Help us translate!

0:00
[MUSIC]

[SOUND] Are you there?

[LAUGH] Yes, there you are.

Guess what?

Shane's off using that incredible brain of his to write engaging new scripts for

course four, which means he's left me in charge of the capstone course.

[LAUGH] Goody.

We're going to have a lot of fun.

Or, something like that.

0:32
So, since Shane's not around,

I guess I'm the lucky one who gets to say, welcome back, to Teach English Now.

And welcome, to the capstone course, for Teach English Now Part One.

[LAUGH] That was so much fun to say.

Shane always gets to say that part.

0:50
Okay [SOUND] now, down to business.
First of all, I'd like to say congratulation because you've successfully

finished the first three courses of part one of Teach English Now.

You've worked hard, you've learned a lot.

And now, hopefully, you're ready to demonstrate what you've learned so far.

1:11
You'll be asked to complete a number of practical

meaningful tasks in this part of the course.

All of which will draw upon what was taught in courses one, two, and three.

The purpose of these tasks is two-fold.

First, we'd like to see you apply some of the concepts discussed throughout

the first three courses.

Second, the tasks in this course will help prepare you to apply for

teaching positions, as well as everyday activities in teaching life.

1:41
Many of the documents you will create in this course are often required in

teaching applications, as well as everyday life as a teacher.

So the first project you'll be asked to complete is to write a personal teaching

philosophy.

This is a great way for you to examine which teaching approaches

most closely align with your teaching style.

To describe why teaching is important to you and

to explain the techniques that you'd like to integrate in your own teaching.

Many teaching positions require applicants to submit a teaching philosophy

in addition to a CV or a resume.

2:20
The teaching philosophy gives employers a glimpse into the teacher's motivation,

personality and strengths, topics that aren't really covered in a CV.

The second task that you'll be asked to do is to plan a 50 to 60 minute lesson plan.

2:37
Lesson plans are yet another document employers ask for

in the job application process.

So you did this before in course three, this time we'll walk you through, again,

step by step to create another lesson plan.

2:52
You might want to consider planning a lesson related to the first lesson plan
from course three.

Because later you'll be asked to create a five day lesson plan.

If both your lesson plan from course three and this one are related,

you'll already have two out of your five days already planned,

which will absolutely save you time in the long run.

[LAUGH] So the third task you'll be asked to create is a one week lesson plan.

The goal is to help you see the bigger picture of lesson planning and how each

class should build upon the previous one instead of being standalone lessons.

You'll create learning objectives for the entire week,

as well as plan an effective assessment for the end of the week.

If your lesson plan from course three and this course,

if they're both related, as mentioned before, you can use them both to

fulfill two of the five days required in the one week lesson plan.

The fourth test will be for you to submit a teaching tip for your teaching toolbox.

This can be activity,

a game, a reading, anything really, to share with other teachers.

If everyone shares their tips, you'll have hundreds, maybe thousands tips and
activities from other teachers that you can incorporate into your own teaching.

And this will help reduce time when you're lesson planning.

4:16
In modules one through five of the capstone course,

you'll also be asked to do some teacher observations.

4:23
Since we know many of you might not have access to ESL teachers near you,

we've filmed some of our own amazing teachers in our ESL program

here at Arizona State University.

You will the watch the videos of each teacher and

analyze the strength of each teacher, the teacher's lesson plans and

which techniques you may want to use in your own classes.

You will share your reflections with your fellow participants.

4:51
The last part of this course is the final capstone project.

This is the very last task you'll be asked to complete for this course.

You will film yourself teaching a micro lesson, which is part of the lesson

plan that you created in either modules two or three of the capstone course.
You'll choose part of your lesson plan that you like the most and

record yourself teaching for six to ten minutes.

5:18
If you're currently teaching,

you're welcome film yourself teaching in your own class.

However, if you're not currently teaching, just record yourself teaching.

No students needed.

And believe it or not, a teaching video is something that employers sometimes require

when submitting a teaching application.

Plus, [LAUGH] this is your chance to show off some of your skills, ideas, and

techniques that you've learned so far in this course.

5:45
Whew!

That sounds like a lot of work, doesn't it?

Maybe you're sitting there thinking,

jeez I wish Shane was around to design [LAUGH] this course.

He wouldn't have been so demanding and asked us to do so much work.

[LAUGH] Keep on dreaming my friends.

Before I sat down to actually create this course Shane, Justin and

I discussed all the material that would be covered in this course.

So, these ideas were a team effort.

Please believe me when I say that all of these assignments are not busy work.

Each and every one of these assignments are important meaningful tasks that will

help you reflect on and apply the information that you've learned so far.

Plus, these assignments will help prepare you for teaching and applying for

future teaching jobs.

6:34
Before you dive into this course, I'd like to leave you with one reminder.

6:40
Please try to do your best on all of these assignments.

6:44
Some of them may challenge you more than you're used to.

And you know what?

That's precisely the point of the capstone project, to challenge you.

But, if you realize you're getting writer's block and you just can't think or
write anymore, please remember to stop.

7:02
Take a break, get a drink of water, walk around,

whatever you need to do and then come back to your work later.

7:10
Now, later maybe five minutes later, or possibly even the next day.

I don't know about you, but sometimes, I need to let my ideas

float around in my head for a few hours or even a few days before I start writing.

And another suggestion, if you get stuck, is to talk about your ideas with a friend

or a family member, [LAUGH] even if they're not teachers.

I can't tell you how many times in creating each of these courses that Shane,

Justin, and I have had to talk ideas through with each other or

bounce ideas off each other when we get stuck and we just can't write anymore.

7:47
Sometimes, just talking about your ideas helps to get your brain working again so

that you can continue to write and create brilliant work.

7:57
So, the completion of this capstone course

marks the halfway point in achieving your TSEL certification.

Part two of Teach English Now contains three more courses and

a second capstone project.

Upon successfully completing the second capstone project and

all of the course before you, you will receive a TSEL certificate from ASU.

[LAUGH] Exciting right?

So, let's put on our thinking caps and get to it.

Good luck to you.

[MUSIC]

Welcome back to the Capstone course for the first part of Teach English Now! Up until this point,
we’ve kept a light-hearted spirit in this course. However, I’d like to take a moment to discuss a few
serious topics as we enter the most rigorous part of this course.

As mentioned in the welcome video, this course will be requiring a great deal of work, writing and
creation on your part. If you’re taking this course for fun, you may be tempted to skip the Capstone
courses because they do require a lot of work from you, the participants. That’s totally fine. However,
if your goal is achieving the TESOL Certification from ASU and Coursera, you must complete the
work AND pass both this Capstone Course and the second Capstone Course (which you’ll do after
completing Courses 4, 5, and 6). We strive to make the courses engaging and enjoyable for you, but
the Capstone Courses are meant to challenge and test what you’ve learned. The second capstone
course will be graded by a team of ASU professionals, and this will be the moment
wherein those who have cheated will be disqualified from receiving a TESOL Certificate. This
TESOL Certificate you receive upon completion will have Arizona State University’s name on it, and
as such, you are being held to ASU’s standards of achieving excellence.

Speaking of being held to standards, we’d like to take this time to remind you of academic integrity.
Both Arizona State AND Coursera have strict academic integrity policies, which participants are
 expected to adhere to. Each country around the world has different standards or expectations of
academic integrity; however, at Arizona State University, as with all American universities, academic
integrity is expected from all students, with serious repercussions for those who do not adhere to the
given expectations. Some of the most important aspects of academic integrity are as follows:

 Participants MUST do their own work.

 Plagiarism is not allowed. Plagiarism includes, but is not limited to:
 1. Submitting an assignment that was written by another person.
 2. Copying and pasting another participant’s work and submitting it as your own.
 3. Copying information from another source (a website, a textbook, etc) word for word and not
citing the source. This can sometimes be a little confusing to some, so, here’s a tip. As a rule, I tell
my own students that taking 4 or more words from one sentence of another source, without citing,
constitutes plagiarism. At this point in our course, you are not required to use outside sources
(unless you’re using a textbook as a resource for your lesson plans), thus, you should not need to
be citing sources—or copying word for word from another source.

Below are the links to both ASU’s and Courera’s Academic Integrity Policies:

 Arizona State University's Academic Integrity Policy: https://provost.asu.edu/academic-integrity

 Coursera's Academic Integrity Policy: https://learner.coursera.help/hc/en-us/articles/201223999-
Honor-Code-Plagiarism

On that note, the Teach English Now instructors (Shane, Justin, and myself) will not be reviewing
any submissions until the end of the 2nd Capstone course, where you will be required to submit a
portfolio containing the work you complete in this course as well as in the 2nd Capstone course. The
purpose for us waiting until the end of the 2nd Capstone is twofold:

 First, interaction and collaboration with participants all over the world is a top priority for MOOC
courses. And this course, literally, has participants from hundreds of countries, offering each of you
a chance to work with amazing people that you typically wouldn’t have the opportunity to You will
notice that the rubrics for all the peer review assignments is typically general and vague—we do
this on purpose. “Did the participant do ….?” With a “yes” or “no” answer. We are just asking you,
as the peer reviewer, to make sure other participants’ work is in order, and follows the directions.
We will be reviewing and grading all participants’ submissions at the end of the 2nd Capstone
ourselves.
 Second, a team of professional ESL educators will review all of your work time at the end of the
2nd Capstone course to grade and provide feedback to those hearty, dedicated, hard-working
participants who complete all 6 courses and both capstones. Participants who successfully
complete all 6 courses and both Capstones will receive the TESOL certificate.

Finally, in relation to the last two topics of academic integrity and the instructors reviewing
work in the 2nd capstone course, I’d like to gently remind all of you, once again, to do your
own work. Not only will the instructors be reading your work, but we will be using top-of-the-
line anti-plagiarism software to read through each and every final submission. Just a
reminder, once again: Upon review by ASU professional ESL educators, those who have
 cheated will be disqualified from receiving a TESOL Certificate. There will be no second
chances given for those who cheat. We want participants who receive the TESOL certificate
to be top quality, honest teachers. Please keep this in mind when writing and submitting all
peer review assignments in this course, and any others.

On that note, we would like you to try your best with all of these assignments. If you find
yourself struggling, feel free to ask for advice on the Discussion Board.

So, are you ready to dive wholeheartedly into this Capstone course? I hope so! Take a deep
breath and continue on to the first Module, which will help you write your Teaching
Philosophy! Good luck!

Hello and welcome back to the Capstone Project for Teach English Now, Part 1!

The first task of the Capstone I Project is to brainstorm and draft your personal Teaching Philosophy.
Employers often ask teachers to submit their teaching philosophies, along with their resumes or
CVs, in order to provide a deeper insight into each applicant. This one-to-two page document can be
beneficial to teachers, as a simple resume or CV lists only accomplishments, but the Teaching
Philosophy allows teachers to introduce themselves and portray their teaching style before ever
coming face to face with an employer. A well-written Teaching Philosophy can often pack more of a
punch than your resume, which in turn, could lead to more interviews and better job offers.

In order to set you up for success, and so as not to overwhelm you, we have broken the Teaching
Philosophy down into three separate parts:

 your teaching purpose

 your teaching style
 your teaching techniques.

