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  • W3 Sentences and Paragraphs (Mon 29.04 - )

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    • Workshop activities

    • Fil icon
      Slides from WS3 + tasks at the end Fil PDF
      Includes slides for self-study (more examples on end-focus&lexical chains)
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Sida icon
      PEEL padlet: colour psychology Sida

      PEEL: group writing activity on colour psychology. You may use the collaborative workspaces for writing if you wish, or write directly on a padlet-note here. Post your paragraph here once you have finished. Time: 15 min

    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Fil icon
      Using transitions Fil PDF
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Forum icon
      Task 9/W2 Peer feedback on R1 (in-class activity WS3 - you are welcome to add your R1 before class) Forum

      1. Upload R1 to the forum

      2. Choose a partner and then add your name to your partner's post using the reply function

      3. Analyse your partner's text according to instructions (add comments in the text) (R1 peer review instructions posted below)

      4. Upload your comments as a reply to your partner's post

    • Fil icon
      R1 peer review instructions Fil PDF
    • Sida icon
      Exercise 1: Which text do you prefer? Why? Sida
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Sida icon
      Padlet: End focus activity (Optional to post but read the slides) Sida

      Apply end focus to this original sentence by following the instructions below. 
      A sensitive artist may become discouraged by disparaging remarks.

      (Work in an empty Etherpad space if you like - copy instructions from here-, then copy into this Padlet. Add your names to the note in Padlet)

      Rewrite this sentence in two new ways, each ending with a different focus, i.e. sensitive artist, and discouraged. 
      A sensitive artist may become discouraged by disparaging remarks.

       1) …

       2) …

      Then continue writing a full, unified paragraph for each of the sentences by adding follow-on sentences to the topic sentence. Remember given/familiar/old - new and end-focus.


    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Sida icon
      Padlet: Academic phraseology ("alternative facts") Sida

      Read the instructions (posted below), and check the academic phrasebank (link below). Then, as a group, choose one of the scaffolds: 1) Defining terms, 2) Reviewing the literature, or 3) Exemplifying. Then, pick a topic familiar to everyone in your group (e.g. color, texture, coffee consumption ...) and make up a research story about it as you fill in the scaffold. Post your made up research story on a note in this padlet.

    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Fil icon
      Academic phraseology task: Instructions Fil PDF
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Academic phrasebank URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Fil icon
      Academic phrasebank Fil PDF
    • Enkät icon
      Task 8a: Sign up for Part II of the course. Also let us know here if you don't intend to complete the course now. Enkät

    • Tasks to complete before next workshop

    • After Workshop 3/last reviewed 28.4.2019

      Task 1 R2 Revise pages according to comments received in class during peer review and add end focus, familiar before new, and light before heavy and submit to teacher for comments (A11 2pts)

      Task 2 Read material on four types of paragraph (rhetorical modes)

      Task 3 Calculate average number of words per sentence in the middle of own text and research article and post to forum (A 12 2pts).

      Task 4 Watch video on academic tenses and zombie nouns (nominalizations)

      Task 5 R3 Revise pages adding academic phraseology, checking the verb tense, eliminating zombie nouns, highlighting the metalanguage (signposts, connectors). Submit to MyCourses (A 13 2pts) 

      Task 6. Bring R3 to W4 and participate in class peer feedback activity (5 pts)

      Task 7 Review material on introductions and conclusions

      Tasks 8a-c Complete sign-up questionnaire for Part 2, mid-course feedback and reflection. Note that there is some repetition in the questions; feel free to copy-past your answers and modify where needed.

      Task 9 Bring your introduction or conclusion to Workshop 4 (if not done yet, find two examples from Aaltodocs: https:aaltodoc.aalto.fi/)


    • Inlämningsuppgift icon
      Task1/WS3 (A11) Revision 2 for teacher feedback (2pts) (DUE TUE 30.4 23:55, Wed night if needed)) Inlämningsuppgift

      Attend to the comments you received on R1 in class if needed.

      Analyse your text and improve the flow (and, thus, readability) of your writing if needed
          Create focused paragraphs by
          introducing end-focus in your sentences,
          applying the familiar/old/given-new principle
          adjusting sentences to follow the light-heavy principle   
      Submit the revised text (R2) for teacher feedback.

