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A Multimodal Approach to Academic Writing

Learning Module

Learning Module

Abstract

This is a learning module that takes a multimodal approach to English academic writing and is based in multiliteracies theory. The module focuses on research, drafting, peer-review, revision, and publishing.The course is an intermediate-advanced writing course geared toward multilingual learners, but adaptable and easily modified for any learning population. The module combines online learning, with flipped learning and synchronous and asynchronous sessions.

Keywords

Multiliteracies, Multiliteracy pedagogy, Multilingualism, New learning, Multimodal literacies, Literacies, Writing, Writing process, Immigration, Migrant, Synaestha

Overview

NSW Syllabus for the Australian Curriculum (n.d) Creating multimodal text [Image]. https://sites.google.com/site/aismultimodaltext/1-what-is-multimodal-text

This module was previously meant to be a continuation of the ESL: Academic Writing module I developed in the EPS 431 New Learning course as a part of the LDL doctoral program. This year however, due to the situation with the coronavirus, the summer migrant program I work with may be in jeopardy of not receiving a grant to cover programming. Instructors and staff were asked to provide ideas and suggestions on how to successfully implement programming if the “shelter-in-place” guidelines were still in effect. With a certification in online learning pedagogy and years of online learning experience as a student myself, I was very excited to take advantage of this opportunity. For that reason the focus of my module changed from ESL learners at the university to migrant farm workers with whom I have worked every summer for the past three years. As a result, this module is based on ISBE (Illinois State Board of Education) and IMEP (Illinois Migrant Education Program) standards.

Migrant and seasonal workers represent a diverse group of ages, cultures, and linguistic backgrounds. Many of whom can be considered multilingual and are learning English as a third or fourth language, rather than a second language. Students come from as far away as Africa; some from South Africa mostly speaking English, but many more from various parts of Africa whom speak one or more of the many dialects spoken there, as well as the more commonly spoken French. The majority of students in my territory are from Mexico and Texas, whom also represent a very diverse group in terms of language backgrounds. Mexico also is home to a large number of indigenous languages which are still commonly spoken, while others, especially those living in Texas, have had more access to the target language and therefore are normally at higher proficiency levels than those from other countries, outside of the United States.

“As the notion of literacy is broadened, literacy education changes accordingly, which is not merely pushing students to master the standard form of the target language without recognizing students’ cultural and lingual differences” (Sang, 2017, p.19). With this continuous trend in globalization and technologies and literacies, the need to expose migrant students to these different modes of meaning making are becoming increasingly clear. “If adults are going to be truly college and career ready, they need to be prepared to skillfully use digital tools and develop a discovery and risk-taking mindset toward navigating online (Frank & Castek, 2017).

This learning module is appropriate for intermediate to advanced English language learners. High school students and OSY (Out of School Youths) would especially benefit as it would serve as preparation for the STAAR, ACT/SAT, GED, College Preparatory Courses, and professional development. This course can be implemented online and face-to-face, or in hybrid, blended, and flipped environments. This multimodal approach to learning allows students to receive a more holistic learning experience through the various ways in which content is designed, implemented and produced by the students themselves. The length requirements of the module are also flexible and should be based on student need.

 

Theoretical Frameworks

This multimodal writing module is based in multiliteracies pedagogy under the umbrella of the new literacies theory. 

Media embedded May 7, 2020

Education at Illinois. (2019, March 6). 1. Background to the multiliteracies project [Video]. YouTube. https://www.youtube.com/watch?v=WVRehngLMqs

The design of the model is structured by topic to reflect the basic writing processes, common to English academic writing courses (plan, draft, review, revise, publish).  In this module, these headings are used for the familiarity most students have with this process and also as a means of organizing content. However, this module will not take the linear approach to writing common to the five step basic writing process.

This module will be based on a “multimodal, digital, and social approach” to writing (Kalantzis, Cope, Chan, & Dalley-Trim, 2016; p.321). This approach to communication is based on seven modes of meaning making as demonstrated below.

M’s Primary Weblog (2012, December 29). Modes of multimodal meaning. primaryblog. https://primaryblog.wordpress.com/2012/12/17/new-literacies-and-their-affordances/modes-of-multimodal-meaning/

Also known as synesthesia, is the ability to move back and forth among the multiple modes of meaning-making. (Kalantzis, Cope, Chan, & Dalley-Trim, 2016). The action of the student being able to choose the mode of meaning-making most appropriate to them is a form of empowerment as they have more control over their own learning (Frank & Castek, 2017; Sang, 2017) . Mode-switching also generates a deeper reflection on the process of writing (Kalantzis, Cope, Chan, & Dalley-Trim, 2016) and manipulation of the content because of the multiple ways content is presented, understood and created.

Media embedded May 7, 2020

Education at Illinois. (2019, March 6). 3. Multimodality in meaning making [Video]. YouTube. https://www.youtube.com/watch?v=P78jSLUQVrw

Multiliteracies theory offers a more conducive and accepting learning environment for multilingual learners for whom this module was created. Multilingual pedagogy supports the use of the learner’s heritage language or L1(first language) when negotiating meaning in the target language. These approaches also encourage interaction among students of all language backgrounds, which is praised rather than viewed as detrimental to learning the target language (Kalantzis, Cope, Chan, & Dalley-Trim, 2016; Sang, 2017). Similiar to multimodal approaches, multilingual education also encourages and requries the use of multiple modes or "languages", making these approaches very compatible. 

Learning Objectives and Outcomes

For the Participant

Overview

Based in multiliteracies theory, this multimodal approach to English academic writing attempts to move away from the traditonal, linear, approach to writing, based in traditional veiws of literacy.

