Unit 2: Grammar Building
Home Page: Together Step by STEP: A Collaborative Approach for Writing a Research Paper
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| Unit 1: Establishing the Learning Community Unit 3: Search | Unit 4: Transpose | Unit 5: Extract | Unit 6: Prepare |
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Target Objective
Learners will utilize strategies to develop their own grammar building activities.
Unit Objectives
Learners will utilize strategies to develop their own grammar building activities.
Lesson 1: Paraphrase
In the previous unit, you reviewed strategies for devising a learning community by establishing a mission statement that reflects the class’ values and goals. Essentially, the mission statement is a fundamental building block for establishing ground rules so students can work collaboratively to construct and write a research paper.
Let’s suppose that you have met with your class and together you have established guidelines for the community. Now it is time to set the tone for an activity that will assist students with developing the ability to paraphrase. This is an essential skill used by writers and students. Click on the YouTube link below to review strategies for paraphrasing that are presented by RebeccaESL.
http://www.youtube.com/watch?v=sgMJ16WUEPg
Five strategies for paraphrasing statements were presented by Rebecca ESL. The table below shows an original Original Statement, followed by the new statement which incorporates a specific type of word or phrase. Please take a moment to review the table.
| Original Statement | Revised Statement | Type of Word/Phrase |
|---|---|---|
| “The creation of study groups also afforded the opportunity to reserve one group for foreign students for whom English is a second language” (Starenko, 2008, p. 162). | The formation of study groups provided an opportunity to retain one group for foreign students for whom English is a second language (Starenko, 2008) | Synonym |
| Antonym | ||
| Phrasal Verbs | ||
| General Verbs | ||
| Phrases |
Notice the simplicity of the chart -- only three categories ( Original Statement, Revised Statement, Type of Word or Phrase). These categories form the foundation of Rephrase it! -- an activity that you can use to introduce your class.
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The Rephrase it! activity that accompanies this activity is listed below. Please read it.Media:RephraseIt.pdf |
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Using the above template select meaningful statements from:
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Reflect
- Reflect and consider what went right and what went wrong.
- What lessons did you learn?
- How can you improve this activity?
Continue to next lesson Unit 3: Search
Home Page: Together Step by STEP: A Collaborative Approach for Writing a Research Paper
Portfolio: Brenda Rhyne Portfolio
| Unit 1: Establishing the Learning Community Unit 3: Search | Unit 4: Transpose | Unit 5: Extract | Unit 6: Prepare |
|---|