Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
In this FLM, students are asked to view three videos, covering the topic of academic English writing in the American classroom.
Academic English, cultural context, purpose, audience, sources, intellectual property, paraphrase, summary, quotation, documentation style, writing process
- Introduction to Expectations for Academic Writing in the American Classroom
- Writing is Cultural
- Culture, Reading and Writing Expectations
- Writing and Sources
- Academic English Writing
- Academic English Purpose
- Academic English Audience
- The Process of Writing in the Academic Classroom
- Writing Inside and Outside of the Classroom
- Peer Review
- Peer Edit Worksheet–Basic Summary
- Technology in the Classroom
- Writing Assistance Resources
Video 1: Introduction to Expectations for Academic Writing in the American Classroom
Expectations for Academic Writing in the American Classroom Online Activity 1
“Writing across Borders–Part 1” (entire video)
“Writing across Borders–Part 2” (Up to 6:03)
Now, summarize (in one paragraph) the notes you took on anything that strikes you for a particular reason, or reminds you of something specific regarding your writing. Submit your paragraph to your instructor.
Video 2: Academic English Writing
Expectations for Academic Writing in the American Classroom Online Activity 2
Submit your response to your instructor. Be prepared to share your response in class.
Video 3: The Process of Writing in the Academic Classroom
The Writing Process Survey
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Expectations for Academic Writing in the American Classroom Peer Review Worksheet
- Read your partner’s summary. Answer these questions and assist your partner in improving their writing.
- In the first sentence, does the writer mention the title of the article in quotations? Is the full name of the author used?
- Is the main idea of the article present in the first sentence?
- Are major points presented in the summary? Is the summary written in chronological order? Can you follow the summary as you read it?
- Did the writer keep his focus? Do you see the writer’s own opinions? If so, talk to the writer and decide how these sentences can be rewritten.
- Is the tone of the article objective? Do you find subjective pronouns?
- Are the third-person point of view and simple present tense used?
- Is there a citation listed at the end of the page in MLA format?
- What are some of the strengths of this summary? Are there problems (e.g. organization, grammar, etc.) that you see in the text? Do not correct–only circle them. Please discuss your findings with your partner.
Expectations for Academic Writing in the American Classroom Paper Checklist
- Does your paper have a title that is centered?
- Are there one-inch margins all around?
- Is your paper double-spaced?
- Rephrase: Does your paper follow one of the citation formats and styles, such as MLA or APA? (Formatting of papers differs based on style: In MLA you include your name, professor’s name, course, assignment name, and date on the upper left-hand corner of your paper).
- Does your paper use the proper size and font?
- If writing about a text, does your introduction paragraph contain the author and title of the text?
- Does your paper contain a viable thesis statement?
- Does each paragraph begin with a topic sentence clearly related to your thesis?
- Does your paper contain enough evidence to support your positions?
- Does your paper have a convincing conclusion?
- Have you checked your paper for grammatical errors?
Expectations for Academic Writing in the American Classroom In-Class Activity
We will be completing this task in class.
Reid, Joy. Essentials of Teaching Academic Writing: English for Academic Success. Thomson Heinle, 2006.
Lunsford, Andrea, et al. Everyone’s an Author with Readings. 2nd ed., W.W. Norton and Co., 2016.