Benjamin L. Stewart

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tagsmodule, archive
subjectWriting II

40 min read

Writing II Module 7

Monday

Instruction

đź’ˇ

Today is the last day to complete the activity from Writing II Lesson 6.5.

  1. Review Thesis statement and examples

  • Possible Topics

    25 possible problems

    1. Students struggle to manage time between school, work, and family responsibilities.

    2. Many people find it hard to maintain healthy sleep habits.

    3. Public transportation in cities can be unreliable or overcrowded.

    4. Some communities have limited access to affordable, nutritious food.

    5. Many teenagers feel pressured by social media comparisons.

    6. Recycling programs are confusing or inconsistent in some neighborhoods.

    7. Noise pollution makes it difficult to study or relax in urban areas.

    8. People often misunderstand what a balanced diet actually includes.

    9. Many learners experience anxiety when speaking English in class.

    10. Household electricity use is higher than necessary due to everyday habits.

    11. Some schools have limited opportunities for students to develop leadership skills.

    12. People frequently ignore early signs of stress and burnout.

    13. Many families struggle with communication during conflicts.

    14. Distracted driving continues to cause preventable accidents.

    15. Students sometimes have difficulty understanding plagiarism and proper citation.

    16. Many people avoid reading because they think it is boring or too difficult.

    17. Neighbors may experience conflict because of pets and shared spaces.

    18. Some workplaces have unclear expectations about professionalism and punctuality.

    19. People often overspend because of impulsive online shopping.

    20. Many young adults feel uncertain about choosing a career path.

    21. Bullying can happen in subtle ways and is sometimes overlooked.

    22. Some people have limited access to reliable internet at home.

    23. Many communities do not have enough safe public spaces for exercise.

    24. People often waste water through small daily habits.

    25. Misinformation spreads quickly when people do not check sources.

    1. Creating a weekly routine with clear priorities and one planned rest period.

    2. Using a “phone-free” hour before bedtime to improve sleep quality.

    3. Encouraging local businesses to offer student discounts for healthy meals.

    4. Starting a neighborhood “swap shelf” to reduce waste and share useful items.

    5. Teaching basic media literacy skills in schools to evaluate online claims.

    6. Using short daily exercise breaks (10 minutes) to build consistency.

    7. Setting up a simple household budget with a spending limit for non-essentials.

    8. Building a study group system so students can explain concepts to each other.

    9. Creating clear classroom norms for respectful discussion and listening.

    10. Using goal-setting with measurable steps instead of vague resolutions.

    11. Offering peer mentoring programs for new students or new employees.

    12. Practicing active listening strategies to reduce conflict during conversations.

    13. Promoting community service projects that connect students to local needs.

    14. Using reminder systems (calendars, alarms, checklists) to reduce forgetfulness.

    15. Providing short workshops on APA style and paraphrasing with examples.

    16. Organizing a school-wide “reading challenge” with student choice of genres.

    17. Hosting community clean-up events with clear roles and safety guidelines.

    18. Encouraging “buy nothing” groups to share items instead of purchasing new ones.

    19. Teaching stress-management techniques like breathing exercises and journaling.

    20. Creating quiet zones in libraries or shared spaces for focused work.

    21. Using project-based learning to make lessons more practical and meaningful.

    22. Supporting local transportation improvements through surveys and petitions.

    23. Encouraging water-saving habits with simple devices (low-flow showerheads).

    24. Offering career exploration days where professionals share real experiences.

    25. Setting up clear reporting systems for problems at school or in the community.

Action Steps

  1. Complete action steps from Writing II Lesson 6.5.

  2. Complete Writing II: Thesis Statement and Skeleton Outline Task.

Tuesday

Instruction

đź’ˇ

A key takeaway about an expository essay is that it explains a topic clearly and logically: it presents a focused thesis, organizes ideas in a reader-friendly structure, and supports each main point with evidence plus brief commentary that shows why the evidence matters.

  • Review Thesis statement and examples

    đź’ˇ My process for getting started with my essay. I am not using any translation software, grammar checkers, or any forms of technology to write my ideas and ideas from others that later will appear in my essay. I am also not concerned about grammar mistakes until I have completed the five paragraphs. What I am doing below is using GenAI to help find articles for my essay and inadvertently, ideas for my three key points.

    • Prompt 1 and output

      Help me find 8-10 peer reviewed journal articles that are freely available to the public (online) for the following thesis statement: Because the writing skill is the most challenging of the four skills (i.e., reading, writing, listening, and speaking), GenAI can help writers find sources to support their original ideas by…

      • Output

        Below are 10 peer‑reviewed journal articles that are free to read online (open access / full‑text PDFs) and that you can use to support and refine your thesis:

        Thesis direction (a clean completion):

        “Because writing is often viewed as the most difficult of the four language skills (reading, writing, listening, speaking), GenAI can help writers find sources to support their original ideas by generating targeted search terms and Boolean strings, recommending relevant citations (semantic/citation recommendation), summarizing and comparing studies, and supporting synthesis—while writers verify accuracy, read originals, and cite ethically.” link.springer.com(https://link.springer.com/article/10.1007/s00799-020-00288-2), link.springer.com(https://link.springer.com/article/10.1007/s10462-024-10902-3), frontiersin.org(https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1711718/full), files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1334542.pdf)

        A. Evidence that writing is especially difficult (supports your first clause)

        1. Chen, A.-H. (2022). The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development. English Language Teaching, 15(3), 29–.Why it helps: Explicitly states that writing is often seen as the most difficult/multifaceted skill and examines instruction to improve it.Free full text (PDF): ERIC full-text PDF files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1334542.pdf)

        B. GenAI / AI specifically for finding sources (citation recommendation, literature review automation, AI search)

        1. Färber, M., & Jatowt, A. (2020). Citation recommendation: approaches and datasets. International Journal on Digital Libraries, 21, 375–405.

          Why it helps: Core research survey on systems that recommend citations for a text passage—directly aligned with “GenAI can help writers find sources…”

          Free full text (Open Access): Springer page with free PDF link.springer.com(https://link.springer.com/article/10.1007/s00799-020-00288-2)

        2. Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: opportunities and challenges. Artificial Intelligence Review, 57, Article 259.

          Why it helps: Reviews AI tools that support searching, screening, extraction, and discusses newer LLM‑based tools for literature search and academic writing.

