Eric Cohen Books 2008 Writing: Task to Project Clarity, Expectation and Format

Eric Cohen Books 2008

Writing:Task to Project

Clarity, Expectation and Format


I’m sure you realize that a task/project

should reflect some background knowledge enable problem-solving enable multiple responses encourage collaborative learning


Task / Projectpresentations on a

Continuum (according to the NBA)

Present information on limited content, supported by visual aids

Present information taken from different sources

Describe people, places, things and events React to the

content of something read, seen or heard


Produce a short coherent writing and/or speech that conveys personal experiences Express ideas and

opinions about general topics and experiences using main and supporting ideas Design a means for

collecting information, such as questionnaire, and list results

Design different means for collecting information, such as survey and interviews and report on the results


So, all they need to do is:

Present information on limited content, supported by visual aids

Describe people, places, things and events

Produce a short coherent writing and/or speech that conveys personal experiences

Design a means for collecting information, such as questionnaire, and list results


What is a task?

A performance task enables pupils to demonstrate their ability to integrate and use knowledge, skills and work habits in a meaningful activity. These tasks show how a pupil uses language in a real-life situation, rather than just providing information on pupils’ theoretical knowledge.

A task must have an identifiable outcome. (reason for doing it, a purpose, a goal)

There must be real communication. (unpredictable/predictable outcome)

It must be motivating (need to communicate)


Types of Tasks

Retelling Tasks - ask students to absorb some information and then demonstrate that they've understood it. (PowerPoint/poster)

Compilation Tasks - students take information from a number of sources and put it into a common format. (cookbook, deck of cards answers from questionnaire)

Journalistic Tasks - students act like reporters covering the event - gathering facts and organizing them into an account within the usual genres of news and feature writing. In evaluating how they do, accuracy is important and creativity is not. (news article/radio broadcast / video cast)

Design Tasks - students create a product or plan of action that accomplishes a pre-determined goal and works within specified constraints.(vacation / home).


More tasksConsensus Building Tasks - students report on different viewpoints be articulated, considered, and accommodated where possible - current events and recent history provide many opportunities for practice

Persuasion Task – students present at a mock city council hearing or a trial, write a letter, editorial or press release, or producing a poster or videotaped ad designed to sway opinions.

Analytical Task - students are asked to look closely at one or more things and to find similarities and differences, to figure out the implications for those similarities and differences.

Judgment Task - students present a number of items and are ask them to rank or rate them, or to make an informed decision among a limited number of choices.


Simple example of a performance task:

Person of the Year award a. You must nominate someone for a prize.

b. Choose the person (a singer, pop star, someone in your town, school etc.).

c. Choose the prize they will receive.

d. Fill in an ID card for this person

e. Write three reasons why the person should receive this prize.

f. After your teacher has checked your work, create a poster that will help others vote for this person


So, what are they expected to do?

Focus on a name of a person, place or thing

Collect specific information

Report information or details - no opinions necessary

Pictures / graphs / charts optional

3 reasons = 3 sentences


More advanced example of a performance task:

Write an email to the head of your municipality complaining about the early hour that school begins.

Formal letter format Paragraph 1 – statement of complaint Paragraph 2 – 3 reasons why the early hour is

harmful to teenagers Paragraph 3 – 3 suggestions how to improve the

situation


When does a task become a project?

An extended performance task may develop into a project. Following is a definition of a project adapted from Wiggins and McTighe (1999, p. 52):“A project is an extended and complex performance task, usually occurring over a period of time. Projects usually involve extensive pupil inquiry culminating in pupil products and performances which

are assessed using a variety of assessment tools.”

when two or more tasks are needed to compete itwhen there is cooperative learning with two or more

studentswhen students work weeks or months to complete itmay have some ‘real life’ learning dilemmas


Project requirements:

The length of the project (the written and oral presentation) depends on:

the year when the pupils are doing the project (10th, 11th or 12th grade)

whether the pupils are doing the project individually, in pairs or in groups

the nature of the project.

