University Academic Writing for International Students
(open-access book)
In this open-access textbook (BETA version) for international students edited by Dr. Carol Lynn Moder, a group of my colleagues and I address some of the most prominent rhetorical patterns that university students need to master to communicate successfully in academic settings. I contributed with two chapters: Persuasive Writing and Evaluating Sources. The entire book can be access on the following link:
open.library.okstate.edu/internationalcomposition/
open.library.okstate.edu/internationalcomposition/
Cooking solutions for Indian homes: A simulationIn this simulation developed for first-year engineering students, the participants are required to take positions based on assignend roles to solve a problem.
|
Participants' TestimonialsAfter the simulation, students provided their views on the experience and what they have learned from it. You may read some of their testimionials in the link that appears below:
|
video_comprehension_questions.pdf | |
File Size: | 20 kb |
File Type: |
How to write summaries (a video lesson for Engineering students)
This video-lesson focuses on the following learning goals:
- Defining the overall purpose and language features of academic summaries
- Describing a set of practical strategies to guide novice-writers to generate summarized in-text citations
Generating Summaries Task
After the video, students work collaborative to apply the strategies learned. The interaction was conducted using Microsoft Teams. Details are provided in the following file:
|
|
Post-Task: Guided peer-review of summaries
After the task, students use a rubric to provide feedback to summaries written by their peers. The rubric used in this post-task is provided below:
peer_assessment._summary_writing_rubric.pdf | |
File Size: | 91 kb |
File Type: |
Language and Identity
This lesson was designed to introduce a group of graduate students to the study of language variation and language identity. As a preparation for this lesson, students were required to watch the video “Do you speak American?” (McNeil, 2005) and take notes on any relevant ideas they could find about the different variations of English represented in the video.
In class, students engaged in small group discussions about the prescriptivist and the descriptivist views about language using a discussion guide.
video.guide.1.pdf
When the small group discussions closed, a representative of each team presented a summary of the most relevant ideas discussed in the group. The instructor expanded the discussion introducing students to the concept of folk linguistics and how different groups perceive the speech patterns of other groups and use these perceptions to index their language identities.
As a follow-up, students read the first chapter of the following book and engaged on an online discussion regarding the most relevant ideas observed in the text.
Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States. Routledge.
Each student was expected to pick two questions from the list and post an answer on the forum. Each participant was also expected to post two follow-up comments or questions for other participants in the forum discussion. The follow-up questions are available below:
lippi-green_1.discussion_questions.pdf
By the end of the unit students took an open-ended quiz (also available at)
quiz_guide_1.pdf