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Developed by: Vanessa Armand
The Proposed Writing Center Tutor Training Course
This syllabus has been developed for an
Upper-Intermediate/Advanced peer-tutor
training course for the proposed Writing Center. It reflects the
objectives of the host
institution to offer learners opportunities to practice the
target language through real-
world-related tasks. To do so, this course provides intensive
practice with writing for
different genres (through investigation of an array of forms,
audiences, and styles),
reviewing and utilizing appropriate grammatical forms, and
building vocabulary through
multiple exposures and creative use. The writing assignments in
this course require
learners to think both critically and creatively as they analyze
genres and construct their
works according to the characteristics that they have identified
in each one.
To achieve this, the genres have been divided up into modules
for three categories
based on the types of writing that learners in the school are
most likely to encounter both
inside and outside of their instruction at this school: 1)
professional and business writing,
2) academic writing, and 3) creative writing. Grammatical and
stylistic conventions for
each of the forms addressed within the categories are presented
in context with authentic
texts. The format for each module are as follows: students are
asked to reflect on their
prior knowledge of a given form (e.g. a cover letter), are
provided with authentic texts are
provided for more in-depth analysis of the forms components
(e.g. formal tone,
introduction/conclusion formatting, etc), and then are asked to
prepare a written text of
that form based on the video prompt provided for that module
(e.g. Charlie Chaplins The
Modern World).
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The stages of the writing process mirror that of the
peer-tutoring process for
which these learners are being trained, the steps of which
include collaborative efforts
between writer and tutor to analyze the components of the target
genre, brainstorm for
content, and revise written work. Following each session, in
which learners work as both
tutor and writer, learners briefly reflect on their experiences
(responding to prompts about
collaboration and new knowledge of the English language and of
the process of writing in
English). Reflections are recorded in a journal and submitted to
the instructors for review
and comments following each form-writing cycle. Form-writing
assignments are
submitted to the instructors for feedback following the
first-draft stage and preceding
collaborative peer revision. The final drafts of each assignment
are complied into a
portfolio of each learners written work throughout the course
and are displayed at the
end of the course in a relaxed-atmosphere book fair during which
learners debrief
about their experiences with the writing process and circulate
to read each others works.
The guiding texts for genre/form writing are provided to
students in the proposed
Writing Center Handbook (Armand, 2013, pp. 11-19). Question
prompts are provided to
learners for analysis of genre/forms of writing prior to the
collaborative brainstorming
phase, for which tutors make use of the key questions in a given
form section to prompt
their work in the session. Tutor/writers may also consult
grammar resources (Kolln &
Gray, 2010; Murphy, 2003; Smalzer & Murphy, 2003) and
structure resources (Harris,
2006; Graff & Birkenstein, 2010) to help them improve the
precision of their content.
The instructors circulate to serve as facilitators and
consultants during this process.
As the list of genres and forms provided in the Handbook is
plausibly too
extensive to execute in a 10-week intensive course, and as
certain genres/forms are more
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relevant to some learners and more than others, work with these
categories is likely to be
separated into two separate tutor groups for specialized
training (business or academic),
for which learners self-select for participation based on their
current and future needs. In
reflection of the Writing Centers support of World Englishes and
in its objective to
encourage writers to use their own ideas and writing style
(Armand, 2013, p. 2), the
modules included in this tutor training aim to empower learners
with the English writing
skills they need to successfully and convincingly write in a
given genre, while also
encouraging them to draw on their cultural knowledge and
perspectives that can help
them personalize andthus strengthenthe arguments they present in
these writing
assignments.