Coffin, C., Hewings, A., Curry, M., & Lillis, T. (2003). Teaching academic writing: A toolkit for higher education. Centre for Language and Communications. Retrieved from https://www.researchgate.net/publication/42788641

Course Objectives

  • Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
  • Interact with cultural competence and understanding.
  • Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations.
  • Develop insight into the nature of language and culture in order to interact with cultural competence.
  • Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.
  • Think, read, and write critically in multiple modes and on multiple platforms.
  • Implement the writing process, including planning, drafting, reviewing, revising, and publishing.
  • Research, evaluate, and synthesize information from a variety of sources using appropriate documentation methods.
  • Create a multimodal writing project, including oral, written, visual, spatial, tactile, gestural and audio meanings.

Knowledge Processes and Outcomes

Comments: Short, informal responses used as a means to check for understanding. Comments must be at least 100 words in length and students must reply to at least two of their peer’s comments. Comments to peers should be at least 50 words in length.

Updates: Longer and more formal than comments, updates will build on knowledge learned in each lesson, as well as, the module as a whole. Assignments will vary throughout the module in terms of meaning-making and include seven modes of meaning including, audio, gestural, spatial, visual, written, oral, and tactile. Updates are required to be at least 400 words in length and include at least two different forms of embedded media. Students must also respond to the updates of at least two peers. Comments to peers should be at least 100 words in length.

Major Work: Multimodal project incorporating the formal academic essay into a multimodal environment. It should be at least 3,000 words and include at least ten examples of embedded media (e.g., links, images, video, audio) and reliable sources. Please review the final lesson of the module for detailed instructions on the major work requirements.

Peer Review & Self-Assessment

The major work will be reviewed by two of your peers according to the Rise Peer-Review Model and the Major Work Rubric. These rubrics are located in lesson 2.4 Review and in the Major Work section. Everyone will have their work reviewed twice, by two different people. The review will be anonymous, and the work you peer-review will not necessarily be the work of the authors who will review you.

After final revisions, and the final work has been approved for publishing, you will use the Self-Review model and the Self-Review rubric to complete a self-evaluation. This is when you will reflect on your work done on the project as well in the course. These rubrics are located in lesson 2.6 Publish.

Synchronous Sessions (Zoom)

This is an opportunity to ask questions about content from the lesson, collaborate with your peers as a class and in small groups, and to participate in mini-presenations to prepare you for the Major Work Assignment. These “mini-presentations” are not mandatory. These are voluntary and anyone can present at anytime during the synchronous sessions. The more you practice, the more familiar you will become with using this platform, which may be new to some of you.

  • Class Meetings: At the end of each lesson the class will meet together using Zoom.  
  • Major Work: The final work will be presented using Zoom
  • Office Hours and one-on-one meetings between instructor and student will be through  Zoom 

Course Resources

  • Zoom: Used for class meetings, office hours, and oral presentations
     
Media embedded May 8, 2020

Taylor, D. (2017, April 16). Zoom video conferencing tutorial: Beginner's guide to registering and making your first zoom video [Video]. YouTube. https://www.youtube.com/watch?v=-2pq4I1urXA

  • CG Scholar Use Scholar for Updates, Comments, Major Work (Posting, Creating, Publishing)
Media embedded May 8, 2020

Common Ground Research Networks (2014, June 2). Introducing Scholar and the seven affordances [Video]. YouTube. https://www.youtube.com/watch?v=QBMvgPHl8_Y

  • The Writing Mentor: Use The Writing Mentor to revise your work, receive feedback on your work, and to practice and improve your writing skills.
     
Media embedded May 8, 2020

Burstein, J. (2017, November 14). The writing mentor application -- a Google Docs add-on [Video]. YouTube. https://www.youtube.com/watch?v=kGeXorgjUwo

For the Instructor

Learning Focus

This learning module is based on the following standards;  

Chávez, M., Cottle, T., Cox, V., et al., (2016). Illinois migrant education program service delivery plan. Illinois State Board of Education. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf
Illinois Migrant Education Program Service Delivery Plan
American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages [Image]. https://www.isbe.net/Documents/World-Languages-Standards.pdf
World-Readiness Standards for Learning Languages

ISBE Learning Objectives

  • Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes.
  • Interact with cultural competence and understanding.
  • Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career related situations.
  • Develop insight into the nature of language and culture in order to interact with cultural competence.
  • Communicate and interact with cultural competence in order to participate in multilingual communities at home and around the world.

Course Learning Objectives

  • Think, read, and write critically in multiple modes, including digitally.
  • Implement the writing process, including planning, drafting, reviewing, revising, and publishing.
  • Research, evaluate, and synthesize information from a variety of sources using appropriate documentation methods.
  • Create a multimodal writing project, including oral, written, visual, spatial, tactile, gestural and audio meanings.

Knowledge Process and Outcomes

  • Comments: Short, informal responses used as a means to check for understanding. Comments must be at least 100 words in length and students must reply to at least two of their peer’s comments. Comments to peers should be at least 50 words in length.
  • Updates: Longer and more formal than comments updates will build on knowledge learned in each lesson as well as the module as a whole. Assignments will vary throughout the module in terms of meaning-making and include seven modes of meaning including, audio, gestural, spatial, visual, written, oral, and tactile. Updates are required to be at least 400 words in length and include at least two different forms of embedded media. Students must also respond to the updates of at least two peers. Comments to peers should be at least 100 words in length.
  • Major Work: Multimodal project incorporating the formal academic essay into a multimodal environment. It should be at least 3,000 words and include at least ten examples of embedded media (e.g., links, images, video, audio). Please review the final lesson of the module for detailed instructions on the major work requirements.

