Writing Syllabus Jan 10 - Final

8/14/2019 Writing Syllabus Jan 10 - Final

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Gyeonggi-do Institute for Foreign LanguageEducation

Elementary Teachers Intensive Program, January 4-29,2010

1. C OURSE T ITLE : Writing INSTRUCTORS : Christian Poon

and Darren Ng

2. C OURSE D ESCRIPTION

The Writing module introduces students to thefour-step writing process of pre-writing, writing,

editing, and sharing in academic essay writing.

As students are guided through this process,

they will be encouraged to develop skills and

attitudes helpful to their growth as emerging

writers.

Trainees will also be encouraged to read a variety of texts to inspire both

their writing and professional development.

Additionally, students will learn why writing is both a necessary

communicative and reflective skill critical to their on-going development as

educators.

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As trainees gain more confidence, experience, and skill, it is hoped that

students will experience the unique joy that comes from crafting writing that

is sincere, passionate, and meaningful.

3a. C OURSE O BJECTIVES

1. Trainees will improve their proficiency in English essay writing through

various individual and group writing activities, class readings, web-

publishing, and one consultation session with their instructor. By the

end of the course, trainees should be able to independently produce a

formal essay (of at least four paragraphs) comparable to a paper

written by a native English senior high school student.

2. Trainees will be exposed to several genres of reading through the

course Reading Packs. These are intended to improve trainees overall

writing ability, reinforce writing concepts introduced in class, further

develop vocabulary and language fluency, and encourage their

professional development as EFL educators.

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3. As a secondary focus, trainees will also explore ways they can adapt

the writing strategies taught in class to their own classroom

environments through group discussions and sharing sample

elementary writing activities.

3b. S TUDENT EXPECTATIONS

Students are expected to assume the identity of an emerging writer.

Therefore, we expect our students to

come to class on time (at least 5 min before the bell)

be diligent in their work.

be patient with themselves, their classmates, and their instructors.

be enthusiastic in their attitude towards learning.

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be open-minded when they experience something new.

be helpful in their relations with others.

be persistent in difficulty.

to be eager to share what they have learned both at GIFLE at their home

schools.

We hope that our students will

constantly improve their skills as writers and teachers.

not compare themselves to their fellow trainees, but to how much they

have improved since they first started.

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4. C OURSE REQUIREMENTS

Students will be required to complete course Reading Packs and one

academic essay on a topic approved by the instructor.

In addition, students will be asked to complete various additional

assignments that will help them prepare for their weekly writing focus.

Assigned homework is due at the beginning of the class of the date

indicated on the course schedule in print format. Students must also

email their writing task assignments to their instructor and save their work

on a USB memory stick device.

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6

Classdue

Assignment PointValue

Assignmentto be

returned by1 N/A N/A N/A2 Review course syllabus

Getting To Know You surveyParticipatio

n MarksN/A

3 About Me section on PBWorks Participation Marks

Class 4

Prewriting Exercise 15Reading Pack 1 10

4 Write your Introduction paragraph 20 Class 55 Write your Body & Conclusion

paragraphsFirst draft of essay is due by yourconsultation date

30Class 6

6 Reading Pack 2 10 Class 77 Essay Final Draft is due 15 Class 88 Upload your essay to PBWorks

Vote for your favourite essay

Participation Marks

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5. E VALUATION

Section Marks Criteria

Pre-Writing 15 Students submit prewriting exercise in preparation for their

essay.

Introductory

Paragraph

20 Students submit an introductory paragraph that includes a

Hook, Supporting details, and a THESIS.

First Draft of

My Hero

Essay

+ Instructor

Consultation

30 Students submit a four-five paragraph formal academic

essay for a scheduled consultation with their instructor. At

the consultation session, students will receive feedback on

their essay, emphasizing areas they can improve upon.

Final Draft 15 Students submit a final draft of their essay that includes

significant revisions based on their own editing, peer and

instructor feedback.

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Reading

Packs

10 Session 1-3 Readings and Mini-book

10 Session 4-6 Readings and Two Reading Responses

Total in this section: 20

Participation 16 For basic attendance and participation

4 For extra contributions that benefit the classroom

community. E.g.. Lesson ideas and demos,Word or Phrase

of the Day, Curriculum Posters, etc.

Total in this section: 20

Total: 120 Marks

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6. C OURSE S CHEDULE

Session 1: Welcome to Writing Class!

Aims

1. To introduce trainees to the writing module, their instructor, and each other.

2. For trainees to reflect upon Why is writing important? in their role as EFL educators.

3. To acknowledge common barriers many Korean EFL teachers face when trying to

write.

4. To Identify helpful attitudes that will help their writing become more enjoyable and

effective.

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Class Schedule

1. Trainee Introductions

2. Why is writing important?

3. Your new identity as an Emerging Writer.

4. The Pile Game

5. Course administration

6. Applying what we have learned in our schools:

Inspiring our students to write.

Assignments

1. Complete the

Getting to Know You

survey.

2. Review Course

Syllabus.

Session 2: The 4 Step Writing Process10


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Aims

1. Trainees will be introduced to their major writing assignment, Describe Your Hero.

2. Trainees will learn how to use the 4 Step Writing Process (Prewriting, Writing, Editing,

and Sharing) to

develop more effective essays.

3. Using examples of pre-writing for reference, trainees will create their own Pre-writing

webs.

Class Schedule

1. Intro. to the major writing task: Describe Your Hero

2. The 4 Steps of Writing: An Overview

Assignments

1. Complete your About

Me wiki webpage.

2. Complete the

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3. Prewriting for an essay

4. Formatting your essay using MLA guidelines

5. Introduction to the GIFLE Writing website

6. End of week reflection

Prewriting worksheet.