You will write each part separately, so that you’re not faced with this monumental task of sitting
down and cranking out a one-to-two page document in one sitting. Each part will be written
separately, and then three classmates will peer review each part for you. By the end of this module,
you’ll have completely written your Teaching Philosophy. Save the file for future job applications, as
well as for your Final Capstone Project in Part 2 of this course.

NOTE: You may have to alter your Teaching Philosophy for specific teaching applications—
depending on the job description. Keep this in mind when you apply for jobs in the future and
carefully read the job descriptions for each position.
 As you’re writing your Teaching Philosophy, reflect on everything you’ve learned in each of the 3
courses you’ve taken. Refer back to your notes and any videos to help refresh your memory.

Good luck and happy philosophizing!

Be sure to save all of your work for the 2nd Capstone course, as you will be asked to submit
a portfolio of the items from this course and the 2nd Capstone course to be reviewed by ESL
educators at ASU.

Welcome back to your Capstone 1 Project!

As you’re writing your Teaching Philosophy, reflect on everything you’ve learned in each of the 3
courses you’ve already completed. Refer back to your notes and any videos to help refresh your
memory.

Here are a few other tips to consider while you’re writing:

 Use first person. These ideas are your philosophy, so be sure to personalize it by using first
person.

 Focus on your strengths as a teacher that typically wouldn’t get mentioned in a resume/CV.

 Give specific examples after giving general statements. If you mention that you adhere to the 80/20
rule in the classroom, give specific examples of how you do this. If you say that you scaffold your
lesson, explain or give examples about how you use scaffolding in your lessons.

 Try to use positive language. Positive or negative language sets the tone for your Teaching
Philosophy, and can influence employers’ perception of you. The more positive your language, the
more effectively you’ll impress potential employers. So, instead of saying, “Teachers
should not….,” think of how to spin that sentence in a more positive light. Maybe, “Teachers
should….”
 Use active, action verbs whenever possible (instead of the be/have verbs) to make your writing
stronger and more powerful. (Example: I am a happy teacher. = weaker sentence. I turn on my
smile each day before I step into the classroom, which affects the students' attitudes when they first
see me in the morning. = stronger verb, stronger image)

 Use correct spelling, grammar, mechanics and word usage.

 Please, please, PLEASE proofread each submission before you upload it.

 If you get writer's block at any time throughout this Capstone Course, take a break and come back
to your writing later. Maybe even talk your ideas out with another person, even if they're not a
teacher. Sometimes just talking through your ideas with another person is helpful!
 Since this is the first time you're being asked to write a teaching philosophy, here is an
example of a strong, well-written teaching philosophy that includes a clear, detailed
 explanation of teaching purpose, style and techniques, written by one of our very own Teach
English Now! learners. Please use this as a guide/model for what you're expected to write.
 My Teaching Philosophy, by Robert Errington
 Teaching Purpose: When I arrived in Germany I barely knew a word of the language. I
could say, ‘Ja’, ‘Nein’ and ‘Danke’ but that was about all. I spent the first few months terrified
that anyone would start a conversation with me or ask me a question. I was like a frightened
mouse, hiding away from social situations and people in general. Gradually, thanks to some
great teachers, I got to grips with the language. It was tough, but with really good support I
developed a real enthusiasm for learning a new language and through that, I learnt about a
whole new culture.
 This is why I teach English. I know how important learning a language can be to someone.
Learning a language can lead to a job, friends and can even make the difference between
being happy to face new challenges or hiding in an apartment and being a frightened mouse.
To me, teaching is about giving someone the confidence, the skills, the motivation and the
enthusiasm to learn. It’s like opening a door to a new world and encouraging the person to
step inside.
 At the moment I am mainly teaching Business English. My short-term teaching purpose is to
equip my students with the vocabulary and grammatical structures to enable them to
communicate effectively with customers from around the world. However my long-term
purpose is to help my students develop an enthusiasm for learning – not just a language but
anything. Some people think that once they have left school or college, their education is
over. But we can, and do, learn new things every day. Sometimes what we need is someone
to open a door for us and encourage us to step inside. At first we might feel a bit like a
frightened mouse. But with the right support, we can achieve many things.
 My teaching style is rooted in the Communicative Approach (1980). This approach
particularly appeals to me because I teach English Business to Managers and Consultants.
My students want to learn all four skills (Reading, Writing, Listening and Speaking) and need
to do this through resources relevant to their professions. As a result I often use authentic
materials (magazine articles/blogs) and carefully levelled books with high interest themes
(management books etc.) I like to use the language games, group and pair work, dialogues
and conversations used in both the Communicative Approach and the Direct Approach
(1900). Through these approaches the learners get a chance to develop and practice their
skills in situations that mimic, or are related to, real-life situations.
 I also recognise that students have different levels of confidence and abilities. To help
motivate them to learn I also draw on other approaches. I like the way that the Affective
Humanistic Approach (1970) respects the feelings of students as they learn a language. I try
to use positive reinforcement as much as possible and hope to lower their ‘Affective Filter’
through games. Meanwhile from the Comprehension Approach (1980) I really like the idea of
Role-Reversal. Encouraging the students to take the initiative and become the teacher is
something that can really help some people to gain confidence and be more willing to
produce language. And it allows students to demonstrate the knowledge and skills they
already have.
  I use a number of teaching techniques in my lessons. One of the most important for me is
finding ways to gain attention and to motivate my students. The lessons take place in training
rooms in their workplace. When the students come into the lessons they are generally
thinking about the meeting they have just come from, or the emails they haven’t replied to.
Therefore I have to find ways to quickly gain their attention and to motivate them to learn.
This means that I spend at least the first 5 minutes in every lesson plan, sometimes more, on
a warm-up activity. To gain their attention I sometimes use music, or videos to ‘mark’ the
start of the lesson. I also try to use warm language and humour to help the students relax
into the lesson. To recall prior learning I sometimes start off with a quiz, based on what we
have learned in previous weeks. It is also important for me to remember that my students are
not empty vessels. Many have a lot of professional and life-experience. When introducing a
new topic or I try to draw on their experience through questions and answers and allowing
role-reversal where they can become the teacher. I also encourage learners to use a range
of Language Learning Strategies. I encourage them to take notes, ask questions, use
imagery and even look ridiculous. The classroom should be a safe place where mistakes are
not only accepted but sometimes encouraged. We can take risks here.
 I try to stick to the 80 (practice)/20 (teaching rule). It is important that my students spend as
much time as possible practicing the language they will be using in their workplace. I do this
by encouraging Guided practice and Independent Practice, making sure that there is an
element of both every lesson plan. The Independent Practice often takes place during the
session because the students, as full-time employees, have only limited time for homework.
The advantage of using Independent Practice in the lessons is that I can use this time to
speak to the students individually while they work and give some formative assessment.
Generally the learners are not working towards any qualification, but I do schedule regular
quizzes which allows for an element of summative assessment.

Welcome back to your Capstone 1 Course!

The first task in this course will be to write a Teaching Philosophy. As mentioned before, the
Teaching Philosophy in this course is divided into three parts: purpose, style and techniques. In this
module, we’re going to start small and make this writing process simple by focusing on your
teaching purpose. Your teaching purpose is a brief one to two paragraph explanation of why you
teach and what your goals as a teacher are (or will be).

Answer these questions as part of your teaching purpose:

 Why do you teach? You can share a brief story about why you became a teacher, a story from
your own teaching career that exemplifies why you teach, like a student success story, OR begin
with a metaphor or quotation that embodies your beliefs or values on teaching and then explain
and/or give specific examples. If you have other ideas, please feel free to explore them. Just be
sure to explain why you teach and what teaching means to you.
 What are your short term AND long term goals? For me, my short-term teaching purpose is
often to effectively equip my students with the tools and knowledge to pass a particular course, but
my long-term purpose is to inspire students not only to pursue their English studies to become
fluent English speakers but their other dreams as well. How about you?

Now, take some time and do a little brainstorming, outlining and/or pre-writing with some of these
ideas regarding your purpose for teaching. Go back and review any videos or readings from Courses
1, 2, and 3 that might help guide or inspire your writing. In the next part, you will be asked to explain
your teaching purpose in one to three paragraphs. You will also be asked to read three other
participants’ submissions, and three participants will review yours. Feel free to make any alterations
to your writing after you receive your peer review comments.

Good luck brainstorming!

Welcome back to your Capstone Project! The second part of your Teaching Philosophy that you’ll be
writing is your teaching style. A thorough explanation of your teaching style allows future employers
to see how you teach, without ever meeting you. This is your chance to take the different teaching
approaches that were discussed in Course 2 and make them your own.

Before you start writing, please reflect on the various teaching approaches introduced in Course 2.
Go back and review your notes about each approach for peer review assignments. Take some time
to brainstorm and consider some of these questions:

 Which approaches were the most relateble to you and the way you teach? Be sure to include the
Communicative Approach (as that's the basis of what Teach English Now! advocates) as well as
one or two other approaches.

 Why did these approaches appeal to you more than others?

 Were there specific ideas or aspects from certain approaches that you liked?

 What were they and why did you like them?

 Who will you be teaching? Elementary, middle or high school students? University students?
Business executives? Etc?

 How will your teaching style best meet the needs of your students and motivate them to learn?

Take some time to outline your answers to these questions. Go back and review any videos or
readings from Courses 1, 2, and 3 that might help guide or inspire your writing. Once you have
gathered all your thoughts about your teaching style, go to the next assignment: a peer review of
your teaching style. Here you will write and upload your teaching style. You will be asked to read
three other participants’ submissions, and three participants will review yours. Feel free to make any
alterations to your writing after you receive your peer review comments.
 NOTE: Be sure to save all of your work for the 2nd Capstone course, as you will be asked to submit
a portfolio of the items from this course and the 2nd Capstone course to be reviewed by ESL
educators at ASU.

Welcome back to your Capstone Project!

Now that you’ve successfully written your teaching purpose and your teaching style, start thinking
about some of the techniques that you use (or want to use) in your daily classes. Here are some
questions to help you get started:

 Which techniques do you use in lesson planning or teaching? ( For example, scaffolding, warm
language, 80/20, lowering the affective filter, etc)
 How much time do you spend teaching and how much time do you spend allowing students to
practice language? Why?
 How do you motivate students on a daily basis?
 Do you use warm language, teacher talk, language learning strategies, etc? If so, explain how you
use them in class.
 What are some warm up/guided practice/independent practice/assessment activities you use?
Explain how you integrate these activities into your lesson plans and how they are beneficial to the
students.
 How do you evaluate and assess students? Why?

As you’re thinking about these questions, start writing down some of your ideas. Brainstorm, outline
or pre-write about your teaching techniques. Remember to think about the reasons you use these
techniques in class and be sure you can explain clearly. Go back and review any videos or readings
from Courses 1, 2, and 3 that might help guide or inspire your writing. Once you have gathered all
your thoughts about your teaching techniques, go to the next assignment: a peer review of your
Teaching Techniques. Here you will write and upload your teaching techniques. You will be asked to
read three other participants’ submissions, and three participants will review yours. Feel free to
make any alterations to your writing after you receive your peer review comments.

Good luck!

NOTE: Be sure to save all of your work for the 2nd Capstone course, as you will be asked to submit
a portfolio of the items from this course and the 2nd Capstone course to be reviewed by ESL
educators at ASU.