APPENDIX A: TUTOR TRAINING WRITING TASKS for GROUP 1
(professional/business)
o Writing prompt: Charlie Chaplin Modern Times
http://www.youtube.com/watch?v=wGNYyG8F7WY
o (Time of excerpt 1m44-18m52)
TASK 1: Imagine you are Charlie Chaplin. You have just been
released from the
hospital after a nervous breakdown and are looking for a new
job. Write your CV
based on your prior work experience, the skills you have, your
personality traits
as they relate to your prior job experience. You can also add
details about your
education or training [imagine this]. You will be using this CV
for many different
jobs.
o CV or Resum: a short document that describes your education,
work experience, etc. It uses bullet points to outline the
experience you have
that may be most important and relevant to a job that you are
applying
for. If you have room to add detailed descriptions of these
experiences,
you can, but you will often write about these experiences in
your Cover
Letter, instead. NOTE: It usually only 1 page long.
Key Questions: What aspects of your education make you a good
person to hire? What did you study?
http://www.youtube.com/watch?v=wGNYyG8F7WY
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What aspects of your prior jobs make you a good person to hire?
(skills, experiences, tools?).
What were your duties/responsibilities at your prior job(s)?
What other skills/experiences have you had that might make you a
good person to hire? What
other tools do you know how to use that might be useful for a
new job?
Do you work well with others? Do you volunteer for extra
work?
Job posting will be provided to learners. Learners choose one
post to apply for;
they adapt the skills and experiences that they embodied in the
Charlie Chaplin
CV to their Charlie Chaplin Cover Letter and Personal
Statement.
TASK 2: Imagine you are Charlie Chaplin. Choose from three job
postings that
you have found, and write a cover letter and Statement of
Purpose for this
position. Your goal is to impress the hiring committee and
convince them to
interview and hire you. Use your imagination to change negative
parts of the
video into positive experiences that you (Charlie) can
write/talk about.
HANDBOOK p. 11
o Cover Letter (or Letter of Intent): a letter that is sent with
your CV to explain why you are applying for a position/job and to
give more information the
details of the experiences that you listed on your CV. The goal
of this letter is to
convince the employer that you are the best candidate for the
job. It should tell
him/her what you know/like about the company/business, and how
you are different
from other candidates (what you have to offer the
company/business). NOTE: The
ideas you include should flow smoothly from one to the next in
your writing; the
Cover Letter is not simply your CV in paragraph form. Be sure to
introduce yourself
and your purpose at the beginning, and to thank the reader(s) at
the end.
Key Questions: What do you know about this company/business?
What do you like about it?
Why do you want this job? How will it help you it in the
future?
What experience do you have that makes you different from other
candidates?
What other responsibilities have you had in the past that would
be important for this position?
What experiences have you had that would help you in this
position?
TASK 3: Role-play with a partner. One person is the hiring
manager; the other
person is Charlie.
The hiring manager should:
A) read the job posting that Charlie is applying for, as well as
Charlies CV,
Cover Letter
B) ask Charlie questions based on these materials.
C) ask questions that get Charlie to show his personality.
Charlie should:
Also see HANDBOOK p. 11
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A) should have his application materials B) have questions that
his has about the job (think about salary, hours,
opportunities for promotion, benefits, etc).
Business: o Writing prompt: Charlie Chaplin Modern Times
http://www.youtube.com/watch?v=wGNYyG8F7WY
o (Time of excerpt 1m44-18m52)
TASK 4: Imagine you are the inventor of the new Feeding Machine.
You want
the president of the steel company to invest in the production
of your new
invention. Write a proposal to convince the president to ask you
to give a
demonstration. You can imagine that the proposal is either
solicited or
unsolicited.
HANDBOOK p. 12
o Proposals: a bid for business (that helps you grow your
company). 2 types of proposals: Solicited: when a company is
looking for a business to
complete a project and asks businesses to compete to convince
the company
to pay them to do the project. Unsolicited: when a business
wants to create a
relationship with another (usually larger) business and offers
ideas for how
the two businesses would benefit from working together. For
both, do
research about the company you are writing to, and use words
and
expressions that are familiar to your audience and field.
Key Questions: What do you know about the company you are
writing to? (NOTE: the more you know, the more you will be able to
understand the needs and wants of this
company, and the more likely you will be to win that companys
business).
