Associate DegreeAssociate DegreeLCE003 – Project EnglishLCE003 – Project English

Comprehending & Responding to SourcesComprehending & Responding to Sources

Tsim Kam Wan

Love at First SightLove at First Sight

Main Ideas

True love is not

True love is not simply Main Points These feelings are

1. _________________2. ________________3. _________________4. ________________

1. _________________2. ________________3. _________________4. ________________

Love at First SightLove at First Sight

Main Ideas

True love is not

True love is not simply Main Points These feelings are

1.romantic feeling2.sexual attraction3.thrills of the chase4.desire to get married

1.emotional attachment 2.infatuated3.temporary4.selfish5.fallen in love with love

Part 2 – Use Others’ Opinion for writingResponding to a text, and deciding whether or

not it can be used for your writingTask 1• Read page 7, “Now Let’s Talk about Sex Education” • Find the arguments in favour and against the integr

ation of sex education in secondary school and fill in the table with your group as follow:

For Against

Sex education

Grace Lee Ming YingMr. Au

Family Planning Association

Au Pak KuenHong Kong

Teacher Union

Priscilla Lui Tsang Sun Kai

Against Child Abuse

Chan Pui TinEducation Department

Ho Yu sunAssociation of

Principal of Gov’t School

Dr. Judith Mackay

BonnieFung Lai Miu Yee

Teacher

Clara Chan Mei-Ling

StudentSocial Agencies

Parents

Part 2 – Use Others’ Opinion for writing Task 2

For Against1. It includes important life

skills.2. It helps them handle

emotional problem or physical problems. (Student Problems)

3. It meets student’s needs.4. It fathoms morality,

relationships, dating, pregnancy and sexual abuse

1. Parents are unwilling to assist.

2. Teachers have reservation.3. It lacks training teachers.4. Principals are worried

parents will accuse them of encouraging sex.

5. Teachers are afraid of naming of sex organs.

6. Teachers lack the confidence to talk about sex.

7. Principals fear it has an adverse effect on well behaved students and interfere with academic results.

Part 2 –Use Others’ Opinion for Writing

Responding to a text, and deciding whether or not it can be used for your writing

Task 2In group, discuss:

1. Should sex education be made a mandatory part of secondary school curricula? (Page 6, Q3)

2. 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.

PositiveConsequences

Negative Consequences

For Against

Essay about Sex EducationEssay 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

Part 3 - Paraphrasing

Stages of Paraphrasing1. Read the text carefully and take notes, or

diagram the ideas.2. Give credit to the author. Make it clear that

the original idea is from the authors of the text and not from you.

3. 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.

Part 3 - ParaphrasingPart 3 - Paraphrasing

Read Passage #6, then choose which paraphrase is appropriate for academic writing by placing a √ in the box.

(Page 13)

Paraphrase includes the following:Paraphrase includes the following:

1. A topic sentence that clearly states your opinion

2. A paraphrase of your chosen paragraph that supports your viewpoint.

3. An explanation or summary of your position

(Page 18)

Reading SkillsReading SkillsAcquire the InformationAcquire the Information

1. Big Picture – Skimming and scanning2. Core Idea – Getting the gist/central theme3. Note-taking – Note what you know, defines what you don’t

know.4. Step-by-Step – 10 words per day, language in a year5. Quiz the subject – 5-W (What, Who, Where, When, Why,

How)6. 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

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List

ABCDEFGHIA: AssumptionB: Big IdeaC: ClarityD: DepthE: Eyes – points of views? BiasF: Fact/OpinionG: GoalI: Implication/Consequences

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List - - AAssumptionsssumptions

Checklist-Analytical thinkingChecklist-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?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck ListCheck List--BBig Ideaig Idea

Checklist-Analytical thinkingChecklist-Analytical thinkingBig Idea• What are the themes for each paragr

aph?• What is the main theme of the article?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck ListCheck List - - CClaritylarity

Checklist-Analytical thinkingChecklist-Analytical thinkingClarity• Do I understand what the writer writ

es about?• Does the writer give me enough exam

ples or an analogy?• What would the opposite look like?• How does the writer organize the arti

cle?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List - - DDepthepth

Checklist-Analytical thinkingChecklist-Analytical thinkingDepth• Is the writer analyzing the issue in de

pth?• Is this an unjustified generalization?• Is the writer oversimplifying the issue

s?• Is the writer merely labeling things an

d taking them at face value?• How things are connected to each oth

er by the writer?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List - - EEyesyes