Peer Review & Self-Assessment

The major work will be reviewed by two of your peers according to the Rise Peer-Review Model and the Major Work Rubric. These rubrics are located in lesson 2.4 Review and in the Major Work section. Everyone will have their work reviewed twice, by two different people. The review will be anonymous, and the work you peer-review will not necessarily be the work of the authors who will review you.

After final revisions, and the final work has been approved for publishing, you will use the Self-Review model and the Self-Review rubric to complete a self-evaluation. This is when you will reflect on your work done on the project as well in the course. These rubrics are located in lesson 2.6 Publish.

Synchronous Sessions (Zoom)

This is an opportunity for students to ask questions about content from the lesson, collaborate with peers as a class and in small groups, and to participate in mini-presenations to prepare for the Major Work Assignment. These “mini-presentations” are not mandatory. These are voluntary and anyone can present at anytime during the synchronous sessions. The more they practice, the more familiar they will become with using this platform, which may be new to some of you.

  • Class Meetings: At the end of each lesson the class will meet together using Zoom.
  • Major Work: The final work will be presented using Zoom
  • Office Hours: and one-on-one meetings between instructor and student will be through Zoom

Course Resources

Additional Instructional Resources

Pedagogically Relevant Resources

Media embedded May 8, 2020

 

Bangor Daily News. (2020, April 24). International multilingual students write their own stories at the Telling Room [Video]. YouTube. https://www.youtube.com/watch?v=4P1xvZEsCTQ

  •  Don't Insist on English! (Ted talk on multilingual approaches to learning)
  • Sustaining Multilingual Litreacies: Looking Through an Immigrant Lens to Inform Practice 
Camela, V. (2019). Sustaining multilingual literacies: Looking through an immigrant lens to inform practice. Journal of Adolescent and Adult Literacy, 62(5), 565-567. doi:10.1002/jaal.930

 

Unit 2: The Writing Process

Welcome to the course!

For the Participant

 

Clip Art. (n.d.). Happy People #1212941 [Clip art]. Openclipart. http://clipart-library.com/clipart/ATbrgkoMc.htm

Overview

Welcome! This is the opportunity to meet your peers and teacher, as well as, evaluate and reflect on your experience with writing and use of technology. Responses to the digital profile survey and questions are not scored and this will not influence your grade in anyway. This is simply an introduction to the course and to eachother. Have fun with this!

Knowledge Objectives

  • Students will reflect on their writing experience
  • Students will complete the Digital Profile Survey
  • Students will gather information and organize ideas
  • Students will introduce themselves in an Update posted to Scholar

Knowledge Processes

  1. Introduce yourself to your classmates and teacher. Where do you call home? Where are you currently living? Where have you lived? Have you traveled? Where do you want to live? What language or languages do you speak? Talk about your family, friends, pets. Talk about your interests and hobbies etc.
  2. What types of writing have you done in the past? Do you enjoy writing, why or why not. How often do you write? What do you usually write about? What do you enjoy writing about? What is the most difficult part of writing and what is the easiest part of writing?
  3. Complete the Digital Profile Survey . Change to PDF before printing and save (OR) take a screen shot of the result and save.  You will include this in the your Update
Nachi, C. (2019, February 13). Digital confidence profile [Image]. https://carolnarchi.wordpress.com/2019/02/13/digital-confidence-profile/

Knowledge Outcomes

Update: Introduce yourself to your peers and include your experience with writing, the responses to the digital profile survey, and your evaluation of the results.  Do you agree with the survey results? Why or why not? 

Updates are required to be 400 words or more and include at least two different types of media. Students must also respond to the updates of at least two peers. Comments to peers should be 100 words or more. Use the @ sign and the person's name when you respond (@ Annabelle Richards).

 

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale: (Connections to Standards)

Cultures: Students will learn the "digital language" or literacy of using GC Scholar, as well as use their different languages linguistically to introduces themselves and comment to peers. 

Comparisons: Students reflect and compare the various types of writing they have been exposed to or participated in.  

Communites: Students will meet their peers and instructor via GC Scholar by posting an Update  and will connect with other students through comments and posting.  Due to the online nature of the class and the ubiquitous nature of the course, all collaboration and interactions happen on a community level.

Knowledge Objectives

  • Students will reflect on their writing experience
  • Students will complete the Digital Profile Survey
  • Students will gather information and organize ideas
  • Students will introduce themselves in an Update posted to Scholar

Knowledge Processes 

Students will:

  • Introduce themselves and reveal experience with writing and technology use.
  • Complete the Digital Profile Survey and include it in the update as a PDF or screenshot  

Knowledge Outcomes

Students will create an update.

Update: Introduce yourself to your peers and include your experience with writing, the responses to the digital profile survey, and your evaluation of the results. Do you agree with the survey results? Why or why not?

Updates are required to be 400 words or more and include at least two different types of media. Students must also respond to the updates of at least two peers. Comments to peers should be 100 words or more. Use the @ sign and the person's name when you respond (@ Annabelle Richards).

Notes for Instructor

The purpose of this lesson is to assess students pre-knowledge in order to adjust curriculum as needed.

  • Instructor should create an Update as well as participate in peer comments, making sure to respond to all students for fairness.
  • The purpose of this lesson is to assess students pre-knowledge in order to adjust curriculum as needed.
  • More time may be needed for some topics and less for others depending on responses.
  • This is also a way to informally assess student’s writing and become familiar with student’s overall writing styles.

2.1 Plan

For the Participant

Overview

The aim of this lesson is to review the steps of the pre-writing or planning stages of the writing process and to introduce the multimodal project. The following sections can be found in the ESL: Academic Writing module which is a pre-requisite to this course.