What solutions do you have for the problems this company
has?
What can the company gain from working with you?
Have you worked with clients in this field before? What would
they say about you?
What samples of work do you have that show your expertise?
TASK 5: Imagine you are the inventor of the new Feeding Machine.
The
president of the steel company has agreed to meet with you. You
are writing to
him to set up a time for your demonstration.
HANDBOOK pp. 12-13
o Formal email/letter: A business letter that is short and to
the point; it answers who, what, where, when, why, and how in
relation to the business
topic of the email or letter, but does not include unnecessary
details. It
http://www.youtube.com/watch?v=wGNYyG8F7WY
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usually begins with Dear Sir or Madam, To Whom it May Concern if
the
reader is unknown, or with Dear + Title and Name of Reader if
the
reader is known. If the writer includes attachments, s/he should
include a
brief explanation of them (what they are and the purpose they
serve). To end
the letter, the writer uses Sincerely if s/he doesnt know the
reader, or
Yours truly if the writer knows the reader well. NOTE: The
reader should
sign the email with his/her name, followed by his/her title,
business
address, phone number, and email address (and website if
necessary).
Key Questions: Who are the readers and what is your relationship
with them?
What is the purpose of this letter? (ex. Discuss a problem,
offer an
idea/solution, discuss changes, make a request)
What is the most important information to include?
Of the details that you have included, which ones are the
most/least
important? Which ones can you delete?
What do you expect the reader to do with this information?
TASK 6: Again, you are the inventor. This time, you are writing
to your
employees. Inform them about the demonstration you will be
giving. Think about
who will be going with you, where, what time, why you are giving
the
demonstration, and who will be in the audience.
HANDBOOK p. 14
o Memo: A short letter/email used to make public announcements,
discuss procedures, report on company activities, and inform many
employees about
important information. Anything confidential should not be
written in a memo.
The tone is informal and friendly, but not unprofessional.
Key Questions: What is the purpose of the memo? (Discuss
procedures, make an
announcement, report on company activities, tell employees about
important
info)
Is all the information in your memo new information to your
readers? If not, you
can mention that in the memo.
What is the most important information? (put it first)
What is the least important information? (put it last)
TASK 7: Once again, you are the inventor. Imagine that you are
giving a short
presentation (instead of a demonstration) of your invention.
Your goal is put the
information from your proposal into a presentation format. You
will present this
to the president of the steel company and a small group of his
business partners.
At the end of your presentation, they will give you
feedback.
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HANDBOOK p. 14
o Oral presentations materials: PowerPoint slides or other types
of visual aids (charts, graphs, etc) that give the basic points of
what you are talking about.
The font size should be large enough for your audience to read
from the farthest
part of the room where you are giving the presentation. They use
colors and font
type that is appropriate for the field and audience. They use
the same format on
each slide to show similar points, and a different format to
point out a specific
point. NOTE: Do not use a lot of long sentences or paragraphs on
your slides
because they can distract your audience from what you are saying
(instead, they
will be trying to read).
Key Questions: Who is your audience and what is your
relationship with them?
What is the topic of your presentation?
What is the purpose of your presentation? (What do you want to
accomplish?)
What kinds of language do you need to accomplish this?
What points are similar and how are they related?
Are some points more important than others? Why? (Make them look
different to
grab audiences attention).
APPENDIX B: [TENTATIVE] TUTOR TRAINING MODULE SCHEDULE for
GROUP A (professional/business)
WEEK 1: Introduction to course
Day 1: Purpose of our WC, discussion of peerness (Handbook
chapters Intro & 1)
Day 2: Discussion of appropriation (Severino, 2004); respect,
authority
(Handbook chapters 2 &3)
WEEK 2
Day 3: Overview of tasks (a. the purpose of performing exercises
in style, what
learners can expect to gain by doing this; b. the prompt and how
it will be used; d.
brief description of each writing task; c. explanation of how
subgenres will be
analyzed; d. how grammar will be integrated; e. explain the
process of peer
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editing; f. reflection component). Watch the video prompt;
learners fill out
Paesanis chart (Figure 1).
