Writing II Module 13

Monday

Instruction

1. Academic week: May 18-20, 2026

2. Create an image for your essay.

Action Steps - For a Grade (or Redo)

1. Review what we completed during Week 12: Writing II Lesson 12.3 | Writing II Lesson 12.4 | Assigned Argumentative Topics.xlsx No more changes to grades after May 4, 2026

2. Add image or visual to your Word document.

Tuesday

Instruction

1. Review Argumentative_Writing_Handouts_Word.docx.

Action Steps

1. Complete View assignment: “Brainstorming Activity”.

Wednesday

Instruction

1. Summary of activities that we have completed so far:

   1. Complete Assigned Argumentative Topics.xlsx: Thesis statement and three claims.

   2. Complete the examples table in respective Word document: Argumentative Essays

   3. Complete a visual (drawing or GenAI-image) and add to Word document.

      1. Review Tutorial: Citing AI Images (APA + Creative Commons).

   4. Complete View assignment: “Brainstorming Activity”.

   5. Paraphrasing Activity

• Examples of paraphrasing - How to Paraphrase Direct Quotes: A Comprehensive Guide

  Example 1 (Second Language Acquisition: input)

  Original quote: “The Input Hypothesis claims that we acquire language only when we understand language that contains structure that is a little beyond where we are now” (Krashen, 1985, p. 2).

  Paraphrase: In Krashen’s view, language development happens when learners comprehend messages that include some features just above their current level of ability (Krashen, 1985).

  Example 2 (Interaction: negotiation of meaning)

  Original quote: “Negotiation for meaning, and especially negotiation work that triggers interactional adjustments by the native speaker or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways.” (Long, 1996, p. 451–452)

  Paraphrase: Long argues that clarification and modification during conversation can support acquisition because it links what learners hear with attention and opportunities to produce language (Long, 1996).

  Example 3 (Output: noticing gaps)

  Original quote: “Producing language may force learners to move from semantic processing to syntactic processing and may help them notice gaps in their interlanguage.” (Swain, 1995, p. 129)

  Paraphrase: Swain suggests that speaking or writing can push learners to focus more on form, which can make learners aware of what they cannot yet express accurately (Swain, 1995).

  References (APA 7)

  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.

  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford University Press.

Action Steps

1. Activity to begin writing first body paragraph.

Thursday

Instruction

1. Summary of activities that we have completed so far:

   1. Complete Assigned Argumentative Topics.xlsx: Thesis statement and three claims.

   2. Complete the examples table in respective Word document: Argumentative Essays

   3. Complete a visual (drawing or GenAI-image) and add to Word document.

      1. Review Tutorial: Citing AI Images (APA + Creative Commons).

   4. Complete View assignment: “Brainstorming Activity”.

   5. Paraphrasing Activity

• Examples of paraphrasing - How to Paraphrase Direct Quotes: A Comprehensive Guide

  Example 1 (Second Language Acquisition: input)

  Original quote: “The Input Hypothesis claims that we acquire language only when we understand language that contains structure that is a little beyond where we are now” (Krashen, 1985, p. 2).

  Paraphrase: In Krashen’s view, language development happens when learners comprehend messages that include some features just above their current level of ability (Krashen, 1985).

  Example 2 (Interaction: negotiation of meaning)

  Original quote: “Negotiation for meaning, and especially negotiation work that triggers interactional adjustments by the native speaker or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways.” (Long, 1996, p. 451–452)

  Paraphrase: Long argues that clarification and modification during conversation can support acquisition because it links what learners hear with attention and opportunities to produce language (Long, 1996).

  Example 3 (Output: noticing gaps)

  Original quote: “Producing language may force learners to move from semantic processing to syntactic processing and may help them notice gaps in their interlanguage.” (Swain, 1995, p. 129)

  Paraphrase: Swain suggests that speaking or writing can push learners to focus more on form, which can make learners aware of what they cannot yet express accurately (Swain, 1995).

  References (APA 7)

  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.

  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford University Press.

Action Steps

💡

Remember you are working on your first draft, so make sure to use your own words but don’t worry about making mistakes. I will be reviewing your process as a group and will provide group feedback over the month of May.

1. Work on completing your first body paragraph this week.

2. This is how I would schedule my time writing my five-paragraph essay:

   1. Complete your first body paragraph by May 11, 2026..

   2. Complete your second body paragraph by May 14, 2026.

   3. Complete your third body paragraph by May 19, 2026.

   4. Complete your introduction paragraph by May 22, 2026.

   5. Complete your first body paragraph by May 27, 2026.

Friday

Instruction

1. Summary of activities that we have completed so far:

   1. Complete Assigned Argumentative Topics.xlsx: Thesis statement and three claims.

   2. Complete the examples table in respective Word document: Argumentative Essays

   3. Complete a visual (drawing or GenAI-image) and add to Word document.

      1. Review Tutorial: Citing AI Images (APA + Creative Commons).

   4. Complete View assignment: “Brainstorming Activity”.

   5. Paraphrasing Activity - Last day to complete activity.

• Examples of paraphrasing - How to Paraphrase Direct Quotes: A Comprehensive Guide

  Example 1 (Second Language Acquisition: input)

  Original quote: “The Input Hypothesis claims that we acquire language only when we understand language that contains structure that is a little beyond where we are now” (Krashen, 1985, p. 2).

  Paraphrase: In Krashen’s view, language development happens when learners comprehend messages that include some features just above their current level of ability (Krashen, 1985).

  Example 2 (Interaction: negotiation of meaning)

  Original quote: “Negotiation for meaning, and especially negotiation work that triggers interactional adjustments by the native speaker or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways” (Long, 1996, pp. 451–452).

  Paraphrase: Long argues that clarification and modification during conversation can support acquisition because it links what learners hear with attention and opportunities to produce language (Long, 1996).

  Example 3 (Output: noticing gaps)

  Original quote: “Producing language may force learners to move from semantic processing to syntactic processing and may help them notice gaps in their interlanguage.” (Swain, 1995, p. 129)

  Paraphrase: Swain suggests that speaking or writing can push learners to focus more on form, which can make learners aware of what they cannot yet express accurately (Swain, 1995).

  References (APA 7)

  • Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.

  • Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.

  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125–144). Oxford University Press.

Action Steps

💡

Remember you are working on your first draft, so make sure to use your own words but don’t worry about making mistakes. I will be reviewing your process as a group and will provide group feedback over the month of May.

1. Work on completing your first body paragraph this week.

2. This is how I would schedule my time writing my five-paragraph essay:

   1. Complete your first body paragraph (initial claim) by May 11, 2026..

   2. Complete your second body paragraph (counterclaim) by May 14, 2026.

   3. Complete your third body paragraph (rebuttal) by May 19, 2026.

   4. Complete your introduction paragraph by May 22, 2026.

   5. Complete your first body paragraph by May 27, 2026.