I am going to talk about what we did and then Ahmed will tell you about our conclusions. So, we wanted to know about when Americans, that is native speakers of English, use polite language and when they do not. And we decided that getting students to write invitations for different situations would be the best way to find out.
So first we had to decide exactly what we mean by polite language, to be specific, in invitations. For example, using words like “please ” is polite language. Another sign of polite language is using statements like “I hope ” and “I wish ” which is from the text book, page 68 as you will remember.
Now I will describe our method for collecting data. We asked students, only native speakers though, in the dining hall if we could email them our questions and 58 students said yes. So we wanted to have two different situations, one where we thought students would use polite language and one where we thought they would not. So we sent students two emails, one on Monday and then one on Friday so they would not know the purpose of our research. And the first email... it said, “Imagine you want to invite a professor to come to an event. What would you write? ”And then the students sent us their letters that they would send to a professor. Then the second email was the same except we asked them how they would invite a friend to lunch. We collected their responses, their emails.
You are in an English language class. Two students are giving a presentation on their research.
In class, the professor asks you several questions about the presentation.
You are taking an English class. The professor is giving a lecture on the role of English in the 21st century.
Your professor asks you to present an argument on the following topic:
Some people believe that the learners of English should work hard on their pronunciation. Other people believe that correct pronunciation is not crucial for successful communication. Which position do you support?
Argue one of these positions.
Provide at least two pieces of supporting evidence.
Use your personal knowledge and experience to provide support for your answer.
You will have three minutes to prepare your answer.
Your classmate has a question.
Provide a response.
At the end of class, your professor hands out instructions for a final project.
Intermediate French, Spring Term
Professor Amelie Girard
Final Project Instructions
The end of the term is quickly approaching and you will need to complete a final project. Please follow the instructions below:
|1)||On Friday, April 11, meet with me to talk about your story idea.|
|2)||Once I approve your idea, write a 500-word story about your family.|
The story must be in French.
|3)||Put your finished story in my box by Monday, April 21.|
My box is located just outside of my office.
|4)||On Monday, April 28, I will return your graded papers to you.|
|5)||On Wednesday, April 30, all students will read their stories to the class and we will have a class discussion about families.|
Make sure you read the revised version of the story, taking my comments into account.
If you finish your assignment late, you will lose 20 points. Be sure to pay attention to grammar, and as always, have fun!
Q: When do you need to give your professor your story?
Q: What should you do before you begin to write?
You are taking an environmental science class. The professor is giving a lecture about waste and recycling habits.
For homework, your professor asks you to look at a graph in the textbook, then write about what the graph shows and compare it to your own experience.
Write a short essay about the graph.
Describe the main points of the graph. Compare the information on the graph to your own experience.
You should write 125 to 175 words.