Knowledge Objectives

  • Students will be able to choose a Topic/Research Question
  • Students will be able to brainstorm the chosen topic.
  • Students will be able to create a thesis statement.
  • Students will be able to design an outline of the project

Knowledge Processes

  • Review the pre-writing steps Purpose/Audience and Thesis/Outline.
  • Watch the following videos which define multimodality and introduce the multimodal project.
Media embedded April 25, 2020

Tingle, S. (2017, October 12). What is multimodality? [Video]. YouTube. https://youtu.be/TX_9J8FLYqk

Media embedded April 25, 2020

Leonard, C. (2016, November 14). Multimodal project [Video]. YouTube. https://youtu.be/ple6dper3Zo

  • Choose a Research Topic
Media embedded May 8, 2020

KStateLibraries.(2013, August 20). How to develop a research topic [Video]. YouTube. https://www.youtube.com/watch?v=nXNztCLYgxc

  • Create a Thesis Statement.
  • Design an Outline or Plan of Action. How will you present the information? How will you organize the material? What types of media do you plan to use?  What types of research will you need to support your project? 

Note: You do not have to complete research or find images to complete the outline. The purpose of the outline or plan of action is to help you to begin organizing your ideas and to act as a guide or reference as you work through the module. 

Knowledge Outcomes

  • Update: Introduce your topic and state your thesis. Why did you choose this topic? How does the topic relate to you, your cultural background, your personal interests? Describe your plan of action using your outline as a guide. What types of media have you chosen and why?

Updates are required to be 400 words or more and include at least two different types of media.  Students must also respond to the updates of at least two peers. Comments to peers should be 100 words or more. Use the @ sign and the person's name when you respond (@ Annabelle Richards).

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale 

(Connections to Standards)

Connections: Links to pre-requisite material at the beginning of the module and within specific lessons allow students to make connections between prior knowldedge and new knowledge. Information is being is being introduced and presented in multipe ways. Students are being presented with and producing content that is multimodal, and using this knowldge to communicate and function effectively in multiple situations.

Communication: Interpersonal communication is met while students move through the porcess of brainstorming, choosing a topic, formulating a thesis statement, designing a plan of action and interacting with peers through comments on updats.  This is then presented in a multimodal update in CG Scholar, as well as, prseented to the class in a synchronous session using Zoom, fully satisfying requirements of presentational  communication.  Interpretive communication is  met in multiple ways, some of which is based on interpreting lesson content meaning,while another is interpreting peer and instructor feedback. 

Knowledge Objectives

  • Choose a Resarch Topic
  • Create a Thesis Statement.
  • Design an Outline or Plan of Action. How will you present the information? How will you organize the material? What types of media do you plan to use? What types of research will you need to support your project?

Note: Students are not expected to complete intensive research at this point and they are not required to use the provided outline.  Students should be encouraged to use the tool or strategy that they are most comfortable with.

Knowledge Processes

Students will:

  • Review the pre-writing steps Purpose/Audience and Thesis/Outline.
  • Watch the following videos which define multimodality and introduce the multimodal project.
Media embedded April 25, 2020

Tingle, S. (2017, October 12). What is multimodality? [Video]. YouTube. https://youtu.be/TX_9J8FLYqk

Media embedded April 25, 2020

Leonard, C. (2016, November 14). Multimodal project [Video]. YouTube. https://youtu.be/ple6dper3Zo

  • Choose a Research Topic 
Media embedded May 8, 2020

 

KStateLibraries.(2013, August 20). How to develop a research topic [Video]. YouTube. https://www.youtube.com/watch?v=nXNztCLYgxc

Knowledge Outcomes

Students will create an update.

Update: Introduce your topic and state your thesis. Why did you choose this topic? How does the topic relate to your cultural background and personal interests? Describe your plan of action using your outline as a guide. What types of media have you chosen and why?

Notes for Instructor

Students are provided with links to ESL: Academic Writing (Unit 1), which is the pre-requisite material to this module. The purpose of this lesson is for students to begin planning as well as determine how extensively the pre-requisite mateial provided in the lesson should be reviewed. 

  • Instructors should follow-up with students who may still be struglling with navigating through CG scholar, finding all class material, creating and responding to updates, etc. It is better to address these issues when they happen so that students do not become overwhelmed and fall behind 
  • Instructors should also comment on updates within CG Scholar and/or during Zoom instruction to create rapport with students which is extremely important in online learning environments, especially in an online and flipped learning environment such as this moudle. 
  • Important Reminder! This will be the first synchronous meeting for students in this course, so instructors should remind students of the Zoom meeting following this lesson. Refer students to the Zoom tutorial in the Overview.

Synchronous Session (Zoom)

  • Review important concepts from lessons and answer student questions. Encourage peers to respond to questions as well, either in the chatbox or by raising their hand. 
  • Students can volunteer or be chosen to present their update.  This may seem redundant because they have already posted in CG Scholar and interacted with peers via comment post. However, oral presention of content material is a different literacy or "language" than using written and visual modes of meaning-making for example. This will also help students to practice for the presentation of the Major Work followng publishing. 

 

 

2.2 Research

For the Participant

Overview

The aim of this lesson is to introduce the research component in academic English writing including evaluating sources, recording and taking notes of content, and using proper APA referencing.

The following video offers an overview on the meaning of research.

Media embedded May 8, 2020

Maclacklin, T. (2016, February 2). What is research? [Video]. YouTube. https://www.youtube.com/watch?v=jLM_djMHaS0

Knowledge Objectives

  • Students will be able to distinguish between reliable and unreliable sources.
  • Students will be able to find scholarly and reliable sources using Google Scholar and available library resources.
  • Students will understand APA references and citations.
  • Students will be able to record source information including summaries and citations.