Figure 1: "Vocabulary Chart" adapted from Paesani, K. (2006).
Exercices de style: Developing
Multiple Competencies Through a Writing Portfolio. Foreign
Language Annals, 39(4), 618
639. (p. 623).
Day 4: review video prompt; Analysis of CV components; Assign
TASK 1;
Group-work brainstorming session (one person works as tutor to
drive session).
HW: Draft 1 of TASK 1.
WEEK 3
Day 5: Brief review of components of a CV; tutor-writer
collaboration on Draft 1
of TASK 1; Brief learner reflection on TASK 1 process. DUE by
Day 6: Final
draft of TASK 1.
Day 6: Analysis of Cover Letter components; Assign TASK 2; Time
for
individual work, then Group-work brainstorming session (same
groups as for
TASK 1 with different person working as tutor to drive session).
HW: Draft 1 of
TASK 2. SUBMIT reflection journals to instructor for
feedback.
WEEK 4
Day 7: Brief review of components of a Cover Letter;
tutor-writer collaboration
on Draft 1 of TASK 2; Brief learner reflection on TASK 2
process. DUE before
Day 8: Final draft of TASK 2.
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Day 8: TASK 3: Mock interviews role-play. Learner
reflection.
WEEK 5
Day 9: Watch the video prompt again? Chart fill-in focused on
the Feeding
Machine? Analysis of Business Proposals. Brainstorming for TASK
4. HW: Draft
1 of TASK 4.
Day 10: Brief review of components of a Business Proposal;
tutor-writer
collaboration on Draft 1 of TASK 4; learner reflection. If time
allows,
independent learner revision. DUE by Day 11: Final draft of TASK
4. SUBMIT
reflection journals to instructor for feedback.
WEEK 6
Day 11: Analysis of Formal Letters. Brainstorming for TASK 5.
Independent
writing time. HW: Draft 1 of TASK 5.
Day 12: Brief review of components of a Formal Letter;
tutor-writer collaboration
on Draft 1 of TASK 5; learner reflection. If time allows,
independent learner
revision. DUE by Day 13: Final draft of TASK 5.
WEEK 7
Day 13: Analysis of Memos. Brainstorming for TASK 6. Independent
writing
time. HW: Draft 1 of TASK 6.
Day 14: Brief review of components of a Memo; tutor-writer
collaboration on
Draft 1 of TASK 6; learner reflection. If time allows,
independent learner
revision. DUE by Day 15: Final draft of TASK 6. SUBMIT
reflection journals to
instructor for feedback.
WEEK 8
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Day 15: Analysis of Oral Presentations. Look at slide
composition, parallel forms;
also good vs. bad oral presentations. Brainstorming for TASK 7.
Independent
writing time. HW: Draft 1 of TASK 6.
Day 16: Brief review of components of an Oral Presentation;
tutor-writer
collaboration on Draft 1 of TASK 7; learner reflection.
independent writer
revision. DUE by Day 17: Final draft of TASK 7.
WEEK 9
Day 17: TASK 7 Practice Oral Presentations in pairs, feedback.
HW: revisions,
practice, learner reflection.
Day 18: TASK 7 Oral Presentations Group A, feedback; HW: Group A
final
journal reflections.
WEEK 10
Day 19: TASK 7 Oral Presentations Group B, feedback. Group A:
SUBMIT
reflection journals to instructor for feedback. HW: Group B
final journal
reflections. HW 2: Print complete portfolios (PPT slides
included).
Day 20: Group B SUBMIT reflection journals to instructor for
feedback. Group
reflection, debriefing about process as a whole. PORTFOLIO FAIR
PARTY!
HW: Online survey for feedback to teacher/Course
evaluations.
