For each week, there are just a few pages in the webtext that have responses on which instructors will most likely want to leave comments. The webtext has been organized so that these pages appear at the end of each chapter.

Week 1

Look for:

  • Page 1.9 – topic selection that is sufficiently narrow and likely to lead to a debatable position
  • Page 1.10 – students with low scores on the Grammar Self-Check who may need to be encouraged to complete relevant sections in the Appendix

Week 2

Look for:

  • Page 2.9 – (1) a position statement that takes a stance and is arguable, (2) a distinction between topic and position statement, and (3) sufficient articulation of audience and goal
  • Page 2.10 – supporting points that are clear and distinct, and that support the position adequately

Week 3

Students will submit Writing Activity 1 at the end of this week. If you can provide comments before they submit their assignment, they may have time to revise their writing template responses before downloading their paper.

Look for:

  • Page 3.7 – (1) credibility of sources; (2) variety and recency of sources; (3) relevance of sources to topic as indicated by summaries; and (4) quality of summaries, indicating main idea of each source
  • Page 3.8 – (1) revisions to topic, position, audience, and goal, and (2) revisions to supporting points along with relevant evidence for each
  • Students complete a self-assessment on page 3.9 and learn how to upload to Grammarly on page 3.10.

Week 4

Look for:

  • Page 4.7 – logical organization of outline to correspond with supporting points
  • Page 4.8 – thesis statement that appropriately combines position and supporting points

Week 5

Students will submit Writing Activity 2 at the end of this week. If you can provide comments before they submit their assignment, they may have time to revise their writing template responses before downloading their paper.

Look for:

  • Page 5.7 – (1) elements of an introduction paragraph (hook and thesis) and (2) elements of a body paragraph (topic sentence that articulates supporting point, sufficient evidence, and student’s discussion of evidence)
  • Page 5.9 – (1) specific feedback from Writing Activity 1, (2) explanation of how feedback was addressed, and (3) discussion of how feedback will help in future writing
  • Students complete a self-assessment on page 5.10 and learn how to upload to Grammarly on page 5.11.
  • Note that students are NOT using SWS in-text citations at this point; they are only including “source notes” as a reminder.

Week 6

Look for:

  • Page 6.8 – (1) appropriate formatting of SWS-style in-text citations; (2) elements of an introduction paragraph, with appropriate revisions; and (3) elements of a body paragraph, with appropriate revisions

Week 7

Students will submit Writing Activity 3 at the end of this week. If you can provide comments before they submit their assignment, they may have time to revise their writing template responses before downloading their paper.

Look for:

  • Page 7.4 – (1) elements of a body paragraph, including topic sentences that connect to supporting points with sufficient evidence and discussion; (2) sufficient number of body paragraphs to develop a 3–4 page essay; and (3) SWS-style in-text citations
  • Page 7.5 – elements of an introduction paragraph, including thesis that matches points in body paragraphs
  • Page 7.6 – elements of a conclusion paragraph, including restatement of thesis and a memorable impression
  • Page 7.7 – appropriate formatting of SWS-style source list (note that students with more than four sources will need to add those sources to their source list in Microsoft Word after downloading it)
  • Page 7.8 – (1) specific feedback from Writing Activity 2, (2) explanation of how feedback was addressed, and (3) discussion of how feedback will help in future writing
  • Students complete a self-assessment on page 7.9 and learn how to upload to Grammarly on page 7.10.

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