          Free full text (Open Access): Springer page with free PDF link.springer.com(https://link.springer.com/article/10.1007/s10462-024-10902-3)

        3. Sanz‑Tejeda, A. S., Domínguez‑Oller, J. C., Baldaquí‑Escandell, J. M., Gómez‑Díaz, R. G., & García‑Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: a synthesis of recent evidence (2023–2025). Frontiers in Education.

          Why it helps: Systematic synthesis highlighting how GenAI is used for academic writing processes including evidence use, plus risks (overreliance, ethics).

          Free full text (Open Access): Frontiers full text frontiersin.org(https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1711718/full)

        4. Castillo‑Martínez, I. M., Flores‑Bueno, D., Gómez‑Puente, S. M., & Vite‑León, V. O. (2024). AI in higher education: a systematic literature review. Frontiers in Education, 9, 1391485.

          Why it helps: Reviews AI use in university research/writing contexts, including scientific writing benefits/limitations—useful for framing GenAI’s role in research support.

          Free full text (PDF): Frontiers PDF frontiersin.org(https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1391485/pdf)

        C. GenAI in writing classrooms (how GenAI supports idea development, evidence integration, drafting/revision)

        1. Barrot, J. S. (2024). Leveraging ChatGPT in the Writing Classrooms: Theoretical and Practical Insights. Language Teaching Research Quarterly, 43, 43–53.

          Why it helps: Maps ChatGPT support across stages of the writing process (planning, drafting, revising) and discusses responsible use.

          Free full text (PDF): ERIC full-text PDF files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1457272.pdf)

        2. Xu, T., & Jumaat, N. F. (2024). ChatGPT‑Empowered Writing Strategies in EFL Students’ Academic Writing: Calibre, Challenges and Chances. International Journal of Interactive Mobile Technologies (iJIM), 18(15).

          Why it helps: Reports that ChatGPT can help with comprehending research trends, synthesizing literature, enriching content, outlining, and refining writing—highly relevant to “find sources/support ideas.”

          Free full text: Journal page (open access) online-journals.org(https://online-journals.org/index.php/i-jim/article/view/49219)

        3. Khampusaen, D. (2024/2025). The impact of ChatGPT on academic writing skills and knowledge: An investigation of its use in argumentative essays. LEARN Journal, 18(1), 963–988.

          Why it helps: Empirical classroom study showing improvements including argument construction and evidence integration—useful when arguing GenAI can support sourcing and support for claims (with guidance).

          Free full text (PDF): ERIC full-text PDF files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1470999.pdf)

        4. Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11, Article 9.

          Why it helps: Strong open‑access intervention evidence that ChatGPT can function as a formative feedback tool in writing classes (relevant to the “most challenging skill” argument + practical GenAI support).

          Free full text (Open Access): Springer page with free PDF link.springer.com(https://link.springer.com/article/10.1186/s40561-024-00295-9)

        5. Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1), 2410101.

          Why it helps: Quasi‑experimental evidence that ChatGPT feedback improves multiple writing dimensions; also useful for discussing how to integrate AI while maintaining learning goals.

          Free full text (PDF): Taylor & Francis / Cogent OA PDF tandfonline.com(https://www.tandfonline.com/doi/pdf/10.1080/2331186x.2024.2410101)

        How these 10 map onto your thesis (quick alignment)

        If you want, I can also…

        • turn this into a 1–2 page annotated bibliography (APA 7) you can paste directly into your literature review,

        • build a matrix (article Ă— “supports writing difficulty / source finding / synthesis / ethics”) for faster writing,

        • or help you tighten the “…by” clause into 2–3 precise subclaims with citations.

        Quick question (so I can tailor the best next set):

        Is your thesis about EFL/ESL writing, first‑year composition, or general academic writing across disciplines?

    • Prompt 2 and output

      Help me find 8-10 peer reviewed journal articles that are freely available to the public (online) for the following thesis statement: Because the writing skill is the most challenging of the four skills (i.e., reading, writing, listening, and speaking), GenAI can help writers find sources to support their original ideas by narrowing down their search, finding reputable sources, and verifying citations and references meet APA guidelines.

      • Output - Articles were not grouped by three key points

        ere are 10 peer‑reviewed journal articles that are freely available online and map cleanly onto your thesis:

        Thesis statement (yours):

        Because writing is the most challenging of the four skills (reading, writing, listening, speaking), GenAI can help writers find sources to support their original ideas by (1) narrowing down their search, (2) finding reputable sources, and (3) verifying citations and references meet APA guidelines.

        I grouped the articles so you can cite evidence for each clause of the thesis (writing difficulty → GenAI for narrowing/searching → GenAI + tools for verifying citations/APA reliability).

        1) Writing is the most challenging skill (foundation for your claim)

        1. Chen, A.-H. (2022)

        APA citation:

        Chen, A.-H. (2022). The effects of writing strategy instruction on EFL learners’ writing development. English Language Teaching, 15(3), 29–. https://doi.org/10.5539/elt.v15n3p29

        Open access: Full text PDF

        Why it fits: The introduction explicitly frames writing as highly difficult/multifaceted, supporting the “writing is most challenging” premise. files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1334542.pdf)

        2) GenAI helps writers narrow down searches / find relevant sources (source discovery)

        2. Färber, M., & Jatowt, A. (2020)

        APA citation:

        Färber, M., & Jatowt, A. (2020). Citation recommendation: approaches and datasets. International Journal on Digital Libraries, 21, 375–405. https://doi.org/10.1007/s00799-020-00288-2

        Open access: Full text (Springer OA)

        Why it fits: Directly supports “GenAI can help narrow down search” through citation recommendation (recommending relevant sources to cite based on text context). link.springer.com(https://link.springer.com/article/10.1007/s00799-020-00288-2)

        3. Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024)

        APA citation:

        Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: opportunities and challenges. Artificial Intelligence Review, 57, 259. https://doi.org/10.1007/s10462-024-10902-3

        Open access: Full text (Springer OA)

        Why it fits: Reviews AI/LLM tools that support searching, screening, extraction, and research‑writing workflows—ideal for “narrowing search” and “finding reputable sources” via systematic methods. link.springer.com(https://link.springer.com/article/10.1007/s10462-024-10902-3)

        3) GenAI supports writing while using sources (drafting/revision with evidence integration)

        4. Mahapatra, S. (2024)

        APA citation:

        Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11, 9. https://doi.org/10.1186/s40561-024-00295-9

        Open access: Full text (Springer OA)

        Why it fits: Empirical evidence that ChatGPT can improve academic writing via feedback—useful for arguing GenAI supports writers as they develop and refine ideas. link.springer.com(https://link.springer.com/article/10.1186/s40561-024-00295-9)