APPENDIX C: TUTOR TRAINING WRITING TASKS for GROUP 2
(academic)
o Writing prompt: Away we go Antwerp
http://www.learnenglishfeelgood.com/eslvideo/esl_movieclip8.html
o (Time of excerpt 0m00-0m40)
http://www.learnenglishfeelgood.com/eslvideo/esl_movieclip8.html
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TASK 1: Step 1: Watch the video clip. Choose a character that
you will become.
Then, construct your character (use your imagination) based on
the following
questions:
How old are you?
Where did you grow up?
What is your relationship with the other characters?
What do you do for a living?
What are your likes/dislikes? Hobbies?
What is your vision for the future?
Step 2A: In a group, each person representing a different
character, introduce
yourself as your character and tell your group about your
character as you
imagine him/her. Your group members should ask questions about
your character
to help you think in more detail.
Step 2B: Write a brief character description based on the
questions from Step 1
(simply put your answers into complete sentences to form a
paragraph). Email
this to your instructor.
Step 3: Imagine you are one of the characters in this movie
clip. Imagine that you
are writing a narrative on a blog for a broad audience of
readers. You should
include a description of the Antwerp conversation from your
perspective, and
should talk about what happened before this event.
HANDBOOK p. 15
o Narrative: an essay that tells your reading about a personal
experience that you or someone else has had. It tells a story, but
also talks about a central idea
(theme) and lesson that has been learned from the experience. It
talks about
what not why, uses facts as the basis for the story, and
contains descriptive
language that creates images in the readers mind. It may include
dialogue.
Narratives essays are usually in the 1st or 3rd person
perspectives; they use past
tense, action verbs, similes/metaphors, and a lot of personal
voice.
Key Questions: What happens to you/the main character in the
story?
Where does the story take place? How does this impact the
story?
How does the story begin/end? What is the main problem in the
story? How is the
problem solved?
What is the theme of the story? What message do you want your
audience to
remember from your story? What lesson did you learn from this
experience?
TASK 2: Imagine that you are describing the process of telling
your kids about a
decision you have made to move far away. How and when do you
tell them? Why
do you tell them? (How do you expect them to respond? This will
change how
you tell them.) What do you say to introduce the idea? Are there
other ways of
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doing this? How can you respond to their reactions? How can you
end the
conversation?
HANDBOOK p. 16 (adapted)
o Expository/Instructional: An essay that describes a process
(instructions about how to do something) or a thing (using the 5
senses to describe it). It can
also analyze people, objects, or events, and provide facts and
ideas that are
supported by historical and/or scientific evidence. It has a
thesis and presents
information without bias. It uses cue words like: first, second,
third; next; then;
finally.
http://web.gccaz.edu/~mdinchak/ENG101/expository_writing.htm
Key Questions: What topic are you writing about?
What process are you describing?
Who is your audience?
How will your description help your audience?
What details must you have? What details can you leave out?
What details are currently missing from your description that
might make the
process confusing for your audience?
Do you have a clear opening and conclusion?
What alternatives can you give for different steps?
TASK 3: Imagine you are writing an article for a journal about
parenting. Write a
cause/effect essay outlining the causes and effects of the
interaction in this clip.
Use your imagination to think larger than just what is said in
the clip. What might
have happened to cause the parents to make their decision to
move away? What
might happen as a result of the decision that the parents
make?
HANDBOOK pp. 16-17 (adapted)
o Cause and Effect: A cause/effect essay focuses on the
relationship between two [or more] experiences or events. It can
talk about the causes, the effects, or
both. A cause essay talks about the reasons something happened.
An effect essay
talks about the consequences of an event. It uses cue words
like: reasons why/that;
ifthen; because; thus; therefore; as a result. It usually uses
conditional statements
with the 3rd person perspective. Generalize the situation: ex.
The parents decide to
move away and the kids become upset. = If parents decide to move
away, kids may
become upset.
http://web.gccaz.edu/~mdinchak/ENG101/expository_writing.htm
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Key Questions: What is the topic of your essay?
Why is this topic important to you?
