Learning Guide Unit 2

Overview

Unit 2: Building Basic Skills for Reading and Writing English

Introduction

In Unit #2 you will learn more about the purpose and format of a compare/contrast paragraph or
essay and practice your skills in writing a compare/contrast paragraph. You will read an article on the
benefits and challenges of social media and post comments on the article in the Discussion Forum.
You will also learn how to provide useful feedback to your peers’ Oral Assignments and Written
Assignments. You will also view a presentation on how to avoid common sentence errors: comma
splices and run-on sentences. You will practice using various tenses and will include a vocabulary list
related to this week’s reading on social media. You will also practice your reading comprehension
and listening skills. You will also find a new list to add to your vocabulary.

Topics

Paragraph basics

Writing a compare/contrast paragraph or essay

Avoiding sentence errors in English

Providing useful peer feedback on Oral Assignments and Written Assignments

Grammar: Tenses

Learning Objectives

By the end of this Unit, you will be able to:

Understand the purpose and format of a compare/contrast paragraph or essay.

Avoid sentence errors: Comma splices and run-on sentences.

Provide useful feedback to peers on their Oral Assignments and Written Assignments.

Write a paragraph with a topic sentence, supporting sentences, and a concluding sentence.

Prepare for the final exam through listening and reading comprehension and vocabulary practice.

Peer Assessment

Peer feedback is important because:

Constructive peer feedback helps your classmates improve their writing by pointing out questions or
errors they may not have noticed.
Constructive peer feedback helps you improve your writing by developing your editing and critical
reading skills.

This week you will offer feedback to your peers on the Oral Assignment they completed in Unit 1.

Watch: Useful Peer Feedback for Written Assignments

View the Useful Peer Feedback for Written Assignments presentation [PDF]

Use Proving Useful Feedback on Written or Oral Assignments, to help you complete the assessment
form for the three assignments you’ve been assigned.

Instructions

Review the presentation “Providing Useful Feedback on Written or Oral Assignments.”

Open the assessment form for the first peer assignment you’ve been assigned.

Read through the assignment carefully.

Complete the assessment form completely and accurately. Be sure to answer the following
questions:

Does the presentation provide a compare/contrast argument with the speaker’s stated preference?
In one sentence, state the speaker’s preference.

Did the speaker provide enough information for you to understand how the two items, ideas, etc.
are similar or different? In 1-2 sentences, discuss any additional information that would have been
useful.

Did the speaker convince you that his or her preference is the best option? Write 1-2 sentences on
how convincing the speaker was.

Was the speaker’s oral delivery clear and understandable? In 1-2 sentences, explain what the
speaker did well or how the delivery could be improved.

Did the speaker use full and complete sentences and correct English? Write 1-2 sentences on how
his or her English could be improved.

Review your comments for clarity and correctness.

Follow these steps again for the second and third assessments you’ve been assigned.

UoPeople Learning Resource Center

If you have other questions about the Peer Assessment process, you can email your instructor or you
can visit the Peer Assessment Office in the UoPeople Learning Resource Center

The UoPeople Learning Resource Center also has resources on general writing practice, APA style,
and academic honesty.

Vocabulary: Media and Technology

Watch: Unit 2 Vocabulary - Media and Technology

Learning vocabulary will help you as you continue the process of reading and writing. It is
recommended that you look up the definition for each word in a dictionary. Listen and repeat with
each word.

Alternative resources:

Unit 2 Vocabulary [Video Link]

Unit 2 Vocabulary [Audio]

Unit 2 Vocabulary List [PDF]

Unit 2 Vocabulary Flashcards [PDF]

Reading Comprehension

The article “The Technological Age” explores the ways in which social media and technology impact
our relationships and interactions. You should read the article several times to attain the full
meaning. You will use this article for multiple assignments in this unit. You may find it helpful to
complete this exercise before posting in the Discussion Forum. The information provided in the Unit
1 “How to Read Academic Articles: Strategies for English Learners” will provide you with some useful
strategies for reading academic articles in English.

Book Icon Read: The Technological Age: Are We in Control of It, or Does it Have Control of Us
Practice Activity

Based on the reading, The Technological Age: Are We in Control of It, or Does It Have Control of Us,
answer the following questions

Discussion Assignment

Read the article “The Technological Age: Are We in Control of It, or Does It Have Control of Us?” For
your Discussion Forum posting, write one sentence that summarizes the author’s main point. Then
write two or three sentences about whether or not you agree or disagree with the author. (Write 50
words at a minimum.)