      Name your file: R2-yourfirstname_lastname_DATE.
      Preferred format: doc, docx, rtf
      Get Office 365 and e.g. Word for free as an Aalto Student. More information from Aalto IT  click here

      Remember to add the working title of your thesis, the table of contents and the list of references, as well as your own name within the document.

      The feedback from the teacher on your R2 will only focus on the flow and readability of your text, as specified above. Please observe that you should continue working on the sample pages, as instructed below in the deposit box for Task 5 R3 of this week's section, so that you can bring the next version of your text (=R3) to class next time for the peer review. After our next workshop, you will take into account both the teacher feedback on R2 (on readability& flow) and peer feedback on your R3 in class to produce R4.

    • Task 2/WS 3 Rhetorical modes
      Have you thought about what the words you use in your opening sentences of a paragraph signal?

      We can (aim to) do different things with language, for instance,  persuade our reader, explain issues to our reader, describe something or tell a story. We talk about four rhetorical modes of communication. Below you'll find four links to excellent examples illustrating the four modes. Please familiarize yourself with them. (Below, there are also some less formal sites, not mandatory reading.)

      The point is that in your own thesis text, each paragraph should have one main purpose, signalled to the reader often in the very first (or second/third) sentence. Within the paragraph, you may then use the other modes to support and develop your main thought/purpose. Check the opening of your paragraphs and the verbs you are using. What are they signalling?

    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Intro: Four types of paragraphs URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Descriptive paragraphs URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Narrative paragraphs URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Expository paragraphs URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Persuasive paragraphs URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Optional (less formal): Expository writing with narrative and descriptive elements (Archuleta 2013/2016) URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Optional (less formal) On 4 different writing styles (Hunbbel, 2011/2016) URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Sida icon
      Extra: Test an online tool for text analysis (e.g. sentence length), e.g. Rocca 2017. Sida
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Forum icon
      Task 3 (A12), word count for your own text and your research article Forum
    • URL icon
      Task 4/WS3 Zombie nouns (video) URL

      Formally known as nominalizations. Watch this short video, which illustrates why you should avoid nominalizations.

    • Tillgänglig om: Du tillhör gruppen H05 group period V

      Task 4, Academic Tenses. Watch the video on the use of tenses in Academic English

    • Inlämningsuppgift icon
      Task 5/WS3 (A13) Revision 3 for peer feedback (2 pts; DUE 5.5.2019 23:55) Inlämningsuppgift
    • Task 7: review the material below on introductions and conclusions
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      Fil icon
      Matching Intro & Conclusion / Monash as PDF Fil PDF
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Matching introductions and conclusions (Monash) URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Writing introductions and conclusions (Laurier) (updated 22.11.2017) URL
      Structuring an academic paper > Introductions and Conclusions
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Writing a literature review (Wisconsin-Madison) URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Writing a thesis introduction (Caley, R, 2013) URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Writing conclusions (Shona McCombes/Scribbr) URL
    • Inlämningsuppgift icon
      Task 8c/WS3 Feedback - Reflection (DUE Monday 6th, 9:00 am) Inlämningsuppgift

      Reflection (Contents WS 2, 3 incl After WS 3 tasks)

      ½-1 page

      What was new to you/what did you learn, what did you not understand
      Approximately how many hours per week have you spent on the course so far? (And is this enough/too little/too much)

      Comments on the class-activities, slides, self-study materials and assignments.
      What was particularly useful/good? "Keep this because"
      What should we consider changing, because..?

      Wishes/requests for Part II

      Any other comments

      --As you know, this course is being restructured to better yet meet students needs and wishes (e.g. flexibility in the schedule, individualization regards the contents, more teacher feedback). For this reason, it is extremely important that we continuously receive feedback from you. : )

      If you wish to be anonymous, don’t put your name within the document.



    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      Extra: 100 + verbs that will make your research writing amazing URL
    • Tillgänglig om: Du tillhör gruppen H05 group period V
      URL icon
      'Extra: Hedging URL

      Gillet, A. Features of Academic Writing: Hedging. UEfAP. Using English for Academic Purposes. http://www.uefap.com/writing/feature/hedge.htm

      Last updated July 6, 2017 [2009].


      ___

      How certain are you...

      Hedging and boosters

      Research proves/research suggests/research indicates - - indictes a clear link between...

      See further e.g., http://www.phrasebank.manchester.ac.uk/using-cautious-language/

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W4 Introductions and conclusions (Mon 6.5 - )