FD10a seminar schedule for semester two 2006

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Jan 16-20

Introduction to FD10A

Enrolment confirmation; Discuss general course information and seminar schedule; Writing Centre orientation/registration

Browse course website at http://www.uwimona.edu.jm/dllp/courses/fd10a/index.htm


Jan 23-27

Writing Process and Self-Introductory Paper

Brief discussion of writing process. Introduce pre-writing strategies.

Self Introductory Paper (submit in class) [PI #2]

Read EAP: 11-17 & TBH: 3-14.

Personal Writing of your choice (poem, article, short story, essay, letter, etc. [PI#7]


Jan 30- Feb 3

The Nature of Academic English

[Purpose, audience, pre-writing & shaping essays]

Hour 1: Class forum/discussion on language issues & varieties.

Hour 2:

a) Generate ideas on the In-course Test research essay topic;

b) Write working thesis statement based on generated ideas.

Begin self-help exercises from Glazier and/or Taylor. [PI#3]

Read any chapter on The Research Process and do summary of the process in a 1-page diagram. [PI#4]

Write reflection one (following guidelines from website). [PI#6]

Schedule appointments with Writing Centre tutors based on responses to your Self Introductory Paper.


Feb 6-10

Information Literacy and Documentation Skills

Viewing of video Shaped by Writing.

Practice locating, evaluating and recording information from a variety of sources (MILU). [Go to the Main Library for this session.]

Begin research on selected In-Course Essay topic using a variety of sources. Prepare accurate note card for each source.

Read EAP: Units 2 & 4. Download & print from the FD10A website “Summary Analysis & Task


Feb 13-17

Summary Writing

Discuss types of summaries & features of a good summary.

Collaboratively discuss “Summary Analysis & Task” & then individually attempt the summary task.

Complete summary task; have your peers critique your attempt; and then submit final TYPED draft of summary to your instructor for comments. [PI#5]

Read EAP: 143-146 & 175-181 & TBH: 14-21

Continue research on In-Course essay topic

Download “Critical Thinking (Activity A)” from the website


Feb 20-24

Essay Writing
Workshop I

Discuss Critical Thinking (Activity A)

Discuss strategies for writing an effective sentence outline and introductory paragraph.

Refine thesis statement and attempt the sentence outline for the In-Course Test research essay. (Add in-text citation at relevant points of the outline.)

Attempt the introductory paragraph for the In-Course Test essay. Show both the outline and the introduction to your instructor during scheduled consultation sessions for feedback.

Read EAP: Units 6 & 7 & TBH 62-80.

Continue research on In-Course essay topic.

Form groups & decide on topic for graded group presentations scheduled for Apr. 10 – 14. [Give this info to your instructor]

Download “Critical Thinking (Activity B)” from the website

Semester Break ( February 26 – March 4)


Mar 6-10

Essay Writing Workshop II

Discuss Critical Thinking (Activity B)

Discuss strategies for developing effective body and concluding paragraphs, paying attention to topic sentences, types of supporting details, use of transitional devices, paragraph unity & cohesion, paragraph structure, analysis, ways of wrapping up an essay, & editing, reviewing and proofreading strategies.

Complete research on In-Course essay topic.

Bring the following to the NEXT seminar:

1. Your note cards with researched information.

2. TYPED sentence outline & introduction [make sure to view model formal outline, essay & References/Works Cited list (from Holt or a recommended source). Also see annotated references list on website.

3. MLA or APA Style Manual (See TBH or KFW).

Download “Critical Thinking (Activity C)” from the website


Mar 13-17

Essay Writing Workshop III

Discuss Critical Thinking (Activity C)

Discuss strategies for incorporating in-text citation (direct quotes, paraphrase, summaries, & interviews) and compiling an annotated References/Works Cited list.

Draft and attach to your sentence outline and introduction the annotated References/Works Cited list for your instructor’s signature.