        5. Polakova, P., & Ivenz, P. (2024)

        APA citation:

        Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1), 2410101. https://doi.org/10.1080/2331186X.2024.2410101

        Open access: Full text PDF

        Why it fits: Quasi‑experimental results show writing gains from ChatGPT feedback—strong support for “GenAI helps writers” in practice. tandfonline.com(https://www.tandfonline.com/doi/pdf/10.1080/2331186x.2024.2410101)

        6. Tsai, C.-Y., Lin, Y.-T., & Brown, I. K. (2024)

        APA citation:

        Tsai, C.-Y., Lin, Y.-T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies, 29, 22427–22445. https://doi.org/10.1007/s10639-024-12722-y

        Open access: Full text (Springer OA)

        Why it fits: Rigorous before/after design showing ChatGPT‑assisted revisions improve writing dimensions—useful as evidence for GenAI as a writing support tool. link.springer.com(https://link.springer.com/article/10.1007/s10639-024-12722-y)

        7. Xu, T., & Jumaat, N. F. (2024)

        APA citation:

        Xu, T., & Jumaat, N. F. (2024). ChatGPT-empowered writing strategies in EFL students’ academic writing: Calibre, challenges and chances. International Journal of Interactive Mobile Technologies (iJIM), 18(15). https://doi.org/10.3991/ijim.v18i15.49219

        Open access: Full text

        Why it fits: Reports that ChatGPT can help with research trends, outlining, synthesizing literature, and refining papers—directly aligned with your “source support” angle. online-journals.org(https://online-journals.org/index.php/i-jim/article/view/49219)

        4) Verifying citations + APA reliability (critical support for your “verify citations/APA” clause)

        The next articles are perfect for your third mechanism: they show why verification is necessary and provide research evidence that AI can fabricate or mis‑format references—so GenAI must be paired with checking tools/workflows.

        8. Walters, W. H., & Wilder, E. I. (2023)

        APA citation:

        Walters, W. H., & Wilder, E. I. (2023). Fabrication and errors in the bibliographic citations generated by ChatGPT. Scientific Reports, 13, 14035. https://doi.org/10.1038/s41598-023-41032-5

        Open access: Full text PDF

        Why it fits: This study directly evaluates adherence to APA format and quantifies fabricated citations and errors—an ideal citation for your “verify citations and references meet APA guidelines” claim. nature.com(https://www.nature.com/articles/s41598-023-41032-5.pdf)

        9. Chelli, M., Descamps, J., Lavoué, V., et al. (2024)

        APA citation:

        Chelli, M., Descamps, J., Lavoué, V., Trojani, C., Azar, M., Deckert, M., Raynier, J.-L., Clowez, G., Boileau, P., & Ruetsch‑Chelli, C. (2024). Hallucination rates and reference accuracy of ChatGPT and Bard for systematic reviews: Comparative analysis. Journal of Medical Internet Research, 26, e53164. https://doi.org/10.2196/53164

        Instruction

        đź’ˇ

        A key takeaway about an expository essay is that it explains a topic clearly and logically: it presents a focused thesis, organizes ideas in a reader-friendly structure, and supports each main point with evidence plus brief commentary that shows why the evidence matters.

        • Review Thesis statement and examples

          đź’ˇ My process for getting started with my essay. I am not using any translation software, grammar checkers, or any forms of technology to write my ideas and ideas from others that later will appear in my essay. I am also not concerned about grammar mistakes until I have completed the five paragraphs. What I am doing below is using GenAI to help find articles for my essay and inadvertently, ideas for my three key points.

          • Prompt 1 and output

            Help me find 8-10 peer reviewed journal articles that are freely available to the public (online) for the following thesis statement: Because the writing skill is the most challenging of the four skills (i.e., reading, writing, listening, and speaking), GenAI can help writers find sources to support their original ideas by…

            • Output

              Below are 10 peer‑reviewed journal articles that are free to read online (open access / full‑text PDFs) and that you can use to support and refine your thesis:

              Thesis direction (a clean completion):

              “Because writing is often viewed as the most difficult of the four language skills (reading, writing, listening, speaking), GenAI can help writers find sources to support their original ideas by generating targeted search terms and Boolean strings, recommending relevant citations (semantic/citation recommendation), summarizing and comparing studies, and supporting synthesis—while writers verify accuracy, read originals, and cite ethically.” link.springer.com(https://link.springer.com/article/10.1007/s00799-020-00288-2), link.springer.com(https://link.springer.com/article/10.1007/s10462-024-10902-3), frontiersin.org(https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1711718/full), files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1334542.pdf)

              A. Evidence that writing is especially difficult (supports your first clause)

              1. Chen, A.-H. (2022). The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development. English Language Teaching, 15(3), 29–.Why it helps: Explicitly states that writing is often seen as the most difficult/multifaceted skill and examines instruction to improve it.Free full text (PDF): ERIC full-text PDF files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1334542.pdf)

              B. GenAI / AI specifically for finding sources (citation recommendation, literature review automation, AI search)

              1. Färber, M., & Jatowt, A. (2020). Citation recommendation: approaches and datasets. International Journal on Digital Libraries, 21, 375–405.

                Why it helps: Core research survey on systems that recommend citations for a text passage—directly aligned with “GenAI can help writers find sources…”

                Free full text (Open Access): Springer page with free PDF link.springer.com(https://link.springer.com/article/10.1007/s00799-020-00288-2)

              2. Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: opportunities and challenges. Artificial Intelligence Review, 57, Article 259.

                Why it helps: Reviews AI tools that support searching, screening, extraction, and discusses newer LLM‑based tools for literature search and academic writing.

                Free full text (Open Access): Springer page with free PDF link.springer.com(https://link.springer.com/article/10.1007/s10462-024-10902-3)

              3. Sanz‑Tejeda, A. S., Domínguez‑Oller, J. C., Baldaquí‑Escandell, J. M., Gómez‑Díaz, R. G., & García‑Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: a synthesis of recent evidence (2023–2025). Frontiers in Education.

                Why it helps: Systematic synthesis highlighting how GenAI is used for academic writing processes including evidence use, plus risks (overreliance, ethics).

                Free full text (Open Access): Frontiers full text frontiersin.org(https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1711718/full)

              4. Castillo‑Martínez, I. M., Flores‑Bueno, D., Gómez‑Puente, S. M., & Vite‑León, V. O. (2024). AI in higher education: a systematic literature review. Frontiers in Education, 9, 1391485.

