Instructions: Include your skeleton outline in your essay page in Notion (Essays (Unit I): thesis statement and three topic sentences.
Thesis statement: TOPIC + OPINION (avoid copula verbs) + 3 WAYS (Stating how...)
The first topic sentence that begins the first body paragraph should be a claim (just like the thesis statement) but is more specific, stating the first way that comes directly from the thesis statement.
The challenge in writing a topic sentence is to make sure your main idea for the body paragraph is neither too general nor too specific. Also, take a look at each of sources you plan to cite (according to APA) and determine if the evidence is stating what, how, why, when, where, etc. about the main idea from the topic sentence. Review the different rhetorical patterns and MEAL Plan to determine what makes a coherent and cohesive text.
The second topic sentence that begins the second body paragraph should be a claim (just like the thesis statement) but is more specific, stating the second way that comes directly from the thesis statement.
The challenge in writing a topic sentence is to make sure your main idea for the body paragraph is neither too general nor too specific. Also, take a look at each of sources you plan to cite (according to APA) and determine if the evidence is stating what, how, why, when, where, etc. about the main idea from the topic sentence. Review the different rhetorical patterns and MEAL Plan to determine what makes a coherent and cohesive text.
The third topic sentence that begins the third body paragraph should be a claim (just like the thesis statement) but is more specific, stating the third way that comes directly from the thesis statement.
The challenge in writing a topic sentence is to make sure your main idea for the body paragraph is neither too general nor too specific. Also, take a look at each of sources you plan to cite (according to APA) and determine if the evidence is stating what, how, why, when, where, etc. about the main idea from the topic sentence. Review the different rhetorical patterns and MEAL Plan to determine what makes a coherent and cohesive text.
Thesis statement: English language teachers should use cell phones in class by making the teacher more accessible to every learner, providing peer assessments of written work, and promoting autonomous learning by engaging learners with outside experts.
Topic sentence #1: Teacher assessment both in and outside of class depends on how teachers use cell phones to be accessible to each learner.
Topic sentence #2 English language learners who use cell phones in class can work collaboratively with classmates when practicing the writing skill.
Topic sentence #3 English language teachers can use cell phones to give English language learners opportunities to learn from experts outside of the classroom.
Teacher assessment both in and outside of class depends on how teachers use cell phones to be accessible to each learner. Accessibility, or teacher presence, can become problematic when determining how much of the class is face to face versus online (Greenberger, 2012). However, teacher presence does have a favorable effect on task completion as learners felt that "...something was missing" in the absence of a teacher altogether (Rahimpour, 2011, p. 69). A precursor to assessing a learner's performance requires working out first how, when, and where student-teacher interactions are to take place and then how much teacher feedback motivates learners to perform their best. Understanding the complexities of teacher accessibility (i.e., how, when, and where interactions are to take place) can lead to a greater understanding of similar complexities when applied to the peer-to-peer interactions of collaborative learning.