January 2010 Elementary Session Syllabus FINAL COPY

8/14/2019 January 2010 Elementary Session Syllabus FINAL COPY

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Gyeonggi-do Institute for Foreign Language EducationElementary Teachers Intensive Program, January 4-29, 2010

1. COURSE INFORMATION

Course Title: Academic Essay Writing

Instructors: Christian Poon [email protected]

Darren Ng [email protected]

Course

Website:

www.giflewriting.pbworks.com

2. COURSE DESCRIPTION

The Writing module introduces students to the four-step writing process of

pre-writing, writing, editing, and sharing in academic essay writing. As

students are guided through this process, they will be encouraged to

develop skills and attitudes helpful to their growth as emerging writers.

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Trainees will also be encouraged to read a variety of texts to inspire both their writing

and professional development. Additionally, students will learn why writing is both a

necessary communicative and reflective skill critical to their on-going development as

educators.

As trainees gain more confidence, experience, and skill, it is hoped that students will

experience the unique joy that comes from crafting writing that is sincere, passionate,

and meaningful.

3a. COURSE OBJECTIVES

1. Trainees will improve their proficiency in English essay writing through various

individual and group writing activities, class readings, web-publishing, and one

consultation session with their instructor. By the end of the course, trainees should

be able to independently produce a formal essay (of at least four paragraphs)

comparable to a paper written by a native English senior high school student.

2. Trainees will be exposed to several genres of reading through the course Reading

Packs. These are intended to improve trainees overall writing ability, reinforce

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writing concepts introduced in class, further develop vocabulary and language

fluency, and encourage their professional development as EFL educators.

3. As a secondary focus, trainees will also explore ways they can adapt the writing

strategies taught in class to their own classroom environments through group

discussions and sharing sample elementary writing activities.

3b. STUDENT EXPECTATIONS

Students are expected to assume the identity of an emerging writer.

Therefore, we expect our students to

come to class on time (at least 5 min before the bell)

be diligent in their work.

be patient with themselves, their classmates, and their instructors.

be enthusiastic in their attitude towards learning.

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be open-minded when they experience something new.

be helpful in their relations with others.

be persistent in difficulty.

to be eager to share what they have learned both at GIFLE at their home schools.

We hope that our students will

constantly improve their skills as writers and teachers.

not compare themselves to fellow trainees, but to how much they have improved

since they first started.

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4. COURSEREQUIREMENTS

Students will be required to complete one academic essay on a topic approved by the

instructor and two course Reading Packs.

In addition, students will be asked to complete various additional assignments that wil

help them prepare for their weekly writing focus. Assigned homework is due at the

beginning of the class of the date indicated on the course schedule in print

format. Students must also email their writing task assignments to their instructor and

save their work on a USB memory stick device.

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5. EVALUATION

Section Marks Criteria

Pre-Writing 15 Students submit prewriting exercise in preparation for their essay.

Introductory

Paragraph

20 Students submit an introductory paragraph that includes a Hook,

Supporting details, and a THESIS.

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Clas

sdue

Assignment PointValue

Assignment tobe returned by

1 N/A N/A N/A

2 Review course syllabusGetting To Know You survey

ParticipationMarks

N/A

3 About Me section on PBWorks ParticipationMarks

Class 4

Prewriting Exercise 15

Reading Pack 1 10

4 Write your Introduction paragraph 20 Class 5

5 Write your Body & Conclusion paragraphs

First draft of essay is due by your consultationdate

30

Class 6

6 Reading Pack 2 10 Class 7

7 Essay Final Draft is due 15 Class 8

8 Upload your essay to PBWorksVote for your favourite essay

ParticipationMarks

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First Draft of

My Hero

Essay

+ Instructor

Consultation

30 Students submit a four-five paragraph formal academic essay for a

scheduled consultation with their instructor. At the consultation session,

students will receive feedback on their essay, emphasizing areas they can

improve upon.

Final Draft 15 Students submit a final draft of their essay that includes significant

revisions based on their own editing, peer and instructor feedback.

Reading

Packs

10 Session 1-3 Readings and Mini-book

10 Session 4-6 Readings and Two Reading Responses

Total in this section: 20

Participation 16 For basic attendance and participation

4 For extra contributions that benefit the classroom community. E.g.. Lesson

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ideas and demos,Word or Phrase of the Day, Curriculum Posters, etc.

Total in this section: 20

Total: 120 Marks

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6. COURSE SCHEDULE

Session 1: Welcome to Writing Class!

Aims

1. To introduce trainees to the writing module, their instructor, and each other.

2. For trainees to reflect upon Why is writing important? in their role as EFL educators.

3. To acknowledge common barriers many Korean EFL teachers face when trying to write.

4. To Identify helpful attitudes that will help their writing become more enjoyable and effective.

Class Schedule

1. Trainee Introductions

Assignments

1. Complete the Getting to Know

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2. Why is writing important?

3. Your new identity as an Emerging Writer.

4. The Pile Game

5. Course administration

6. Applying what we have learned in our schools:

Inspiring our students to write.

You survey.

2. Review Course Syllabus.

Session 2: The 4 Step Writing Process

Aims

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1. Trainees will be introduced to their major writing assignment, Describe Your Hero.

2. Trainees will learn how to use the 4 Step Writing Process (Prewriting, Writing, Editing, and Sharing)

to develop more effective essays.

3. Using examples of pre-writing for reference, trainees will create their own Pre-writing webs.

Class Schedule

1. Intro. to the major writing task: Describe Your Hero

2. The 4 Steps of Writing: An Overview

3. Prewriting for an essay

4. Formatting your essay using MLA guidelines

5. Introduction to the GIFLE Writing website

Assignments

1. Complete your About Me wiki

webpage.

