Please note 3 important things:
1. The sign up for conference 2 is available in the contact list. Please choose a time between February 7-14th for your conference.
2. On February 12th, Cynthia Ingold from the library will be coming to our class to talk about using library databases, refworks, and searching strategies.
3. I will be piloting an online textbook by Diana hacker in this class. You will all be getting free access to the text. More details coming soon!
COHERENCE: In this lesson, you will learn to...
- Identify the three types of information in an EAP (English for Academic Purposes) essay: known, new and old.
- Identify word chains in an EAP (English for Academic Purposes) essay.
- Describe healthy paragraph patterns.
- Understand the relationship of the communication model to KNO and word chains strategies, specifically how coherence can assist in making intention match perception.
- Analyze paragraph patterns and diagnose problems.
- Devise a plan for revision based on the diagnosis of a paragraph's patterns.
Review: Just like in the communication model, writing sets out to convey a message. Based on the lesson yesterday review what it takes for writer intention to meet reader perception in the communication model as it relates to EAP writing.
Coherence: Sometimes, a gap in understanding between how we read our essays and how others read our essays can cause a reader to be confused when a writer feels that the meaning is clear. How can you be sure that your reader will receive the message you are sending and understand your essay?
In this module, you will learn two strategies for analyzing your writing and constructing good, understandable patterns. And one of the tools to achieve this is Known-New-Old (KNO) Information.
Coherence ppt
Coherence practice handout
Review Pages 50-53 in the Hacker text (Rules for Writers by Diana Hacker) on Coherence.
Supplemental Review Videos
Strategy 1: Known-New-Old (KNO) Information
This first video introduces the different types of information in a paragraph. It defines known, new and old information and explains how it connects to what you ahve learned so far about the communication model.
Next, this video walks through a sample paragraph for identifying the different types of information in a paragraph: known, new and old information. and shows what a healthy paragraph pattern should look like.
Strategy 2: Word Chains
This video introduces application of word chain identification to diagnosis of paragraph-level coherence.
Coherence practice handout
Review Pages 50-53 in the Hacker text (Rules for Writers by Diana Hacker) on Coherence.
Supplemental Review Videos
Strategy 1: Known-New-Old (KNO) Information
This first video introduces the different types of information in a paragraph. It defines known, new and old information and explains how it connects to what you ahve learned so far about the communication model.
Next, this video walks through a sample paragraph for identifying the different types of information in a paragraph: known, new and old information. and shows what a healthy paragraph pattern should look like.
Strategy 2: Word Chains
This video introduces application of word chain identification to diagnosis of paragraph-level coherence.
Self-Test: Work
through this self test carefully. Be sure that you prepare
your own answer before viewing the video.
Self test: Copy the paragraph below to a word document.
Business analysts have noted the different ways managers operate. Sometimes all the decisions are made by a manager and employees are given orders or procedures to follow. The success of this kind of manager is not long-term, since leaders are not developed as potential successors. The opposite type is the manager who avoids making decisions, tending to delay by forming committees and requesting endless studies. Managers of this sort are also not effective. Employees find themselves between these extremes with managers who encourage their participation in planning. Responsibility for making the final decision remains in the bosses' hands. These are effective managers.
Self-check: AFTER you have worked through it on your own, watch this video and check your work.
Self test: Copy the paragraph below to a word document.
- Do two separate highlights: one for word chains and one for KNO.
- Then, try to write a diagnosis for what you think is wrong with the paragraph based on those patterns.
- Finally, write a revision of the paragraph.
Business analysts have noted the different ways managers operate. Sometimes all the decisions are made by a manager and employees are given orders or procedures to follow. The success of this kind of manager is not long-term, since leaders are not developed as potential successors. The opposite type is the manager who avoids making decisions, tending to delay by forming committees and requesting endless studies. Managers of this sort are also not effective. Employees find themselves between these extremes with managers who encourage their participation in planning. Responsibility for making the final decision remains in the bosses' hands. These are effective managers.
Self-check: AFTER you have worked through it on your own, watch this video and check your work.
REQUIRED HOMEWORK: Complete the following activity. Be sure to refer to the key concepts that you have learned in this class where appropriate.
COHERENCE:
- Select a body paragraph from your own essay.
- Do two separate highlights: one for word chains and one for KNO.
- (1-2 paragraphs) Then, try to write a diagnosis for what you think is wrong with the paragraph based on those patterns. Include also what you think you did right!
- Write a revision of the paragraph.
- (1-2 paragraphs) Finally, make a global diagnosis of your essay based on the following: Is your essay as a whole coherent? Are your paragraphs coherent? What strategies did you use in the initial diagnostic to make intention and perception match?