Discussion Responses

It is your responsibility to respond to three classmates by providing comments, asking questions, or

having a conversation about their main post. Feedback should be appropriate, meaningful, and
helpful. For instance refer to how your own experience supports/contradicts the opinions developed
by your peers. If you think they are too general or not rooted enough in personal experience, you
may also ask for more detailed examples supporting these opinions. In particular make sure that the
examples provided are properly referenced and that you are able to access them. Overall, your
comments should contribute positively to the conversation by broadening or clarifying it. Feedback
should be at least 3-4 complete sentences (at least 100 words).

Rating Discussions

After posting an appropriate, meaningful, and helpful response to your three classmates, you must
rate their posts on a scale of 0 (unsatisfactory) to 10 (Excellent). The rating scores are anonymous;
therefore, do NOT mention in your remarks the separate rating score you will give the peer. The
instructor is the only person who knows which score matches the comment given to a peer. Some
classmates may worry that some peers will not provide a fair rating, or be unable to provide
accurate corrections for grammar or other errors. It is the instructor’s responsibility to ensure
fairness and accuracy.

10 (A) - Excellent, substantial, relevant, insightful, enriching, and stimulating contribution to the
discussion. Also, uses external resources to support position where required and/or applicable.

8 - 9 (B) - Good, quite substantial and insightful, but missing minor details which would have
otherwise characterized it as an excellent response.
6 - 7 (C) - Satisfactory insight and relevance, but required some more information and effort to have
warranted a better rating.

4 - 5 (D) - Limited insight and relevance of the material; more effort and reflection needed to have
warranted a satisfactory grading.

0 - 3 (F) - Unsatisfactory insight/relevance or failure to answer the question, reflecting a poor or

limited understanding of the subject matter and/or the guidelines of the question.

Here are some questions to consider as we think about the feedback and rating to give our
classmates:

Did the peer respond to everything asked by the assignment prompt?

Was the peer’s overall response organized and logical? Was it easy to follow and smooth?

Was it easy to understand the ideas the student was trying to communicate, or did you have to
make assumptions to make sense out of what the peer wrote?

Did the peer use their own words, or if they borrowed from somewhere else, did they give credit to
the source they used?

Were there consistent errors in grammar and punctuation that made it hard to understand or make
sense out of the writing?

Writing

Watch: Developing Your Compare and Contrast Paragraph or Essay

We finished the last presentation by noting the importance of selecting a purpose for your essay.
Once you have that purpose, you can begin the process of comparing and contrasting. Review the
presentation on Developing Your Compare and Contrast Paragraph or Essay to learn more about
preparing for your essay writing. View the Developing Your Compare Contrast Essay presentation
[PDF] .

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Watch: The Paragraph

Once you are prepared with your compare and contrast research, now it is time to write a
paragraph. A paragraph includes a topic sentence, supporting details, and a concluding sentence.
Review the presentation The Paragraph to learn more about how to create a paragraph. View The
Paragraph presentation [PDF].

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Watch: Correcting Run-on Sentences and Comma Splices

Two common errors in writing is using a run-on sentences and comma splices. A run-on sentence
occurs when a writer does not use a period to end one sentence and a capital letter to begin
another. A comma splice is where a writer uses a comma to join two complete sentences instead of
a period and capital letter to create two sentences. Review the presentation Sentences: Correcting
Run-on Sentences and Comma Splices to learn how to avoid the two common errors.View the
Correcting Run-on Sentences and Comma Splices presentation [PDF].

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Written Assignment

Using what you have learned this week, please, write one paragraph (a minimum of 3-4 sentences
[at least 100 words]), comparing and contrasting two places. The places can be different
neighborhoods, towns, regions, or countries. They can be places you’ve lived in, visited or traveled
to for work/school.

To do this:

Review the presentation “Developing your Compare/Contrast Paragraph or Essay.”

Brainstorm ideas for what places you would like to compare or contrast.

Write a paragraph that includes a topic sentence, points of comparison or contrast, and a concluding
sentence.

Review the presentation “Sentences: Correcting Comma Splices and Run-on Sentences” and
proofread carefully to correct errors.

Review the criteria listed for the Written Assignment to make sure your paragraph meets all the
requirements for the assignment.