Complete FINAL TYPED DRAFTS of the following for your instructor’s signature before the next seminar:

1. Sentence Outline (with in-text citation)

2. References/Works Cited list

3. Note cards with researched information.

Read EAP: Units 8 & 9

Write reflection two (following guidelines from website). [PI#6]

Continue with editing exercises from Glazier and/or Taylor.


Mar 20-24

Drafting the In-Course Test Essay

Students write first draft of In-Course Test (research essay) IN CLASS using APPROVED formal sentence outline and note cards.

Write on one side of the paper only in black ink (and leave large margins or use double spacing) to facilitate editing.

Tutors MUST sign & date drafts.

Get TWO of your peers from any current FD10A group to critique your first draft (use the “Peer Critique Checklist” on the website to assist you).

Bring to the next seminar the following items:

1. Signed sentence outline (with in-text citation);

2. Signed first draft of In-Course Test essay (that has been edited and peer-critiqued);

3. References/Works Cited list (that is NOW complete).


Mar 27-31

Final draft of In-Course Test (Research Essay)

Write final draft of research essay IN YOUR REGULAR CLASS using approved material only. (Write in black ink and edit in blue.) Submit research essays and collect receipts.

[Write reflection three (following guidelines from website) & also prepare the Table of Contents for your portfolio. [PI#1]

COMPLETE portfolios for submission.

Print “MOCAS Grading Scheme”& “Past Exam Topics” from the website.

April 3-7

Exam Preparation Exercise

Write timed essay – select ONE topic from “Past Exam Topics”. [PI#8]

30minutes triad critique of timed essay using “MOCAS Grading Scheme”.

Submit Portfolio and collect receipt. [Do NOT lose receipts]

Make final preparations for graded group presentations. Download “Group Presentation Guidelines” from the website.

Apr 10-14
Good Friday (Apr 14)

Group Presentations

Group Presentations – on a topical or contemporary issue agreed on by group members and your instructor.

In your own space and time, set aside two hours to attempt an essay on a topic of your choice. [See website for “Past Exam Topics”]. Try to simulate the exam experience and condition while writing this essay.

Review essentials of essay writing and problematic aspects of mechanics.


Apr 17-21

Easter Monday (Apr 17)

Preparing for the Final FD10A Exam

View In-Course Test grades and collect graded Portfolios (or arrange with your instructor on a specific time & place for collection).

Prepare for the final exam by observing guidelines in this document on the website (“Preparing forFD10A Final Exam”).

Remember to take a dictionary (not a thesaurus) to the EXAM.



The Writing Portfolio is a collection of specified pieces of students’ written work related to the course objectives. The pieces are prepared over time so that students may benefit from the drafting, rewriting, reflecting, refining and perfecting stages that characterise the normal writing process.

How to Prepare the Portfolio:

  • Obtain a flat folder (24x30cm) with central binder/fastener and ruled, letter size notepaper with margins. Use black ink for all writing and blue for editing.

  • Begin each task on a fresh page with your name, instructor’s name, stream, description and date of completion clearly written at the top of the first page.

  • Leave large margins on first drafts for the tutor’s comments.

  • All entries should be legibly handwritten (or may be typed where appropriate) and pages must be securely fastened.

List of Portfolio Items:

(Maximum of two drafts, if necessary, for each item listed below. See seminar schedule for submission dates.)

  1. Reflection Three* and Table of Contents.

  2. Self-Introduction Paper (done at the start of the semester.)

  3. Self-Help Exercises done throughout the semester, from Glazier and/or Taylor, or from another text which provides answers. (Specify the weakness being targeted for each exercise.) Repeaters should do at least one exercise every week.