                Why it helps: Reviews AI use in university research/writing contexts, including scientific writing benefits/limitations—useful for framing GenAI’s role in research support.

                Free full text (PDF): Frontiers PDF frontiersin.org(https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1391485/pdf)

              C. GenAI in writing classrooms (how GenAI supports idea development, evidence integration, drafting/revision)

              1. Barrot, J. S. (2024). Leveraging ChatGPT in the Writing Classrooms: Theoretical and Practical Insights. Language Teaching Research Quarterly, 43, 43–53.

                Why it helps: Maps ChatGPT support across stages of the writing process (planning, drafting, revising) and discusses responsible use.

                Free full text (PDF): ERIC full-text PDF files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1457272.pdf)

              2. Xu, T., & Jumaat, N. F. (2024). ChatGPT‑Empowered Writing Strategies in EFL Students’ Academic Writing: Calibre, Challenges and Chances. International Journal of Interactive Mobile Technologies (iJIM), 18(15).

                Why it helps: Reports that ChatGPT can help with comprehending research trends, synthesizing literature, enriching content, outlining, and refining writing—highly relevant to “find sources/support ideas.”

                Free full text: Journal page (open access) online-journals.org(https://online-journals.org/index.php/i-jim/article/view/49219)

              3. Khampusaen, D. (2024/2025). The impact of ChatGPT on academic writing skills and knowledge: An investigation of its use in argumentative essays. LEARN Journal, 18(1), 963–988.

                Why it helps: Empirical classroom study showing improvements including argument construction and evidence integration—useful when arguing GenAI can support sourcing and support for claims (with guidance).

                Free full text (PDF): ERIC full-text PDF files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1470999.pdf)

              4. Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study. Smart Learning Environments, 11, Article 9.

                Why it helps: Strong open‑access intervention evidence that ChatGPT can function as a formative feedback tool in writing classes (relevant to the “most challenging skill” argument + practical GenAI support).

                Free full text (Open Access): Springer page with free PDF link.springer.com(https://link.springer.com/article/10.1186/s40561-024-00295-9)

              5. Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1), 2410101.

                Why it helps: Quasi‑experimental evidence that ChatGPT feedback improves multiple writing dimensions; also useful for discussing how to integrate AI while maintaining learning goals.

                Free full text (PDF): Taylor & Francis / Cogent OA PDF tandfonline.com(https://www.tandfonline.com/doi/pdf/10.1080/2331186x.2024.2410101)

              How these 10 map onto your thesis (quick alignment)

              If you want, I can also…

              • turn this into a 1–2 page annotated bibliography (APA 7) you can paste directly into your literature review,

              • build a matrix (article Ă— “supports writing difficulty / source finding / synthesis / ethics”) for faster writing,

              • or help you tighten the “…by” clause into 2–3 precise subclaims with citations.

              Quick question (so I can tailor the best next set):

              Is your thesis about EFL/ESL writing, first‑year composition, or general academic writing across disciplines?

          • Prompt 2 and output

            Help me find 8-10 peer reviewed journal articles that are freely available to the public (online) for the following thesis statement: Because the writing skill is the most challenging of the four skills (i.e., reading, writing, listening, and speaking), GenAI can help writers find sources to support their original ideas by narrowing down their search, finding reputable sources, and verifying citations and references meet APA guidelines.

            • Output - Articles were not grouped by three key points

              ere are 10 peer‑reviewed journal articles that are freely available online and map cleanly onto your thesis:

              Thesis statement (yours):

              Because writing is the most challenging of the four skills (reading, writing, listening, speaking), GenAI can help writers find sources to support their original ideas by (1) narrowing down their search, (2) finding reputable sources, and (3) verifying citations and references meet APA guidelines.

              I grouped the articles so you can cite evidence for each clause of the thesis (writing difficulty → GenAI for narrowing/searching → GenAI + tools for verifying citations/APA reliability).

              1) Writing is the most challenging skill (foundation for your claim)

              1. Chen, A.-H. (2022)

              APA citation:

              Chen, A.-H. (2022). The effects of writing strategy instruction on EFL learners’ writing development. English Language Teaching, 15(3), 29–. https://doi.org/10.5539/elt.v15n3p29

              Open access: Full text PDF

              Why it fits: The introduction explicitly frames writing as highly difficult/multifaceted, supporting the “writing is most challenging” premise. files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1334542.pdf)

              2) GenAI helps writers narrow down searches / find relevant sources (source discovery)

              2. Färber, M., & Jatowt, A. (2020)

              APA citation:

              Färber, M., & Jatowt, A. (2020). Citation recommendation: approaches and datasets. International Journal on Digital Libraries, 21, 375–405. https://doi.org/10.1007/s00799-020-00288-2

              Open access: Full text (Springer OA)

              Why it fits: Directly supports “GenAI can help narrow down search” through citation recommendation (recommending relevant sources to cite based on text context). link.springer.com(https://link.springer.com/article/10.1007/s00799-020-00288-2)

              3. Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024)

              APA citation:

              Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: opportunities and challenges. Artificial Intelligence Review, 57, 259. https://doi.org/10.1007/s10462-024-10902-3

              Open access: Full text (Springer OA)

              Why it fits: Reviews AI/LLM tools that support searching, screening, extraction, and research‑writing workflows—ideal for “narrowing search” and “finding reputable sources” via systematic methods. link.springer.com(https://link.springer.com/article/10.1007/s10462-024-10902-3)

              3) GenAI supports writing while using sources (drafting/revision with evidence integration)

              4. Mahapatra, S. (2024)

              APA citation:

              Mahapatra, S. (2024). Impact of ChatGPT on ESL students’ academic writing skills: A mixed methods intervention study. Smart Learning Environments, 11, 9. https://doi.org/10.1186/s40561-024-00295-9

              Open access: Full text (Springer OA)

              Why it fits: Empirical evidence that ChatGPT can improve academic writing via feedback—useful for arguing GenAI supports writers as they develop and refine ideas. link.springer.com(https://link.springer.com/article/10.1186/s40561-024-00295-9)

              5. Polakova, P., & Ivenz, P. (2024)

              APA citation:

              Polakova, P., & Ivenz, P. (2024). The impact of ChatGPT feedback on the development of EFL students’ writing skills. Cogent Education, 11(1), 2410101. https://doi.org/10.1080/2331186X.2024.2410101

              Open access: Full text PDF

              Why it fits: Quasi‑experimental results show writing gains from ChatGPT feedback—strong support for “GenAI helps writers” in practice. tandfonline.com(https://www.tandfonline.com/doi/pdf/10.1080/2331186x.2024.2410101)

