Writing Syllabus January 2011 Final

8/8/2019 Writing Syllabus January 2011 Final

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Writing about why we teach.

Exploring how we can teach English writing better.FLE Writing G

Sec ondary El ementary Int ensiv e, Nov .

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Dear Emerging Writer,

Welcome toGIFLE Writing! The primary goal of this module is to introduce you to the

four-step writing process to improve your Englishacademic writing skills. We recognize

that, although many of you have already been teachinghigh elementary school English for

a number of years, few of you have had sufficient opportunities to develop your own

writing proficiency. This course intends to address this by having you write, write, and

write!

By the end of this course you will have completed:

y 1 Personal Essay Letter (3-5

paragraphs)

y Weekly written reflections

y In-class writing exercises you can use

in your own classroom

y 3 classroom contributions

y The Writing Teacher Test

DriveShow and Tell Workshop

y Instructor-Trainee Consultation

(optional)

For some of you, you will be getting more writing practice in one month at GIFLEthan your entire

undergraduate university career! (Hows that for practice?)

Secondly, you will be encouraged to reflect on your motivation and development as a Korean

elementary high school English teacher. We believe that any sincere attempt to answer the all-important

Why? and What? questions are always a fruitful experience, especially when it comes to teaching.As

teacher trainers, we have observed that when a teacher can thoughtfully answer, Why do I t eac h? and

What must I do to bec ome a gr eat t eac her? their perceptions of themselves and their students become

more hopeful. When a teacher is confident in their purpose in the classroom, not surprisingly, theHow

can I actually achieve this? question also becomes a lot easier to answer. Thus in this module, we will be

spending a lot of time challenging you to think more deeply about your own teaching practice and giving

you ample opportunities to write about it through periodic written reflections.

Finally, having explored some of your motivations and philosophies behind your teaching, you will

be introduced to various practical lesson strategies that you can use in your ownhigh elementary school

context. The main way well be doing this is through theWriting Teacher Test DriveShow and Tell

Workshop , a chance for you to experiment and analyze different writing activities before sharing them

with your students. In addition, throughout the course we will be introducing many other writing

activities that you can adapt in your own English classroom.

In our brief month together, we hope you will experience the unique joy that comes from thebest

kind of writing,true expressions of the mind and heart. Indeed, writing of this soulful nature is one crucial

step to becoming a better English teacher, both for your students and yourself.

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All the best on your upcoming writing journey!

Christian Poon Darren Ng

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1. Contact Information

Y o u r I n s t r u c t o r s

Christian PoonOffice 031-680-3657

Email [email protected]

Darren Ng

Office 031-680-3656

Email [email protected]

W e b s i t e

N eedto know whats for homework ?

sampl es of previous traineesessayswriting?

writing ac tiviti es and r esour ces for your class?

htt p:// gifl ewriting. pbworks.c om

2. Course Objectives1. W e will hel p you i mprov e your writing skills.

Trainees will improve their proficiency in Englishessay writing through various individual and group writing

activities, and an optional consultation session with their instructor (Sessions 1-6). By the end of the course,

trainees should be able to independently produce a3-5 paragraph essaypersonal reflection letter,

comparable to a paper written by afirst year native English university student..

2. W e will show you how to t eac h writing inyour English c lassroom. Trainees will learn how to teach writing in their own English classrooms by beingintroduced to various

practical writing l essonstrategies and activities. This objective will primarily be achieved through theTeacher Test DriveShow and T ell Workshopin Sessions7-94-7 and in-class writing exercises throughout the

course.

3. W e will enc ourage you tor e fl ec t on your t eac hing through writing.

Email Quick Chat

ScheduledAppointment

Our doors are

OPENto you!

Talk to us!We want to help! Got uestions

or concerns?

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Trainees will reflect on the questions, Why do I teach? and How canwriting help me be a better Englishteacher? through periodic journal reflect ions, in-class discussions, and completing their personal

essayreflection l etter.

3. EvaluationSection Marks Description

Personal EssayLetter

60

Compose a 3-5 paragraph formal reflective

essayparagraph personal letter

according to the guidelines we discuss in class.

Final Draft due Friday, Jan 21@ 8:45am

(See the Personal EssayLetter handout and the Sample

EssaysLetters

sSection of our writing websitefor more de tailsand examples)

Writing Teacher

Test DriveShow and

Tell Workshop

40

Beginning with a clear objective, plan and present a

test drivepresent to your peers

Aan elementary-level writing activity that you could would

actually use in your own large, multi-leveled, English

classroom. to supplement an existing lessonfrom

your elementary English textbook.