Knowledge Processes

  • Watch Search Vs. Research
Media embedded May 8, 2020

McMaster Libraries. (2016, April 22). Search vs research [Video]. YouTube. https://www.youtube.com/watch?v=minZ0ABVqyk

  • Finding Sources (without access to a database)​
Media embedded May 8, 2020

Nicholas, T. (2017, April 7). How to use Google Scholar to find journal articles | Essay Tips [Video]. YouTube. https://youtu.be/dc-vKk205c8

  • Review Evaluating Sources 
Zalesov, S., Lamboi, E., Liu, E (2014). Evaluating sources [PowerPoint slides]. University of Illinois at Urbana-Champaign, IL
  • Reading and Note-Taking
Media embedded May 8, 2020

Nicholas, T. (2017, March 9). How to read, take notes on and understand journal articles | Essay tips [Video]. YouTube. https://youtu.be/hfTpYruV7AE

  •  APA citations and references
Lamboi, E. (2019). APA formatting [PowerPoint slides]. Lincoln College, Lincoln, IL.

 

Media embedded May 8, 2020

Scott, M.A. (2016, March 18). APA In-text Citations (6th Edition). [Video]. YouTube. https://youtu.be/uVlsbN99LIQ

Let’s get writing. (n.d.). Retrieved from https://tinyurl.com/y7ak9ygk
  • Read sources carefully and record the following information: Citation, Summary, and Purpose (Why is the source being used? How will the source be used? Where will the source be used?)

Knowledge Outcomes

Update One: Find relevant sources for the Major Work, read research, and record information to include: Citation, Summary, Purpose or Relevance

Update Two: Review the research process for English academic writing. How is this process different or similar to other forms of writing you have created? How does this process differ from the writing process you are used to using in your own country,

Updates are required to be 400 words or more and include at least two different types of media. Students must also respond to the updates of at least two peers. Comments to peers should be 100 words or more.

Additional Resources: Finding Reliable Sources

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale

(Connections to Standards)

Connections: Through citing, summarizing, and identifying purpose, students "build, reinforce, and expand their knowledge of other disciplines".  Furthermore, research in general nvolves accessing and evaluating information, which in turn reveals new ideas and perspectives. The update also requires connections to be made between differing experiences with research. 

Cultures: Perspectives can be described by views on authorship and individuality that is reflected in the culture of the United States. Practices can be described by using citations and referencing sourcing. Products could be considered the final work or essay, but could also refer to the many available tools purchased by institutions and individuals alike, that check work for plagiarism.  The update requires a comparison or evealuation of the research process within the context of different differing groups and cultures 


Knowledge Objectives

  • Students will be able to distinguish between reliable and unreliable sources.
  • Students will be able to find scholarly and reliable sources using Google Scholar and available library resources.
  • Students will understand APA referencing and citing.
  • Students will be able to record source information including summaries and citations.

Knowledge Processes

Students will:

The following video offers an overview on the meaning of research.

Media embedded May 8, 2020

Maclacklin, T. (2016, February 2). What is research? [Video]. YouTube. https://www.youtube.com/watch?v=jLM_djMHaS0

  • Watch Search Vs. Research
Media embedded May 8, 2020

McMaster Libraries. (2016, April 22). Search vs research [Video]. YouTube. https://www.youtube.com/watch?v=minZ0ABVqyk

  • Finding Sources (without access to a database)​
Media embedded May 8, 2020

Nicholas, T. (2017, April 7). How to use Google Scholar to find journal articles | Essay Tips [Video]. YouTube. https://youtu.be/dc-vKk205c8

  • Review the Evaluating Sources powerpoint
Zalesov, S., Lamboi, E., Liu, E. (2014). Evaluating sources [PowerPoint slides]. University of Illinois at Urbana-Champaign, IL.
  • Reading and Note-Taking
Media embedded May 8, 2020

Nicholas, T. (2017, March 9). How to read, take notes on and understand journal articles | Essay tips [Video]. YouTube. https://youtu.be/hfTpYruV7AE

  • Review APA Referencing powerpoint
Lamboi, E. (2019). APA formatting [PowerPoint slides]. Lincoln College, Lincoln, IL.
Media embedded May 8, 2020

Scott, M.A. (2016, March 18). APA In-text Citations (6th Edition). [Video]. YouTube. https://youtu.be/uVlsbN99LIQ

  • Review Tips on Critical Reading 
  • Read sources carefully and record the following information: Citation, Summary, and Purpose (Why is the source being used? How will the source be used? Where will the source be used?)

Knowledge Outcomes

Update One: Find relevant sources for the Major Work, read research, and record information to include: Citation, Summary, Purpose or Relevance

Update Two: Review the research process for English academic writing. How is this process different or similar to other forms of writing you have created? How does this process differ from the writing process you are used to using in your own country,

Updates are required to be 400 words or more and include at least two different types of media. Students must also respond to the updates of at least two peers. Comments to peers should be 100 words or more.

Notes for Instructor

The purpose of this lesson is to guide students through the academic research process and for students to evaluate and locate reliable sources on their own.  Students will also be engaged in critical thnking through analyzing, evaluating, and providing feedback to peers on the reliability and relevance of the sources they chose. 

  • Some of the examples provided in the videos and supplementry material refer to the traditional form of the essay expressed only in written mode. However, it is imprtant that students are familiar with this form as well, especially because of how often this mode is used over others in the traditional classroom 

Synchrounous Session (Zoom)

This session shoud be resereved for peer-to-peer feedback on selected reserach. This could be done as a class or in small groups, depending on size of the class.  If possible, small groups are preferred, so that all students have the opportunity to receive feedback on their work as well as provide feedback to others. 

Additional Resources

Note: The National Standards for Foreign Language Education Project provides an explanation of practices, products, and perspectives that are defined by the Cultures standard mentioned above.

