Process Writing Task Continuous Assessment February 11 March

Process Writing Task Continuous Assessment February 11 - March 14

Contents • • Introduction Overview of Process Writing Task Weekly Breakdown of Tasks Filing Administrative FAQs Contact information Questions/Comments References

INTRODUCTION

What is Process Writing? • An instructional approach to the teaching of writing • Implements structured classroom-based tasks oriented around the natural stages of writing (Seow, 2002) – Prewriting – Drafting – Revising – Editing

Why do Process Writing? • Creates multiple opportunities for provision of feedback in a motivating manner (Tsui & Ng, 2000; Dornyei, 2001; Ferris & Hedgcock, 2005; Ferris, 2011) – Teacher – Peers • Uncoupled from grades (Black & William, 1998) • Each stage of writing is weighted equally

OVERVIEW OF PROCESS WRITING TASK

Saturday Week 2 4/2 6 7 5/2 6/2 7/2 Wednesday 8/2 12/2 13/2 14/2 15/2 Teacher Training: Guidance on Providing Written Feedback 19/2 20/2 21/2 22/2 26/2 27/2 28/2 29/2 3/3 4/3 5/3 6/3 7/3 Teacher returns Draft 2 & corrected peer edits Students write Draft 3 in class based on corrected peer edits 10/3 11/3 12/3 13/3 14/3 Teacher returns Mind-Map & Outline Students write Draft 1 in class 25/2 5 Tues Intro to PW Students complete a Mind Map & Outline in class 18/2 4 Mon Teacher Training: CA Overview & PW Briefing 11/2 3 Sun Teacher returns Draft 1 with written feedback on content Students write Draft 2 in class Students peer edit Draft 2 in class Teacher returns Draft 3 with written feedback on form and passes out symbols handout Students complete Final Draft in class Finish marking & document on scoresheets (March 18 -19: Data inputting) (March 20: Whole file submission)

WEEKLY BREAKDOWN OF TASKS

Week 3: Mind Map & Outline Date Sat (11/2) Description of Activities Marks Task Achievement ½ mark Task achievement ½ mark v. Teacher introduces the Process Writing Task in provided Power. Point presentation v. Students brainstorm possible ideas completing a Mind Map in class v. Students select ideas from their brainstorming session & complete an Outline in class v. Teacher collects Mind Map & Outline from the students at the end of class AND allots half a mark for the Mind Map and half a mark for the Outline Wed (15/2) Criteria Mandatory teacher training session: Guidance on Providing Written Feedback

Graphic Organizer for Brainstorming/Mind Mapping

Graphic Organizers for Outlines

The Prompts • Level-based • Mapped back to course content • Mirror format of Midterm Exam writing prompts – However, minimum word count for the PW task is higher than what we expect of students on the Midterm Exam

Level 3 (EL 1) 4 (EL 2) 5 (EL 3) Prompt Write about your dream job. You should say: a) what it is b) why it is a good job for you c) what you need to do to get this job Write about something that you think will become a popular trend in the future. You should say: a) what it is b) who it will be popular with c) why you think it will be popular Write about a person you think is successful. You should say: a) who this person is b) why this person is successful c) what sacrifices this person has made to become successful Minimum Word Count 150 200 Curricular Grounding Q Skills for Success: Reading & Writing 1 Unit 2: Thematic Material – What is a good job? Writing Outcome: Describing a job that is right for you Q Skills for Success: Reading & Writing 2 Unit 1: Thematic Material – Why does something become popular? Q Skills for Success: Reading & Writing 3 Unit 3: Thematic Material – What does it take to be successful?

Level Prompt 6 (EL 4) Write a true story about a hero (a friend, family member, famous person, etc. ) from your childhood. You should say: a) who this person was b) what this person did that inspired you c) how you have been positively affected by this person 7 (EL 5) Option 1 Describe what you believe are your generation’s favorite leisure activities. You should say: a) what these leisure activities are (at least 2) b) why you think your generation enjoys doing them c) whether or not you feel that these leisure activities are a good way to relax Option 2 Discuss how a new form of technology (smart phones, computers, Instant Messaging, Social media such as blogs, Facebook, Twitter, etc. ) has affected our work (or the way we study) and our leisure time. You should: a) describe one specific type of technology b) discuss the effect it has had on work or study c) discuss the effect it has had on leisure time Minimum Curricular Grounding Word Count Q Skills for Success: Reading & Writing 4 Unit 1: Thematic Material -- What makes someone a hero? Unit 3: Thematic Material – What 250 important lessons do we learn as children? Writing Outcome – Writing a Narrative Q Skills for Success: Reading & Writing 5 Unit 3: Thematic Material – What is the difference between work and fun? 300 Q Skills for Success: Reading & Writing 5 Unit 1: Thematic Material – Why do people read and write blogs? Unit 3: Thematic Material – What is the difference between work and fun?

