Académique Documents
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Action
1. What are the ways in which you use writing? Make a list (think of everything
from shopping lists to research essays) of all the ways in which you use writing.
2. Review your list and think of which could be converted into writing activities.
Create one activity related to an item on your list.
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stakes. Not every piece of writing needs to be corrected or graded. You dont
keep score when youre practicing free throws, so teachers shouldnt grade
practice writing. When practice writing sessions are integrated regularly into
your syllabus, students will become more comfortable with the act of writing.
Practice writing should provide students with different types of writing as
well. Short responses to a reading, journal entries, letter writing, summaries,
poetry, or any type of writing you find useful in your class should be practiced in class.
Action
With one of the sample student papers on pages 103-105, experiment with written feedback.
1. Find one good idea the student has, and make an encouraging comment
about it.
2. Find a place where the student wasnt clear, and write a comment that
will help her/him clarify it.
3. Identify a grammar problem, and make a comment that will help the student see the problem in other places in the paper.
4. Which of these was easiest to do? Which was most difficult?
5. What other issues might you comment on in the paper you chose?
Writing
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Adequate
Inadequate
Contents
Description of what
would be excellent
content
Description of
adequate development
of content
Description of
inadequate content
Organization
Description of superior
organization
Description of
adequate organization
Description of
inadequate
organization
Grammar
Statement of level of
grammatical accuracy
expected
Statement of an
adequately
grammatical paper
Statement of types of
grammatical
problems that lead
to the papers
inadequacy
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With this type of rubric, the teacher would circle or check the level the
student had achieved in each of the three categories, and then provide some
written comments on the bottom of the page, or on the students assignment.
Weighted rubric A weighted rubric is similar to the unweighted one,
but it breaks the writing skills into categories and sub-categories. A specific
point value is assigned to each. Converting the organization element of the
non-weighted rubric on page 94 into an element in a weighted rubric might
look like this:
Organization: 10 points
Grade
Description
Writing
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Students can help to form a rubric as well. Take class time to ask them
what they value in writing. Ask them what features make writing enjoyable
to read and what features distract from that enjoyment. This kind of discussion has two benefits: it not only gives students a voice in the evaluation of
their own work, it also provides a common vocabulary with which the entire
class can discuss their writing and the writing of others. To assist in this discussion, give students a piece of good writing and a piece of poor writing
(from a different class than the one they attend, of course). Ask them to state
which is the good and which is the poor piece, with an explanation. Then get
them to say why one piece is good and the other piece is poor. In this way,
they generate the criteria for good writing.
Reflection
1. Who are the learners that you are teaching (or imagine yourself to be
teaching)? Consider their ages, first languages, academic training and
experience, proficiency level in English, and learning goals, both personal and as defined by the curriculum.
2. Given these learners, how will you select writing activities for the class?
In other words, these activities serve to encourage brainstorming, drafting, writing, feedback, revising, and editing in a cyclical fashion. These types
of activities encourage the idea that learning to write is more than creating a
final product; it is the learning of a series of skills leading to that product.
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