Erie Community College
Title III
English Writing Assignment
Biology Interdisciplinary Course Materials
Course:
English 023 Developmental Writing
Topic:
Basic Essay Structures and the Scientific Method
Project Description: This project is designed for students to actively participate in the
use of the scientific method while learning the importance of writing an essay
using the basic essay structures.
Author:
Sherrie Lilleck (North Campus English Department)
Curriculum Expert: Thomas J. Franco (North Campus Biology Department)
Semester Created:
Spring 2009
A. Essential Question: Is using a mnemonic device effective in transferring
information from the short-term memory into the long-term memory?
B. Introduction: The instructor can begin the lesson with reading the class the
definition of a mnemonic device. According to The American Heritage
Dictionary (1994) a mnemonic device is, “…[A device] assisting or intended to
assist the memory. A device, such as a formula or rhyme, used as a mnemonic
mindful aid”(p.535). We are going to conduct an in-class experiment using the
scientific method to remember an important aspect for English class. We will
experiment with a mnemonic device on how to organize an essay
C. Basic Directions: Pass out sheet, (attachment titled The Scientific Method) on
the aspects of the scientific method and go over each section. Complete the entire
first step of the scientific method including letters a., b., and c. The letters can be
completed in the following way: a. make simple observations about mnemonic
devices b. take notes on student examples of mnemonic devices they are familiar
with c. current problem is stated (The current problem: Important information can
easily be forgotten.) The latter part of this section titled, previous data is studied,
will be assigned for homework. Complete together the next section of the
scientific method, hypothesis. The hypothesis section has two letters, a. and b.
The letter a. says that a testable statement is formulated (That testable statement
should be developed based on observations made from 1a.) An example of a
testable statement that would be appropriate for this project would be, using a
mnemonic device will help transfer important information from a persons shortterm memory to a persons long-term memory. Next, the instructor and students
should complete section 3 of the scientific method, titled experiment, by creating
a mnemonic device for the basic essay structures. Pass out sheet (attachment
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Title III Grant
titled Basic Essay Structures) on the basic essay structures and go over the terms.
Only go over the terms. A subsequent lesson on how to apply the terms in an
essay should be completed at a later date. After going over the terms of the basic
essay structures complete sections b., c., and d. of the experiment section of the
scientific method. The steps of the experiment include the following: step one –
the class will be divided into two groups, one test group and one control group.
Step two – the test group will spend time together to create a mnemonic device to
help them remember the basic essay structures. If the group cannot come up with
one, examples can be provided from the instructor. (See section E. of this lesson.)
Simultaneously, the control group members are expected to study the basic essay
structures using traditional study habits. Study habits such as copying over notes
from worksheet and memorization, or whatever habits the students have used thus
far in their educational career. Step three – both groups will be expected to use
the methods discussed in class for homework. Step four – at the start of the next
class both groups will be asked to recall the basic essay structures in a test setting.
Step five – students can self-correct their tests as the instructor reads the correct
answers. The students can then record the score at the top of the test. Step six –
the instructor can collect papers and report the findings in-class the report can be
done anonymously using the terms control group and test group as to limit any
embarrassment. The reports should be favorable toward the test group, the
students who learned a mnemonic device. At this point the test group should
teach the created mnemonic device to the control group as to be sure that they
have effectively learned all the basic essay structures. Step seven – the instructor
will explain how to analyze the data found from the in-class experiment using the
model for middle paragraphs from the basic essay structures. Step eight- students
will be asked to practice writing a middle paragraph reporting the data from the
in-class experiment. Student’s work will be graded using the EN023 rubric that is
at the end of this project.
D. Things to Learn or Consider Before Starting the Project:
*The instructor should come up with some simple mnemonic devices for
examples in case the test group students are stuck. Some examples could
be to make a song matching the terms from the basic essay structures and
link the terms to a popular song from the radio. Another example would
be to make a word using the first letter of each term from the basic essay
structures.
*Make duplicates of the attachments for the students.
E. Project Assignment:
Introduction
*The instructor can start with reading the definition of a mnemonic device.
Reviewing and Modeling:
*Review takes place in reciting the mnemonic device.
*Modeling should take place for what a mnemonic device is and for how
to write a middle paragraph while reporting analyzed data.
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Title III Grant
Survey of the Field:
*The instructor should bring in general information on the long-term and
short-term memory, as well as any information on the effectiveness of
using a mnemonic device as a study method.
Guided Work:
*Students will be guided as to how to apply all the steps of the scientific
method.
Independent Work:
*Students will be asked to independently study using assigned study
methods.
F. Student Resources:
*Scientific method worksheet, attachment titled The Scientific Method.
*Test form, attachment titled Test on Basic Essay Structures.
*Basic essay structures worksheet, attachment titled Basic Essay Structures.
G. Teacher Resources:
*Website on long-term and short-term memory
www.cc.gatech.edu/classes/cs6751_97_winter/Topics/humancap/memory.html
H. Grading Rubric:
Erie Community College
Title III Grant
Command of
Language
Critical Thinking and Writing Abilities
Awareness and Usage of Essay
Conventions
Mark your ratings according to how fully you agree with the statement describing the essay.
4: Agree
0: Disagree
4
3
2
1
0
Essay’s rhetorical
accomplishment meets
audience expectations.
Thesis statement is
identifiable and effective.
Idea development meets
audience expectations.
Conclusion is a logical,
interesting, extension of
introduction.
Essay reflects a full,
complex, understanding of
the main consideration
implied by prompt.
Essay’s examination of
relevant points meets
audience expectations.
Paragraphing & other
organization are effective for
essay’s argument.
Amount of outside
information or support
referenced (examples, etc)
by essay meets or exceeds
audience expectations.
Essay uses language well
suited to audience and to
the main consideration
implied by prompt.
Writing reflects ease and
versatility in usage of
language and sentence
structures.
Raw Score (sum of scores from all 10 rows):
Evaluation Score (see key):
Erie Community College
Title III Grant
KEY TO SCORING:
Raw score of 30 or above: 4
Raw score of 20 – 29: 3
Raw score of 10 – 19: 2
Raw score of 0 – 9: 1