elfbelarus.files.wordpress.com · web viewwe will give a quick overview of the mooc assignments...

College Writing 2x.1: Week 1 Facilitated WorkshopPushkin Library – 14 November 2013 – Subra & Ficken

Objectives: We will review grammatical vocabulary, grammatical functions, and parts of a sentence. Students will be able to do the following tasks according to their level: identify lexical functions and use them in full sentences, identify syntactical elements, write complex sentences, identify grammatical errors on a sentence level, and begin paragraph peer editing practice.

Background Notes on Level Variations: Approximately 30 students are entering this course. While their levels have not been fully determined or labeled, we anticipate that some of the stronger students will be able to complete more of the tasks while helping their counterparts.

Materials: Notecards, Projector, Sign in, Station Directions, Keys, Multi-Phase ActivitiesTime: 18:00-19:30

I. Introduction: 15 minutes.-Students should sign in/edit email addresses. We will give a quick overview of the MOOC

assignments and the schedule of activities. -Everyone should write down one concern that they have with the course or their potential to

make progress in it. If they have no concerns with the course, they can write down a general concern that they have on a notecard.

-Group students into three groups. Students introduce themselves to their group

II. Stations: 45 minutes.-Provide general directions about how to work through each station for 15 minutes. Students

should read detailed directions in their groups and work through each phase together. If some group members require more challenging activities, they can skip to the 2nd Phase or help their counterparts. Facilitators will move around to assist groups:

A) Grammatical Vocabulary & Function B) Sentence Structure C) Editing

III. Writing & Editing: 15 minutes.-Students were asked to submit their Freewriting & Controlled Writing samples if desired.

We will look at 1-2 of these together. First, students will have a chance to read it, then we will discuss how well the meaning was conveyed and the language use.

-What is the main idea of this writing? Which sentence(s) convey the main idea?-What details does this writing provide? -Can you identify any grammatical errors? Can you identify any unclear sentences? -How can we improve or add to this piece if we consider it a draft?

IV. Prep for Week 2: 15 minutes.-Look at Homework due on November 15 (17:00 or 19:00).-Week 2: Sentences & Paragraphs, Eliminating Wordiness, Additional HW, Links-Discuss Major Concerns with the course/writing practice

Station A – Grammatical Vocabulary and Function – 15 minutes

Directions Phase I: Look at the list of grammatical vocabulary terms. Match the term with the slip of paper that includes two underlined examples of it. Some terms may be demonstrated by more than one set of sentences. Do your best and try to help each other!

Adjective She has a very furry dog that she takes with her everywhere she goes.The circus performers wore bright costumes.

Adverb The postal worker does not move quickly on my street.I want to bring all of my friends along.

Agreement He walks with his head held high. These candies are very delicious.

Article The national flag is red, white, and green.I hope we get an opportunity to ask questions.

Auxiliary verb We have walked here before.She was waiting for her turn.

Comparative Your friends are much more wild than my friends are.This bag is heavier than yours.

Compound noun She bought a new coffee maker yesterday.The train station is always busy during rush hour.

Conditional If you wait long enough, you will lose your chance. I’ll meet you at the park unless it rains

Conjunction I like eating healthy foods and dessert.We could go to the theater, but then we won’t have time to study.

Continuous Marissa is hoping that she can Skype with her best friend tonight.He was not waiting for me when I got there.

Contraction I can’t go there with you Franklin wasn’t planning to go either.

Count noun We have many flavors for you to choose from.The house has three windows facing the river.

Demonstrative pronoun Those children don’t appear to be supervised.Remember not to touch that pan because it is very hot.

Determiner I’m going to my grandma’s house after school.Whichever cake you choose, you will be satisfied.

Direct object Will you pass the salt?She loves pizza.

Future Tense We will get a reward if we work hard.This course is going to continue for a few more weeks.

Gerund Swimming is a great way to stay in shape.Sometimes I am shy, but sharing my ideas is important to me.

Infinitive We want to eat after work tomorrow.You don’t have to eat every last bite if you are full.

Intransitive verb What do you say when someone sneezes?The teacher arrives five minutes before class.

Irregular noun Moose are iconic for northern states.That town is full of fishermen.

Irregular verb I ate every last bite.The tree grew very tall.

Mass noun Cheese is tasty, but also quite smelly.Her advice is generally very good.