Welcome to your first teacher observation!

At the end of each module, we will be providing you with 50-75 minute videos of one of our own ASU
teachers teaching a real class. The purpose for this is twofold: Firstly, this course is aligned with the
TESOL International guidelines, which entails that certification courses must require participants to
observe at least 10 hours of ESL classes. This capstone offers 6 hours of observation and the
second specialization will offer the final 4 hours through the peer-reviewed micro-lesson videos that
you will watch throughout the courses. Secondly, these observations are for you, the participants, to
observe and analyze teachers, a variety of teacher techniques, classroom interaction, and so on.
TESOL and other teacher training programs often require participants to observe other teachers in
action, and we wholeheartedly see the value of observing other teachers. In fact, whether you’ve
never taught before, or if you’ve been teaching for more than 20 years, observing other teachers
provides you with fresh, new ideas and perspectives that you might be able to incorporate into your
own lessons.

However, instead of asking you to find your own teachers to observe—and for some of you in the
farther reaches of the world, or who don’t know any ESL teachers, that would be quite difficult—
we’ve brought the teachers to YOU! Our hope is that you’ll notice some techniques, activities, or
styles in each class that you may be able to incorporate into your own classrooms. In order to make
your experience more authentic, as if you were actually in the classrooms observing these teachers,
these videos are raw and unedited, instead of our normal, polished videos. While the videos may
seem long, they provide you a glimpse of REAL teachers teaching their classes. These lessons,
while planned, are unscripted, and anything can happen in these videos, so notice how the teachers
react to unplanned occurrences.

We are also including the teachers' lesson plans, if you want to follow along with the activities. Try to
notice if the teachers follow their lesson plan exactly, or if the teachers deviate from the lesson at all.
Remember, sometimes well-planned lessons don't always go as planned, so teachers have to be
ready to adapt and improvise.

For Module 1, we’re asking you to observe two different teachers. As you’re watching each lesson,
consider the following questions, which you’ll be asked to answer in a peer review activity after the
video:

· Which approach(es) do you think these teachers’ teaching style most closely aligns with?

· Discuss some aspects of this teacher’s class that you liked.

· What are some techniques/activities that you might be interested in incorporating into your own
teaching?

So, kick back, relax, and consider the above questions while you check out what our first two
teachers, Nancy and Karen, have to offer!

nteractive Transcript
Help us translate!
0:00
[MUSIC]

I went to the library and then I went home and slept.

>> And then you went home and slept.

What did you do at the library?

>> Study >> Study, studied?

>> [INAUDIBLE] >> Uh-huh, okay.

Can you put your phone away please?

Put it in your pocket?

0:29
Okay.

So maybe you know all ready, but

today we're going to study the past tense simple past.

Okay?

So I was asking you questions.

What did you do yesterday?

So I watched TV.

I cleaned my house.
>> Played.

>> I did homework.

What?

>> I played soccer.

>> I played soccer.

Wow!

Really, where?

>> In the university.

>> Here at ASU?

>> Yeah.

>> Do you have a team?

Yeah.

With my first roommate.

>> With your roommates.

Did you win?

>> No.
1:07
>> [LAUGH] That's okay.

It's good exercise anyway.

Hi.

>> Hi. >> What's your name?

>> My name is Salaa.

Salaa.

>> Salaa.

There we are.

Okay.

And, hi.

What's your name?

>> Bahad.

>> Bahad, nice to meet you.

>> [INAUDIBLE] >> I'm Nancy.

1:29
Okay, so, actually you're new.

What's your name?

No, what's your name?

>> Mosan.

>> I forgot.

>> Mosan.

>> Mosan, all right.

Can everyone come up here please.

Bring your chair, come here.

This computers, I don't like this computers.

Bring your chair, bring your book.

Yeah, bring everything and come up here.

2:04
Bring your chair, bring your chair.

Yep, bring your chair, good.

Yep, bring your chair, come on up, come on up.

Come closer.

I want to feel closer to you.

[LAUGH] >> Yep, bring your chair, bring your book.

You can bring your notebook, that's okay.

Come on.

That's good, that's good.

2:34
Yeah, okay, so we're going to look at the boards, so

maybe you want to sit over there.

2:43
Nice.

Okay, let me see.

If I can remember.

2:56
Lexie, Sarah?

3:25
Right. Okay.

What's my name?

>> Nancy.

>> Okay good.

So we're talking about verbs.

What's a verb?
>> Action. >> Action.

Okay, for example?

>> Play.

>> Play, what else?

>> Seeing.

>> See.

>> See, what else?

Drink, what else?

Sleep, your favorite right?

Want, what else?

Do, drive, what else?

Go, that's a good one, go, what else?

>> Don't.

>> [INAUDIBLE] >> Wake up,

that's a hard one because its two words.

We'll save that.

We'll save that.

Drive is there.

>> Run.

>> Run, that's a good one.

4:25
Draw.

>> Draw?

Like art?

Okay.

Draw.

What else?

>> Eat.

>> Eat, good.

What else?

>> Swim.

>> Swim, that's a good one.

Okay, what else?

Get.

That's a hard one.

Okay, we'll do it.

>> Cooking.

>> Okay.

What's the, without ING.

>> Cook. >> Cook.

Okay.

Good. >> Cook.

>> Dive.

>> Dive. Wow.

Do you like to swim?

>> Yeah.

>> That's a good one.

Dive.

Do you know the past tense of dive?

Dove.
>> Dove.

Wow, you guys are so smart.

Dove.

>> Watch.

>> Watch.

>> Make.

>> Make.

Okay, what?

>> Play.

>> Play.

Play is already there, another one?

>> Meet.

>> Is. >> Is?

5:31
That's also a hard one.

[INAUDIBLE] >> Meet?

>> Meet.
Okay.

Okay, that's enough.

>> Meet.

>> All right.

So these are verbs.

Yes, it's a good verb, but it's part of past tense.

All right, play, what's the past tense of play?

>> Played.

>> Played.

What's the past tense of see?

>> Saw.

>> Good job.

>> Drink?

>> Drank.

>> Drank, good, okay.

>> Sleep.
Slept, how do you spell that?

>> [INAUDIBLE] >> One e or two e's?

>> One e. >> One e

>> [INAUDIBLE]

>> Two p's?

>> [INAUDIBLE] >> Just one p, right?

And then a t.

Past tense of want >> One

>> Wanted.

>> Pressed. And so do?

>> Did.

>> Did, good job.

Drive?

>> Drove.

>> Good.

>> Watched.

>> Watched.
>> Watched.

>> What? >> Watched.

>> Watched.

You got it.

Watched.

>> Watched. >> Watched.

>> Watched.

>> Okay, good.

Make?

>> Made.

Made, how do you spell that?

>> M A D E.

>> D E, go.

>> Went.

>> Run.

Ran, can you say that?

Ran.

Ran.

Good you got it.

Ran, good job.

Draw.

>> Drawn.

>> Not drawed, good guess No

this is a regular, drew.

I should have asked you, that was your verb.

Drew.

Drew, past tense.

Eat.

>> Ate.

>> Swim?

>> [CROSSTALK] >> How do you spell that?

>> [CROSSTALK] >> A, right?

Get?
>> Got.

>> Cook?

>> [CROSSTALK] >> Cooked.

>> Cooked.

>> Cooked.

>> Cooked.

>> Cooked.

>> Cooked. >> Just like this one.

What's this? >> Watched.

>> Good.

Watched. >> Watched.

>> Watched.

>> Watched.

Cooked.

>> Cooked.

Drive. What's the past tense?

>> Drove. Dove.

Meet?

How do you spell that?

>> [CROSSTALK] >> So,

if I say in yesterday, I what?

>> [CROSSTALK] >> Slept, right?

Yesterday I slept.

Yesterday, I >> [CROSSTALK]

>> Yesterday I.

>> Made.

>> Yesterday I.

>> Ate.

>> Okay.

Yesterday you.

8:32
>> Saw. >> See.

>> Saw.
Yesterday, right?

Yesterday you.

>> Dove. >> Dove, yesterday you.

>> Run.

>> Ran. Okay, so I think yesterday you ran,

it's that true?

>> Yeah.

>> Yesterday you ran?

>> Yeah.

>> Okay so you can say, you can say yes >> I did.

>> What? >> I did.

>> I did, good.

Okay, yes, I did.

9:09
So, what's your name again?

>> Fahad.

>> Fahad, Fahad, I think yesterday you ran.

>> Yes, I did.

>> Whoa, okay.

9:20
Neesa, Neesa?

Okay, Neesa, I think yesterday you ran.

9:26
>> Good job.

Okay, so no, I didn't.

Got it?

I think yesterday,

you drank coffee.

No you didn't, really?

All day yesterday, no coffee?

>> No >> 7:30 in the morning.

No coffee?

>> I don't like coffee.

>> I don't like coffee.

>> What?
[LAUGH] Impossible.

Okay.

I think yesterday [COUGH] you ate pizza.

>> No, I didn't.

>> Really?

>> Yeah >> You don't like pizza?

>> Not so much.

>> I love pizza.

I think yesterday, you played video games.

>> Yes, I did.

>> Yes I did.

All right, got it?

>> Yes.

>> All right, good.

So, hi.

What's your name?

>> I am Sultan.

>> Sultan, welcome.

Bring your chair up here come join us.

10:46
Sultan what did you do yesterday?

I made dinner [INAUDIBLE].

>> You made dinner yesterday?

I think you made spaghetti for dinner yesterday.

>> Yes I did.

>> Really?

[LAUGH] That's pretty funny, okay.

11:11
[INAUDIBLE]

11:30
You guys [INAUDIBLE]

11:39
One, two, three, four, five, six, seven.

Hi, what's your name?

>> Ali >> Ali.

>> [CROSSTALK].

12:04
>> Come on up, bring a chair.

All right, so on your paper, you have some sentences.

For example, number one, some of you have a.

You guys have a, you guys have b.

So, it's different.

Come on up.

So for a, number one, it says,

I think you- >> Watch [INAUDIBLE].

>> Watch, okay but look.

There's two words.

Watched.

>> TV, television.

>> Yeah. So, at the top, here's the example.

I think you watched- >> A movie.

>> American Idol.

Yes, good, okay.

So I think you watched a movie.

Or, I think you watched Breaking Bad.

Who doesn't watch Breaking Bad, right?

>> [INAUDIBLE] >> I think you watched Breaking Bad.

Or I think you watched Walking Dead on TV last night, got it?

Okay, so finish the rest of them.

Those of you who have a, do you have a?

No you have b.

All right for b, number one, see it says I think you.

>> Had.

>> Had, good, lunch with?

>> My brother.

My brother, probably your brother, right?

I think you had lunch with your brother yesterday or

I think you had lunch with, right, okay?

And then you could finish.

You can work together because you both have b.

You can work together So you guys can help each other.

Everyone has a you can help each other.

13:49
[INAUDIBLE]

14:19
At

PM?

14:45
Wow, that's really late.

[LAUGH] [INAUDIBLE] Remember this is the past tense, right?

>> I think you watched a good.

>> Mm-hm.

>> [INAUDIBLE] >> Let's see, I think you had lunch.

[INAUDIBLE] >> Maybe we can say at 2 o' clock.

>> [CROSSTALK] >> Okay,

[INAUDIBLE] so at McDonald's.