Teachers should therefore decide on the length of the project based on the level of the class and the topic of the project


Project Format

Cover pageTable of contentRationale for choice of topicBibliographySelf assessment / checklist / reflection

Introduction

Body

Conclusion


Getting it into proportion –

individual project

Introduction: (1 paragraph) what is this project about (1-4 sentences)

Body: (2 and maybe 3 paragraphs) Each paragraph one topic or subtopic

(probably only 4 or 5 sentences)

Conclusion: (3d or maybe 4th paragraph) What I learned (content) from this project

( 2 to 4 sentences and can include reflection)


Getting it into proportion –

group project 2 or 3 people

Introduction: (1 paragraph) what is this project (1-4 sentences)

Body: (3 and maybe 4 paragraphs) Each paragraph one topic (probably only 4 or 5

sentences per paragraph)

Conclusion:(4th or maybe 5th paragraph) What we learned (content) from this project (maybe

2 to 4 sentences and can include reflection)


What do we need to teach?

Basic sentence structure include: Word order adjective placement prepositions connectors: and / but (etc.) warn about run-on sentences

Punctuation: . ? (carefully the ,)Capitalization: people, places and thingsBasic paragraph structure: 3 - 4 sentencesConclusion: I learned . . . (maybe – my opinion. . . I believe. .. )


Successful Writingor

(What are they looking for?)

Complete sentences Organized sentences Relevant informationCorrect basic grammar usageCorrect use of basic punctuationFew spelling errors


Why do students do copy / pastetasks and projects?

The task / project guidelines are too complicated. expectations (checklist or rubric) aren’t

clear to the student. topic is too intellectual in correlation to the

language level.

Ok - sometimes they are just too lazy!!


What do you need to teach?

when to use a capital letter

when to use a period or question markwhich subject and verb go togetherwhere to add adjectives and adverbs

what is a complete sentencehow to add prepositional phraseshow to write a paragraph

topic sentence supporting sentences concluding / summary

sentence


What can you do?

Have the students always answer in complete sentences.Give at least one writing assignment a week.Give the students a check list stating what you will be assessing on each assignment.Each check list should be an expansion of the previous one. One step at a time.

Tell them how and what they write really matters. Give each student a chance to do every writing assignment a second time in order to correct their mistakes.Give each student a list of general writing rules.

Prepare a poster of these

rules for the class.


So. . . Make sure the task / project guidelines are VERY clear!

Make sure the students understand how he / she will be graded.

Don’t ever accept copy / paste tasks or projects!

Make sure there is a correlation between the students’ language, maturity level and task / project expectations.


Put It Into Perspective:Written Social Interaction / Presentation

Module B / D for Bagrut exam

B

30

# pts

#tasks

Length Benchmarks Suggested Task Types

1 35 - 40 words

Foundation Intermediate Proficiency

extended forms informal letter such as to a friend, family, teens abroad notes postcard• short composition

expressing feelings, likes and dislikesdescribing people, places, things and eventsproducing a short piece of coherent writing

expressing personal wishes and opinionsgiving information in writing, such as postcards, letters

D

30

100-120 words

reacting to the content of something readexpressing ideas and opinions about general topics and experiences using main and supporting ideas extracting relevant information for a specific purpose

relating to themes/ideas from a personal perspectivepresenting an argument for or against a particular point of view

informal letter review composition

1

F

30

120 - 140 words

- reacting to the content of something readexpressing ideas and opinions about general topics and experiences using main and supporting ideas - expressing ideas and opinions about texts

- presenting an argument for or against a particular point of view- relate to various themes from a personal perspective

•semiformal or formal letter •· review•composition

1


What is enough words?Dear Sara,

How are you? I’m fine. I can’t wait to see you next month at theKinneret. I miss you and my friends from my old school so much.

I have one new friend, Maya.

Black area – 40 wordsWhole letter– 111 words

My new school is boring. I’m having so many problems there. I keep getting into trouble. Yesterday I was sent home because I didn’t get to my math class on time.

Your best friend,

Sandy

I have nothing I to do on the weekend too. I miss going to the coffee shop and talking to you and Liron. I don’t want to stay here and I don’t know what to do. Help! Call me tonight, please.


Bibliography

WebQuest Taskonomy: A Taxonomy of Tasks

Problem Based Learning

Task Based Learning Part 3: What is a task?”

Ministry of Education Israel – Assessment Guidelines

What is Performance-Based Education?

Performance Tasks for One-Point Pupils

Documents

Eric Cohen Books 2008 Writing: Task to Project Clarity, Expectation and Format