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CEL 2103 Writing Academic Texts SEMESTER 1, 2020/2021 Writing Portfolio Task 1: Brainstorm Form (Draft 1)

This document provides instructions for students to complete the first task of their writing portfolio. It explains that students must submit two drafts of a brainstorm form where they identify a topic, write a debatable statement, state their stance, the opposing view, and rebuttal arguments. It provides an example brainstorm form completed by a student on the topic of technology in the classroom. Students have one week to brainstorm and two weeks to consult before submitting their first draft.

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156 views3 pages

CEL 2103 Writing Academic Texts SEMESTER 1, 2020/2021 Writing Portfolio Task 1: Brainstorm Form (Draft 1)

This document provides instructions for students to complete the first task of their writing portfolio. It explains that students must submit two drafts of a brainstorm form where they identify a topic, write a debatable statement, state their stance, the opposing view, and rebuttal arguments. It provides an example brainstorm form completed by a student on the topic of technology in the classroom. Students have one week to brainstorm and two weeks to consult before submitting their first draft.

Uploaded by

Fun Virall
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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CEL 2103

WRITING ACADEMIC TEXTS

SEMESTER 1, 2020/2021

WRITING PORTFOLIO TASK 1: BRAINSTORM FORM (DRAFT 1)

1. Form Required:
 Task 1 Brainstorm Form (Draft 1)
 Task 1 Brainstorm Form (Draft 2)
REFERENCE:
Thomas, H. K. (2004). Training strategies for
improving listeners' comprehension of foreign-
accented speech (Doctoral dissertation). University
of Colorado, Boulder.

2. Task Description
a. Identify a suitable topic
b. Write a debatable statement related to the chosen topic
c. State your stance
d. State th
REFERENCE:
Thomas, H. K. (2004). Training strategies for
improving listeners' comprehension of foreign-
accented speech (Doctoral dissertation). University
of Colorado, Boulder.
e. e opposing view
f. State your rebuttal argument

3. Your BRAINSTORM FORM (DRAFT 1 & 2) must be typed using font Arial 11 with 1.15 spacing.

WEEK TASK 1

Students brainstorm ideas for a debatable statement, opposing view and rebuttal
Week 1
arguments related to their field of study.

Week 2 Consultation period

Week 3 Submit Writing Portfolio Task 1: Brainstorm Form (Draft 1 & 2)

REFERENCE:
Thomas, H. K. (2004). Training strategies for
improving listeners' comprehension of foreign-
accented speech (Doctoral dissertation). University
of Colorado, Boulder.
EXAMPLE

NAME CHESTER BENNINGTON

MATRIC NO. LP 251185

GROUP NO. 1

TOPIC:
Technology

DEBATABLE STATEMENT:
Integration of technology in the classroom hinders a positive learning environment.

STANCE: FOR / AGAINST

 

OPPOSING VIEW 1: OPPOSING VIEW 2:


A form of distraction from the learning process Lack of technical expertise from teachers to use
technology in their teaching method
REBUTTAL ARGUMENT 1: REBUTTAL ARGUMENT 2:
A tool for students to focus on their learning Current technology applications and software are
user friendlyA form of distraction from the learning
Lack of technical expertise from teachers to use
process
technology in their teaching method
REFERENCE: REFERENCE:
Derwing, T. M., Rossiter, M. J., & Munro, M. J. Thomas, H. K. (2004). Training strategies for
(2002). Teaching native speakers to listen to improving listeners' comprehension of foreign-
foreign-accented speech. Journal of Multilingual accented speech (Doctoral dissertation). University
and Multicultural Development, 23(4), 245-259. of Colorado, Boulder.
NAME

MATRIC NO.

GROUP NO.

TOPIC:

DEBATABLE STATEMENT:

STANCE: FOR / AGAINST

 

OPPOSING VIEW 1: OPPOSING VIEW 2:

REBUTTAL ARGUMENT 1: REBUTTAL ARGUMENT 2:

REFERENCE: REFERENCE:

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