Are you writing about the causes of an event, the
consequences/effects of an event,
or both the causes and effects of an event?
List the causes and/or effects that you know of for this event.
What other
causes/effects might be possible?
What facts/evidence can you use to support your claims?
TASK 4: Once again, imagine you are one of the characters in the
clip (the same
one you chose to be in TASK 1). Again, you are writing on your
blog. This time,
write a persuasive essay to convince your writers to think the
way you do about
the situation (Parent= Parents should be allowed to fulfill
their dreams in
retirement; kids= grandparents should remain close to their
families when their
grandchildren are born). Even though this is a personal
perspective, you will be
more convincing if you present your ideas as though they are
fact; therefore, do
not use the first person perspective. Instead, use 3rd
person.
HANDBOOK p. 17
o Persuasion/argumentation: A persuasive essay tries to convince
the reader to agree with the writers opinion and to think the same
way the writer
does. To do this, it includes facts and quotes as support for
the writers
perspective. It must have a clear conclusion if it is to be
convincing to the reader.
It is important to be confident in your opinion and to let this
confidence show in
your writing. NOTE: Write from the readers perspective; this
way, you can find
and fix holes in your argument and make it stronger and more
effective.
Key Questions: What is the topic of your argument?
Why is this topic important to you? Why should the reader care
about this topic?
Describe how you feel about this topic. (What is your
argument?)
What are other possible views on this topic/argument?
How could you answer these questions & counter
arguments?
Do you have a clear conclusion? If not, what is missing? How can
you make your
conclusion clearer/stronger?
http://www.eslflow.com/Acargumentativessay.html
TASK 5: Once again, imagine that you are writing for the
parenting journal.
Think about the similarities and differences in the arguments
presented by the
parent group and kid group in TASK 4. Outline these similarities
and differences
and write an article that compares or contrasts the two
perspectives on the
situation in the clip. Whose side are you taking (kids or
parents?)? Use one of the
two organization styles below.
http://www.eslflow.com/Acargumentativessay.html
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HANDBOOK p. 15-16
o Compare/contrast: A comparison essay is an essay in which you
talk about the similarities between two things; a contrast essay is
an essay in which you talk
about the differences. It uses cue words like: different; in
contrast; alike; same as;
on the other hand. There are 2 ways to organize
comparisons/contrasts: 1) block arrangement of ideas where the
writer talks about one side (block A) and then the
other (block B); 2) point-by-point arrangement of ideas where
the writer compares the two sides point by point (Point 1A, 1B;
Point 2A, 2B). Writers
usually use comparison or contrast to support their personal
point of view.
Key Questions: What is the topic you are writing about?
What two points are you comparing or contrasting? (And how do
they relate to
your topic?)
Why is this topic important to you? What is your view on this
topic? Which point
do you support? Why?
What details are you using to support your arguments?
How are you organizing your paper? (block or point-by-point)
Why is this topic important/relevant to your readers?
http://www.eslbee.com/compcont.htm
APPENDIX D: [TENTATIVE] TUTOR TRAINING MODULE SCHEDULE for
GROUP 2 (academic)
WEEK 1: Introduction to course
Day 1: Purpose of our WC, discussion of peerness (Handbook
chapters Intro & 1)
Day 2: Discussion of appropriation (Severino, 2004); respect,
authority
(Handbook chapters 2 &3)
WEEK 2
Day 3: Overview of tasks (a. the purpose of performing exercises
in style, what
learners can expect to gain by doing this; b. the prompt and how
it will be used; d.
brief description of each writing task; c. explanation of how
subgenres will be
analyzed; d. how grammar will be integrated; e. explain the
process of peer
http://www.eslbee.com/compcont.htm
-
editing; f. reflection component). Watch the video prompt (2X);
quick
comprehension check; learners fill out Paesanis chart (Figure
1). Then pair-
compare.
Figure 2: "Vocabulary Chart" adapted from Paesani, K. (2006).