Checklist-Analytical thinkingChecklist-Analytical thinkingEyes- 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 a

s fact?• How representative are the examples? Do t

hey 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?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List - - FFactsacts

Checklist-Analytical thinkingChecklist-Analytical thinkingFacts (or Belief)• Is this a fact or a belief?• What’s the evidence for this? Is it credi

ble? Is there enough evidence?• How did he come to that conclusion?• How can you know?• Can the writer justify and defend the s

tatement?• Am I certain or do I merely suspect thi

s is true?• Have I ever tested this opinion?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List - - GGoaloal

Checklist-Analytical thinkingChecklist-Analytical thinkingGoal• What is the writer trying to achieve?• What’s the purpose of the writer’s thin

king?• What’s the problem the writer is tryin

g to solve?• What’s the precise question the writer

is trying to answer?

Analytical Thinking Skills IAnalytical Thinking Skills ICheck List Check List - - IImplicationsmplications

Checklist-Analytical thinkingChecklist-Analytical thinkingImplications• What are the implications of this?• If this is true, what else follows?• What are the consequences of this?• How can I interpret this?

Part 3 –Checklist-Analytical ThinkingPart 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:

Part 4 – Writing a good paragraphPart 4 – Writing a good paragraphTask 4 - In group, discuss and write down the characteristics that make a good paragraph

A Good Paragraph

Part 4 – Writing a good paragraphPart 4 – Writing a good paragraph

A Good Paragraph

SummarisedMain Idea

AppropriateExamples,

Elaboration,Explanation

Good Topic Sentence

IntensifiedCohesion/

Organisation

Qualifying Language

Clear Main Theme

Part 4 – Writing a good paragraphPart 4 – Writing a good paragraphBecoming familiar with the characteristics of a coherent 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:

a) Data – facts, figures and statisticsb) Examples – documented examples, or personal example

sc) Explanations – clarification of ideas, discussion of ideas,

expert opinions.• Each main point clearly relates to the main idea, so that the par

agraph has overall coherence.

Writing Skills-Developing Paragraph – Example One

Topic sentence + 3 examples + Sum up sentences•Step 1 – Develop topic sentencesJapanese 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

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)

Developing ParagraphDeveloping ParagraphExample OneExample One

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 longHumid – very sweaty

Typhoons – frightening – heavy rain - annoying

•Step 3 – Think one sentence to sum up the themeThat is the reasons I hate summers in Hong Kong.

•Step 4 – Turn the notes into sentence. Write the whole paragraph by connecting examples

Example TwoExample Two

ParagraphI hate the weather in the summer. (Topic sentence) It gets so hot 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)

Example TwoExample Two

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

Classwork 1 – Team WorkClasswork 1 – 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

Classwork 2 –Team WorkClasswork 2 –Team 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

Homework 3 – Individual WorkHomework 3 – Individual 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

Classwork 1 – Team WorkClasswork 1 – 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

Classwork 2 –Team WorkClasswork 2 –Team 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

Homework 3 – Individual WorkHomework 3 – Individual Work

WHAT IS COHERENCE?WHAT IS COHERENCE?

• Coherence is the unifying element in good writing. It refers to the unity created between the ideas, sentences, paragraphs and sections of a piece of writing.

HOW CAN YOU CREATE COHERENCE?HOW CAN YOU CREATE COHERENCE?

1. 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.

3. Use referents, words or phrases that stand for previously mentioned words/ideas

4. Use consistent and appropriate verb tenses and time words.

5. Use parallel structures to create balance and progression within your writing.

6. Repetitive Sentence Pattern.

COHERENCE VOCABULARYCOHERENCE VOCABULARYSignal time

Signal an example

Signal a contrast

Signal a similarity

Signal a cause/effect

BeforeDuringAfter WhileSinceAt the momentBy thenFirstNextThen

For exampleGenerally speakingIn most casesOccasionallyEspeciallyFor instanceSpecificallyFrequentlySometimesMoreover

On the contraryOn the other handHoweverUnlikeNonethelessNeverthelessWhereasEven thoughAlthoughButYetRegardless

SimilarlyLikewiseOnce again

ThereforeConsequentlyThenIn other wordsBecauseSinceAs a resultDue toThus