(See Teacher Test DriveWriting Teacher Show and Tell handout for

more details)

Classroom

Contributions

15

Help create an engaging classroom environment

and inspire your peers to write better!

Bring in 3 of your favourite quotes, poems, lesson ideas,

articles, or snacks to encourage your fellow trainees!

3 Contributions x 5pts each = 15 Pts

16

Periodically, you will be given reflection questions

to answer in written form.

These will help

you reflect on your motivationsas an English teacher.

...us tounderstand what you are thinking and feeling

...help us make the course better.

16 Pts = for completion and thoroughness

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Written Reflections

Participation

5Come to class enthusiastic, ready to learn and share!

5 Ptspoints for attendance and participation.

Total: 136 Marks

Late Assignment Policy Trainees are expected to hand-in their assignments at the due dates indicated by their instructor. Failure

to do so will result in a5% d ed uc tion per day towards their assignment. If a trainee is unable to hand-in

their assignment at the assigned due date, the trainee should request an extension from their instructor at

least 24 hours ahead of ti me.

4. Important Due DatesAssignment Session Due My Due Date

Select your letteressay topic 2

Pre-writing 3

Letter Introduction 4

Letter Body + Conclusion 5

Letter Conclusion 6

Personal Letter (First Draft) Your

Consultation Date

Personal Letter (Final Draft) 7Friday, Jan 21

@ 8:45am

Teacher Test DriveShow and

Tell Workshop

8sSign-up for

sessions 4,5,6,or 7

Web Publishing 79 Publish your Personal Letter

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and Show + Tell in class!

5. Course Schedule

Session 1: Welcome toGIFLE Writing!

Aims

y Trainees will be introduced to thecourse and their instructor.

y Trainees will reflect on several questions critical to their development as a teacher and writer:"What are my

motivations for being a teacher?; Why is teaching writing important?; What fears do I have about writing and ho

do I overcome them?

y Trainees will read letters from previous trainees and think about h ow they can make t heir time in thismodule more

purposeful and practical for themselves.

Trainees will be introduced to the course and their instructor.

Through the Pil e Game, trai neesTrainees will reflect on several questions critical to their development as a teacher

and writer:

upon,What are my motivat ions for being an English teacher?; ,

Why is teachi ng writing important?;

, What fears do I have about writing and how do I overcome them?

Trainees will read letters from previous trainees and think about h ow they can make t his moduletheir time in this

module a more purposeful and practical learning experience.f or themselves.

Class Schedule

1. Trainee and instructor introductions

2. The Pile Game

3. Letters from Past Trainees

4. Syllabus overview andassignment overview:

Personal Essay Letter and Writing Teacher Test DriveShow and

Tell workshop

Assignments*

1. Choose your essay letter topic

2. Review course syllabus

3. Complete your survey/writing reflection

*Assignments are alwaysdue the class after they were given, unless stated otherwise by the syllabus or your instructor.

Session 2: The 4-Step Writing Process, Error Logs, Dos and Donts in English WritingFormatting Personal Letters

Aims

y Trainees will be introduced to the 4-Step Writi ng Process (Prewriting, Writing, Edit ing, and Sharing) as one strategy to

improve their writing efficiency and effectiveness.

y Trainees will learn how to use Mind Maps or Webs, a form o f prewriting, to capture initial ideas and create a useful

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framework to develop ones writing.

y Trainees will learn how to properly format a personal letter.

Trainees will be intr oduced to the 4-Step Writi ng Process (Prewriting, Wr iting, Editing, and Sharing) as one

strategy to improve their writing efficiency and effectiveness.

Trainees will learn how to use Mind Maps or Webs, a form of prewriting,Special attention in this class will be

given to the first step of this process, pre-writing.to capture initial ideasand create a useful framework to develop

ones writing.

Trainees will learn how to properly format a personal letter.Trainees will learn how toidentify and correct common

EFL writing errors t hrough the Dos and Donts activity.

Trainees will be introduced to err or logs and how they can use them during their in-class editing and sharing time.

Trainees will reflect on how they can adapt err or logsfor use in their own writing classes.