Modal I would visit you in a heartbeat.My father said that I should listen very carefully.

Modifier The sleeping cat is not easily disturbed.This is the point on the map where two rivers meet.

Noun Dogs are superior to cats.The students will work hard to pass this class.

Participle She has performed her dance beautifully!We will go to the opera now, having already paid for our tickets.

Past tense The bank has corrected their interest rates.I never wanted to hurt your feelings.

Perfect tense Have you ever heard such a silly joke?Julia hasn’t prepared her lessons for today.

Phrasal verb Sit down when the boss walks in.Will you pick that up for me?

Plural I can see the birds migrating south for the winter.Children are very good at detecting your emotions.

Possessive That’s not my hat, but it might belong to the teacher of that class.Its owner has not been identified.

Preposition Don’t put that pot on the nicely polished table.My apartment is between the supermarket and the school.

Present tense I love New York!Phillip plays guitar.

Pronoun She is the owner and operator of a new spa.They will bring it to the party.

Proper noun Susan attended that seminar yesterday.Two years ago, I visited New Orleans, Louisiana.

Reflexive pronoun Don’t hurt yourself!Mr. Jeffries always talks to himself during class.

Relative pronoun The girl, whose fingernails are always red, is worried about her appointment.This is the best ice cream that I have ever had!

Subjunctive It is necessary that you bring your umbrella with you.He says that it is imperative that I not talk while he is talking.

Superlative They are the best friends that I have every had!William is the most interesting storyteller that I’ve met.

Transitive verb You should write your essay about the history of wine production.The artist paints whatever she sees.

Verb Bees need pollen.Don’t hit your sister!

Directions Phase II: Try to write sentences that include examples of these grammatical terms. You may do this individually, in pairs, or by dividing the grammatical terms among your group members. For an additional challenge, write your sentences without looking at the examples sentences from Phase I. After you write your sentences, compare them with the Phase I sentences as well as those of other group members.

Station B – Sentence Structure – 15 minutes

Directions Phase I: Read the following groups of words. Try to identify whether each group of words is a phrase, dependent clause, or independent clause. When you are finished, compare answers with a group mate.

Directions Phase II: Read the following groups of words. Try to identify whether each group of words is a phrase, depended clause, or independent clause. When you are finished, write complete sentences using each of the phrases or clauses below. Share your sentences with a group mate.

leaving the theater Phrase

walking into a building Phrase

since he laughs at bad jokes Dependent clause

before the first assignment Phrase

his mother is a successful writer Independent clause

because she smiled at him Dependent clause

after the movie Phrase

between a rock and a hard place Phrase

when the assignments are due Dependent clause

broken into pieces Phrase

because of her intelligence Phrase

leaving behind the dog Phrase

smashing into a fence Phrase

when the children went inside Dependent clause

broken into thousands of pieces Phrase

having finished the painting Phrase

he helped me wash the dishes Independent clause

Station C – Editing Practice – 15 minutes

Directions Phase I: Look at the example sentences below. Try to identify what the error is in each sentence. Discuss with your group what the error is, why it is an error, and how you can fix it. If you would like to, you may re-write the sentence in correct form on another sheet of paper.

Directions Phase II: Look at the Editing Paragraph from the Week 1 Additional Homework handout. Identify as many errors as possible without looking at the hints and key. Once your group can no longer identify errors, check the hints and count your corrections. Finally, you may look at the key when you can no longer make any edits on your own.

Hints by Sentence: 1) Add an Article ; Correct Spelling ; Remove Additional Preposition2) Add Pronoun ; Correct Spelling ; Change Article Spelling ; Change Adverb to Adjective ;

Change Verb to Noun Form3) Change Word Order ; Correct Spelling ; Correct Verb Tense ; Remove Additional Adjective ;

Change Form of Verb ; Add Adverb 4) Correct Spelling5) Change Verb Tense (x2); Correct Spelling ; Change Gerund to Infinitive ; Remove Article ;

Remove Pronoun

Answer Key (There are other ways to correct the errors. This is just one example):

College Writing 2x.1: Week 2 Facilitated WorkshopPushkin Library – 21 November 2013 – Subra & Kieran

Objectives: We will review grammatical vocabulary, grammatical functions, and parts of a sentence. Students will be able to do the following tasks according to their level: identify lexical functions and use them in full sentences, identify syntactical elements, write complex sentences, identify grammatical errors on a sentence level, and begin paragraph peer editing practice.

