Learning Outcomes:
In this lesson, students will:
- Define parallelism as a literary device used in English writing. With the presentation (input phase) of the parallelism theory, students should be able to define it.
- Identify the usage of parallelism in example sentences and paragraphs. Through different examples demonstrated by the instructor, learners will be able to find the differences between sentences that present parallelism from those which don’t present this grammatical structure.
- Write a blog post utilizing parallelism in both their sentences and paragraphs. The intention of the blog post is for students put their hands on (output), producing sentences using parallelism. Here they can be creative while using the cognitive approach.
- Identify the usage of parallelism in their classmate’s post in response to others’ writing. This activity allows students to judge whether parallelism has been properly applied, and provide feedback to their classmates. The feedback should provide guidance as to reinforce and assimilate the application of parallelism.
Assessing Students:
A large part of this course is the practicing of abilities and working to develop English as a whole. Therefore a significant part of the evaluation is based on utilizing the parallelism and interaction with classmates’ writing.
- 20% participation
- 15% self evaluation
- 15% peer evaluation
- 20% written submissions
Rubric:
+A, A, -A: The student displays maximum understanding and goes beyond the expected result of comprehending parallelism. They show creativity in their blog posts and engage with the content and their peers at a wonderful rate.
+B, B, -B: The student demonstrates understanding and comprehension of parallelism. They have engaged with the content and with their peers throughout the course.
+C, C, -C: The student demonstrates some understanding of parallelism. They have minimally engaged with both the class and the content and should work further on this topic.
+D, D, -D: The student has little understanding of parallelism. They barely engaged with this course and their peers.
F: The student did not present understanding or post required blogs.
If you are interested, see our [about section] to learn how we chose to structure this lesson to make it as accessible as possible!