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  • Writing in An L2 - Planning A Writing Course

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    Sergio Cerda Lira
    62 vizualizări16 pagini
    The document outlines 10 steps for planning a writing course: 1) Ascertaining goals and constraints; 2) Deciding on theoretical principles; 3) Planning content and sequencing; 4) Weighing elements; 5) Drawing up a syllabus; 6) Selecting materials; 7) Preparing activities and roles; 8) Choosing feedback types and methods; 9) Evaluating the course; 10) Reflecting on the teacher's experience. The case study focuses on developing writing skills for teacher training programs with constraints like a single semester and preference for teacher-centered approaches.

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    Writing in an L2_planning a Writing Course

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    The document outlines 10 steps for planning a writing course: 1) Ascertaining goals and constraints; 2) Deciding on theoretical principles; 3) Planning content and sequencing; 4) Weighing elements; 5) Drawing up a syllabus; 6) Selecting materials; 7) Preparing activities and roles; 8) Choosing feedback types and methods; 9) Evaluating the course; 10) Reflecting on the teacher's experience. The case study focuses on developing writing skills for teacher training programs with constraints like a single semester and preference for teacher-centered approaches.

    Drepturi de autor:

    Attribution Non-Commercial (BY-NC)
    Descărcați ca PDF, TXT sau citiți online pe Scribd
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    62 vizualizări16 pagini

    Writing in An L2 - Planning A Writing Course

    Încărcat de

    Sergio Cerda Lira
    The document outlines 10 steps for planning a writing course: 1) Ascertaining goals and constraints; 2) Deciding on theoretical principles; 3) Planning content and sequencing; 4) Weighing elements; 5) Drawing up a syllabus; 6) Selecting materials; 7) Preparing activities and roles; 8) Choosing feedback types and methods; 9) Evaluating the course; 10) Reflecting on the teacher's experience. The case study focuses on developing writing skills for teacher training programs with constraints like a single semester and preference for teacher-centered approaches.

    Drepturi de autor:

    Attribution Non-Commercial (BY-NC)
    Descărcați ca PDF, TXT sau citiți online pe Scribd
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    din 16

    Ten steps in planning a writing course

    Writing in an L2 Prof. Candy Veas, MA candyveas@gmail.com

    STEP 1 Ascertaining Goals and Institutional Constraints

    Case study: writing skills in teacher training programs


    Needs analysis environmentalist analysis

    Constraints

    Learners share L1 They must reach high proficiency levels Course in one semester Grammar oriented learners Limited ability to write coherently and cohesively Technology support available Students preference for teacher-centered approach

    Needs analysis environmentalist analysis

    Effects on curriculum design

    need to develop writing skills by writing extensively Need to develop autonomous learning Technology support for course management and publication Need to develop a context for language use Constant feedback on rhetorical organization

    STEP 2 Deciding on theoretical principles

    Application of principles

    pushed output in language production Learner-centered approach Focus on meaning and rhetorical organization of texts Meaningful learning with contexts of use A process approach to writing Extensive writing

    STEP 3 Planning content STEP 4 Weighing the elements

    Goals Content and sequencing

    organization of the paragraph and essay Selection of topics relevant for students Writing-supported tools (word processor; online dictionaries; google translator) Brainstorming and discussion Research topics online Peer feedback training

    STEP 5 Drawing up a syllabus

    Skills and Processes


    Format and presentation

    Brainstorming outlining write first draft Receive feedback on content, organization and form. Write second draft Feedback from teacher Rewriting for final version publication

    STEP 6 Selecting materials

    Look for Topics Types of writing Oportunities for and instruction on methods of generating ideas Instruction on principles of rhetorical organization Opportunities for collaboration Opportunities for revision Instruction in editing and proof reading

    STEP 7 Preparing activities and roles STEP 8 Choosing types and methods of feedback

    Monitoring and assessment

    Constant, ongoing feedback at different stages Peer and teacher feedback Use of checklists & rubrics Credit given for writing process and product

    STEP 9 Evaluating the course STEP 10 Reflecting the teachers experience

    REFERENCES Raimes, A. (2002). CHAPTER 29 in Richards, Jack C. and Willy A. Renandya, eds. Methodology in Language. Teaching. An Anthology of Current Practice. Cambridge: Cambridge University Press. Nation, ISP & Macalister, J (2010). Language curriculum design. New York & London: Routledge.

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