Background Notes on Level Variations: Approximately 30 students are entering this course. While their levels have not been fully determined or labeled, we anticipate that some of the stronger students will be able to complete more of the tasks while helping their counterparts.

Materials: Notecards, Projector, Sign in, 5 Sets of Activities & Keys

Time: 18:00-19:30

I. Introduction: 15 minutes.-Students should sign in/edit email addresses. We will give a quick overview of the MOOC

assignments and the schedule of activities. -Introductions: Go around in a circle and ask each student to say their name and their favorite author or book. It doesn’t have to be a book the students have read in English, only one that they enjoyed.

-Group students into groups of 3-5.

II. Group Activities: 60 minutes.

-All students will work on the same activity for approximately 15 minutes at a time, but they will work in small groups at their own pace. After the time is up, we will return to a large group setting, discuss the possible answers of each activity, and address any questions that arise.

A) Editing Grammatical & Stylistic Errors B) Sentence & Paragraph Organization C) Editing: Additional Homework Paragraph, Sample Student Paragraph, & Submissions

III. Prep for Week 2: 15 minutes.-Share possible writing topics: Questions or Community Problems of Interest to you-Week 3: Thesis Statements, Arguments, Beginning your first draft, Additional HW, Links-Look at Homework due on November 29 (17:00 or 19:00).-Discuss/Demonstrate Peer Feedback & Submissions ; Other concerns?

*MEETING TIME CHANGE FOR WEEK 3 – 27 Wednesday / 28 Thursday??

Activity A – Editing Grammatical & Stylistic Errors – 15 minutes work time; 5 minutes reflection

A1) Warm Up Directions: Look at the sentences below and identify the errors. Note that the error type is provided. Consider different ways that this sentence can be corrected and discuss the grammatical rules that are being broken.

1. Tense: He chooses to go to the movies yesterday.

2. Parts of Speech (Adjective): I am going to take a picture of the sunset beauty.

3. Possessives: Who’s cat is making so much noise in the street?

4. Modals: You can paid for your textbooks with a credit card.

5. Gerunds: He avoids to go to the gym when it is busy.

6. Questions: What you ask the teacher about?

7. Negative Statements: They have not much money after they pay for their necessities.

8. Agreement: She need to complete her homework.

9. Superlatives: Her pies are always the tasty ones that I have ever tried.

10. Wordiness (Prepositions): Put the kitten back on the blanket alongside near its mother.

KEY - Some Possible Answers:1. He chose to go to the movies yesterday. 2. I am going to take a picture of the beautiful sunset.3. Whose cat is making so much noise in the street?4. You can pay for your textbooks with a credit card.5. He avoids going to the gym when it is busy.6. What did/will you ask the teacher about?7. They don’t/won’t have much money after they pay for their necessities.8. She needs to complete her homework. 9. Her pies are always the tastiest ones that I have ever tried.10. Put the kitten back on the blanket alongside/near (pick one) its mother.

A2) Directions: Look at the sentences below and identify the stylistic errors that are present.Possible stylistic errors include: Unclear subjects, wordiness, redundancy, vague words, uneccessary modifiers, and weak verbs. Name the error and correct the sentence.

1. The idea of going to the movies does not interest me.

2. In my opinion, the taste of this ice cream is really great. I will buy it often.

3. My essay will be great when I find the right stuff to talk about.

4. We decided that the best way to pick an essay topic was to write our ideas on slips of paper and

then select one from a hat.

5. It is difficult to learn a new language as an adult.

6 At the present time, I’m quite confident in my writing skills.

7. Let’s combine our schedules together into a master schedule.

8. What I think is that your cookie recipes are easy to follow.

9. I did that already.

10. During the course of the winter, I will read several new books.

KEY – Stylistic Error Types:1. Unclear subject2. Unnecessary modifier 3. Vague word4. Wordiness5. Expletive use – Unclear subject6. Wordiness7. Redundancy8. Weak verb9. Vague word10. Wordiness

Activity B – Sentence and Paragraph Organization – 15 minutes work time; 5 minutes reflectionB) Paragraph Organization Directions: I. Organize each set of sentences into a coherent paragraph. Use words such as “also” and “in contrast” as a guide to find the correct location for each sentence. When you are finished, use the key to check your work.