Exercices de style: Developing
Multiple Competencies Through a Writing Portfolio. Foreign
Language Annals, 39(4), 618
639. (p. 623).
Day 4: review video prompt; Assign TASK 1, step 1 (character
description
independent brainstorming). Group brainstorming TASK 1, step 2A.
Independent
writing time for TASK 1, step 2B. DUE by Day 5: TASK 1, step
2B.
WEEK 3
Day 5: Analysis of components of Narrative Essays; brainstorming
for TASK 1,
step 3. Independent writing time. Brief learner reflection. HW:
Draft 1 of TASK 1
step 3.
Day 6: Brief review of components of Narrative Essays;
tutor-writer collaboration
on Draft 1 of TASK 1, step 3; Brief learner reflection on TASK 1
process. DUE
before Day 7: final draft of TASK 1 steps 2 & 3.
WEEK 4
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Day 7: Analysis of Instructional Writing; brainstorming for TASK
2. HW: Draft 1
of TASK 2.
Day 8: Brief review of Instructional Writing; tutor-writer
collaboration on Draft 1
of TASK 2. Brief learner reflection. Independent writing time.
DUE before Day
9: Final draft of TASK 2. SUBMIT reflection journals to
instructor for feedback.
WEEK 5
Day 9: Analysis of Cause/Effect essays. Independent planning
time, group
brainstorming time for Draft 1 of TASK 3. HW: Outline for Draft
1 of TASK 3.
Day 10: Time for Questions, Concerns (SS-T). Brief review of
components of
Cause/Effect essays. Tutor-writer collaboration on Outline for
Draft 1 of TASK 3.
Independent writing time. Learner reflection. HW: Draft 1 of
TASK 3.
WEEK 6
Day 11: Brief review of components of Cause/Effect essays.
Tutor-writer
collaboration on Draft 1 of TASK 3. Independent writing time.
Learner reflection.
DUE by Day 12: Final draft of TASK 3.
Day 12: Analysis of Persuasive Essays. Thinking time,
brainstorming for Outline
for Draft 1 of TASK 4. Independent writing time. Learner
reflection. HW: Outline
for Draft 1 of TASK 4. SUBMIT reflection journals to instructor
for feedback.
WEEK 7
Day 13: Brief review of components of Cause/Effect essays.
Tutor-writer
collaboration on Outline for Draft 1 of TASK 4. Independent
writing time.
Learner reflection. HW: Draft 1 of TASK 4.
-
Day 14: Time for Questions, Concerns (SS-T). Brief review of
components of
Cause/Effect essays. Tutor-writer collaboration on Draft 1 of
TASK 4.
Independent writing time. Learner reflection. DUE by Day 15:
Final draft of
TASK 4.
WEEK 8
Day 15: Analysis of Compare/Contrast essays. Independent
planning time, group
brainstorming time for Outline of Draft 1 of TASK 5. HW: Outline
for Draft 1 of
TASK 5.
Day 16: Time for Questions, Concerns (SS-T). Brief review of
components of
Compare/Contrast essays. Tutor-writer collaboration on Outline
for Draft 1 of
TASK 5. Independent writing time. Learner reflection. HW: Draft
1 of TASK 5.
SUBMIT reflection journals to instructor for feedback.
WEEK 9
Day 17: Time for Questions, Concerns (SS-T). Brief review of
components of
Compare/contrast essays. Tutor-writer collaboration on Draft 1
of TASK 5.
Independent writing time. Learner reflection. HW: 2nd Draft of
TASK 5.
Day 18: Tutor-writer collaboration on 2nd Draft of TASK 5.
Independent writing
time. Learner reflection. DUE by Day 19: Final draft of TASK 5.
Group A
WEEK 10
Day 19: ALL TASKS WORKSHOP DAY. Tutor-writer pair-up/swap; day
for all
learners to get feedback on any essays that they still need to
work on. Independent
writing time. In class/HW: Final reflections. ANY COMPLETE
FINAL
-
REFLECTIONS SUBMIT reflection journals to instructor for
feedback. HW 2:
Print complete portfolio.