Class Schedule

1. The 4-Steps of Writing: An Overview

2. Dos and Donts in formal English writi ngPrewriting: Using

Mind Maps to plan your writing

3. An introduction toError Logs

4.3. How to properly format yourletteressay

Assignments*

1. Complete Pre-writing mind map for your

essayletter

2. Sign-up for an instructorconsultation

(optional)

Session 3: Letter StructureEssay Structure, Writing Letter Introductions

Aims

Trainees will learn how to identify the essential parts of a reflective personal letter and reproduce these elementsin

their own writing.

y y Trainees will learn how to write an engaging introduction to their personal letter.Trainees will learn how to identify

the essential parts of an essayletter and reproduce these elements in their own writing.

y Trainees will learn how to construct t heir own thesis statements to give focus to their letters.

y y Trainees will review the c omponents of an effectiveletter introduction and how to use these to engage their readers.

y Trainees will learn how to construct t heir own thesis statementsusing the Thesis formula to give focus to

their writing.

Class Schedule

1. Components of an Effective Personal LetterFormal

EssayPersonal Letter Structure

1. : An Overview

Assignments*

1. Compose your Introduct ion paragrap hlette rs

introductionparagraph

2. Sign-up for an instructor consultation



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2. Mixed Up Essay Letter re-ordering exercise

3. Effective Intros: engaging hooks and transitions

4.3. How to write a thesis statementUsing thesis

statements to give your letter focus

(optional)

2.3. Group 1 prepare an activity to present for

your Teacher Test DriveShow and Tell

workshop






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Session 4: WritingBody ParagraphsLetter Bodies + Conclusions,, Creating Flow Part 1, The Importance of Proper ReferencingDos and Donts in Letter

Writing, Teacher Show and Tell Workshop (Group 1)

Aims

y Trainees will learn the importance of ongoing editing through peer correcting their classmatesintroduction

paragraphs.letter letter introduc tionintroductions..

y Trainees will learnlearn the components to a body of a letter of an effective body paragraphand how to use concrete

details and , personal examples to develop effective body paragraphs of their letter.their ideas.

y Trainees will learn how to succinctly wra p uptheir main ideas to write an effective conclusion to their letter.

y Trainees will learn how to avoid or correctcommon writing errorsin letter writing.Trainees will learn how to use

linking words to improve theiressays cohesion and coherence (flow).

y Trainees will l earn how proper referencing increases the credibility of their wr iting and avoi ds plagiarism.

Class Schedule

1. In class editing and sharing: l ett er introd uc ti onsyour

introd uc tion paragra ph

2. How to write effectivebody paragrap hsbody paragraphsto

your letter

3. Creating flow Flow:Dos and Dontsin letter writing:

developing (cohesion and coherence

3. Avoiding and correcting common letter writing

errors.)

4. Why is proper referencing so important?Teacher Test Drive

PresentationShow and Tell Workshop, Group 1

Assignments*

1. Compose your 1-3 body paragraph(s)and

conclusion paragraphof your letter.

(Have your typed first draft readyfor your

optional consultation)

1.2. Group 2 prepare an activity to present for your

Show and Tell workshop

2.3. Sign-up for an instructor consultation

(optional)

Session 5: Writing Conclusion Paragraphs,Creating Flow,Error

Correction, Creating Flow Part 2Error CorrectionCreating Flow, Teacher Show and Tell Workshop

(Group 2) Aims

y Trainees will learn several ways to correctwriting errors and give encouraging, focused feedback to their st udents.

y Trainees will review the components of an effective conclusion and how tosuccinctly wrap up their main ideas.

Trainees will learn how to uselinking words, sequence words, summary words,and thematic consistency, parallel

construction,and other linking strategiesto improve their essays cohesion and coherence (flow).


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y Class Schedule

1. In-class editing and sharing:your body paragraph(s)letter

bodies and conclusions

1.2. Focused and encouragingError Correction

3. Effective c onclusions: Reflection not repetition!How to create

flowing letters

2.4. Show and Tell Workshop, Group 2

Assignments*

1. Group 3 prepare an activity to presentfor your

Show and Tell workshop

1. Have your typed first draftof your letter ready

for your opt ional consul tationWrite your

conclusion paragraph

2. Have the first draft of your typed and 3.0

spaced essay ready for your c onsultation.

