This document provides guidance for writing opinion paragraphs and includes a peer review checklist. It instructs students to work in pairs to edit each other's writing using the checklist, which evaluates content, coherence and cohesion, lexical resource, and grammar. The checklist ensures paragraphs have a clear topic sentence and conclusion, supporting details, logical flow, and correct grammar. The document also provides two additional writing prompts for students to practice - whether cell phones should be allowed in classrooms and a preference for team or individual sports, including suggested questions to consider.
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BJH
Original Title
[Official] AVTC2-Unit 8- Opinion Paragraphs-Put it all together - After class
This document provides guidance for writing opinion paragraphs and includes a peer review checklist. It instructs students to work in pairs to edit each other's writing using the checklist, which evaluates content, coherence and cohesion, lexical resource, and grammar. The checklist ensures paragraphs have a clear topic sentence and conclusion, supporting details, logical flow, and correct grammar. The document also provides two additional writing prompts for students to practice - whether cell phones should be allowed in classrooms and a preference for team or individual sports, including suggested questions to consider.
This document provides guidance for writing opinion paragraphs and includes a peer review checklist. It instructs students to work in pairs to edit each other's writing using the checklist, which evaluates content, coherence and cohesion, lexical resource, and grammar. The checklist ensures paragraphs have a clear topic sentence and conclusion, supporting details, logical flow, and correct grammar. The document also provides two additional writing prompts for students to practice - whether cell phones should be allowed in classrooms and a preference for team or individual sports, including suggested questions to consider.
AVTC2_UNIT 8_OPINION PARAGRAPHS_PUT IT ALL TOGETHER
II. POST WRITING
1. Peer Editing Work in pairs. Use the Checklist below to check your partner’s writing. Be sure to give positive suggestions or comments. Then revise your own writing using the suggestions or comments given.
Content Y/N Comments/ Suggestions
Task Response
Is the paragraph at least 80 words?
Does the topic sentence clearly state the writer's opinion? Does the paragraph have a concluding sentence that summarizes main points and gives the writer's opinion? Coherence & Cohesion Are there one topic sentence, at least two supporting sentences, and one concluding sentence in the paragraph? Are relevant examples and/or other supporting details (facts or explanations) included? Are the supporting sentences and details related to the topic? Does the paragraph follow a logical order? Is there at least 1 transition word used to link the sentences? (First of all, In addition, Also, In conclusion, ...)? Lexical Resource
Is there any spelling error?
Does the paragraph contain vocabulary specific to the topic? Grammar Range and Accuracy
[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 1
AVTC2_UNIT 8_OPINION PARAGRAPHS_PUT IT ALL TOGETHER
Do verb tenses and subject-verb agree?
Does the writer use correct punctuation?
2. Additional topics for further practice.
Brainstorm and write a paragraph of at least 80 words on the following topics.
2.1. Should cell phones be allowed in classrooms? Why (not)? Here are some suggested questions: 1. What do most students use phones in the classroom for? 2. Is there any situation when the teacher requires/ allows students to use phones in class? 3. What are the good points of students using phones in class? 4. What are the negative points of students using phones in class?
2.2. What do you prefer: team sports or individual sports? Why?
Here are some suggested questions: 1. What are some examples of team sports? 2. What are some benefits of playing team sports? 3. What are some examples of individual sports? 4. What are some benefits of playing individual sports?
[FOR INTERNAL USE AT VAN LANG UNIVERSITY ONLY] - page 2