Writing Presentation- Literacy Autobiography Student No. ： S9727005 Department ： Applied Foreign Languages Instructor: MeiRong Alice Chen Date ： October.

Writing Presentation-Writing Presentation-Literacy AutobiographyLiteracy Autobiography

Student No. ： S9727005

Department ： Applied Foreign Languages

Instructor: MeiRong Alice Chen

Date ： October 6, 2009

Essay & Presented by Kevin Lin

OutlineOutline Paragraph 1: Introduction-

Give necessary back ground material. Also

include the thesis statement and subtopics at the

end of paragraph 1

General statement

More specific statement

Thesis statement

Paragraph 1Paragraph 1

When I started learning English,

I didn’t have any effective methods.

All I did was keeping memorizing.

Honestly speaking, it was a

torturous way and not effective at all. General statement

Paragraph 1Paragraph 1

As time went by, I experienced

diversified styles of English teaching.

Topic

Controlling ideas

More specific statement

Thesis statement

OutlineOutline

Paragraph 2: subtopic 1

Paragraph 3: subtopic 2

Paragraph 4: subtopic 3

Major Major subtopicssubtopics::

1 HESS: happy-learning oriented

Paragraph 2Paragraph 2 I used to be trained as an English teacher in

HESS cram school. As I took charge of teaching

children, the teaching methods were happy-learning

oriented. From phonics, vocabulary to sentence

pattern teaching, everything was related to fun.

Each teaching step based on a theory which was

seriously studied to help children learn could be

packed as a fun game or an interesting activity.

During the drilling process, I found the joy that I had

never gained in my past learning years.

Thoughts

Paragraph 2Paragraph 2Now I am an insurance and financial

planning consultant who am also a

facilitator to drill the employees’

English ability for the company. Though

the trainees are adults, I still play some

games with them and their pleasant

reaction proves this way suits for not

only children but also adults.

The harmonious interaction

motivates them to ask questions

willingly and that pushes me to

further my learning in response

to their puzzles.

Paragraph 2Paragraph 2

Paragraph 2 conclusion

Major Major subtopicssubtopics::

2 Peter Lai: organized-clustered oriented

Paragraph 3Paragraph 3 Happy-learning oriented teaching style

works well in arousing people’s interest in

learning English and I do enjoy it. However, my

desire to make progress forced me to look for

more approaches.

By searching on the website, I happened to find

the audio files of Peter Lai’s course. With an

easy auraI immersed myself in absorbing the

content coming from Peter and Bruce, who was

an experienced foreign teacher, in an organized

way. They taught the extended usage deriving

from the main stuff as well.

Transition sentence

Paragraph 3Paragraph 3

Their design for the course enlightened me to

reflect upon my learning method. I had used to

learn English piece by piece, which made my

absorption fragments scattering in my brain and

led to forgetfulness. After Listening to the course, I

suddenly got an insight into my blind spot of

learning. Reflection

The effective learning method must be like a tree

diagram. The extended learning stems from

several basic points and more does from previous

extended learning. Then everything will become a

cluster and not tend to be forgotten easily.

Paragraph 3Paragraph 3

Thoughts

Paragraph 3 conclusion

From then on, I have owned the ability to keep

more English in my mind and retain it for long.

Major Major subtopicssubtopics::

3 Li Yang: oral and gestured oriented

Paragraph Paragraph 44

Aside from the HESS’ and Peter Lai’s

teaching styles, Li Yang’ Crazy English impressed

me deeply. Transition sentence

This English mentor is known to China and

features giving a speech in the presence of a

big audience. Upon watching his video clip, I was

astonished Li Yang gave lectures with full

energy accompanied with strong gestures.

Paragraph Paragraph 44Tens of thousands of students ranging from

children to the elderly followed Li’s instruction to

speak up and make the gestures. It was such a

spectacular scene. I admired Li’s influence on

people and the students’ aspiration to learn

English. Li Yang advocates that through

continuous oral practice everyone can learn English

well. He repeats vocabulary and sentences clearly

demonstrating the details of pronunciation skills

simultaneously.

Background for the readers

Paragraph Paragraph 44

To be honest, I found it boring in the beginning.

Thinking hard, I realized it made sense to do so.

Speaking contributes to memorizing. Chinese

students’ general shortcoming is being reluctant

to speak up. That explains why Chinese

students seem not to be able to say anything

when they need to use English.

Reflection

Paragraph Paragraph 44

Figuring out the reason, I changed my

learning habit. I read out loud whenever I

studied new materials.

Gradually, I felt the improvement of my

memorizing ability.

Thoughts

Paragraph 3 conclusion

OutlineOutline

Conclusion:

1 Re-state the thesis statement

2 Expanded ideas

ConclusionConclusion HESS’, Peter Lai’s and Li Yang’s teaching

styles guided me to the correct direction of

learning English.

Re-state the thesis statement

I digested their concepts and converted them into

my own method. On account of my grasp of

effective learning skills, I always have enough

English in my mind to use.

Extended remark

ConclusionConclusion

Well goes the saying, “Not only work hard, but

also work smart.” Now I do enjoy the meaning

of this nugget of wisdom

Cite a quotation to end the conclusion

Evaluating Your WritingEvaluating Your Writing

Score Description

3Excellent

■ Content: Writing presents clear opinion and supports opinion with reasons, examples, and/or facts to convince the reader.■ Form: ideas are presented in an essay which includes an introduction, main idea, body paragraphs, and a conclusion.■ Vocabulary and Sentence Structure: Writing is correct; mistakes don’t interfere with writer’s meaning.

2Adequate

■ Content: Writing presents an opinion; reasons, examples, and/or facts can be brief and reader may not be convinced.■ Form: Some essay parts may be missing.■ Vocabulary and Sentence Structure: Writing is mostly correct, there are a few mistakes.

1Developing

■ Content: Writing does not present opinion clearly or does not support opinion with sufficient reasons, examples, and/or facts.■ Form: Ideas do not follow essay format and are confusing.■ Vocabulary and Sentence Structure: There are too many mistakes to understand and/or follow the ideas.

The EndThe End