>> Just write [INAUDIBLE] restaurant.

>> Yeah, just the name of a restaurant.

[INAUDIBLE] >> [INAUDIBLE]

so got up.

Slept good.

[INAUDIBLE] keep going, keep going.

15:42
I think

15:51
One more letter.

16:29
I was you.

>> [INAUDIBLE] >> Yeah.

I was, he was, you >> Were.

>> Were. >> Were.

>> How do you spell that?

>> W-E-R-E.
>> Good

>> [CROSSTALK]

17:05
>> Do you know the word gift?

>> [INAUDIBLE] >> Okay, present and gift are the same.

[INAUDIBLE] So,

17:23
Or gift.

17:25
>> [INAUDIBLE] >> Yep, by bus.

What was the past tense of come?

>> Come?

>> Come's came, >> Came

>> [INAUDIBLE] with an a.

Uh-huh. Yep. Good.

Are you finished?

Is that 100%?

>> Yeah.
>> Okay.

[INAUDIBLE]

18:03
Are you finished? 100%?

95?

18:10
100, okay.

[NOISE]

[COUGH]

18:36
[INAUDIBLE]

I want to say.

18:47
Three hours,

four hours.

>> All right, one more minute.

>> [INAUDIBLE]

19:10
>> Is that a restaurant?
Is it really good?

19:14
>> All right.

Okay, do you like McDonald's?

>> Yeah. >> Really?

>> Yeah.

>> Me too.

>> [LAUGH] >> Me too.

You went to.

Okay. You need to.

>> [COUGH] >> [CROSSTALK] Good, just change that,

by a bus.

Okay, you guys finished?

30 seconds. Student A.

At.

So, we had lunch at.

19:51
>> McDonald's.
>> Student A, find student B.

19:56
Student A, find student B.

So you can move your chair.

No problem.

20:01
Student A, find student B.

There's a student A, there's a student B.

You guys are together.

Okay?

Student A, find student B.

You guys are together.

20:13
>> Okay.

Go, go, go. Find student B.

20:21
Or student B, find student B.

[INAUDIBLE] >> [LAUGH]

>> Okay, so we got A and B, good.

20:29
A and B, good.

A and B, good.

Go go go.

Where's you student A?

Ok, good.

20:40
Where's your student B?

You guys are together, right?

You're student B?

Okay, good.

20:51
Where is your student A?

No.

20:56
One, two, three.

Okay.

Who's your partner?

21:10
Bring your chair.

Bring your chair.

No problem.

Okay, you're one, two, three right?

>> Yes.

>> Okay, so now together, you are going to say,

I think I think you watched the movie on tv last night, okay?

And then, Ali, you're going to say,

yes I did or no I didn't.

Okay, yep. And then you're going to say,

I think you had lunch with you brother yesterday, and then you're going to say?

>> No, I didn't.

>> Yeah, okay, so you're going to say, no, I didn't or, yes, I did, right?

Okay?

So you're going to tell, back and forth, number one, number one.

Number two, number two.

Got it?

Okay. What are you going to do?

>> [INAUDIBLE] >> Mm-hm.

>> And then, the answer is this right,

22:05
is that it, no it didn't and then you're going to?

>> [INAUDIBLE]

22:38
>> [NOISE]

23:18
[CROSSTALK]

23:55
[CROSSTALK]

24:40
[CROSSTALK] Okay, one minute.

[CROSSTALK]

[CROSSTALK]

[INAUDIBLE]

Okay,
good.

Let's see, you two can you read you read your number one for us.

>> I think you had lunch with your brother yesterday?

Yes I did.

Want. >> I think I watch movie on tv last night.

>> Yes I did.

>> All right excellent good job.

Okay so everyone's okay?

You understand?

All right excellent the first one student a what's your sentence?

>> I give you.

26:04
You're number one, what is it?

>> I think you watched a movie on tv last night.

>> I think you watched a movie on tv last night, so

if I want to change this to a question.

>> Did you?

>> But I want to use a W H word >> What's a WH word?

>> What. >> What.

>> Where.

>> Where.

>> Why.

>> Which.

>> Why, which.

>> Who.

>> Who.

>> When.

>> When, okay, so

I want to make that a WH question.

26:38
I'm going to say >> When did you

want >> When did you.

>> When did you watch TV?

Okay, yeah, we can say that.

When did you watch, ed?

>> No.

>> No ed, why?

>> Because there is did.

>> Because we've did >> Yeah.

>> Right?

>> You've did, no ed.

>> So when did you watch, what?

>> TV.

>> TV?

Okay.

Can I ask a question with what?

27:13
>> Which what?

>> What? >> What watching last night.

>> Uh-huh, okay, what?

>> What did you watch last night.

>> Good. [INAUDIBLE]. No.

>> No. >> No.

>> No indeed, why?

>> Because that [INAUDIBLE]

>> Okay, so what did you watch last night?

27:28
>> Nothing. >> [LAUGH]

>> Nothing, really?

>> No. >> You were busy doing homework.

>> Yeah. >> Yes, you did so much homework.

>> Yeah.

>> You're a good student.

>> Thank you. >> Okay, student B,

what's your number one, student B number one.

27:42
I think you had lunch with your brother yesterday.

>> Okay, I think you had lunch with your brother yesterday.
I want to make it a question.

27:51
>> What did you, what did you?

27:58
>> Brother, brother is.

What's a question for brother?

Did [INAUDIBLE] >> Who, right?

Who?

>> Who did you?

>> Who did lunch with you?

28:13
>> How did you not?

>> Who did you [SOUND] lunch?

28:22
>> Have lunch and then we need something over here.

>> [INAUDIBLE] >> With yesterday.

Why does it have, not had?

Because did right?

So who did you have lunch with yesterday?

Got it?

>> Yes.

>> Okay. On the back of your paper.

Student A, this is your number one, Student B,

this is your number one.

Okay? So you're going to change the sentence.

Two questions, WH questions,

who, what, when, where, why, how, which, okay?

So number one, here, then number two, continue.

29:53
Yeah, but [INAUDIBLE]

>> [INAUDIBLE] >> Mm-hm.

30:25
Yes, it has to be done an h though.

When. >> [INAUDIBLE]

>> Mm hm.

Okay, so I think you felt better.

When you ask someone about [INAUDIBLE], what's the word?

>> [INAUDIBLE] >> Yeah, okay, so how?

>> [INAUDIBLE] >> You're right.

But, we can use it.

30:57
Yes, good.

Okay.

31:07
Good, okay.

31:13
What did you?

>> [INAUDIBLE]

>> Yes.

Yeah, how many hours did you see?

Good.

>> [INAUDIBLE]

31:55
>> [INAUDIBLE] When did, what else?

>> [INAUDIBLE] >> Who me?

>> You him?

>> [INAUDIBLE] >> Yeah.

[INAUDIBLE]

32:26
That's okay, that's okay.

Don't worry, those are good questions.

[INAUDIBLE]

The question

is what

did you

watch last

night?

33:38
So all is present that this.

>> What?

>> I think you here this also a place we can ask a question about

a place is that cool?

>> Yeah.

>> Is it what?

Where yes. So where Yes,

where were you, Yesterday, right?

Where were you yesterday?

34:21
One more time.

what is the deal [INAUDIBLE]

34:41
So that's present tense This word's past tense.

>> Were.

>> Were.

Right?

So where were we.

35:05
Got it?

35:17
How do you

spell where?
Good. Okay, one more minute.

35:32
[INAUDIBLE] at school this time yesterday.

So you're going to ask a question about.

Are you going to say who?

There you go, where. So where?

>> [INAUDIBLE] >> Remember B is special, no did.

>> [INAUDIBLE] >> Uh-huh, so where

>> Past tense?

35:54
Not did because it's be.

Where?

>> Was?

>> You.

>> [INAUDIBLE] where.

>> Uh-huh.

So where?
36:06
Be is so hard right?

Ok.

So for

every verb, all the verbs, did did did, no problem.

The is different.

So you can

say you were- At home.

>> [COUGH] >> Where?

>> [INAUDIBLE] >> Okay, so where?

>> [INAUDIBLE] >> Yes.

36:50
Yeah.

36:54
[LAUGH] Okay, where were you yesterday?

What?

37:03
All right, 30 seconds.

37:14
Wow, there's so many questions.

That's awesome.

37:22
[INAUDIBLE].

Sorry, what?

What did you write?

[INAUDIBLE].

What did you?

[INAUDIBLE]. This question is.

37:40
Yes.

37:44
Alright, finish your last question.

38:06
>> Ok, I have some questions.

Some of you have 12 to 13 questions, my gosh.

Some of you only have four questions.

No problem, okay?

What I want you to do is you're going to ask your question number

one to one person, okay, and then write down their answer.

38:26
You're going to ask question number two to a different person.

38:32
Okay?

38:33
Write down your answer.

Question number three, a different person.

So you are going to talk to the 13 people.

>> Yeah. >> Okay.

>> You're going to talk to how many people?

>> Six.

>> Six people.

How many people are you going to talk to?

38:45
>> Eight. >> Eight people.

>> How many people are you going to talk to?

>> Five. >> Five people.

Okay, so that means you need to stand up.

38:54
Stand up and go talk to people.

Okay, you have 5 questions?

Talk to 5 people.

You have 7 questions go talk to 7 people, okay?

[NOISE]

[CROSSTALK]

43:50
How did I come to school today?

>> How did I come to school today?

>> Yeah.

>> I walked.

>> How did you come to school today?

[CROSSTALK]

44:32
[INAUDIBLE]

45:04
>> All right, good, have a seat.
45:12
Where's the chair?

It's back in your seat over there.

>> Can I go back?

>> Yeah, you can go back to your seats.

Okay, can you take the chairs back to your seat, please?

45:26
Go back to your seat, okay.

45:37
So today, we talked about past tense verbs and

we talked about wh question, okay.

It sounds like everyone did a good job, okay?

Don't forget your past tense.

Don't forget to use did in the questions.

46:05
Mazzin?

>> Yes. >> What's your homework for Friday?

>> Friday? >> Yeah.

>> No homework.

>> No homework?

Really?

>> [INAUDIBLE] >> Okay, this is a good one, okay, so

Dylan is giving you homework.

Your homework is what?

Don't forget the simple past, what else?

>> NWH questions.

>> NWH questions, okay.

Lexy.

What's your homework for Friday?

>> Friday?

46:46
>> Okay, so you guys have a paper.

>> Yes.

All right, and it says grammar and vocabulary.

You already finished it.

Good student, nice job.

Okay, so this is your homework for Friday.

>> Yeah.

>> Yes, anything else?

This is only this?

Only that, okay, all right.

Thank you very much everyone.

Have a good day.

Bye bye.

>> Thank you.

>> [INAUDIBLE]

Interactive Transcript

Help us translate!
0:00
[MUSIC]

Today we're doing integrating evidence, okay?

I put the lovely, as normal, over there what are objectives are.

We're going to need our textbooks, but first,

let's see what you actually know about a supporting paragraph.

So what are the parts of a supporting paragraph?

>> [INAUDIBLE] >> Hi, Hassan.

What are the parts of a supporting paragraph?

>> [INAUDIBLE] >> Thad,

what part, a supporting paragraph, what do you put into one?