II. When you are finished with the three separate paragraphs, organize them into the beginning of an essay on kinds of writing.There are many different forms of writing.

The form this writing class focuses on, the essay, is commonly written for academic

classes.

Other forms, such as poetry or plays, are often considered forms of art, as well as

writing.

Many authors specialize in only one or two forms of writing.

Edgar Allan Poe is one author who specialized in two types of writing: poetry and

essays.

Most of Poe's writing is either sad or scary.

For example, his most famous poem is about a man whose lover dies.

His most famous short story, in contrast, is about a murderer who is so overcome with

guilt that he goes insane.

Another writer, John Steinbeck, wrote almost exclusively novels.

Many of his stories are about settlers living in the western United States.

His two most famous works, East of Eden and the Grapes of Wrath, focus on this

theme, and take place in California.

Steinbeck also wrote Of Mice and Men, a story about bravery and friendship.

Key: There are many different forms of writing. The form this writing class focuses on, the essay, is commonly written for academic classes. Other forms, such as poetry or plays, are often considered forms of art, as well as writing. Many authors specialize in only one or two forms of writing.

Edgar Allan Poe is one author who specialized in two types of writing: poetry and essays. Most of Poe's writing is either sad or scary. For example, his most famous poem is about a man whose lover dies. His most famous short story, in contrast, is about a murderer who is so overcome with guilt that he goes insane.

Another writer, John Steinbeck, wrote almost exclusively novels. Many of his stories are about settlers living in the western United States. His two most famous works, East of Eden and the Grapes of Wrath, focus on this theme, and take place in California. Steinbeck also wrote Of Mice and Men, a story about bravery and friendship.

Activity C - Editing: Additional Homework Paragraph, Sample Student Paragraph, & Submissions 15 minutes work time; 5 minutes reflectionC1) Warm Up Directions: Review Editing paragraph from Week 2 Additional Homework.

Warm Up Answer Key

C2) Directions: Read this sample essay and correct the grammatical and stylistic errors that you see.

Only Child

Only child is good or bad? In fact in China most family only have one child, my mother also

only have one child, so I don't have any brothers. Not like America most families has more than two

children. I think only having one child, sometimes is good and sometimes is bad.

If my family has two children, my mother should be more take care of little child; she would

not care me much more. The second I think if only have a child, then the responsibility of parents to

raise children is small. For example, if me have a sister, mine parents not only to take care of me,

also to take care of my sister, I think it will be extremely busy for me. The third in my opinion, only

children, and the can get a better child education. What you do if you have many childs?

Having only one child also has bad aspects. The first is that in normal times it can being very

lonely and self-willed. Nothing to do in the normal time, just watch TV or the Internet. There is no

friend to play in summer, when Mom and Dad went out, after finish homework, is the most boring

time. The second child don't have strong sense of responsibility, like me, I will be dependent, usually

I don't do housework, no work, always depend on my mother, then grow up, I will be dependent on

there parents, not working, just "eating my parents". The third if only one child, in the future burden

will be heavy. When married in the future, not just to feed my parents, but also to feed other parents.

It could being very difficult.

I found many differences between the only child and more children; also have good things

and bad things. Everyone has idea so they can choose which way is better. For me, I like child so I

want have more than one child, but I need ask my family first.

C3) Directions: (Alternative to C2) Begin free writing about the following topic. Don’t worry about your grammar or sentence structure and try to write as much as you can in 15 minutes:

Pretend that you are a city planner, mayor, or community board member of any city that you are familiar with. What questions do you have about that city? What suggestions could you make for improvement? What are some potential problems that you would face the planner, mayor or board member?

College Writing 2x.1: Week 3 Facilitated WorkshopPushkin Library – 28 November 2013 – Subra & Kieran

Objectives: We will review good thesis statements: what makes them strong/weak? Students will be able to select strong ones and practice writing them for sample writing selections as well as their own projects.

Background Notes on Level Variations: Approximately 12 students are attending this course on a regular basis. Their levels range from intermediate to advanced.

Materials: Notecards, Projector, Sign in, 5 Sets of Editing/Student Paper Sample

Time: 16:00-17:30

I. Introduction: 10 minutes.-Students should sign in/edit email addresses. -Write about any concerns you have with the course and write about how well you are doing.