              6. Tsai, C.-Y., Lin, Y.-T., & Brown, I. K. (2024)

              APA citation:

              Tsai, C.-Y., Lin, Y.-T., & Brown, I. K. (2024). Impacts of ChatGPT-assisted writing for EFL English majors: Feasibility and challenges. Education and Information Technologies, 29, 22427–22445. https://doi.org/10.1007/s10639-024-12722-y

              Open access: Full text (Springer OA)

              Why it fits: Rigorous before/after design showing ChatGPT‑assisted revisions improve writing dimensions—useful as evidence for GenAI as a writing support tool. link.springer.com(https://link.springer.com/article/10.1007/s10639-024-12722-y)

              7. Xu, T., & Jumaat, N. F. (2024)

              APA citation:

              Xu, T., & Jumaat, N. F. (2024). ChatGPT-empowered writing strategies in EFL students’ academic writing: Calibre, challenges and chances. International Journal of Interactive Mobile Technologies (iJIM), 18(15). https://doi.org/10.3991/ijim.v18i15.49219

              Open access: Full text

              Why it fits: Reports that ChatGPT can help with research trends, outlining, synthesizing literature, and refining papers—directly aligned with your “source support” angle. online-journals.org(https://online-journals.org/index.php/i-jim/article/view/49219)

              4) Verifying citations + APA reliability (critical support for your “verify citations/APA” clause)

              The next articles are perfect for your third mechanism: they show why verification is necessary and provide research evidence that AI can fabricate or mis‑format references—so GenAI must be paired with checking tools/workflows.

              8. Walters, W. H., & Wilder, E. I. (2023)

              APA citation:

              Walters, W. H., & Wilder, E. I. (2023). Fabrication and errors in the bibliographic citations generated by ChatGPT. Scientific Reports, 13, 14035. https://doi.org/10.1038/s41598-023-41032-5

              Open access: Full text PDF

              Why it fits: This study directly evaluates adherence to APA format and quantifies fabricated citations and errors—an ideal citation for your “verify citations and references meet APA guidelines” claim. nature.com(https://www.nature.com/articles/s41598-023-41032-5.pdf)

              9. Chelli, M., Descamps, J., Lavoué, V., et al. (2024)

              APA citation:

              Chelli, M., Descamps, J., Lavoué, V., Trojani, C., Azar, M., Deckert, M., Raynier, J.-L., Clowez, G., Boileau, P., & Ruetsch‑Chelli, C. (2024). Hallucination rates and reference accuracy of ChatGPT and Bard for systematic reviews: Comparative analysis. Journal of Medical Internet Research, 26, e53164. https://doi.org/10.2196/53164

              Open access: Full text

              Why it fits: Empirically shows low precision and high hallucination in LLM‑generated references—supporting your argument that GenAI must be used to verify, not blindly trust, citations. jmir.org(https://www.jmir.org/2024/1/e53164)

              10. Cheng, A., Calhoun, A., & Reedy, G. (2025)

              APA citation:

              Cheng, A., Calhoun, A., & Reedy, G. (2025). Artificial intelligence-assisted academic writing: Recommendations for ethical use. Advances in Simulation, 10, 22. https://doi.org/10.1186/s41077-025-00350-6

              Open access: Full text (Springer OA)

              Why it fits: Explicitly warns about inaccurate/fabricated references and gives ethical guidance—useful for framing your verification and APA‑compliance workflow as a best practice. link.springer.com(https://link.springer.com/article/10.1186/s41077-025-00350-6)

              How to use these 10 sources inside your thesis sentence (quick wiring)

              You can support each clause like this:

              If you want, I can make this immediately more usable:

              1. Annotated bibliography (APA 7) (1 paragraph per article, 2–4 sentences each)

              2. A literature matrix (Article × “writing difficulty / search narrowing / reputable sources / citation verification / APA formatting”)

              3. A ready‑to‑paste paragraph that completes your thesis “by…” clause with citations in the sentence.

              Quick question (to tailor the best final set):

              Is your context primarily EFL/ESL writing, first‑year composition, or general academic writing across disciplines?

          • Prompt 3 and output

            Help me find 8-10 peer reviewed journal articles that are freely available to the public (online) for the following thesis statement (organized by on the three key points listed at the end): Because the writing skill is the most challenging of the four skills (i.e., reading, writing, listening, and speaking), GenAI can help writers find sources to support their original ideas by narrowing down their search, finding reputable sources, and verifying citations and references meet APA guidelines.

            • Output

              Below are 10 peer‑reviewed journal articles that are freely available online (open access / free full text) and that support your thesis statement. I organized them so they align with the three key points at the end of your thesis (and I include one “background” source to support the “writing is most challenging” premise).

              Background (supports the “writing is most challenging” premise)

              1. Writing is widely described as difficult/multifaceted in EFL contextsChen, A.-H. (2022). The effects of writing strategy instruction on EFL learners’ writing development. English Language Teaching, 15(3), 29–. https://doi.org/10.5539/elt.v15n3p29**Free full text:** ERIC PDFUse it for: A credible, peer‑reviewed statement that writing is often treated as one of the most complex/difficult skills to develop, setting up your thesis’s first clause. doaj.org(https://doaj.org/article/0dee8e44dd1c419c978847c9d3c48cd4)

              1) GenAI helps writers narrow down their search

              1. Citation recommendation as “search narrowing” during writing

                Färber, M., & Jatowt, A. (2020). Citation recommendation: approaches and datasets. International Journal on Digital Libraries, 21, 375–405. https://doi.org/10.1007/s00799-020-00288-2

                Free full text: Springer OA article + PDF

                Use it for: Explains how systems recommend citations based on your draft text—i.e., reducing the search space by proposing likely relevant sources for specific passages. arxiv.org(https://arxiv.org/html/2510.06265v1)

              2. AI support for literature reviews (search → screening → extraction)

                Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: opportunities and challenges. Artificial Intelligence Review, 57, 259. https://doi.org/10.1007/s10462-024-10902-3

                Free full text: Springer OA article + PDF

                Use it for: Shows how AI tools help screen, filter, and extract relevant studies—essentially narrowing a large body of literature into a manageable set. link.springer.com(https://link.springer.com/article/10.1186/s41077-025-00350-6)

              3. Retrieval‑augmented generation (RAG) to reduce “search + hallucination” problems

                Zhang, W., & Zhang, J. (2025). Hallucination mitigation for retrieval‑augmented large language models: A review. Mathematics, 13(5), 856. https://doi.org/10.3390/math13050856