Day 20: ALL LEARNERS SUBMIT reflection journals to instructor
for
feedback. Group reflection, debriefing about process as a whole.
PORTFOLIO
FAIR PARTY! HW: Online survey for feedback to teacher/Course
evaluations.
APPENDIX E: EXTRA (LECTURE) TOPICS/WORKSHOPS o Video prompt: ??
o
Creative Writing:
TASK 1: Step 1: Watch the video clip. Write 6 words that you
feel express the scene
in the clip. Write 3 related ideas (in phrase form) for each of
these words as they
relate to the scene.
Step 2: Brainstorm with a partner about these words/ideas. What
words/ideas did
your wordweb make your partner think of? Add them to your
wordweb. Repeat with
a second partner.
Step 3: Write a rough story outline using the video, your
wordweb, and your
partners feedback.
Step 4: Collaborate with your partner to improve your draft.
Think about the kind of
imagery that you want to use (use metaphors, similes). Be as
creative and original as
possible. You can and should use imagery from your home country.
You can also use
idioms and expressions that you have learned in English. Your
story can be in the
past or present tense; it can use 1st or 3rd person.
HANDBOOK p. 18
o Fiction: A story that contains character with specific
personalities/identities, and descriptive language that creates
images in the readers mind. It may
include dialogue. It can be imaginary, factual, or both; some
genres include:
fairytales, mysteries, science fiction, romance, horror stories,
adventure stories,
and personal experience. Narratives are usually in the 1st and
3rd person
perspectives; they use past tense, action verbs, specific nouns
(oak instead of
tree), similes/metaphors, and a lot of personal voice. They also
help the reader
imagine the world that the writer wants to create by using the
senses; this
means that the writer can use the following 5 senses questions
to create
detailed descriptions of characters, settings, mood, and
experiences.
What does it smell like?
What can be heard?
-
TASK 2: Choose 3 different types of poems that you want to
write. Write 1 poem
per type using the video as inspiration. Think about the kind of
imagery that you
want to use. Be as creative and original as possible. You can
and should use
imagery from your home country. You can also use idioms and
expressions that
you have learned in English if they fit into your poems
form.
HANDBOOK pp. 18-19
o Poetry: Poetry is a very complex form of creative writing.
There are countless types of poems, some with strict rules, and
some with no rules (freeform). The
main elements of poetry are: speaker (1st, 2nd, or 3rd person),
subject/topic, theme
(makes an important point about the topic), and tone (writers
attitude towards the
topic). Other important elements are: poetic devices (allusion,
hyperbole,
paradox), the sound of the poem (alliteration, onomatopoeia),
and the
symbolism of the poem (abstract meaning made from of objects,
things, places,
etc.). In some types of poems, emphasis, rhyme, meter, pauses,
and stops are
important for how the poem is read (and therefore how it is
interpreted).
Key Questions: What kind of poem are you writing?
Does this kind of poem have rules? If so, what are they?
What is the topic (and theme) of your poem?
Why is this topic/theme important to you? Why are you writing
about it?
Are certain sounds important for your poem? (Does your poem use
rhyme
ex. Cat/hat--? Does it use alliterationex. big black-eyed bug--?
Does it use onomatopoeiaex. Bang! Whoosh!--?)
Are pauses or stops important in your poem?
What symbols do you use in your poem? Why?
What other symbols might you use instead or in addition?
What can be seen?
What does it taste like?
What does it feel like?
(http://ncowie.wordpress.com/2008/02/10/features-of-narrative-writing/)
Key Questions: What happens in the story?
Where does the story take place?
Who are the main characters? Describe them.
How does the story begin/end? What is the main problem in the
story? How
is the problem solved? What is the theme of the story? What
message do you
want your audience to remember from your story?
http://ncowie.wordpress.com/2008/02/10/features-of-narrative-writing/