2. Complete the Prewriting

worksheet.

3. Complete Reading Pack 3for next

class.

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6. End of week reflection

Session 3: Essay Structure I

Aims

1. Trainees will be able to identify the components of effective paragraphs and essays.

2. Trainees will use the above skills to re-order the components of a mixed-up sample essay.

3. By showing various examples, trainees will learn how to compose their own Hooks for their

Introduction.

4. By introducing students to theThesis Formula and relevant samples, trainees will learn how to

construct their own Thesis statements for their Introduction paragraph.

Class Schedule Assignments

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1. Components of an effective paragraph and essay

2. Mixed Up Essay Re-Ordering Exercise

3. How to write a good Hook

4. How to write a good Thesis


Teaching students how to organize their writing

Teaching students how to identify parts of speech

1. Compose an Introduction

paragraph (with Hook and Thesis)

2. Due: Reading Pack 1

Session 4: Essay Structure II

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Aims

1. Trainees will learn how to develop effective Topic Sentences, Supporting Details, and Concluding

Sentences for a Body Paragraph, by using relevant student samples and referring to their

Prewriting work.

2. Trainees will also learn how to write an effective Conclusion paragraph that reflects the

Introduction paragraph by using relevant student samples and refering to their Prewriting work.

3. Trainees will learn how to use linking words and various bridging techniques to create more

coherent/cohesive writing (flow) by working in groups to complete an in-class worksheet.

4. To increase trainee proficiency in creating flow, trainees will be introduced to the Linking Words

Resource Pack.

Class Schedule Assignments

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1. In-class sharing: Your Hooks and Thesis sentences

2. How to develop strong Body Paragraphs

3. How to finish your essay well with an effective

Conclusion

4. Creating Flow using Linking Words

1. Compose Body paragraphs and a

Conclusion paragraph.

2. First draft of your Essay

(Introduction, Body, and

Conclusion) is due by your

consultation date.

Session 5: Editing 1-Self Editing

Aims

1. Trainees will identify and correct common grammatical, stylistic, and formatting errors that

beginning Korean EFL writers often encounter through a group activity called, English 101: Dos

and Donts in English Academic Writing.

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2. Trainees will gain a better understanding of the importance of Editing in their own writing and

learn Editing strategies through in-class discussion, a class edit of a trainees paper, in-class self-

editing time, and instructor consultation for scheduled trainees.

Class Schedule

1. English Writing 101: Dos & Donts in English

Academic Writing

2. Why is Editing Important?

3. How Do I Edit My Paper?-Class editing a trainees

paper

4. Self Editing Time/ In-Class Consultations

5. Mid-course Reflection

Assignments

1. Edit your paper using the

strategies we learned in class.

2. Ensure you have scheduled a

Consultation date with your

instructor to receive essential

feedback on your essay.

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Session 6: Editing 2 Peer Editing

Aims

1. Trainees will learn the value of peer-editing by participating in a small group peer-editing activity.

2. Trainees will review and apply writing concepts they have learned in sessions 1-5 to peer edit

another trainees paper.

Class Schedule

1. Guided Peer Editing Activity

2. In-class editing time

3. If applicable, in-class Consultation with instructor.

Assignments

1. Final Draft of your essay is due on

the 7th Session.

2. If you havent already, meet your

instructor for Consultation.

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How can we help our students to become better

editors of their own writing?

3. Due: Reading Pack 2

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Session 7: Web Publishing

Aims

1. Trainees will experience the joy and satisfaction that comes from sharing a finished essay with

their peers by reading

their essays to each other in small groups.

2. Trainees will learn how to use the PB-Works on-line collaboration tool to share their writing with a

larger audience by

creating their own Wiki-page of their essays for the GIFLE Writing Website.

3. Trainees will be encouraged to review their peers essays by selecting their favorite paper and

providing online

comments.

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Class Schedule

1. In-class reading of essays

2. How to create and design your PB Works page for

your essay

3. How to comment on your peers Wiki pages

4. Introduction to My Favorite Essay activity

Assignments

1. Complete your PB Works page

2. Complete the My Favourite Essay

worksheet.

Session 8: Oh the Places Youll Go!

Aims

1. To encourage the trainees both professionally and personally by doing a group read-aloud of Oh

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the Places You

Will Go! by Dr. Seuss.

2. To provide trainees with further online and offline writing resources to supplement their ongoing

development as

emerging writers.

Class Schedule

1. Welcome and Congratulations!

2. Student Reading: Oh the Places You Will Go!

3. Whats next in our writing Journey?

4. Suggested Offline and Online Resources

Assignments

None!

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5. End of course Reflection

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7. RECOMMENDED READING

GRAMMAR TEXTS

1. Basic English Grammar 3rd Edition by Betty Schrampfer Azar, Pearson

Education, 2002.

2. Fundamentals of English Grammar 3rd Edition by Betty Schrampfer Azar

Pearson Education, 2002.

3. Understanding and Using English Grammar 3rd Edition byBetty Schrampfer

Azar, Pearson Education, 2002.

*The instructor also strongly endorses students to supplement the above

texts with a comprehensive Korean English grammar text.

KOREAN ENGLISH WRITING TEXTS

1. Hackers Writing Start by David Cho, Soul Shi Publishing, 2006

ENGLISH WRITING TEXTS

1. Effective Academic Writing: The Paragraph byAlice Savage and Masoud

Shafie, Oxford University Press, 2007.

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2. Effective Academic Writing: The Short Essay byAlice Savage and Masoud

Shafie, Oxford University Press, 2007.

3. Effective Academic Writing: The Essay byAlice Savage and Masoud Shafie,

Oxford University Press, 2007.

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Documents

January 2010 Elementary Session Syllabus FINAL COPY