>> Quotes >> Okay, you could put a quote in, okay.

>> Explanation.

>> Explanation, okay.

>> Paraphrasing.

>> Paraphrasing.

>> [INAUDIBLE] >> Quotes,

explanation, I might be spelling explanation wrong.

>> Examples.

>> Examples, anything else?

What's the first sentence you need?

>> [CROSSTALK] >> Topic sentence, yeah.

It's the supporting paragraph, not the introduction.

Topic sentence, yes.

1:24
Any other things we might need in there?

What do you end a paragraph with?

>> Concluding sentence? >> Concluding sentence.

Thank you.

1:39
And today, this is what we're going to go through, the order.

So what would we start with on this, what would be number one?

Topic sentence, so this would be number one.

What would be two?

Paraphrasing?

>> What about the sub topic?

So when you need something to introduce that idea before you talk-

>> Explanation.

>> Explanation, yes.

So this is going to be two.

That's going to be the introduction of the sub-topic related to your topic sentence.

>> [INAUDIBLE] >> Then you would put the quote, right.

>> Paraphrase the quote.

>> Then you would paraphrase the quote.

Then maybe you would give examples with more explanation

of the main reason why we have this evidence,

like the explanation of the importance of it, okay?

We'll go over all of this, this is just a general overview so

I can figure out what you know and what you need to know.

Okay, so yeah, so more explanation, and

if you actually read the chapter that I assigned for homework.

No?

You can be honest.

And then how would we end it.

The concluding sentence.

Yes, yes, okay.

So if you would open your lovely, amazing,

textbooks, that I know you love looking at.

3:01
You are very excited about this textbook.

To page 78.

All right.

3:27
1978, the year of the horse.

3:32
I don't know, it's an important year, yeah.

>> All right, so this is a PDF

version of the textbook.

So it's basically, everything that's in the textbook, but in a nice pretty

version, that's easier to read than me projecting the document, okay?

No hand writing and scary pictures of what we've seen before.

Well, this is just prettier, right?

Okay, so let's go.

I'm going to go over here.

Can you read the first paragraph?

And instead of first draft you can say outline.

[LAUGH] >> [INAUDIBLE]

>> So now that you have a-

>> Now that you have a first draft.

>> You have an outline, right?

We don't have a first draft, we've worked on our outline, right?

>> You can work on each part of it until you are satisfied

that you writing, conveys what you want to say.

A good place to pin your revision is by looking at the each body paragraph to

make sure that your evidence helps to make your ideas clear and easy to understand.

>> Okay, so all of you should have sent me your expanded outline with the evidence,

the topic sentences, the in text citation, the reference sheet on the final page.

So most of you should have, you're at the beginning step and

the next step should be writing your supporting paragraph, right.

So that's what we are going to talk about today.

How to change that outline into a supporting paragraph.

Yay.

All right, you have already written topic sentences for each section of your paper.

You should have.

Some of you did, some of you didn't, but you should have.

If a section has more than one paragraph you can now make sure that each one

has a topic sentence, each paragraph consists mostly of your own ideas,

combined with the information taken from outside sources.

So, you have the topic sentence, the subtopic, and

then that evidence to support those ideas.

5:50
To effectively use the source information, you need to incorporate it gracefully.

What does gracefully mean?

>> Under [INAUDIBLE] >> Beautiful.

>> Beautiful, nicely.

So, when I'm reading, I don't just keep, [SOUND] I can't stop,

stop, that it flows, right?

>> Yeah, musically.

>> Musically, yes.

You're supporting paragraphs that are like music.

>> Harmony.

>> Harmony.

Yes, you're in harmony with your evidence.

All right, that's lovely.

Thank you.

All right, so each, here's an example of a paragraph with evidence, which we

will break down further, but this is how the basic structure is looking, right?

6:34
So a topic sentence, Mohammad with a mustache.

Can you read the topic sentence?

The value?

>> The value of independence is one reason why young and

old people become isolated from each other.

>> Isolated.
>> Isolated.

>> Do you know what isolated means?

>> [CROSSTALK] >> All by yourself, right?

Okay.

>> [INAUDIBLE] >> By yourself, yes.

All right, so that's the topic sentence,

then there's the supporting explanation, then there's the evidence,

then there's the paraphrase, then the concluding sentence, okay?

So today we are going to break down each section, see,

you can see the evidence here.

The person introducing the person, the quote itself.

7:27
And then the paraphrase, actually there's not a paraphrase, there's actually,

there's not a quote in this on, it's a paraphrase and then an explanation.

But we'll look at one that has both.

Okay.

All right, there's three steps.

Who's feeling lovely today?

Abdullah.

7:57
>> Great, so you're not just going to give me a topic sentence and give evidence,

right?

Would I understand what that evidence means without you explaining it, right?

So, it's basically looking at something but

you don't know why you're looking at it, right?

So, I'm looking at this bottle, why am I looking at this bottle?

Well, this bottle's going to help hydrate me,

I'm going to use the evidence to the reason why I'm looking at the bottle.

This evidence helps to tell you why you have this evidence,

what's the importance of the evidence, and then connect it to the topic sentence,

and then connect it to where?

You've connected- >> The thesis statement.

>> The thesis statement, thank you.

Karen.
All right.

So we have the paraphrasing quotes.

You have to introduce it and then you have to connect it.

But this is not the exact order, right?

Maybe this is the order of how we researched, right?

Okay.

>> How does [INAUDIBLE]?

>> Do I have an answer?

I have to write quotation for which [INAUDIBLE].

>> We're going to go over that.

Yes, we'll talk about it, okay.

>> Should I [INAUDIBLE].

>> We'll talk about it.

We have an example essay to look at too.

>> Okay.

>> So using quotes, some of this is going to be repetitive, okay?

Just so we remember everything that we studied and

I know Adbul Raman really likes reviewing things.

All right, so we are now, right there, so recording evidence.

All right.

Adbul Raman, can you read for me?

>> Okay, using quotations.

We use direction quotations in only a few circumstances.

When the original is written it will provide a unique image as this

description of the difference between a woman and her Chinese grandmother.

10:01
>> Okay, yeah. So this is one that's poetic.

Maybe in your introduction.

Like that's when you're using quotes a lot.

10:08
The difference between my mother's and my feet reminds me of the incredible

history we know between us like living book worms.

We stand like centuries, at either side of a vast gulf.

So it's poetic, that's one reason you would directly quote.

When the original was spoken or written by a famous person,

Edison, Lincoln, John F Kennedy, Gandhi, Socrates,

and is generally recognized as a famous saying.

For example, we will never try to paraphrase the beginning of Lincoln's

famous Gettysburg Address.

Which I don't need to quote for you, but

most of the time people do not paraphrase Lincoln's speeches.

Or Obama's speeches, they pretty much just make a quote of what he said.

All right, paraphrases.

Daphne, can you read using paraphrases?

[INAUDIBLE] Academic culture,

writing someone else ideas or

words as if your own without

acknowledging the origin

is called plagiarism.

And is considered very dishonorable behavior.

>> Which we've talked about before, plagiarism.

As a Master student and PHD student, I pretty much paraphrase everything.

The only time I quote is when there's like small phrases that there's no words

for it.

And so pretty much all of my research is paraphrased.

And I don't remember the last time I actually quoted something.

It's been a long time.

Documenting sources, what we've talked about before.

In addition to paraphrasing, all, almost all pieces of evidence you plan to

use you will need to document from the original author.

It let's the reader know that you are presenting the information from

another person.

Referring to the original author helps to establish your honesty, reliability and

expected for academic writing in the US.

So, you're showing your credibility as an author from the sources that you

are putting into your writing.

Okay?
So you're not just showing the credible person who you did the research from is

but showing that you as a writer also credible.

When you state the source and you paraphrase the source.

And you pick, not the correct evidence, but

the connecting evidence that actually shows what you're trying to say.

Introducing evidence.

The other Muhammad.

13:00
Once you have decided.

>> [INAUDIBLE]

13:13
>> Include the sources.

The source title is optional.

You include the title.

The first source.

If you think it is important for a reader to know.

Description how to formally document and

site your sources is given in Chapter 5 beginning in page 1, 2, 3.

>> Okay, so from the textbook, I think they ended up cutting that part out.

So yes, this is once you decide whether to paraphrase or

quote two pieces of evidence you need to frame it,

meaning Where does it come from, who wrote it, what's the importance of it.

The author's name is always important and the last name,

the source if it's unimportant to include the name of the source.

If not, it's, again, optional.

So every single paragraph, you don't need to have always name the title of

the article, unless it's very important to include that title.

14:15
Here are three formats for introducing them.

Format choices, when you know the name of the author when you don't know the name

of the author, and when you want to add information about the author.

Again, this is repetitious, because,

some of you still had issues with your insight citations, for your outlines.

Okay.
So it's very similar to our summaries, right?

We've talked all about this before, right?

But for the supporting paragraph,

you don't have to have the name of the article but for your summaries you do.

Because the summary is of the article, right?

Hassan, what parts do we need when we paraphrase a quote.

What do we make sure we need to have.

>> The last name.

>> Last name.

>> The date and the >> The verb and-

>> [INAUDIBLE]

>> The paraphrase right?

15:18
So in the article or in the article Clark 2010 wrote and

then the paraphrase of what he said.

Okay?

Another one which we've gone through before Okay, I just skipped a lot.
15:36
Yeah, so this is choice one is at the bottom of page 81,

we're now on the top of page 82.

>> I have a question.

>> Yes.

15:49
>> We're going to stay in the simple present.

Okay, all of your paraphrases should be in the simple present because it's research

that you've done and is on going still.

We'll keep it in the simple present.

Yeah, so just keep it in the simple present.

Don't change the- >> The research should be in

the simple present.

When we're talking about technology and

globalization in general That should be present perfect.

Technology has been an important part of out lives.

Globalization has impacted.

So when you are talking about generally technology globalization keep it

in the simple present.

It began in the past, right.

Is it still affecting us?

>> Yeah.

>> Will it continue to affect us?

>> It will.

>> Right, so we don't really know when globalization or

technology will end >> Probably not.

That'd be a very scary day.

>> I have a question.

If I have a research database that I want to cite from, but actually

the database is cited from another- >> That's in the textbook.

We've gone over it, but I will go over it again.

We have gone over it.

And we'll go over it again.

>> [INAUDIBLE] In a text-based citation

[INAUDIBLE] >> You're paraphrasing a person from

inside.

We'll talk about it.

We've done it before.

Also, you can have according to.

Some of you like to have two citing verbs.

Whenever you have according to, what do you do?

Do you have another verb?

[INAUDIBLE] >> No.

According to is your citing verb, okay?

So don't repeat it again.

So according to Clark, in, you don't need to put rights there,

all you need is according to.

>> [INAUDIBLE] >> Do you see it's in brackets?

That means it's optional.

17:41
And then the last one, putting it in the middle,

it's just another way of saying it.

Basically, the format, you put the article first, you put the article second,

you put the article at the end.

Where do you put the date?

>> [CROSSTALK] >> Right after the name.

Never separate it.

It always goes after the name.

Okay?

So- >> [INAUDIBLE]

>> Hm?

Parenthesis.

18:06
>> Okay, so when it goes at the beginning it goes next to it.

If it's going at the end, then it's actually going next to it too, right?