Let’s get writing. (n.d.). Retrieved from https://tinyurl.com/y7ak9ygk
National Standards for Foreign Language Education Project. (1999). Standards for foreign language learning in the 21st century. Lawrence, KS: Allen Press, Inc. http://carla.umn.edu/cobaltt/modules/curriculum/textanalysis/Practices_Products_Perspectives_Examples.pdf

Finding Reliable Sources

2.3 Draft

For the Participant

Overview

The aim of this lesson is to create a complete draft of your entire multimodal project and to assess the course up to this point.

Knowledge Objectives

  • Students will be able to produce a complete draft of the major work including clear introduction, body and conclusion, media, and proper APA sourcing
  • Students will be able to use editing tools to proofread and review work

Knowledge Processes

  • Review major work rubric and use as you create the draft (See Major Work section)
  • Review the following videos which provide examples and resources for drafting your multimodal project
Media embedded April 25, 2020

Lucchesiow, A. (2012, November 27). How to make an easy multimodal presentation [Video]. YouTube. https://youtu.be/DEZa8Ml3mEg

Media embedded April 25, 2020

Presentation Process. (2020, February 8). 4 Tricks with Powerpoint Animation [Video]. YouTube. https://youtu.be/NnwoU73B92U

  • Complete the draft of your work and make sure to always save a copy.
  • Use Writing Mentor to check spelling and grammar
  • Use Purdue Writing Lab for editing resoursces and practice
  • Complete the Informal Feedback Form 

Knowledge Outcomes

  • Produce your draft and submit for peer review
  • Complete YouTube Subtitling Activity (This will be completed during the Zoom session wiht a partner or in small groups)
Media embedded May 8, 2020

Rachel’s English. (2018, May 8). You can translate YouTube videos subtitle English to other languages! [Video]. YouTube. https://youtu.be/t6bbuDUPIgk

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale 

(Connections to Standards)

Communication: Creating the multimodal draft meets the communication standard of being able to effectively communicate in more than just one way.  Also, with repsect to the YouTube video assignment in addition to the drafting process, interpersonal, interpretive, and presentational communication are addressed. Drafting involves initial ineraction with the work (Interpersonal), understaning, interpreting, and analyzing the work (Interpretive), and presenting the work is addressed at the level of the Draft when submitting or presenting the draft to peer for feedback.

Comparisons: The YouTube video activity requries students to create subtitles for YouTube videos. Students will either translate a video that is posted in their first langugage to (L1) the target language (or other language), or translate a video that is recorded in  the target langauge to the learner's L1, L2,.  This activity definitiely requires students to be able to effectively "investigate, explain, and reflect" on the content inorder to translate.  Furthermore, the act of translating is a an act of comparing, a continous shifting from the one language to the other. 

Knowledge Objectives

  • Students will be able to produce a complete draft of the major work including clear introduction, body and conclusion, media, and proper APA sourcing
  • Students will be able to use editing tools to proofread and review work

Knowledge Processes

Students will:

  • Review major work rubric and use as you create the draft (See Major Work section)
  • Review the following videos which provide examples and resources for drafting your multimodal project
Media embedded April 25, 2020

Lucchesiow, A. (2012, November 27). How to make an easy multimodal presentation [Video]. YouTube. https://youtu.be/DEZa8Ml3mEg

Media embedded April 25, 2020

Presentation Process. (2020, February 8). 4 Tricks with Powerpoint Animation [Video]. YouTube. https://youtu.be/NnwoU73B92U

Knowledge Outcomes

  • Students will produce their draft and submit for peer review.
  • Students will complete the Informal Feedback Form
  • Students will participate in a YouTube Subtitling Activity (during the Zoom session)

Notes for Instructor

The purpose of this lesson is for students to produce the first complete draft of the Major Work assignment, inlcuding media, in-text citations, and references. 

  • Results from the Informal Feedback Form will offer students insight into their own performance and effort in the course, as well as, benefical information that can be used to modify module assignments, add additional resources, provide tutorials for technology platforms, etc.  
  • Remind students to proofread and edit their Drafts before submitting for peer review.  If all elements are not present the draft shoudl be returned to the student.

Synchrounous Session (Zoom)

  • YouTube Subtitling Activity: Have students watch the YouTube video with a partner or small group and to follow the prompts within the video
  • Students will present results during the Zoom session
Media embedded May 8, 2020

Rachel’s English. (2018, May 8). You can translate YouTube videos subtitle English to other languages! [Video]. YouTube. https://youtu.be/t6bbuDUPIgk

 

2.4 Review

For the Participant

Overview

The purpose of this lesson is for students to become familiar with the peer review process and then be able to implement the process with peers

Knowledge Objectives

  • Students will be able to describe the peer review process.
  • Students will be able to complete a peer review.
  • Students will reflect on the peer review process.

Knowledge Processes

Watch relevant videos on the peer review process

  • Otis college: Peer writing review process
Media embedded May 8, 2020

Otis College. (2011, June 24). Otis college: Peer writing review process [Video]. YouTube. https://www.youtube.com/watch?v=24apK7i32xg

  • Peer review: Commenting strategies

Media embedded May 8, 2020

umnWritingStudies. (2013, June 7). Peer review: Commenting strategies [Video]. YouTube. https://www.youtube.com/watch?v=GlSCMx9-fGA

Knowledge Outcomes

Comment: Respond to one of the fowllowng prompts.

Reflect on the peer review process.

  1. What was the most difficult or challenging part of this process? How would you change the peer review process developed for this module and why. Be specific and provide examples.
  2. Compare two different experiences you have had with the peer-review process. Which did you prefer, and why? Be specific.
  3. Reflect on why you think some countries use this process and others do not? What are your thoughts on the peer-review process? Is it beneficial? Should it be used more often? Explain.