Written Assignment Peer Assessment

In the unit following the submission of your written assignment, you will peer assess three (3) of
your classmates’ assignments according to the instructions found in the Assessment Form. During
this peer assessment period, you are expected to provide details in the feedback section of the
Assessment Form, indicating why you awarded the grade that you did to your peer. The written
assignment grade is comprised of a combination of your submission (90%) and your peer
assessments (10%).

Written Assignment Peer Assessment Rubric

For this assignment, your peers will be evaluating your work with the following criteria.
Is the submission a complete paragraph? Please write 1-2 sentences on how the submission does or
does not qualify as a paragraph.

Does the paragraph compare and contrast two different places? Please describe 1-2 comparisons or
contrasts made in the paragraph.

Does the paragraph have a topic sentence? If so, please identify the topic sentence.

Does the paragraph have a clear structure? Please write one sentence describing the structure of the
paragraph.

Did the student use full and complete sentences? Please point out any incomplete sentences and
suggest a way to correct them.

Are there any other spelling or grammar errors? Please note any frequent mistakes and suggest a
way to correct them.

Listening Comprehension

Before you listen to the passage, you should review the definitions for the vocabulary words in this
unit. You should also listen to how the words in the vocabulary list are pronounced.

In the audio file in the Reading Materials “Keeping in Touch,” a student describes how he uses social
media to stay in touch with different people in his life. You should review Exercise 1: Vocabulary
before listening to the audio clip. Listen to the file several times to get the full meaning.

Listening: Keeping in Touch

Listen to the following audio, Keeping in Touch. Afterwards, complete the practice activity below to
test your knowledge.

Unit 2 Listening: Keeping in Touch [PDF]

Practice Activity

Test your knowledge by completing the questions related to the listening activity, Keeping in Touch.

Grammar: English Tenses

Present Simple
We use the present simple

For actions which repeat such as routines and habits

For permanent situations and facts that are always true

For timetables, schedules, and fixed plans

When we talk about the future after words such as when, as soon as, after, until, before, etc.

Present Continuous

We use the present continuous

For actions happening at the moment or “these days” (as opposed to always)

For temporary situations

With always to describe behaviors that happen very often and are usually annoying

For future arrangements and plans you have already agreed to do

Present Perfect Simple

We use the present perfect simple

For an action that happened at some unspecified time in the past

To talk about your life experience

To talk about unfinished actions that started in the past and continue in the present

For recent events

With state verbs, to say how long a situation has existed (since or for)

Present Perfect Continuous

We use the present perfect continuous

To say how long an unfinished action has been in progress

For temporary habits that have been happening recently and repeatedly

To explain a current situation in terms of recent events

Future: going to

We use going to

To talk about your plans and intentions

To make predictions based on evidence

Future: will

We use will

For decisions made at the moment of speaking such as offers, promises, requests, and other
decisions

To state a fact about the future

To make predictions based on your opinion (I think…)

Future Continuous

We use the future continuous

To say what action will be in progress at a specific time in the future

Future Perfect Simple

We use the future perfect simple

To describe an action that will be finished by a specific time in the future

Future Perfect Continuous

We use the future perfect continuous

To describe actions which will continue until a particular point in the future. We often specify how
long the activity will be in progress at that time in the future

Past Simple

We use the past simple

To talk about finished actions which happened at a specific point in the past

For actions or events that happened one after another in the past

Past Continuous

We use the past continuous

For actions that were in progress at a specific time in the past

For a description of a scene in the past

For temporary habits in the past

Past Perfect Simple

We use the past perfect simple

For an action that happened before another action in the past to emphasized which action
happened first
Past Perfect Continuous

We use the past perfect continuous

To express how long an action had been in progress before another action happened in the past

English Tense Forms

positive

negative

question

Present Simple

You go to school every day.

The train leaves at 7 o’clock.

You don’t go to school every day.

The train doesn’t leave at 7 o’clock.

Do you go to school every day?

Does the train leave at 7 o’clock?

Present Continuous

We are cooking at the moment.

He is watching a movie.

We aren’t cooking at the moment.

He isn’t watching a movie.

Are we cooking at the moment?

Is he watching a movie?

Present Perfect Simple

I have finished my breakfast already.

She has been to Paris.

I haven’t finished my breakfast yet.

She hasn’t been to Paris.

Have I finished my breakfast already?

Has she been to Paris?

Present Perfect Continuous

They have been playing games all day.

She has been doing her homework for two hours.

They haven’t been playing games all day.

She hasn’t been doing her homework for two hours.

Have they been playing games all day?

Has she been doing her homework for two hours?

Future: going to

You are going to swim tomorrow.