When you're quoting you need the page number, right?

>> Yeah. >> So if you have the after the quote,

it's still, the dates going to go right after it, right?

So they're always together.

18:26
>> You always have the last name and the date but

the date goes right after the name.

You never separate the last name and the date.

18:33
>> Page number only when you're quoting, yes.

>> It's optional to write the page number in your.

It can be done? >> It can but

most of the time it's when you're paraphrasing you don't need to have.

>> Unless you have quotation over specific words.

>> Okay.

>> All right, when you don't know the author, what do you use?

>> Title.

>> The title, right?

I know you're excited, Hasan.

Stop smiling, seriously.

And then, when you need to add information, sometimes,

it's useful to include information about the author, if he or she is an expert.

Do this the first time you use the source.

Okay?

So, if you going to state this person again you don't need to include

information about them.

19:20
Clerk, director of college success program if ones in university Wrote that students

should study two hours.

So only if it's important to show their credibility as an author,

like at a certain university, or they're a doctor,

a very prestigious doctor, for doing studies, yes.

But, you don't always have to include this additional information about the source.

The author, not the source.

All right, we're having way too much fun and I know.

Okay, page 83

Interactive Transcript

Help us translate!
0:00
[MUSIC]

And again, I told you Advanced Two Reading and Writing is not the best,

it's very boring.

But we're having fun, right?

Who's having?

You okay? You good?

Yeah?

How's your computer?

Is it good?

It's very exciting, I know.

All right, so then there is the quoting verbs, this section breaks it down for

you, unlike that we haven't talked about,

that sometimes you can change the quoting verb, they have different functions, okay?

So, for example, if your neutral or you're just stating what husband said,

you can use ropes stated remarked, explain noted.

You're just explaining what's been said, all right?

0:48
If you agree or disagree, or it's an argument,

like an argumentative point of view,

you can use different kinds of verbs, argued, claimed, or suggested.

When it's coming from an argumentative writing,

you can change the verb to fit where it's coming from.

And then last, but not least, on page 84,

when you're talking about studies.

Some of you have statistical studies, right?

Or you've done, if there is a survey, you're reading about.

You're going to want to make sure you use the right kind of verb when you're talking

about studies.

So, the present information.

So Clark's 2010 research on success showed, demonstrates, shows.

When it's about statistical information or research or do you remember world publics?

The article we read about the survey.

1:49
The survey found, or World Publics found,
you're going to want to use this if it's a survey.

Yes.

Don't fall asleep on me.

Maybe later?

You look sleepy.

All right.

Finally, here we are, I know you're excited.

You stoked?

Is Karen excited?

Karen?

>> Yes. >> All right.

FInally.

Can you read this one for me?

We are on page 84 in the middle, connecting evidence to the topic sentence.

>> Going to need.

You [INAUDIBLE] explain why you are using [INAUDIBLE] evidence,

and what is the topic sentence of the [INAUDIBLE] This

is similar to what you would do in a conversation.

If the person you were talking to

asks why are you telling me You will

explain where you got the and

why do you think.

[INAUDIBLE] >> Okay.

So, here's an example that we were looking at before, but

this time it's actually broken down for you, okay?

So the topic sentence is here.

3:20
It likes me.

No, it's freezing.

Okay. [LAUGH] The value of independence,

is one reason why young and old people become isolated from each other.

That's the topic sentence, okay?

As it said, previously, the connecting information,

is basically explaining why you're using each piece of evidence, and

connecting it to the topic sentence, but also connecting it to the evidence itself.

Okay?

So Fatima, being.

>> Being independent is an important quality of life for most Americans.

Since childhood people have been taught to be independent,

the nation continues it through their lives, until they become old.

>> Okay, so the topic sentence talked about independence, and

then that it's an important quality.

So you're basically, sort of background, but

connecting the importance of why you're using this information, right?

It happened throughout their lives as, since childhood and on, and

the notion continues throughout their life.

So this is a very important characteristic of the American lifestyle.

And do we need to support that point?

4:31
With evidence, right?

>> Yes.
>> Okay, so Margret Mead, 1971.

Yes it's older, but it's still okay.

Some of the values are very prominent and have been prominent for two hundred years.

An American anthropologist, so

this is that credibility because she is an anthropologist.

She studies characteristics of cultures.

Writes in her article grandparents have copped out that people don't want

to be a burden in their children so they try to live their lives independently.

So again, we have what?

>> Evidence.

>> The evidence.

5:10
Independent, right?

We're talking about the older generation not wanting to be a burden on

the younger generation, because of this value of what?

>> Independence.

>> Independence!
Okay, so your evidence is supporting what you're trying to say.

Okay? This is supporting that subpoint.

5:32
And then after it.

Waleed.

5:37
>> That is, all people do not want to

interfere with the children's lives.

>> Mm-hm.

>> Young people also believe that their lives will be better

without their parents as constant companions.

>> Okay, yeah.

So that's the connecting explanation.

So basically, what's the importance of this evidence?

6:05
That the old people don't want to bother their children, sort of the example,

right?

So they don't want to be a burdensome on them.

6:14
Young people in, we're talking about American lifestyle,

think they're better without their parent's constant companion.

So, they're basically,

what is the importance of this research, this evidence?

How is it connecting again back up to the topic sentence?

>> Young people like to live independently.

>> Yes, young people like to live independently.

So, that is meaning, the point of this evidence is telling me,

without saying the importance of this,

evidence is telling me you can put that is.

What's the importance, like examples?

>> [INAUDIBLE] >> Yes.

And then, the last sentence?

Abdul Herman.

Consequently- >> Consequently,

communication between the generations is limited and isolation gradually occurs.

>> So again, we talk about independence.

And, that independence another, you're isolated, right?

Maybe a negative view of it, but it's another way to say it.

So a lot of times you're going to be using synonyms and other ways to say it.

Pooling all that information together at the end of the concluding sentence.

7:25
Pablo.

Pablo, you want to read for me?

In this paragraph.

>> In this paragraph That comes before the evidence,

explain how the idea of independence is connected to Paul H?

The evidence is given to includes the name of the author, the article,

the file which is optional, and some information about the author.

The paragraphs that follow this one.

The writer.

We want only the last name of the author, yeah, when the source is introduced.

Then explanation that comes after the evidence provides further

information that relates The value of evidence,

the relationship between the young and the old.

>> Right, so we need the connecting explanation before and

after so the evidence can flow into the next paragraph, okay.

So it's basically, so you're not stopping and they're like okay,

what does this mean?

Why do I care about this evidence?

So you're basically talking to the audience and explaining,

well this is what this means.

Here's some examples of what this means, okay?

So you're basically having a conversation.

As usual, when I talk about the audience, it's important.

Who are you talking to with this essay?

>> You. >> You.

But, what you should be thinking about is, you're talking to a,

what kind of audience?

>> Everyone.

>> A general audience, yes.

Some of your topics, your teacher might not understand, okay?

So you really need to make sure, yes Pablo,

your paper's going to be a little more difficult for me to understand.

You need to be a general audience.

It's going to be like a newspaper, right?

Think of it that way that anyone can just pick this up, read it and understand it.

Not a five year old, but a general adult audience, okay?

>> [INAUDIBLE] specific name.

>> Right, it is about your major, but if I wanted to learn about your major,

I would read this, right?

You want to do a general audience.

>> [INAUDIBLE] >> Right, so

it's not like a chemistry textbook, right?

It's only for chemists, or some would think about algorithms,

that I would have no clue.

Explain what this mens.

Pretend your teacher is an 18 year old undergrad who has no clue what she wants

to study, and she wants to learn about all of this information about technology and

globalization.

Okay, do not assume that she is her normal self,

assume I am younger and a I want to learn a lot, okay.

All right, now you try, so you are on page 85,

you are breaking this one up, okay.

You're supposed to bracket the topic sentence, underline once any sentences or

phrase that provide connecting information before the evidence.

Circle the article and name of the author.

Put parentheses around the quote that is used as evidence.

And double parentheses around the paraphrase of the quote.

Underline twice the connecting explanation after the evidence,

and underline with wavy line the conclusion and or transition.

So like I talked about before,

some of you might have two supporting paragraphs for one of your topics.

Two paragraphs for one of your supporting points, right?

So you may not have a concluding sentence,

you might have a transitional sentence, right?

So we looked at this with the risk taking one,

there's some examples of those transitional sentences.

Which we will get a chance to look at today, or probably tomorrow, a little bit.

All right.

So, right now, if you please go in your textbook.

You can work together but

break it down, where does stuff begin and where does stuff end?

Yes.

So, they tell you how to do it.

Do you know what a bracket is?

11:21
Yes, that's a bracket, that's a parentheses, that's double lines.

This is a parenthesis and that's a bracket.

11:34
Like sports, no.

You don't need my text [LAUGH] You can help each other.

11:50
We can talk after class about tomorrow, okay?

12:24
I'm going to need this one.

[BLANK

12:38
AUDIO]

12:50
>> You good?

Yeah, I assigned it.

Not everyone I knew we're going to do it.

[LAUGH] You

should be fine, are you good?

You actually did it for homework.

[LAUGH] You're like I was, I would always do the work.

13:17
>> You good? >> Yeah.
>> Want 30 more seconds?

13:29
Yes.

13:42
Look at me when you're done.

I know, I'm fun to look at, aren't I?

[LAUGH] I'm just kidding.

13:52
Or look up and pretend like you're excited.

Be actors, like my god, I love learning English, right, it's exciting.

14:02
If you act like you are, maybe sometimes it'll actually, you'll be excited, right.

No, okay [LAUGH] All right.

Topic sentence Angell, what's the topic sentence?

>> [INAUDIBLE] >> [LAUGH]

>> Okay, I'm trying to do this with this,

a bracket.

Your teacher is not a great drawer.

14:28
So the next thing we needed to do is underline once any sentences or

phrases that provide any connecting information before the evidence.

Abdullah.

>> [INAUDIBLE]

14:49
>> So we have the first characteristic of

risk is the outcome of the activity is uncertain.

Okay, so we don't really know what's going to happen when you do an activity.

When a person begins He is unsure whether or not he will be successful.

So you're uncertain.

When you're uncertain about something you don't know if it's going to be good or

bad, right?

So that connecting explanation, maybe, further,

not just uncertain, but what could be the outcome?

You're going to do the third?

>> Yes.

>> Circle title and name of author.

A separate article, taking [INAUDIBLE], and her name is Gina Bellefonte.

>> Bellafonte, I think how you pronounce it.

>> That's the evidence, until we get in other words before it.

>> All right, so we've circled the title of the article and the name of the author.

And then I'm putting parentheses around the quote that is used and

double parentheses around the paraphrase.

15:49
>> Parentheses, okay, so it's parentheses, that, right?

>> Yeah.

>> And then the quote ends- >> Yeah, here.

>> Right around there, and then I want to double,

double parentheses are on the paraphrase, right?

That, and then it ends here, right?

>> Yeah.

>> Underline twice the connecting explanation after that.

Pablo, what was that?

What's the- >> [INAUDIBLE]

>> Yes.

>> Start from?

>> No no, yeah.

Where does it start from?

>> In other words.

>> No, that's the paraphrase.

What's the connecting explanation?

>> The key here is.

>> The key here, and I need to do what with it?

Underline twice, right?