Comments must be at least 50 words in length. students must also respond to the updates of at least two peers. Comments to peers should be at least 50 words or more.  Use the @ sign and the person's name when you respond (@ Annabelle Richards). 

Additional Resources

Wray, E. (2011). Rise peer-review model [Image]. http://www.emilywray.com/rise-model
Mitstifer, D. (2009, July 15). Undergraduate research presentation rubric - Kappa Omicron Nu [Images]. https://rubrics.kon.org/rubric-documents/Undergraduate-Research-Paper-Rubric4.pdf

 

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale (Connections to Standards)

Communication: The entire peer-review process requires interactions, negotions, interpretaion, etc.. that meet the communication standards.

Comparisons: The comment prompts require students to compare various aspects of the peer review process. The review process also involves investigating, explainng, and reflecting therefore also meets the standards. 

Knowledge Objectives

  • Students will be able to describe the peer review process.
  • Students will be able to complete a peer review.
  • Students will reflect on the peer review process.

Knowledge Processes

Students will:

Watch relevant videos on the peer review process

  • Otis college: Peer writing review process
Media embedded May 8, 2020

Otis College. (2011, June 24). Otis college: Peer writing review process [Video]. YouTube. https://www.youtube.com/watch?v=24apK7i32xg

  • ​Peer review: Commenting strategies
Media embedded May 8, 2020

umnWritingStudies. (2013, June 7). Peer review: Commenting strategies [Video]. YouTube. https://www.youtube.com/watch?v=GlSCMx9-fGA

Knowledge Outcomes

Students will post a comment. 

Comment: Respond to one of the fowllowng prompts. 

Reflection on the peer review process.

  1. What was the most difficult or challenging part of this process? How would you change the peer review process developed for this module and why.  Be specific and provide examples. 
  2. Compare two different experiences you have had with the peer-review process. Which did you prefer, and why? Be specific. 
  3. Reflect on why you think some countries use this process and others do not? What are your thoughts on the peer-review process?  Is it beneficial?  Should it be used more often? Explain. 

Notes for Instructor

The purpose of this lesson is for student's to participate in peer-review and then reflect on the process.

Synchronous Session (Zoom)

  • Review Informal Feedback Form results with the class
  • Discuss responses to "Reflection on the peer-review process"
  • Discuss Major Work assignment 

Additional Resources

Wray, E. (2011). Rise peer-review model [Image]. http://www.emilywray.com/rise-model
Mitstifer, D. (2009, July 15). Undergraduate research presentation rubric - Kappa Omicron Nu [Images]. https://rubrics.kon.org/rubric-documents/Undergraduate-Research-Paper-Rubric4.pdf

 

2.5 Revise

For the Participant

Overview

The aim of this section is to use peer feedback to create a final version of your project.

  • Watch Revision & Editing 101
Media embedded May 8, 2020

Unsell, M. (2018, July 13). Revising & editing 101 [Video]. YouTube. https://www.youtube.com/watch?v=vLpKgeLgFEg

Knowledge Objectives

  • Students will be able to evaluate feedback from peers.
  • Students will be able to incorporate or reject feedback offered by peers.
  • Students will be able to explain revisions.
  • Students will be able to create final version of project.

Knowledge Processes

  • Read through all feedback carefully and remember not to take comments personally.
  • Decide what suggestions to use and which suggestions to reject, remember to explain your decisions.
  • Produce the final version and submit to instructor for final approval.

Knowledge Outcomes

Update: What types of feedback did you use and why? Be specific and provide examples.

Updates are required to be 400 words or more and include at least two different types of media. Students must also respond to the updates of at least two peers. Comments to peers should be 100 words or more. Use the @ sign and the person's name when you respond (@ Annabelle Richards).

Additional Resources

Media embedded May 8, 2020

OWLPurdue (2018, April 18). Purdue OWL vidcast: Drafting and revising [Video]. YouTube. https://www.youtube.com/watch?v=ZEqkkhP0k0A

 

 

 

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale

(Connections to Standards)

Communication: Interpersonal and interpretive communication are at play here as the author interacts with the feedback, interpretting, and analyzing.  Students must explain their decisions for choosing or not choosing feedback as stated in the update, which represents presentational communication as the author/student will then share the explanations with the reviewer. 

Connections: Revision could be described as a process of making connections. "Acquiring, accessing, and evaluating" from "Acquiring Information and Diverse Perspectives" feedback and making a decision to incorporate the feedback or reject it, which represents the critical thinking and problem solving components of "Making Connnections"

Knowledge Objectives

  • Students will be able to evaluate feedback from peers.
  • Students will be able to incorporate or reject feedback offered by peers.
  • Students will be able to explain revisions.
  • Students will be able to create final version of project.

Knowledge Processes

Students will

  • Watch Revision & Editing 101
Media embedded May 8, 2020

Unsell, M. (2018, July 13). Revising & editing 101 [Video]. YouTube. https://www.youtube.com/watch?v=vLpKgeLgFEg

  • Read through all feedback carefully and remember not to take comments personally.
  • Decide what suggestions to use and which suggestions to reject, remember to explain your decisions.
  • Produce the final version and submit to instructor for final approval.

Knowledge Outcomes

Students will create an update. 

Update: What types of feedback did you use and why? Be specific and provide examples.​

Notes for Instructor

The purpose of this secton is to critically analyaze peer feedback not only for deciding whether or not to incorporate the suggestions, but also to reflect on the quality of their own feedback as well.  

Synchrounous Session (Zoom)

This would be a good "check-in"  and review session before the Major Work presentations begin.  Allowing students to ask questions and asking for volunteers to practice using some of the tools, such as sharing screens, using groups, etc. 