  4. One-page annotated diagram summarizing ‘The Research Process’ (from any reputable print or electronic source.)

  5. The 200-word summary task from website, entitled Summary Analysis & Task *

  6. Three Reflections (Reflection One will be evaluated for growth and effort, while Reflection Two* and Reflection Three* will be assessed for quality of composition.)*

  7. Personal writing of your choice (short story, poem, short story, essay, letter, etc.)

  8. Timed essay (written in class as scheduled). Make sure that peer critique/assessment is attached.

*Final drafts of items with an asterisk (above) will be assessed for Quality of Compositions score. (Download and print the “Portfolio Assessment Form” and attach it to the back of your final portfolio).


Reflections capture your critical thinking about aspects of your learning experience and the world within which you live. As such, they are designed to record your unencumbered thoughts on personal and/or topical/contemporary issues affecting society. They serve a twofold purpose, where you learn to write while writing to learn. Check website for more information on how to write a reflection.

For Sections 1 and 2 below, write an expository essay. Be informative and write for English speakers with university level education. Focus on using appropriate language and effective organizational strategies to explain the essence of your topic clearly to your audience.
Section 1: Self-Introduction Paper (approximately 300 words)

Option 1: Identify and explain the main factors that have shaped you as a writer/speaker of English or a Creole language of your choice.


Option 2: Discuss two/three effects of natural disasters on ____________ (select a country or place of your choice).

Section 2: In-Course Test: Research Essay (approximately 800 words)

Option 1: Examine the role of writing or critical thinking or effective communication in the life of a professional in your area of specialization. (Depending on your focus, you may want to discuss modes and conventions of writing; objectivity versus subjectivity; biases and fallacies; communication ethics, codes and barriers; spoken versus written communication; audience, etc.)

Option 2: (You may proceed with this option, only if approval is given by your instructor.)
Create your own writing project by investigating an issue that is interesting and significant. You MUST follow these steps: (1) pose a question about an issue that is of interest to you; (2) explain in a one page abstract why the question interests you; why you consider it a genuine issue, question or problem; why it is significant; and the benefits that will come from examining it; (3) submit this abstract to your instructor in seminar number 3 for approval.

General Guidelines for Writing the In-Course Test (Research Essay)

  • The final draft of your research essay MUST include:

    1. An interview with a reputable person in the area/topic being researched.

    1. Evidence of at least four (4) scholarly/reputable/credible sources (including the interview) which explore aspects of the issues you are discussing. (No anonymous web pages!) Make sure your sources are varied and include a combination of direct quotes, paraphrase and summaries.

    1. Relevant samples of writing (these should be mentioned in the body of the essay and attached as appendices with details of sources/permission to use).

    1. An annotated References (APA) or Works Cited (MLA) list, which details all sources cited in your essay. (See website for an idea of how this is to be done.)

  • Your note cards should include a scholarly source on avoiding plagiarism. (Even if your essay does not actually cite this source on avoiding plagiarism, you must have a record of the reading on your note cards.)

  • All sources used in the essay MUST be properly cited, both in the body of your essay and on the References (APA) or Works Cited list (MLA).

  • Please note that the task given in Section 2 (above) will be taken through various stages of the writing process to culminate in the writing of the final draft in your regular seminar as outlined in the seminar schedule.

  • In order to avoid a penalty, please ensure that you complete each phase of the writing process, as scheduled, and preserve ALL written drafts (generated ideas, formal outline, note cards, first draft of essay with revision/editing comments and your peer critique.)

  • Students anticipating problems with the final sitting of the In-Course Test Research Essay should write to the Moderator at least 7 days before the date of the test to request alternative arrangements.

  • The final draft of the essay will be assessed using the MOCAS Grading Scheme, which is available from the FD10A website. Please download a copy and become familiar with the assessment criteria.

Some words about the final exam…

The final exam is a 2-hour paper with one essay task.
You are allowed to use a dictionary (but not a thesaurus).
Please remember to write your instructor’s name in the top right corner of the front cover of your examination answer booklet.
Do remember to reserve time at the start for planning and at the end for editing your paper. Record your plan in the examination booklet and edit your exam essay using a different colour ink.

Remember to check the FD10A website regularly for course information at the following address:

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