The key here, and all the way to, this is hard.

[LAUGH] And then underlining with the wavy line in the conclusion even

though that looks like a wavy line, right?

Like that?

Okay. I'm going to do a wavy line.

17:04
I only had to do it once, I did it twice on the other one.
[LAUGH] That's my wavy line.

That's why I don't draw, right?

[LAUGH] All right, so we have sort of a further explanation of the uncertainty,

like the outcomes themselves.

17:21
The name of the article, the author, and the date.

It's about uncertainty by saying,

we will build sustaining confidence, not by taking away threatening risk, but

by gradually working at things we never thought we could achieve.

17:36
What does this mean?

In other words, risky activity does not have to be dangerous, but it

can involve trying to accomplish something we are not sure we are capable of.

So, their paraphrase is pretty good, right?

They kind of put it into their own words, it doesn't look the same,

it's got all the information, we got the citation.

And then this, the key, meaning what's the true meaning of this,

what is this trying to say?

>> [INAUDIBLE] >> In fact.

>> [INAUDIBLE] >> No, that's the last sentence.

Here is that we try and succeed in doing something that is not easy for us to do.

So, we're taking risk no matter what we do but,

even if something we don't know how to do?

There's no amount of risk, right?

It does not have to be dangerous, we just don't know how to do it, right?

So, where, who has ever played cricket?

You don't know how to do it?

You could try it, right?

Would it be hard to try it?

No, it's a little challenging, but it's a good challenge for you, right?

Trying something new, even if its small, trying a new food, right?

It's still risky, it might hurt your stomach, you don't really know,

you might be allergic to it, but still, it's still risky.

18:55
This points out in the second characteristics,
this also points out to a second characteristic of risk.

19:03
Semicolon, meaning these are directly connected, right, they're not contrasting.

A risky activity must be- >> Challenging.

>> Challenging.

And then the next paragraph's going to be about what?

>> [INAUDIBLE] >> Yeah.

So, it's about risk, and- >> Challenge.

>> Challenge, right.

Cricket might be challenging.

I've tried it, it's hard.

You just gotta like whack it.

It's like baseball but it's not like baseball.

[LAUGH] It's a flat bat so

it's kind of hard to hit unless you've played tennis before.

19:37
>> A conclusion or a transition.
>> This one is and or, I think it's more of

a transition than a concluding sentence.

Don't you?

>> Yeah because

nteractive Transcript

Help us translate!
0:00
[MUSIC]

[INAUDIBLE] >> Wait, so

it says here you can have a concluding and or

transition when they're talking about characteristics of risk, so

maybe this essay's about a couple different things.

And first, you're talking about the characteristics of risks.

And then, you might talk about the effects too.

You're going to need that transition into the next supporting sub topic of

that supporting points.

So, what I'm advising, you don't have to follow my advice constantly,

but if you have, if it's just one paragraph about that one supporting point,
use a concluding sentence.

But, if you have two paragraphs about one supporting point,

use a transitional sentence.

0:55
>> To transition into it, to make the connection.

0:59
All right.

>> In the second paragraph where you have the supporting point,

do we have to pick up the first paragraph too or

just something like [INAUDIBLE] to make a completion of that paragraph.

>> If you want put a concluding sentence here?

Or in the second one?

In the second one yeah.

>> You can pull it all together, it depends on how long it is and

how much information I need to process.

If you have a lot of evidence and I need to process all of that evidence,

yes, I would try to pull it all together those two paragraphs, okay?
If it's not a lot of evidence and it was not, do you know what I mean?

If you have multiple pieces of evidence in one paragraph,

I'm going to need the concluding sentence for my brain to pull it all together.

That's what that concluding sentence is.

Your brain is processing it more easily.

What am I taking away from this paragraph?

All right, so that's now, you try.

Okay, background information.

Funds that stuff, right?

This isn't just important in your introduction,

it's also important in your paraphrasing and quotations, sometimes.

2:13
Again, going back to the world publics, we had paraphrased it, right?

When we first started working with it, and it's a survey, right?

2:25
Remember, the world public article we looked at last week?

I think Wednesday or Thursday.

2:33
If I'm going to paraphrase that, would I include the information that is a survey?

>> No.

>> Why?

Why wouldn't I?

>> [INAUDIBLE] >> Yes.

>> No. >> Yes.

>> [INAUDIBLE] >> Why are you disagreeing with me?

He's disagreeing with me?

2:49
So, when you're introducing into your evidence in supporting paragraph,

you're going to want to say that it's a survey, just so

that I understand what kind of evidence it is.

2:58
So, for example, if it's a research conducted,

you're going to want to tell me that it's research.

Well, that is like a- >> Study.

>> A study, yes.

So, for example, when we did, does the internet make you dumb or smarter,
when they told you about that research, they said that it was a study, right?

I need to understand what that kind of evidence that is.

So yes, you do need to introduce what kind of evidence it is, that it is a survey.

All right.

So, background information.

Yay. Who's excited?

Or Raza?

Is excited?

Or, do you think Mohammed is excited?

>> I am, really.

>> Mohammed's really excited?

>> Yeah.

>> I think Mohammed's very excited, but I think Daphne really wants to read for me.

[LAUGH] Yes, in many cases.

>> In many cases?

3:51
>> Yes.
As you integrate a piece of evidence from a source into your brain,

you will not just get this.

You want to paraphrase, refer to an earlier sections of the passage.

And this situation, this is an accessory to [INAUDIBLE]

background information, a evidence [INAUDIBLE].

In other words, a paraphrase must include enough of

the original passage so that it makes sense.

This is a part of a doing a good job in

the grading avenue until your- >> So,

they're actually paraphrasing themselves right?

In other words, what's the importance of adding background information?

4:37
So, it makes sense to the reader.

Thinking of me, I'm an 18 year old girl.

I don't know about any of your topics.

You need to tell me everything, okay?

So, that I understand what's going on.

This is a part of doing a good job, do you know integrating is?

Meaning to put something together.

You guys are trying to integrate into American academic life, right?

So, you're learning rules- >> Integrate?

>> Integrating, to become a part of.

>> Is it a noun for integral?

>> Integrate is the verb.

Integration is the noun.

>> Integral is different?

Integral?

That's an important part, yes.

An adjective.

Yes.

>> Same family of the word?

Same family of the word.

Good job, parts of speech.

[SOUND] You're reading, listening, speaking teacher would be excited for you.

Ona is like, yes, I taught them something.

All right, original.

But the trend has turned out to be more insidious and

widespread than previously thought.

This is from Mind Over Math Media, I think, as much as I remember.

All right.

Mad?

The fad?

5:54
The fad is even more common and even more difficult to get rid of than expected.

>> Okay, so the original is, but the trend has

turned out to be even more insidious and widespread than previously thought.

What trend?

Do we have any clue what trend?

No, so, if you paraphrase, the fad is even more common and difficult to get

rid of than expected, would I have any clue what you're talking about?
6:19
Remember, when we talked about, does the Internet make you dumb or smarter,

that the disabilities goes back to earlier.

So,if you were going to paraphrase that idea,

you would need to talk about that division of attention because of what?

6:36
Remember, does internet make you dumber or smarter, what kind of division?

Why are we not paying attention?

>> because we have multitasking.

>> Multitasking and technology is what?

6:47
>> Distracting. >> Distracting.

Good job.

We're on the same wavelength.

[SOUND] Yes.

Good job, all right.

It isn't enough to simply paraphrase the short passage,

you must begin by explaining what the trend is, right?

7:07
Looking at the context in the original article,

we can see that the paragraph discusses how more and more people

all over the world are becoming overweight by eating American fast food, okay.

This is actually the deadly noodle.

7:20
A good paraphrase will explain this.

Yes, your teacher has memorized the articles in the text book.

Woo-hoo.

[LAUGH] All right, so here's a good paraphrase.

The tendency or the trend, because the tendency is a synonym of trend,

for people everywhere to gain weight,

because that was previously said in the article, I need to know that.

You can't just talk about a trend.

I need to know what kind of trend.

Right, Mohammed?

>> Yes.

>> Yes, I do.

That the tendency to fall asleep in vague setting classes like reading and righting.

Woo-hoo.

All right.

But eating American fast food is more prevalent and

more difficult to stop than expected, okay?

So, we talked about.

So, this one is not good because more common and difficult to get rid of.

But we need to know what the fad, the trend, and the tendency is.

So, you need to explain especially when you have a pronoun reference like these,

and those.

What are these?

And, those?

These computers, these sunglasses, this bottle of water?

What is it referencing?

You need to tell me, because I don't know.

All right.

[SOUND] Karen's tired of talking.

[LAUGH] Right Karen, you're tired of talking?

[LAUGH] All right, now you try.

Okay, this one you're going to work in partners again, okay?

All right, let's go over it real fast.

This is on page 86.

9:00
It's just prettier up here.

9:02
All right, so,

write a stronger paraphrase of the section of the following passage that is in bold.

9:09
As you study the weak paraphrase, consider how to include enough

background information so that the paraphrase makes sense.

All right.

Well first of all, do we even have citations in the paraphrase?

The weak one?

>> No.

>> No, in your textbook?

>> No. >> No.

That's one thing, right?

We need to make sure we have that citation right?

>> Right. >> Okay, yeah.

Number one, citation.

In the actual weak paraphrase below it, you guys are going to write a stronger

one, the weak one doesn't even have the, when we need the citation what do we need?

9:49
>> The name of the author.

>> Name of the author and the?

>> Date. >> The date.

Yes.

I will keep asking, and you will keep telling me, and you will love me for it.

because it will be automatic, you'll be writing your paper.

You only need a multi-task.

You're like, okay, I know last name date, last name date, last name date,

last name date.

Three in the morning you'll be just kidding no.

Not three in the morning.

Okay, let's go over the paragraph first before you try so you understand it, okay?

10:13
This year's report focuses on the growing global consumer class defined as

individuals whose purchasing power parity in local, my god this is hard to read.

In local currency in more than 7,000 a year.

Roughly the poverty level in western Europe.

As economics expand, accelerated by globalization that has opened up markets,

greater efficiency in manufacturing and advanced technology.

That consumer class has grown rapidly, okay?

It's the main reason there are more than one million cellphone in the world today.

10:53
Okay, so the weak said,

that's why there are currently more than one million cellphone worldwide.

Why are there more than one billion cellphone worldwide?

A growing what?
11:05
>> Consumer class.

>> Consumer class, where?

11:09
>> Around the world.

>> Around the world, okay?

So, you need to understand the information before it's the main reason, right.

Why is it the main reason?

A growing what?

11:20
Consumer class, consumerism okay?

So, working together, figure out how you can paraphrase that where you include

the information about that growing consumer class.

You can work together.

So, you're paraphrasing the bold section, but

you need to include enough information so why know the reason why, okay?

Two, two, or by yourself.

We're good?
12:08
What's wrong?

>> Quickly.

>> Quickly.

>> Does that mean easily?

>> No, no. Quickly is really fast.

Sorry.

Your heartbeats moving rapid when you exercise, right?

I keep forgetting about that.

12:31
Translate.

Which word?

>> Consumer [INAUDIBLE] >> That means the [INAUDIBLE] of

the consumer?

>> Right, so consumer.

>> It's easy to understand the two words, but the two words together.