Additional Resources

Media embedded May 8, 2020

OWLPurdue (2018, April 18). Purdue OWL vidcast: Drafting and revising [Video]. YouTube. https://www.youtube.com/watch?v=ZEqkkhP0k0A

2.6 Publish

For the Participant

Clip Art. (n.d.). Happy People #1212946 [Clip art]. Openclipart. http://clipart-library.com/clipart/pc7rq6zzi.htm

Overview

The aim of this section is to publish and present work, as well as, to reflect on work and progress in the course using a self-evaluation rubric located below. 

Knowledge Objectives

  • Students will be able to publish work to the class website after receiving instructor approval.
  • Students will be able to present published work to peers.

Knowledge Processes

  • Review Major Work Section to understand requirements.
  • Wait for approval of work for publishing.
  • View published work and prepare presentation.
  • Use the Self-Rise Model to guide the self-review process.
  • Use the Self-Review Rubric to complete self-review.

Knowledge Outcomes

  • Present major work in Zoom
  • Complete Self-Review

Additional Resources

Wray, E. (2011). Self-Rise model [Image]. http://www.emilywray.com/rise-model
Wray, E. (2011). Self-Review rubric [Image]. http://www.emilywray.com/rise-model

 

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale

(Connections to Standards)

Communication: The process of publishing and presenting the major work assignment meets the standards for communication in terms of communicating effectively in more than one language.  The students, for whom this course was created, are multilingual learners in terms of the linguistical meaning, but also in terms of multimodal meaning-making.  Students are required to navigate the platform in CG Scholar, as well as the Zoom platform, all while creating a multimodal project.  

Communities: The self-review requriement meets the learning standards for communities becasue the process requires the student to evaluate thier own progress throughout the course and the improvements or progress that has been made in terms of using languages in multiple contexts.

Knowledge Objectives

  • Students will be able to publish work to the class website after receiving instructor approval.
  • Students will be able to present published work to peers.
  • Knowledge Processes

Students will:

  • Review Major Work section to understand requirements.
  • Wait for approval of work.
  • View published work and prepare presentation.
  • Use the Self-Rise Model to guide the self-review process.
  • Use the Self-Review Rubric to complete self-review.

Knowledge Outcomes

  • Present Major Work using Zoom
  • Complete Self-Review

Notes for Instructor

  • Allow for revisions until the work is ready to publish.  
  • Students could begin presenting thei work as they are published (rather than waiting to present at one time).  This would allow for more time to present. 
  • Published work will be provided as examples to furture students
  • All work completed in Scholar is recorded and archived for furture use and reference, operation similiar to a porfolio, which is a benefit that students should be reminded of when job seraching 
  • Major Work presentations will be given using Zoom.  

Additional Resources

Wray, E. (2011). Self-Rise model [Image]. http://www.emilywray.com/rise-model
Wray, E. (2011). Self-Review rubric [Image]. http://www.emilywray.com/rise-model

 

Major Work

For the Participant

Ciurleo, S. (2014). Digital writing portfolio [Image]. https://scalar.usc.edu/works/digital-writing-portfolio1/concept-2

Major Work Assignment

Overview: A multimodal project incorporating the formal academic essay into a multimodal environment

Requirements

  • Presentations should be no shorter than 10 minutes and no longer than 20 minutes
  • Include at least ten different examples of multimedia.
  • Include a variety of formats ranging from audio recordings, podcasts, images, videos, movies, interactive videos, virtual field trips, music, etc.
  • Include time to ask and respond to student questions which should include some type of activity; ranging from discussion, quizzes, trivia, games, etc.
  • Confirm that all images, videos, links used are properly cited using APA
  • Include proper APA References
  • Use Major Work rubric to assess project before publishing to the community page
  • Publish the presentation and all material to th class website before presenting so that all students can access and comment on the information project

Major Work Rubric: Use this rubric to guide your own work during the planning and drafting phases

Mitstifer, D. (2009, July 15). Undergraduate research presentation rubric - Kappa Omicron Nu [Images]. https://rubrics.kon.org/rubric-documents/Undergraduate-Research-Paper-Rubric4.pdf

 

For the Instructor

Learning Standards

American Council on the Teaching of Foreign Languages (2015). World-Readiness standards for learning languages. Retrieved from https://www.isbe.net/Documents/World-Languages-Standards.pdf

Pedagogical Rationale​

(Connections to Standards)

All required updates, comments, and major assignments built up to the final Major Work Assignment which includes all elements covered in the module up to this point, as well as, the additonal requriment of presenting the work, after the work has been approved for publishing.  As a result of the scaffolded nature of this module, this final lesson meets all of the Learning Language Standards.

Major Work Assignment

Overview: A multimodal project incorporating the formal academic essay into a multimodal environment

Requirements:

  • Presentations should be no shorter than 10 minutes and no longer than 20 minutes
  • Include at least ten different examples of multimedia.
  • Include a variety of formats ranging from audio recordings, podcasts, images, videos, movies, interactive videos, virtual field trips, music, etc.
  • Include time to ask and respond to student questions which should include some type of activity; ranging from discussion, quizzes, trivia, games, etc.
  • Confirm that all images, videos, links used are properly cited using APA
  • Include proper APA References
  • Use Major Work rubric to assess project before publishing to the community page
  • Publish the presentation and all material to th class website before presenting so that all students can access and comment on the information project

Major Work Rubric: Use the undergraduate research presentation rubric to guide your own work during the planning and drafting phases

Mitstifer, D. (2009, July 15). Undergraduate research presentation rubric - Kappa Omicron Nu [Images]. https://rubrics.kon.org/rubric-documents/Undergraduate-Research-Paper-Rubric4.pdf

 

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