                Free full text: MDPI OA article + PDF

                Use it for: RAG is a research‑backed approach where an LLM retrieves sources first (narrowing the search to relevant documents) before generating summaries/answers, improving grounding. link.springer.com(https://link.springer.com/chapter/10.1007/978-981-10-8730-1_22)

              2) GenAI helps writers find reputable sources

              1. Systematic evidence synthesis on GenAI’s role in academic reading/writing (including evidence use)

                Sanz‑Tejeda, A. S., Domínguez‑Oller, J. C., Baldaquí‑Escandell, J. M., Gómez‑Díaz, R. G., & García‑Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: A synthesis of recent evidence (2023–2025). Frontiers in Education. https://doi.org/10.3389/feduc.2025.1711718

                Free full text: Frontiers full text

                Use it for: A broad, peer‑reviewed synthesis showing how GenAI is being used in higher ed to support academic reading/writing and evidence work, while also noting risks and constraints. nature.com(https://www.nature.com/articles/s41598-023-41032-5.pdf)

              2. AI in higher education (systematic review that includes scientific writing support/limitations)

                Castillo‑Martínez, I. M., Flores‑Bueno, D., Gómez‑Puente, S. M., & Vite‑León, V. O. (2024). AI in higher education: A systematic literature review. Frontiers in Education, 9, 1391485. https://doi.org/10.3389/feduc.2024.1391485

                Free full text: Frontiers PDF

                Use it for: A peer‑reviewed summary of how AI supports academic research and writing—useful for arguing GenAI can guide students toward more credible research practices (with proper guardrails). vasic.info(https://vasic.info/wp-content/uploads/2025/05/doi.org_.10.1234.pdf)

              3. Academic integrity review (helps define “reputable” + ethical sourcing norms)

                Bittle, K., & El‑Gayar, O. (2025). Generative AI and academic integrity in higher education: A systematic review and research agenda. Information, 16(4), 296. https://doi.org/10.3390/info16040296

                Free full text: MDPI OA article + PDF

                Use it for: Frames the risks (misinformation, misuse) and recommends institutional/educational strategies—helpful for explaining why “reputable sources” and transparent methods matter when using GenAI. academia.edu(https://www.academia.edu/95996502/Problems_faced_by_EFL_students_in_learning_to_write)

              3) GenAI helps writers verify citations/references (APA + accuracy)

              (These are especially strong because they show why verification is necessary and what “goes wrong” when writers don’t check.)

              1. Direct study of fabricated citations + APA‑format adherence

                Walters, W. H., & Wilder, E. I. (2023). Fabrication and errors in the bibliographic citations generated by ChatGPT. Scientific Reports, 13, 14035. https://doi.org/10.1038/s41598-023-41032-5

                Free full text: Nature / Scientific Reports PDF

                Use it for: Quantifies fabricated references and citation errors and explicitly evaluates APA formatting—perfect evidence for your “verify citations meet APA guidelines” point. files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1470999.pdf)

              2. Measured “reference accuracy” and hallucination rates in LLM‑generated references

                Chelli, M., Descamps, J., Lavoué, V., et al. (2024). Hallucination rates and reference accuracy of ChatGPT and Bard for systematic reviews: Comparative analysis. Journal of Medical Internet Research, 26, e53164. https://doi.org/10.2196/53164

                Free full text: JMIR OA article + PDF

                Use it for: Empirically demonstrates that LLMs can return inaccurate or hallucinated references, making a strong case for verification workflows. proceeding…nnes.ac.id(https://proceeding.unnes.ac.id/icoella/article/download/3710/3546/8650)

              3. Ethical academic writing guidance highlighting fabricated/inaccurate references as a risk

                Cheng, A., Calhoun, A., & Reedy, G. (2025). Artificial intelligence‑assisted academic writing: Recommendations for ethical use. Advances in Simulation, 10, 22. https://doi.org/10.1186/s41077-025-00350-6

                Free full text: Springer OA article + PDF

                Use it for: Peer‑reviewed recommendations that specifically flag fabricated/inaccurate references and propose ethical use principles—great for your verification/APA compliance argument. pdfs.seman…cholar.org(https://pdfs.semanticscholar.org/e18b/a9bcc5c2accf00d0fd5c61514515fa1dab7a.pdf)

              Quick “plug‑and‑play” mapping to your thesis sentence

              You can cite these clusters in a very direct way:

              If you want, I can take the next step for you

              1. Turn these into an APA 7 annotated bibliography (2–4 sentences each).

              2. Build a literature matrix (Article Ă— your 3 key points).

              3. Draft a ready‑to‑paste paragraph that completes the “by…” clause with citations.

              Quick question (so I tailor the best wording and supporting sources):

              Is your paper focused on EFL/ESL writing, first‑year composition, or general academic writing across disciplines?

        Action Steps

        1. Complete Writing II: Thesis Statement and Skeleton Outline Task.

        Open access: Full text

        Why it fits: Empirically shows low precision and high hallucination in LLM‑generated references—supporting your argument that GenAI must be used to verify, not blindly trust, citations. jmir.org(https://www.jmir.org/2024/1/e53164)

        10. Cheng, A., Calhoun, A., & Reedy, G. (2025)

        APA citation:

        Cheng, A., Calhoun, A., & Reedy, G. (2025). Artificial intelligence-assisted academic writing: Recommendations for ethical use. Advances in Simulation, 10, 22. https://doi.org/10.1186/s41077-025-00350-6

        Open access: Full text (Springer OA)

        Why it fits: Explicitly warns about inaccurate/fabricated references and gives ethical guidance—useful for framing your verification and APA‑compliance workflow as a best practice. link.springer.com(https://link.springer.com/article/10.1186/s41077-025-00350-6)

        How to use these 10 sources inside your thesis sentence (quick wiring)

        You can support each clause like this:

        If you want, I can make this immediately more usable:

        1. Annotated bibliography (APA 7) (1 paragraph per article, 2–4 sentences each)

        2. A literature matrix (Article × “writing difficulty / search narrowing / reputable sources / citation verification / APA formatting”)

        3. A ready‑to‑paste paragraph that completes your thesis “by…” clause with citations in the sentence.

        Quick question (to tailor the best final set):

        Is your context primarily EFL/ESL writing, first‑year composition, or general academic writing across disciplines?

