR PEER REVIEWER HERE.

CHOOSE REVIEWER

3. SAMPLE FINAL PAPER HERE.

WEEK 14 (June 10th)  
​Some final touches

CAN YOU SPOT PLAGIARISM?  TAKE THE TEST!

In case the embedded form does not load, you can also access the test here.

HOMEWORK

1. APA REFERENCING WORKSHEET (Download HERE)

2. APA REFERENCING EXAMPLE ARTICLE -- HERE.

WRITE A SHORT PARAGRAPH THAT IS BASED ON THE UNDERLINED PART OF THE TEXT BELOW, TAKEN FROM MARTINEZ AND MURPHY (2011, p. 270).

Picture

WEEK 15 (June 13th)  
​Peer review

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>> PEER REVIEW CHECKLIST FOR THE FINAL PAPER

DOWNLOAD THE PEER REVIEW CHECKLIST HERE.
This student's essay received a good score, but there is a section in the essay that I felt should be deleted.  Why?  Download the sample here.

2. SCREENCAST-O-MATIC DEMO

Access the demonstration here.

3. DEALING WITH COLOR CODES

Download the worksheet here and work with a partner to identify why the codes have been used, and what needs to be changed (and how).

4. ENHANCING YOUR VOICE

Remember the importance of lexical diversity and cohesion.  Download the worksheet here.