>> Well, there's middle class right?

>> Yeah, so the consumer class is the group of people who are buying stuff.
>> Yeah, buying.

>> Yes, we've talked about consumerism right?

Globalization on local culture.

>> [INAUDIBLE] globalization and in fact, additional resources.

>> Right, so then this consumer class is the reason why people have what?

>> They have cars, phones.

13:17
They have that phone, it's called virtue, they sell it around

$10,000, has no meaning and it's worse than iPhone.

>> Well, what used to be expensive was a satellite phone where you could use it

in the middle of nowhere.

You go where there's no- >> No, no, no.

It's just- >> No.

A satellite phone I could see why.

You know when you go in the middle of nowhere and there's no towers?

That's a satellite phone you need.

Yes?
13:44
>> Yeah.

[LAUGH] Thank you.

14:04
[NOISE] I've hit this a couple of times, I can [INAUDIBLE].

14:31
Don't know if we're going to get to everything.

14:49
Okay?

Good, like another minute.

You good?

>> I paraphrased it.

>> You paraphrased it.

But make sure you have enough information to understand.

>> I just wrote the main idea.

>> Right, so you're just trying to pull out what that main

reason is that leads to the paraphrase, right?

>> But I have a grammar question.

>> Okay.
>> Here he said,

who's purchasing power [INAUDIBLE] in global country is more than.

How about if I said who,

there purchasing power?

>> Well no, it's the individual's purchasing power, so

who is in possession of it?

Yeah, who's purchasing, that means that made the purchasing.

>> Right, so it's their power.

You have your intellectual power.

You can think of thing, that's your power.

>> Yeah, yeah, yeah, yeah, but what if I said, who they're purchasing?

Would that, I like, I didn't use whose, I used-

>> Define a result-

>> Who, they're purchasing?

Is there a difference?

>> Yeah, they're, no, that's fine.

It's okay.

Yeah.

>> Well, you just need the possession part.

The there is the possession part.

>> Yeah. >> Yes.

>> Which one is more?

>> Who sounds a little bit, whose sounds a little more.

I just don't use it that often, whose.

16:11
All right, good?

One more minute?

One more minute, is that what they were saying?

>> More minute.

>> One more minute, okay.

Thank you for speaking up, Karen.

[LAUGH] One more minute.

>> In Spanish.
>> I know, but [FOREIGN].

All right.

16:33
All right.

So, what do we need first?

>> Last name.

>> So, how do you want to say that?

>> Knickerbocker.

>> Knickerbocker.

>> 2004.

>> 2004.

>> No.

They are two.

>> Someone?

>> No, that's his first name.

16:57
>> If the intact citation, all you need is the last name.

17:01
That's on the last page as you need the last name comma first initial for

your reference page.

>> Okay. >> Not for the intact citation.

Yes, Nickerbacker 2004, what does he say?

>> Right. >> Right, he does.

Brad's the guy's name.

>> [INAUDIBLE] >> Would like to give me an example?

>> [INAUDIBLE] >> Okay, I want him, then you.

>> Okay. >> What.

>> The posession has more value of access to

[INAUDIBLE] because of that, [INAUDIBLE] and

people are able to consume more on [INAUDIBLE].

That's [INAUDIBLE] cellphones or [INAUDIBLE].

>> Yes, or cellphone users.

Yes, that's fine.

Good job.

>> That's why it's a principle cause of the existence

of more than one billion models worldwide nowadays.

>> You need to actually explain the consumer part.

>> You just put the whole thing?

>> No, no. You need, you need.

The point of the exercise is that you are paraphrasing this point but to paraphrase

this point, you need to include a little bit of this information to frame it.

18:18
Okay, let's listen to Fatima and then to Karen.

18:22
>> The process of making and use a more efficient

cellphone is the reason why people buy the worldwide.

>> Okay, it's not about the efficiency of the cellphone.

It's about the being able to buy the cellphone.

Not the efficient.

It's not about the cellphones themselves.

>> [INAUDIBLE] So, Brad 2004 argued that the worldwide

increase in consumption has led to an increase of more

than one billion of cellphones globally.

18:56
>> The increase of consumption, or the increase in the ability to consume,

because you talk about the fact that focuses on growing global consumer class.

That ability, because they have the money to consume and

because they have that ability, that's why there are one billion cellphone users.

You're going to want to use Nickerbacker not Brad.

Brad's his first name.

Is he your BFF? >> No.

>> No, don't use first names by themselves.

You can use first and last if you want to, but it's just easier to use the last name.

>> It's written in our books different [INAUDIBLE]

>> They wrote it differently in your

textbook?

>> [INAUDIBLE]

Help us translate!
0:09
Okay.
That's the last name conference, it still means, yeah.

So like, if that's just like in, well yeah, your citation page, last name,

comma, first initial.

>> [INAUDIBLE] >> Right but it has a comma right?

>> Yeah. >> You're never going to have, okay so

you're going to see names listed sometimes with the last name

0:31
comma the first, never the first name comma the second.

0:38
>> Okay, so for me I'd be listed Foltz, Karen never Karen, Foltz.

This is a language, but I don't know if it's someone's last name.

0:49
Okay. Did that help?

All right.

This PDF actually explains things.

It's a little easier flowing.

All right.

Okay.
I don't know if we're going to get.

Okay.

There's one more.

Okay.

We're going to talk about.

I want to get through the last section but this PDF doesn't have it.

So do you want?

Homework.

No, we'll do this tomorrow, okay?

I want you to look at an example one first, so

you'll get some experience we'll talk about dumping evidence tomorrow.

Okay, there's not enough time today.

All right.

So we're skipping dumping evidence, but you don't want to dump.

So I would advise you to read through this tonight for tomorrow.

because it's going to be helpful for you.

All right, so.

2:02
So this is from the example essay that I had posted but

you probably haven't gotten a chance to look at yet.

2:13
>> Thank you.

>> Okay.

So in the content week five, I posted it again actually.

All right.

2:29
Right, so what I want you to do right now, look at the first supporting paragraph.

Break it down for me.

What's the topic sentence?

What's the connecting information?

The authors, the date, the quotes, the paraphrase of the quotes,

the connecting information and the concluding sentence.

So turn back to page 84.

84.

>> 85 >> No, 84.

because that's the bre, goodness.

3:06
Here's the breakdown.

3:09
Go through this example right here, and

figure out were those sentences begin and end, okay.

You could put a T next to the topic sentence.

A CE next to the Connecting Information.

An E for the Evidence.

A P for the Paraphrase.

3:28
Another CE for the Connecting Explanation.

All right.

So, T, Topic Sentence.

3:41
Yes. You can put TS.

Thank you very much.

Put TS for topic sentence.

CE for connecting

explanation.

3:58
E for evidence, but mark it, okay?

Put an E next to it.

A P for paraphrase.

>> For the second paragraph, right?

>> Yeah. The first one's your introduction.

We're just looking at supporting right now.

Okay?

Not the first paragraph, the second one.

This is the supporting paragraph.

P for paraphrase, another CE for connecting explanation,

and then a C for the conclusion yes.

>> So we start on the second paragraph.

>> Yes, your going to start with the second paragraph.

The first paragraph is the introduction.

4:50
Yeah, you're going to start with the second paragraph with humans.

4:56
I'm going to.

5:15
Do you want me to draw or do you want to use the computer?

I can draw.

We'll go back to the doc cam.

It might be easier this way.

Okay.

6:13
Okay? They're not that hard.

P.

C E.

6:24
All right the topic sentence, who have I not heard from today?

Eric, it's been a while hasn't it?

>> [INAUDIBLE]

6:42
>> Renewable, so this is our TS right?
From here to here is our topic sentence.

Where's our connecting explanation.

>> [INAUDIBLE] >> Yes Walid.

The wind?

>> The wind turbines are very expensive, but many countries prefer to use wind

turbines because the wind turbines will not harm the environment.

>> Okay, so that's talking about electricity, renewable.

And the one example he's talking about are wind turbine.

So that goes to there.

I'm using brackets because it's easier for me.

And this is your what?

7:18
Connecting explanation.

The evidence, Karen?

>> According to McCurney, Morefield, Colby & Mundt (2015).

Renewable energy.

[INAUDIBLE] >> Okay,

would you put all of the pages, or would you put the page of the actual quote?

>> [INAUDIBLE] >> No,

you would put the page of the actual quote.

Okay?

You put all of the page numbers in the reference sheet.

So, this is not going to be a perfect paper, this was a student's paper.

There are going to be some small mistakes,

so you want the page number of the actual quotes.

8:01
The three names, because it's the first time you're introducing it,

8:05
as much as I remember, you don't use that.

You use this, right, and

you use the ampersand when it it's in the after the paraphrase.

Obviously after the quote.

The paraphrase is what?

In other words.
Okay, when you're introducing your paraphrase,

you're going to use the phrase in other words after your quotes.

So you're going to go like that to here.

And that's a P, paraphrase, right?

The connecting explanation?

>> [INAUDIBLE] >> No.

The wind turbines are completely renewable energy sources and

they do not harm the environment.

That's like more of an explanation of that, of the turbines themselves.

Which goes here to here.

And that is a CEN the concluding sentence.

8:53
In short, transition word, helps a little bit to introduce that concluding part.

So, I'm going to use brackets this time again.

And that is your concluding sentence.

Okay? So-

>> [INAUDIBLE] Is it always quotes?

>> [SOUND] It can be called a paraphrase.

Right now, I'm going to want you to do a quote and a paraphrase.

Just to show me that you understand the format, okay?

So for your first supporting paragraph for

tonight, you're going to write your first supporting paragraph.

I will release your outlines with my comments, okay?

9:34
After class, go home.

Please write your first supporting paragraph and

submit it under submit assignments.

Tomorrow we're going to work with it in class, okay?

I'm going to give you a checklist, we're going to double check, and

do a peer review.

I'll be here to answer some questions about your first one, and

your outlines, okay?

Don't email me tonight about your outline, go home, read my comments.

Come back tomorrow with finishing, at least, one of your supporting paragraphs
and other comments you have about your outlines, okay?

So we will finish integrating evidence, Yeah so we'll finish page 87.

We'll look at your peer review.

What else do we have tomorrow?

>> Quiz.

>> Paraphrasing quiz.

So, it's going to be does the internet make you dumber or smarter?

Go back to the thesis statement which we've talked about.

What's the thesis statement?

Page 197.

>> [INAUDIBLE] >> Yeah those are really,

something like that.

So it's going to be either the thesis, the conclusion, or

one of the major supporting points from those guiding questions.

Yes, that's usually what I think.

The thesis is going to include the thesis itself maybe the sentence after that.

Okay.
So go back to the main point of that article.

Those guiding questions.

I don't know why I'm going like this.

Okay?

So don't email me about your outline.

Look at my comments, okay?

And then come talk to me tomorrow during class because we should have enough time,

paraphrasing quiz two sentences is normal, then we'll finish this,

we'll have one more thing to do in the textbook, okay?

And then we'll do a peer review and

I'll be walking around to answer your questions.

Okay?

All right, have a good night, and then yeah remember connecting explanation,

topic sentence, connecting explanation, evidence,

paraphrase, connecting information, concluding sentence.

I'll try to remind you on the blackboard okay?

>> Okay.

>> Bye.

[NOISE]