What have you learned so far? What do you want to practice more? -Reminders about ‘Submissions’, ‘Show Answer’ Keys and Discussion

II. Group Activities: 80 minutes.

-Today we will work in a large group for most of the time.

D) Selecting Thesis Statements & Editing Practice –1. Kieran will show her Powerpoint. (10)2. Show additional full editing response from Professor (5)

E) Reading Student Paper Together for Thesis Practice 1. Read Student Paper Sample ‘One Child Policy’ (10)2. Rewrite paragraphs with stronger thesis & topic statements; Edit grammar (10)3. Create an outline and/or mindmap together about ‘One Child Policy’ Paper (10)

F) Freewriting ‘Pen Pals’ Exercise 1. Step 1: Review Discussion posts for topic ideas (5)2. Step 2: Write a letter to your partner about your thesis topic. Explain to him/her what

topic you have selected and why. (Issues past/present in Minsk or another place?, How can improvements be made?, What improvements have been made?) (10 minutes)

3. Step 3: Read and reply to your partners letter. What questions do you have for him/her about the topic? What suggestions can you give him/her? (10)

4. Step 4: Read and brainstorm thesis topics. (5)5. Step 5: Begin creating a mind map, outline, or list of possible thesis statements

*MEETING WEEK 4 & 5 will return to 18:00-19:30.

College Writing 2x.1: Week 4 Facilitated WorkshopPushkin Library – 5 December 2013 – Subra & Ficken

Objectives: Students will be able to complete reverse outlining techniques to find structural weaknesses on sample papers and then students will apply this technique to their own drafts for improvements. Students will also be able to learn clear strategies for avoiding plagiarism while still including technical support in their writing.

Background Notes on Level Variations: Approximately 12 students are attending this course on a regular basis. Their levels range from intermediate to advanced. Students should bring their drafts to class with them, regardless of their stage of writing.

Materials: Projector, Sign in, Outline Format (projected), Plagiarism notes (projected), Student Paper #5 (9 copies)

Time: 18:00-19:30

I. Introduction: 10-15 minutes.-Students should sign in/edit email addresses.

Opener: What was the hardest part of writing your draft this week, if you have started? If not, what do you anticipate will be the most difficult part? Length? Organization? Getting started? Share on a piece of paper, or out loud if there are relatively few students.

II. Plagiarism: 25 minutesA. What is plagiarism?B. GuidelinesC. Activity

IV. Reverse Outlining: 25 minutesA. Look at Student Paper 1 and discuss essay type & structure as it fits into an outlineB. Reverse outlining process for Student Paper 5

1. Read essay together2. With a partner, students will answer the questions at the bottom of the page and

create a reverse outline of their own.3. Compare & Share elements of the outline and weaknesses in the essay

V. Group Work in Stages: 20 minutesA. Group students according to stage completed: Notes or Map, Outline, DraftB. Provide additional support for those in stages 1 or 2C. Students who have completed a draft should pair up, read each other’s drafts, and complete a reverse outline for their partner’s essay.

VI. Closing Remarks/Reminders: -MOOC Session 2.2x starts January 16th! Sign up online and watch the library Facebook site for announcements. -Plans for final meeting & celebration?

Activity I: PlagiarismPart I: What is plagiarism?

Plagiarism is the willful use of someone else’s words and/or ideas with out proper attribution. It occurs when we either don’t bother to cite properly, or don’t know what we need to cite. It is considered a tremendous problem at American universities, and UC Berkley is no exception.

Look at the following items on strips of paper; which of these statements are true? Which are not? Complete the activity yourself, and then compare with a friend. If the statements are false, correct them so that they are true.

If you use a source multiple times in your paper, you only need to include one in-text citation.

You do not need to cite any information you find on the Internet because everything online is considered common knowledge.

If the information is from a book that is more than 100 years old, you do not need to cite it. If you have a conversation with someone and use something they said in your paper, you

need to cite it. You must include in-text citations in the body of your paper and full citations at the end of

your paper. Wikipedia is a reliable source you may cite for academic papers. Even if you are not getting academic credit for your writing, you still should use citations. If your friend let you turn in a paper she wrote last year for the same class, it’s not

plagiarism because she gave you permission. If you change the phrasing of an idea you found, it is still necessary to cite it.