    • Prompt 3 and output

      Help me find 8-10 peer reviewed journal articles that are freely available to the public (online) for the following thesis statement (organized by on the three key points listed at the end): Because the writing skill is the most challenging of the four skills (i.e., reading, writing, listening, and speaking), GenAI can help writers find sources to support their original ideas by narrowing down their search, finding reputable sources, and verifying citations and references meet APA guidelines.

      • Output

        Below are 10 peer‑reviewed journal articles that are freely available online (open access / free full text) and that support your thesis statement. I organized them so they align with the three key points at the end of your thesis (and I include one “background” source to support the “writing is most challenging” premise).

        Background (supports the “writing is most challenging” premise)

        1. Writing is widely described as difficult/multifaceted in EFL contextsChen, A.-H. (2022). The effects of writing strategy instruction on EFL learners’ writing development. English Language Teaching, 15(3), 29–. https://doi.org/10.5539/elt.v15n3p29**Free full text:** ERIC PDFUse it for: A credible, peer‑reviewed statement that writing is often treated as one of the most complex/difficult skills to develop, setting up your thesis’s first clause. doaj.org(https://doaj.org/article/0dee8e44dd1c419c978847c9d3c48cd4)

        1) GenAI helps writers narrow down their search

        1. Citation recommendation as “search narrowing” during writing

          Färber, M., & Jatowt, A. (2020). Citation recommendation: approaches and datasets. International Journal on Digital Libraries, 21, 375–405. https://doi.org/10.1007/s00799-020-00288-2

          Free full text: Springer OA article + PDF

          Use it for: Explains how systems recommend citations based on your draft text—i.e., reducing the search space by proposing likely relevant sources for specific passages. arxiv.org(https://arxiv.org/html/2510.06265v1)

        2. AI support for literature reviews (search → screening → extraction)

          Bolaños, F., Salatino, A., Osborne, F., & Motta, E. (2024). Artificial intelligence for literature reviews: opportunities and challenges. Artificial Intelligence Review, 57, 259. https://doi.org/10.1007/s10462-024-10902-3

          Free full text: Springer OA article + PDF

          Use it for: Shows how AI tools help screen, filter, and extract relevant studies—essentially narrowing a large body of literature into a manageable set. link.springer.com(https://link.springer.com/article/10.1186/s41077-025-00350-6)

        3. Retrieval‑augmented generation (RAG) to reduce “search + hallucination” problems

          Zhang, W., & Zhang, J. (2025). Hallucination mitigation for retrieval‑augmented large language models: A review. Mathematics, 13(5), 856. https://doi.org/10.3390/math13050856

          Free full text: MDPI OA article + PDF

          Use it for: RAG is a research‑backed approach where an LLM retrieves sources first (narrowing the search to relevant documents) before generating summaries/answers, improving grounding. link.springer.com(https://link.springer.com/chapter/10.1007/978-981-10-8730-1_22)

        2) GenAI helps writers find reputable sources

        1. Systematic evidence synthesis on GenAI’s role in academic reading/writing (including evidence use)

          Sanz‑Tejeda, A. S., Domínguez‑Oller, J. C., Baldaquí‑Escandell, J. M., Gómez‑Díaz, R. G., & García‑Rodríguez, A. (2026). The impact of generative AI on academic reading and writing: A synthesis of recent evidence (2023–2025). Frontiers in Education. https://doi.org/10.3389/feduc.2025.1711718

          Free full text: Frontiers full text

          Use it for: A broad, peer‑reviewed synthesis showing how GenAI is being used in higher ed to support academic reading/writing and evidence work, while also noting risks and constraints. nature.com(https://www.nature.com/articles/s41598-023-41032-5.pdf)

        2. AI in higher education (systematic review that includes scientific writing support/limitations)

          Castillo‑Martínez, I. M., Flores‑Bueno, D., Gómez‑Puente, S. M., & Vite‑León, V. O. (2024). AI in higher education: A systematic literature review. Frontiers in Education, 9, 1391485. https://doi.org/10.3389/feduc.2024.1391485

          Free full text: Frontiers PDF

          Use it for: A peer‑reviewed summary of how AI supports academic research and writing—useful for arguing GenAI can guide students toward more credible research practices (with proper guardrails). vasic.info(https://vasic.info/wp-content/uploads/2025/05/doi.org_.10.1234.pdf)

        3. Academic integrity review (helps define “reputable” + ethical sourcing norms)

          Bittle, K., & El‑Gayar, O. (2025). Generative AI and academic integrity in higher education: A systematic review and research agenda. Information, 16(4), 296. https://doi.org/10.3390/info16040296

          Free full text: MDPI OA article + PDF

          Use it for: Frames the risks (misinformation, misuse) and recommends institutional/educational strategies—helpful for explaining why “reputable sources” and transparent methods matter when using GenAI. academia.edu(https://www.academia.edu/95996502/Problems_faced_by_EFL_students_in_learning_to_write)

        3) GenAI helps writers verify citations/references (APA + accuracy)

        (These are especially strong because they show why verification is necessary and what “goes wrong” when writers don’t check.)

        1. Direct study of fabricated citations + APA‑format adherence

          Walters, W. H., & Wilder, E. I. (2023). Fabrication and errors in the bibliographic citations generated by ChatGPT. Scientific Reports, 13, 14035. https://doi.org/10.1038/s41598-023-41032-5

          Free full text: Nature / Scientific Reports PDF

          Use it for: Quantifies fabricated references and citation errors and explicitly evaluates APA formatting—perfect evidence for your “verify citations meet APA guidelines” point. files.eric.ed.gov(https://files.eric.ed.gov/fulltext/EJ1470999.pdf)

        2. Measured “reference accuracy” and hallucination rates in LLM‑generated references

          Chelli, M., Descamps, J., Lavoué, V., et al. (2024). Hallucination rates and reference accuracy of ChatGPT and Bard for systematic reviews: Comparative analysis. Journal of Medical Internet Research, 26, e53164. https://doi.org/10.2196/53164

          Free full text: JMIR OA article + PDF

          Use it for: Empirically demonstrates that LLMs can return inaccurate or hallucinated references, making a strong case for verification workflows. proceeding…nnes.ac.id(https://proceeding.unnes.ac.id/icoella/article/download/3710/3546/8650)

        3. Ethical academic writing guidance highlighting fabricated/inaccurate references as a risk

          Cheng, A., Calhoun, A., & Reedy, G. (2025). Artificial intelligence‑assisted academic writing: Recommendations for ethical use. Advances in Simulation, 10, 22. https://doi.org/10.1186/s41077-025-00350-6

          Free full text: Springer OA article + PDF

          Use it for: Peer‑reviewed recommendations that specifically flag fabricated/inaccurate references and propose ethical use principles—great for your verification/APA compliance argument. pdfs.seman…cholar.org(https://pdfs.semanticscholar.org/e18b/a9bcc5c2accf00d0fd5c61514515fa1dab7a.pdf)

        Quick “plug‑and‑play” mapping to your thesis sentence

        You can cite these clusters in a very direct way:

        If you want, I can take the next step for you

        1. Turn these into an APA 7 annotated bibliography (2–4 sentences each).

        2. Build a literature matrix (Article Ă— your 3 key points).

        3. Draft a ready‑to‑paste paragraph that completes the “by…” clause with citations.

        Quick question (so I tailor the best wording and supporting sources):

        Is your paper focused on EFL/ESL writing, first‑year composition, or general academic writing across disciplines?