It is going to work.

You aren’t going to swim tomorrow.

It isn’t going to work.

Are you going to swim tomorrow?

Is it going to work?

Future: will

We will be rich.

She will bring the cake.

We won’t be rich.

She won’t bring the cake.

Will we be rich?

Will she bring the cake?

Future Continuous

They will be singing.

He will be watching the movie.

They won’t be singing.

He won’t be watching the movie.

Will they be singing?

Will he be watching the movie?

Future Perfect Simple

I will have finished my exam by 2pm.

She will have gone to bed by then.

I won’t have finished my exam by 2pm.

She won’t have gone to bed by then.

Will I have finished my exam by 2pm?

Will she have gone to bed by then?

Future Perfect Continuous

You will have been cycling for 2 hours.

She will have been cooking all day.

You won’t have been cycling for 2 hours.

She won’t have been cooking all day.

Will you have been cycling for 2 hours?

Will she have been cooking all day?

Past Simple

They went to Italy last year.

She wrote it on the wall.

They didn’t go to Italy last year.

She didn’t write it on the wall.

Did they go to Italy last year?

Did she write it on the wall?

Past Continuous

It was raining.

They were speaking on the phone.

It wasn’t raining.
They weren’t speaking on the phone.

Was it raining?

Were they speaking on the phone?

Past Perfect Simple

I had finished my homework.

The band had started playing.

I hadn’t finished my homework.

The band hadn’t started playing.

Had I finished my homework?

Had the band started playing?

Past Perfect Continuous

She had been visiting her grandma.

We had been playing the piano.

She hadn’t been visiting her grandma.

We hadn’t been playing the piano.

Had she been visiting her grandma?

Had we been playing the piano?

Learning Journal

In Unit 2’s Learning Journal, please describe which academic reading and writing strategies
presented in Unit 1 and Unit 2 helped you with your assignments. You may include other reading
and writing strategies that you find useful. In addition, discuss which assignments have been the
easiest or most challenging in Unit 1 and Unit 2. Also, explain why you found them easy or
challenging. Your assignment should be a minimum of 3-4 sentences long and a minimum of 75
words. The Learning Journal is also your opportunity to ask questions about any aspect of the
course.

To do this:

Review the presentations and instructional resources in Units 1 and 2.

Reflect on the strategies that were most helpful for completing your assignments. Discuss which
assignments were the most difficult/easiest in Unit 1 and Unit 2. Then, explain why you found them
easy or challenging.

Write your response to the Learning Journal prompt.

Review the presentations “The Sentence” and "Sentences: Correcting Comma Splices and Run-on
Sentences” as a resource in revising your assignment.

Submit your journal entry.

Checklist

❏ Peer Assess the Written Assignment from Unit 1

Peer-assess the Written Assignment from Unit 1. Start by going to the previous unit to access the
peer-assessment. You will assess your peers' written assignments. When you assess their work, you
will answer the following and give them a grade between 1-10.
Does the presentation provide a compare/contrast argument with the speaker’s stated preference?
In one sentence, write the speaker’s preference.

Did the speaker provide enough information for you to understand how the two items, ideas, etc.
are similar or different? In 1-2 sentences discuss any additional information that would have been
useful.

Did the speaker convince you that his or her preference is the best option? Write 1-2 sentences on
how convincing the speaker was.

Was the speaker’s oral delivery clear and understandable? In 1-2 sentences, explain what the
speaker did well or how the delivery could be improved?

Did the speaker use full and complete sentences and correct English? Write 1-2 sentences on how
his or her English could be improved?

❏ Review and Practice Using the Learning Guide Lessons

❏ Peer Assessment

❏ Vocabulary

❏ Reading Comprehension

❏ Discussion Assignment

❏ Writing

❏ Writing Assignment

❏ Listening Comprehension

❏ Grammar

❏ Learning Journal

❏ Complete and Submit Vocabulary Word Search

❏ Complete and Submit Dictation

❏ Complete and Submit the Discussion Assignment

Follow the directions for the Discussion Assignment as outlined in the Learning Guide

❏ Complete and Submit the Written Assignment

Follow the directions for the Written Assignment as outlined in the Learning Guide

❏ Complete and Submit the Learning Journal

Follow the directions for the Learning Journal as outlined in the Learning Guide
❏ Complete and Submit the Self-Quiz

Self quizzes are to help you review the week's lesson and prepare for the graded quizzes. You make
take the self quiz as many times as you would like.