Part II: Guidelines

Now that we’ve figured out what IS and ISN’T plagiarism, let’s write some guidelines to help us remember what we need to cite.

If you had to look it up, it should be cited.If you are copying it word-for-word, it needs to be cited and in quotation marksIf you are using something that is a non-researchable fact, it does not need to be cited

(think scientific name of a plant, or the capital of a country, days in a week, etc.)If you are using a statistic, it needs to be cited (statistics are research), etc.

Part III: Practice Citing

Now that we know what we need to cite, how do we do that?

Summary: significantly shorter than original workMLA (Author page number) APA (Author, year)

Paraphrase: may be shorter/longer than originalMLA (Author page number) APA (Author, year)

Quote: text should be exactly the same as the original, in quotesMLA (Author, page number) APA (Author, year, p. XX)

Handout Formatted slips:


You do not need to cite any information you find on the internet because everything online is considered common knowledge.

If the information is from a book that is more than 100 years old, you do not need to cite it.

If you have a conversation with someone and use something they said in your paper, you need to cite it.

You must include in-text citations in the body of your paper and full citations at the end of your paper.

Wikipedia is a reliable source you may cite for academic papers.

Even if you are not getting academic credit for your writing, you still should use citations.

If your friend let you turn in a paper she wrote last year for the same class, it’s not plagiarism because she gave you permission.

If you change the phrasing of an idea you found, it is still necessary to cite it.

Handout Formatted slips:


You do not need to cite any information you find on the internet because everything online is considered common knowledge.

If the information is from a book that is more than 100 years old, you do not need to cite it.

If you have a conversation with someone and use something they said in your paper, you need to cite it.

You must include in-text citations in the body of your paper and full citations at the end of your paper.

Wikipedia is a reliable source you may cite for academic papers.

Even if you are not getting academic credit for your writing, you still should use citations.

If your friend let you turn in a paper she wrote last year for the same class, it’s not plagiarism because she gave you permission.

If you change the phrasing of an idea you found, it is still necessary to cite it.

TITLE:

I. Introduction

A. Background Information or Attention Getter (Hook):

B. Thesis & Preview of supporting reasons (these can be two separate sentences or

they can be combined):

II. Body Paragraphs

A. Main Idea 1:

1. In-depth explanation (notes):

2. Supporting evidence and details (quotes, facts, statistics):

B. Main Idea 2:



C. Main Idea 3?:



III. Conclusion

1. Restate Thesis:

2. Summarize the main ideas:

3. Final opinions or thoughts:

College Writing 2x.1: Week 4 Facilitated WorkshopPushkin Library – 12 December 2013 – Subra & Ficken

Objectives: Students will be able to complete proofreading, editing, and reverse outlining techniques to find structural weaknesses on peer papers.

Background Notes on Level Variations: Approximately 10 students are attending this course on a regular basis. Their levels range from intermediate to advanced. Students should bring their drafts to class with them. This is our final session and the papers are due online on the 13th of December at 17.00.

Materials: Projector, Sign in, Personal drafts, Questions for proofreading from OWL at Purdue Website, Permission slips

Time: 18:00-19:30

I. Peer Editing & Revising

1) use the Proofreading tips from the OWL website as a review in the beginning of class https://owl.english.purdue.edu/owl/resource/561/1/

2) pair up and read for specific things: a) underline main ideas and the thesis statementb) circle transition wordsc) identify for errors and mark them when you find them (spelling,

grammar, sentence structure, fragments, comma splices…)d) look for redundant language and wordinesse) look for vague or unclear language

3) write 1-2 questions for their partner about something they didn't understand or would like to know more about

4) complete a reverse outline and discuss it with your partner

5) repeat process of 1-4 with new partners

II. Review details of MOOC College Writing 2.2X – Information Session on 16th of January; Class begins on 17th of January.

III. Eat cake! Take photos!

IV. Sign Permission slips; discuss Newsletter & Certificates

V. Volunteers may read their papers aloud!

TITLE:

IV. Introduction

C. Background Information or Attention Getter (Hook):

D. Thesis & Preview of supporting reasons (these can be two separate sentences or

they can be combined):

V. Body Paragraphs

D. Main Idea 1:



E. Main Idea 2:



F. Main Idea 3?:



VI. Conclusion

1. Restate Thesis:

2. Summarize the main ideas:

3. Final opinions or thoughts:

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