3. Complete Reading

Pack 3 for next class.

Session 3: Essay Structure I

Aims

1. Trainees will be able to identify the components of effective paragraphs (Topic

Sentences,

Supporting Details, and Concluding Sentences) and essays (Introduction, Body, and

Conclusion).

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2. Trainees will use the above skills to re-order the components of a mixed-up sample

essay.

3. By showing various examples of Hooks, trainees will learn how to compose their own

Hooks for their

Introduction paragraph.

4. By introducing students to theThesis Formula and relevant samples, trainees will

learn how to

construct their own Thesis Statements for their Introduction paragraph.

Class Schedule

1. Components of an effective paragraph and essay

2. Mixed Up Essay Re-Ordering Exercise

Assignments

1. Compose an

Introduction

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3. How to write a good Hook

4. How to write a good Thesis


Teaching students how to organize their writing

Teaching students how to identify parts of speech

paragraph ( with Hook

and Thesis )

2. Due: Reading Pack 1

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Session 4: Essay Structure II

Aims

1. Trainees will learn how to develop effective Topic Sentences, Supporting Details, and

Concluding

Sentences for a Body Paragraph, by using relevant student samples and referring

to their Prewriting

work.

2. Trainees will also learn how to write an effective Conclusion paragraph that reflects

the Introduction

paragraph by using relevant student samples and refering to their Prewriting work.

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3. Trainees will learn how to use linking words and various bridging techniques to

create more coherent/

cohesive writing (flow) by working in groups to complete an in-class worksheet.

4. To increase trainee proficiency in creating flow, trainees will be introduced to the

Linking Words

Resource Pack.

Class Schedule

1. In-class sharing: Your Hooks and Thesis sentences

2. How to develop strong Body Paragraphs

3. How to finish your essay well with an effective

Conclusion

Assignments

1. Compose Body

paragraphs and a

Conclusion

paragraph.

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4. Creating Flow using Linking Words 2. First draft of your

Essay (Introduction,

Body, and

Conclusion) is due by

your consultation

date.

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Session 5: Editing 1-Self Editing

Aims

1. Trainees will identify and correct common grammatical, stylistic, and formatting

errors that beginning

Korean EFL writers often encounter through a group activity called, English 101: Dos

and Donts in

English Academic Writing.

2. Trainees will gain a better understanding of the importance of Editing in their own

writing and learn

Editing strategies through in-class discussion, a class edit of a trainees paper, in-

class self-editing time,

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and instructor consultation for scheduled trainees.

Class Schedule

1. English Writing 101: Dos & Donts in English

Academic Writing

2. Why is Editing Important?

3. How Do I Edit My Paper?-Class editing a trainees

paper

4. Self Editing Time/ In-Class Consultations

5. Mid-course Reflection

Assignments

1. Edit your paper using

the strategies we

learned in class.

2. Ensure you have

scheduled a

Consultation date

with your instructor

to receive essential

feedback on your

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essay.

Session 6: Editing 2 Peer Editing

Aims

1. Trainees will learn the value of peer-editing by participating in a small group peer-

editing activity.

2. Trainees will review and apply writing concepts they have learned in sessions 1-5 to

peer edit another

trainees paper.

Class Schedule Assignments

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1. Guided Peer Editing Activity

2. In-class editing time

3. If applicable, in-class Consultation with instructor.


How can we help our students to become better

editors of their own writing?

1. Final Draft of your

essay is due on the

7 th Session.

2. If you havent

already, meet your

instructor for

Consultation.

3. Due: Reading Pack 2

Session 7: Web Publishing

Aims

1. Trainees will experience the joy and satisfaction that comes from sharing a finished

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essay with their

peers by reading their essays to each other in small groups.

2. Trainees will learn how to use the PB-Works on-line collaboration tool to share their

writing with a larger

audience by creating their own Wiki-page of their essays for the GIFLE Writing

Website.

3. Trainees will be encouraged to review their peers essays by selecting their favorite

paper and providing

online comments.

Class Schedule

1. In-class reading of essays

Assignments

1. Complete your PB

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2. How to create and design your PB Works page for

your essay

3. How to comment on your peers Wiki pages

4. Introduction to My Favorite Essay activity

Works page

2. Complete the My

Favourite Essay

worksheet.

Session 8: Oh the Places Youll Go!

Aims

1. To encourage the trainees both professionally and personally by doing a group read-

aloud of

Oh the Places You Will Go! by Dr. Seuss.

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7. R ECOMMENDED R EADING

G RAMMAR TEXTS

1. Basic English Grammar 3 rd Edition by Betty Schrampfer Azar ,

Pearson Education, 2002.

2. Fundamentals of English Grammar 3rd

Edition by Betty Schrampfer Azar , Pearson Education, 2002.

3. Understanding and Using English Grammar 3 rd Edition by Betty

Schrampfer Azar , Pearson Education, 2002.

*The instructor also strongly endorses students to supplement

the above texts with a comprehensive Korean English grammar

text.

K OREAN ENGLISH W RITING TEXTS

1. Hackers Writing Start by David Cho, Soul Shi Publishing, 2006

ENGLISH W RITING TEXTS

1. Effective Academic Writing: The Paragraph by Alice Savage and

Masoud Shafie, Oxford University Press, 2007.

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2. Effective Academic Writing: The Short Essay by Alice Savage

and Masoud Shafie, Oxford University Press, 2007.

3. Effective Academic Writing: The Essay by Alice Savage and

Masoud Shafie, Oxford University Press, 2007.

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Writing Syllabus Jan 10 - Final