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Exploratory task 2.11
Apply the following scoring criteria for assessing pieces of writing.
| 1-Poor 2-Weak 3-Average 4-Good 5- Excellent | |
| Learner’s name ___________ | Teacher__________ |
| Adequate headline Clarity of the message Development of ideas Logic of the text Organization of paragraphs Sufficiency of information Use of topical vocabulary Rounding off Lexical choice Grammar Punctuation Spelling Neat look of the paper | 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 |
| Total score_____ |
SAQ 2.1
Re-order correctly learner's and teacher's responsibilities in the three-phase framework of teaching to write.
| Stage: | Learner's responsibility: | Teacher's responsibility: |
| 1. Pre-writing | A. Sharing texts. | I. Encouraging, |
| 2. Drafting | B. Developing ideas | II. Focus |
| 3. Revising | C. Clarifying the text. | III. Evaluate |
| 4. Presenting | D. Exploring ideas. | IV. Suggesting. |
Micro-teaching task
Study the following and choose a “propaganda device” to teach to write an advertisement. Use the three-phase-framework. Run the activity and reflect on how it went on. Propaganda devices in advertising (advertisement) employ the influence of language on people's minds:
· glittering generality (E.g. “American breakfast”)
· testimonial (by a popular personality)
· transfer (transferring the prestige of a film-star to a product)
· name-calling (pinning a good name on something the advertisers want people to like)
· card stacking (favoring only one side of an issue)
· bandwagon (everybody's using the product and you should too)
· snob appeal (to those who want to be part of an exclusive group)
· rewards (rewards for buying products) (From Tompkins E. Language Art: Content and Teaching Strategies. Prentice Hall. 1998)
| Phase | Procedure | |
| Teacher | Learners | |
|
Integrated task
· Describe your teaching situation
· Clarify your goal in teaching students to write.
· Give the theoretical rationale relevant to your teaching situation and goal.
· Produce an activity in the three-phase framework.
· Run the activity
· Reflect on the results giving examples from your own observations
· Draw conclusions on what can be improved
Answer keys
SAQ 0
1T 2T 3D 4D 5F 6T 7T
SAQ 2.1
1DI 2BIV 3CII 4AIII
Exploratory task 1.2
1a 2b 3d 4c
Exploratory task 1.5
A
Exploratory task 2.2
sale, use, months, software, only, negotiable, call
Glossary
Audience designis writing with the reader/s in mind
Balanced essaycontains an equal share of arguments both “for” and “against”
Brainstormingis a procedure of eliciting creative ideas in the course of spontaneous exchange of opinions, their uncritical registration and subsequent selection of the most useful suggestions
Cause-and-effect writingis a type of reasoning to explore the relationship between actions and their consequences
Cohesive devicesare lexical and grammatical means of making the text stick together
Descriptionis putting on paper details of an object or process
Essayis a genre of writing that focuses on a thesis and develops it
Expositionis putting on paper the description of situational circumstances
Expressive writingis putting on paper one’s own thoughts and feelings (as in a diary)
Informative writingis putting on paper ideas and data intended to create knowledge in the reader
Narrationis putting on paper a succession of events
Paragraphis a meaningful chunk of the text expressing a single idea or aspect of the subject that is chosen for writing
Persuasive writingis putting on paper one’s wishes, commands and/or instructions in order to manipulate the behavior of the reader
Poetic writingis putting on paper a communicative message with the help of rhymes, symbolic allusions and imaginative details thus producing a poetic image
Reasoning errorsare deviations from logic in writing
Reasoningis following a logical line in order to reach a conclusion
Role writingis a teaching technique to create a written and to follow the conventions of the social role (e.g. writing a letter to parents)
Shape poetryis poetic writing within a shape that symbolizes the subject of writing (e.g. a poem about colored balloons can be written in the pictures of several colored balloons)
Text formatis a lay-out of a written text with specific characteristic features (e.g. the format of a business letter)
Writingis a communicative skill to send, store and retrieve information with the help of written symbols
Date: 2015-12-17; view: 1016
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