Action Steps

  1. Complete Writing II: Thesis Statement and Skeleton Outline Task.

Wednesday

Instruction

đź’ˇ

A key takeaway for writing an expository essay is to make the reader’s “why” effortless: after each piece of evidence, add 1–2 sentences that interpret it (what it shows) and connect it back to the thesis (why it matters). This is what turns a list of facts into clear explanation.

  1. Review Thesis statement and examples

  • Group feedback - Thesis Statements

    1. The members of the family often waste water because they are careless about the responsible use of this natural resource ,, the population don’t take care of the water because that way they’re comfortable and they dont know how valuable this resource is.

    2. Online shopping platforms cause impulsive spending because one-click purchasing makes buying extremely easy, websites store customers payment information and companies design fast and convenient systems that push customers to buy more without thinking.

    3. Public bus transportation in crowded cities tends to be unreliable because of traffic congestion, high users demand during peak hours, and insufficient route coverage.

    4. Social media is a powerful tool, but it is also harmful for teenagers because it creates unrealistic expectations, increase comparisons whit all of them watch, and creates a lot of insecurities for them.

    5. Choosing a career path can be difficult for many young adults because they often face social pressure, have to many diferent options to consider, and worry about their future financial stabilitiy and life style.

    6. Social media comparisons negatively affect teenagers because they lower self-esteem, create unrealistic expectations, and harm mental health. 

    7. The American population wastes electricity because citizens don’t know that wasting electricity brings problems such harms the environment, electricity bills will increase and represents a problem for future generations.

    8. Since long time ago communication problems are present in families most of the time this situation has consecuences as emotional outburst after staying silent fo too long, in some cases exist family distancing, and sometimes some people prefer to speak directly, while others try to avoid conflict.

Action Steps

  1. Complete Writing II: Thesis Statement and Skeleton Outline Task.

Thursday

Instruction

đź’ˇ

A key takeaway for writing an expository essay is to use signposting to guide the reader: clearly signal your structure with transitions and “road-map” phrases (for example, first, another reason, in contrast, as a result), so each paragraph’s role is obvious and the explanation feels easy to follow.

  1. Review Thesis statement and examples

  • Group feedback - Thesis Statements and Topic Sentences

    Because daily ridership uses mainly public buses to go around the city, public bus transportation in crowded cities often faces unreliability because traffic congestion, high users demand during peak hours, and insufficient route coverage.

    Traffic congestion causes long wait times for public transportation users.

    Daily buses’ passengers demand increases notably during peak hours.

    The insufficient routes coverage originates from the accelerated rhythm populational growth.

    Social media comparisons negatively affect teenagers because they lower self-esteem, create unrealistic expectations, and harm mental health.

    Social media comparisons reduce teenagers’ self-esteem by making them feel insecure about their appearance and lifestyle.

    Social media promotes unrealistic standards that create false expectations about beauty, success, and happiness.

    Constant exposure to idealized content on social media can seriously damage teenagers’ mental health.

    Family young members often waste water because they are careless about the responsible use of this natural resource , the younger members waste big quantities of water through small daily habits, the population do not take care of the water due to that way they’re comfortable and they dont know how valuable this resource is.

    The members of the family often waste water because they are careless about the responsable use of this natural resource

    The youngs waste big quantities of water through small daily habits

    the population don’t take care of the water due to they’re comfortable and they dont know how valuable this resource is.

    In the public schools many students experience anxiety when speaking English in class because they do not know the correct grammar, they do not the proper pronunciation, and they are afraid of not making themselves understood.

    English grammar causes confusion for learners.

    English pronunciation has different sounds, causing problems for non-native learners.

    Students are afraid of not making themselves understood.

    Social media harms teenagers in important aspects of development because it creates unrealistic expectations, increases comparisons with everything they watch, and creates a lot of insecurities.

    Teenagers tends to create unrealistic expectations about another’s life because adolescents only see the perfect side of the life that influencers shows in their social media.

    The constant exposure of other people’s seemingly perfect lives on social media makes increase unhealthy comparisons for many teenagers.

    The most harmful effect of social media is the insecurity it can generate in many teenagers with all the content.

    Students who are choosing a career path become difficult for many young adults because they often face social pressure, have too many different options to consider, and worry about their future financial stability and life style.

    Students feel the pressure by choosing a career from their family, friends or society who expects that they make the rigth decision, but based the career they preffer and not what the student wants to do

    Today we have to many options of careers that we can choose, it can be confusing and fidicult for them making their decision because they are not sure which option is the best for them

    The fear of choosing a career that will not give you enough good job opportunities can concern you when choosing a career because it might not give you good stability in the future.

Action Steps

  1. Complete Writing II: Thesis Statement and Skeleton Outline Task.

Friday

Instruction

đź’ˇ

A key takeaway for writing an expository essay is to use signposting to guide the reader: clearly signal your structure with transitions and “road-map” phrases (for example, first, another reason, in contrast, as a result), so each paragraph’s role is obvious and the explanation feels easy to follow.

  1. Thesis statement

  2. The M.E.A.L. Plan: A Comprehensive Approach to Paragraph Development

  3. Types of transitions

Action Steps

  1. Check your grades in Teams. Tomorrow, I will update all grades in Teams and submit grades to ESIIMA.

  2. Complete and (re)submit Expository Essay Progress Report 1 assignment in Teams if you have not already done so.

  3. Complete and (re)submit to Teams Writing II: Thesis Statement and Skeleton Outline Task if you have not already done so.

  4. Begin Writing II: Body Paragraph 1 Task.

  5. Request feedback as needed (in class and outside of class).

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