(1.1) Day 3: Audience and Purpose

Objectives: Students will be able to...

• Describe effective communication l and its application to writing (i.e. the goal of writing is to make the receiver’s (reader’s) perception match the sender’s (writer’s) intended meaning)
• Explain how different target audience and purpose shape their writing differently in terms of content, vocabulary, structure, tone, and style.
• Describe the characteristics of different types of audience (e.g. general/public, educated/experience and expert audience), such as familiarity with the subject, preferred mode of presentation, and expectations on the reliability and credibility of sources  
• Identify and analyze the audience for their own writing
• Revise writing to appeal to a specific audience

WARM UP: Vocabulary Share (1-3 min) 
Student Presents on Word(s) 

Part I: Small group Activity  (15 min)  3:35-3:50

I will have you get into small groups of three or four and distribute different colored papers to each group. You will work together to create a checklist of question that you should consider for audience and purpose. We will looking to the AUDIENCE and PURPOSE PPT as we complete this activity. 

Part II: Textbook: Analysis of Graduate Student Writing  (10-15 min) 3:50-4;05
Read TASK THREE in Swales and Feak and work together in small groups to answer the questions. on page 5. Do not go ahead! We will discuss your answers as a class. 

Part III: Write a definition from your field (15 min) 2:35-2:50
Complete TASK FOUR on page 6. You can work in your GOOGLE DRIVE STUDENT NOTEBOOKS to complete this task.

Part IV: TOEFL audience/purpose vs. graduate academic writing (15 min) 4:05-4:20
We will hold a brief discussion/review on the differences between these two types of writing tasks. You can click on the links below to follow along:

TOELF/ACADEMIC POWERPOINT
TOEFL SAMPLE TEXT
ACADEMIC RESEARCH PAPER

Part V: Explain major assignment for Unit 1 (5 min) 4:20-4:25
I will explain the final product that you will turn in for Unit 1. Directions to the assignment can be found under Unit 1 on the course website or here UNIT ONE MAJOR WRITING ASSIGNMENT. Please click there and follow along.

Part VI: Analysis of Diagnostic Essay (20 min) 4:25-4:45
To complete today's lesson, I will have you open your diagnostic essay and either:
A) Work to revise one or more paragraphs based on today's lecture. or
B) Write an analysis paragraph based on the directions for the final writing assignment for Unit 1

The analysis section of this assignment should be submitted within the same word document as the revisions to the diagnostic essay. Please place it after the essay.

I will circulate to provide assistance.

Lesson Materials:

AUDIENCE AND PURPOSE PPT
GOOGLE DRIVE STUDENT NOTEBOOKS
TOELF/ACADEMIC POWERPOINT
TOEFL SAMPLE TEXT
ACADEMIC RESEARCH PAPER
*Swales and Feak (2012, p.4-8)  *This is Photocopied (please ask me if you would like an extra copy)
UNIT ONE MAJOR WRITING ASSIGNMENT.

Backup Activity: Analysis
STUDENT DIAGNOSTIC WRITING SAMPLES

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Supplemental/Additional Materials:
Composition Pyramid

VERY basic introduction to Audience Video
STUDENT DIAGNOSTIC SAMPLES
*Time Magazine, articles: 1) Research Universities Power US Innovation and Prosperity (written by UIUC Chancellor); and  2) Can We Meet the Challenge (Written by University of Michigan President)
AUDIENCE VIDEO LINK

Examine students examples from diagnostic (35 min)

To complete today's class we will be looking to examples from your own writing.  As we go through the student samples, I will be asking to you identify any problems with audience/purpose. Be prepared to share your answers with the class. The handout we will go over is titled, STUDENT DIAGNOSTIC SAMPLES

Organization (10 min)
Time pending, we will discuss the importance of expectations of patterns/organization in writing and analyze some basic email patterns. This can be found on pages 8-10 in Swales and Feak.

Part IV: Purpose and Strategy (15 min) 2:50-3:05
We will read pages 6-8 together and I will have you discuss TASK FIVE in pairs or small groups and share your answers with the class.