Session 6: How to Teach Elementary Writing, Teach Teacher Show and Tell Workshop (Group 3)Error Correction,

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y Trainees will be given an overviewof how to incorporate writing into their existing English classes, emphasizing the

importance of identifyingclear objectives and target languagebefore choosing writing activities.

y Trainees will analyze and critique severalc ontroll ed , guid ed , and fr ee-writing ac tiviti esfor possible adaptation in

their ow n English classrooms.

y Trainees will learn several ways to correct errors a nd give encouraging, focused feedback to their students.

y Trainees will learn how to web-publish their completed essays on the course website.

Class Schedule

1. Planning a Writing Class: Purposeful vs. Busy writing activity

2. Help me! The pros and cons of controlled, guided, and free

writing.

3. Show and Tell Workshop, Group 3

Assignments*

1. Complete your typed and formattedfinal draft

of your essay.Final draft of y our letter due

Friday, January 21@ 8:45am


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1. In-class editing and sharing: your conclusion paragraph

2. The best (and worse)ways to give students

corrective feedback

3. Introduction to PB Works

4. In-class web-publishing time

1. 2. Group 4prepare an activity to present for your

Writing Teacher Show and Tellworkshop

2. Web publish the final draft of

your essay on the writing website for

session 9

3. For session 7 bring a copy of a

language worksheet you have createdand

used with your students in the past year.

Session 7: Show and Tell (Group 4) andHow to Teach WritingEffectively Wrap-Up

Starting with Purpose, 3 Types of Writing Activities, Effective Worksheet DesignWeb-Publishing

Aims

Trainees will review the various writ ing activities they have experienced and r eflect on how they can best adapt these

for use in their own classrooms.

Trainees will reflect on the importance of planning lessons that appeal todifferent learning styles.

Trainees will identify their own learning preferences and learn how t his can create blind spots in their lesson

planning.Trainees will be given an overview to planning for their futurewriting class, emphasizing the importance of

identifyingclear objectives and target languagebefore choosing writing activities.

Trainees will analyze and critiqueseveral c ontroll ed , guid ed ,and fr ee-writing ac tiviti esfor possible adaptation in

their own Englishclassrooms.

Trainees will identifywhat makes an easy-to-use and instructive language worksheetand apply these concepts into

their upcoming Writing Teacher Test Drivelessons.

Trainees will learn how to web-publish their completedletters on the course website.

Class Schedule

1. Show and Tell Workshop

2. Review and reflective wrap-up of show and tell activit ies

Discussion: Lessons thatappeal to all learners

3. Web-publishing

1. Planning a Writing Class: Purposeful vs Busy writing activity

2. Help me! The pros and con s of controlled, guided,

and free writing

3. Overview of theWritingT eac her T est Driv e

assignment

Assignments*

1. Web-publish the final draft of your essay

on the wri ting websitePrepare your Writing

Teacher Test Drivefor next class!

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Session 8: Writing Teacher Test DriveFarewell! and Adapting Our Lessons to Different LearnersWhats Next in Your Writing Journey?

Aims

In groups of 2 or 3, trainees will test drive different wri ting activities for use in their own class through abrief group

presentation, in-class discussion, and group analysis.To encourage trainees both professionally and personally by

doing a group read-aloud of a short inspirational writing piece.

To provide trainees with furtheronline and offline writi ng resources to supplement their ongoi ng development as

emerging writers and English educators.Trainees will reflect on the importance of planning lessons that appeal to

different learning styles.

Trainees will identify their own learning preferences andlearn how this can create blind spots i n their lesson

planning.

Class Schedule

1. Writing Teacher Test Drive

1. Group read-aloud

2. Whats next in our writing journey?

3. Suggestedofflineand online resources

2.4. End of course reflec tionDiscussion: Lessons that Appeal to All

Learners

Assignments*

1. As much as possible, None!apply what you

have learned in your classroom!

6. Recommended Reading

Session 9: I Wish They Told Me That!Letters to Future GIFLE Trainees

Aims

Trainees will reflect on their development as a writer and a teacher bycomposing a letter that gives advice to future

trainees about the WB BET course.

This activity will also review another writing genre trainees can use in their own writ ing classes.

Trainees will be introduced to additionalonline and offline writing resources to supplement their ongoing

development as emerging writers and English educators.

Class Schedule

1. I Wish They Told Me That! letter writing activity

2. SuggestedOnline and OfflineResources

3. End of course Reflection

Assignments

1. Return to your schools and apply everything

you have learned to create engaging writing

classes in your middle school or high school!






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For a complete list, please go to theResour ces section on our Writing website:

http://giflewriting.pbworks.com




Documents

Writing Syllabus January 2011 Final