Writing Competences/How to write a Competences.

Writing competences

The writing process is now described as a complex cognitive activity because the writer, for this task sets into motion a series of strategies and knowledge, that is, a set of operations that interact with each other to reach the Text construction.

To that writing can cope productively thread requires that closely related, occur

simultaneously, so recursive in writing: planning and preparation, the textualization or drafting, the review and final editing.

Writing competences

when we write and when we construct texts and to do so, based on the intention of the letter, of the objectives of the text, we have to master a set of skills and strategies: discriminate relevant information from the irrelevant, structure them in a chronological order and understandable choice of words appropriate sentences connect to each other, using linguistic markers to give cohesion to the sentences, paragraphs build. Phonetic and orthographic rules are only part of the knowledge needed by the user of the language. Another part which is formed by

called text properties: the rules of adequacy, coherence and cohesion and style.

Tips for Writing competences

Your application is your personal advertisement and an opportunity for you to promote yourself.

Give examples of things you actually did and how you did them. Make sure you include your personal involvement.

You can Use the STAR model: Situation: explain the context Task: explain what you had to do Actions: explain what you did, what steps you

took etc. Result: explain the outcome of your actions

Writing competences

The student will become competent in composition, analysis, language, research, and presentation.

Composition CompetenciesThe student will Use a process of writing that includes independent and collaborative prewriting, drafting, revising, and editing to produce unified, coherent, and well-developed paragraphs and essays that support the expressed or implied controlling idea.

Write under time constraints imposed by school and workplace situations.

Adquisition Strategies The student will

› Respond appropriately to a variety of specific writing tasks, some out-of-class assignments, and some timed, in-class assignments.

› Engage in a variety of prewriting activities

Analysis Competencies The student will Explore attitudes and beliefs in writing, reading, and speaking, valuing cultural diversity.

Demonstrate critical thinking/problem solving skills.

Apply techniques of analysis, interpretation, and evaluation to works of literature and to workplace documents and situations.

Language Competencies The student will practice standard usage in oral and written communications, including conventions of grammar, punctuation, mechanics, spelling, diction, and sentence structure.

Use appropriate diction, tone, voice

Research Competencies The student will Use a research process that includes selecting a topic and gathering information from a variety of primary and secondary sources: oral, text, and electronic.

Summarize, paraphrase, interpret, and synthesize information from a variety of primary and secondary sources.

Incorporate relevant research findings into essays or reports, documenting them appropriately to avoid plagiarism.

Presentation Competencies The student will Select or design appropriate academic and workplace communication formats and styles and use them in oral or written presentations, both individually and collaboratively, to achieve a specific purpose.

Use computer applications to write and format documents and to create and integrate visual materials where appropriate to support text.

How to write competences

Bloom’s taxonomy provides a structured way to develop educational objectives. It also can be extended to the new demands for competencies that are being introduced in schools.

Structure of a Competency

Competencies can be written by building their structure upon Bloom’s taxonomy; from the lowest to highest level in the cognitive, psychomotor and affective domains. Each one should introduce the skills, knowledge and behaviors necessary for successful completion and being ready for the next level of courses or success in a chosen career.

each individual competency should be specific to the attribute being described. It should start with an action verb followed by an object, such as, “Analyze local, regional, national, or global problems or challenges.” Competencies should be performance based and measurable, for example, “in which scientific inquiry can be or has been used to determine a solution.” In this example the words used are not relative but specifically relate to the desire that students can take an example and determine how science can or has been used to solve the problem. The grammar structure is very important in this case for to achieve a good writing.

Thank you for pay attention!!