Self-Evaluation

1. Planning, outcomes:1.1. Aims:

Main aims of this lesson were 1) all learners plan for writing about their hometowns.2) learners write the first draft. Also, based on my experience with this group’s needs, I stated this aim:3) to encourage writing fluently (no grammar or spelling correction). Linking this lesson with previous lessons I chose:4) encouraging using adjective noun-collocations. Aims one and two were the main aims for all learners. Aims three and four were for some learners. The first and the second aims were evidently achieved through the lesson. Aim three was partially achieved.

1.2. Achievement:1- All students were able to complete a mind map with ideas about the topic.2- Monitoring learners writing the first draft, I noticed that most of them

were referring to their mind maps.3- Using concept check questions revealed learners understanding of how to

write fluently (no grammar or spelling correction) which was stressed over the lesson.

2. Staging:

Lead in and context setting stages were beneficial, they helped students to generate ideas for writing. At planning stage learners produced a spider-graph including ideas for first draft. This mind mapping technique did not only facilitate drafting but also showed learners the importance of organizing ideas before writing. During drafting, learners were trained in writing fluency (by asking them not to worry about grammar and spelling), as this would be tackled during editing. Students were allowed to write a paragraph. The learners benefited by transferring their ideas in the spider graph to sentences which helped learners to understand that sentence is the unit of a paragraph in groups. At the editing stage, an editing check list introduced learners to the idea of checking their composition and the possibility of making content corrections to improve their writing.

3. Strengths:

- The peer-correction at the editing stage helped learners to reflect on each other work. That also enforced the idea of redrafting, and CQs were effectively used.

- Learners’ output was exploited, for instance the ideas for writing were mainly learners’ ideas. This created a learner-centered learning environment and motivated learners.

- Lesson plan adaptation reflected sensitivity to learners’ needs and abilities.

4. Weaknesses:- Although selecting ideas was tackled after drafting, I think it should

have been emphasized during planning.- There was a typing mistake in handout 2, but I corrected it for the

students before each received their copies. - An editing checklist adapted to learners’ level was necessary. As

learners struggled to understand the checklist. Or I could have used another editing technique (e.g. Reformulation).

5. Follow on:

In the subsequent lessons, I believe more time should be spent on training learners in using editing checklists. So learners’ editing skills can be improved. This training would promote learners’ autonomy. Writing the second draft and the final piece can also follow.

A class magazine will be a good technique to help learners value their composition, and it’ll eventually motivate them.

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