Level Prompt 8 (EL 6) Option 1 Discuss what factors you think can help a child to be academically successful at school. You should include: a) what exactly these factors are (mention at least 2) b) why you think they are important for the child’s academic achievement c) describe a time in your school years when you felt these factors were present Option 2 Describe and discuss what you think would be the ideal university. You should include: a) a description of this university b) what characteristics/factors/elements etc. make it ideal c) how/why these characteristics/factors/elements etc. make it possible for students to be academically successful Minimum Word Count Curricular Grounding English for Academic Study 1) Source Book (pgs. 7 -11) 2) Writing book (Unit 1: Writing Task) 300

Week 4: Draft 1 & Teacher Feedback on Content Date Description of Activities Sat (18/2) v. Teacher returns students’ Mind Maps & Outlines v. Students use their Outlines to write Draft 1 of their paragraph or essay in class v. Teacher collects Mind Maps, Outlines & Draft 1 AND allots 1 mark for Draft 1 v. Teacher provides written feedback on content (i. e. ideas) on Draft 1 Criteria At least 50% of min. word count Marks 1

Week 5: Draft 2 & Peer Feedback Date Description of Activities Sat (25/2) v. Teacher returns Draft 1 to students with his/her written content-based feedback v. Students write Draft 2 in class incorporating teacher feedback v. Teacher monitors students’ progress and clarifies (or provides more) feedback as necessary to individual students v. Teacher then provides each student with a Peer. Feedback Handout v Students provide peer-feedback on the writing of one of their classmates v. Teacher collects Draft 2 & Peer-Feedback Handouts from students at the end of class AND allots 1 mark for Draft 2 v Teacher reviews Peer-Feedback Handouts correcting any inaccurate feedback made by students (Teacher does NOT have to provide any more feedback on Draft 2) Criteria Marks Evidence that Draft 1 has been revised 1

Week 5: Peer Feedback Handouts • Levels 3 – 5 (EL 1 – 3) • Levels 6 – 8 (EL 4 – 6)

Week 6: Draft 3 & Teacher Feedback on Form Date Description of Activities Sat (3/3) v. Teacher returns Draft 2 to each student along with the corresponding Peer-Feedback Handout which the teacher revised for inaccurate feedback v. Students write Draft 3 incorporating the teacher-revised peer feedback v. Teacher monitors students’ progress and clarifies (or provides more) feedback as necessary to individual students v. Teacher collects the Peer-Feedback Handouts, Draft 2 & Draft 3 from students at the end of class AND allots 1 mark for Draft 3 v. Teacher then provides written feedback on form (e. g. mistakes in grammar/mechanics, etc. ) USING the Symbols Handout on Draft 3 Criteria Evidence that Draft 2 has been revised Marks 1

Symbols Handout

Week 7: Final Draft & Submission Date Description of Activities Sat (10/3) v. Teacher passes out Symbols Handout for students to refer to v. Teacher returns Draft 3 with his/her formfocused written feedback v. Students write the Final Draft incorporating teacher feedback on form v. Teacher monitors students’ progress and clarifies (or provides more) feedback as necessary to individual students v. Teacher collects Draft 3 & Final Draft from students at the end of class AND allots 1 mark for the Final Draft Wed (14/3) v. Teacher documents students’ final grade on the scoresheet Criteria Marks Evidence that Draft 3 has been revised 1 __ / 5

Week 8: Mark inputting & File submission Date Description of Activities Sun – Mon (18/3 – 19/3) v. Teacher inputs her section’s scores for PW task on specified computers v. Co-teacher accompanies her verifying accuracy of marks inputted Tues (20/3) v. Teacher submits her PW file containing her scoresheet and all of her students’ work to CA Sup/CA Lead Teacher

FILING

binder for each section

plastic sleeves (one for every student plus one for yourself to store pertinent handouts & scoresheets)

At the end of this task after inputting marks you will submit everything together and it will be archived for Quality Assurance purposes

ADMINISTRATIVE FAQS

• Is Teacher 1 or Teacher 2 responsible for this task? – Teacher 1 • Doesn’t this overburden Teacher 1 who is responsible for SL in this class in addition to completing the syllabus? Well… – All teachers will do CA for their first class – This task is curriculum-based meaning that it should address learning outcomes and/or content addressed within the first three units of the Reading & Writing textbooks (i. e. should not detract from the syllabus) – Also, after this task is completed only TWO more class sessions will ever be required for CA (2 in-class quizzes) i. e. CA is not a weekly task after Process Writing is completed – Also, the decision to have Teacher 1 do both SL and CA was for administrative efficiency (one teacher responsible for the marks and attendance of one section)

• Do all the drafts have to be done in class? Yes • Why? – To avoid plagiarism, cheating, etc. – To provide class time for students to receive not just written feedback but valuable verbal feedback from teachers and their peers • What do I do with a student who comes very late to class or is entirely absent during one of the PW in-class sessions? – Ask the student to see you during your office hours. At this time brief him/him on the task he/she missed and give him/her the opportunity to do it at home and submit it to you promptly thereafter.

• What if Teacher 1 is absent on a Saturday during the PW task schedule? – He/She simply conducts the PW task the following day. In the case of a teacher absent for a prolonged period, a special arrangement will need to be made in order to keep that section more or less on target with the schedule. • Can I award half marks for each of the assessed PW tasks? – No. Except for Week 4 in which the Mind Map and Outline are each worth ½ a mark, all of the other tasks must be given either a 0 or a 1. • What is the policy on the use of laptops to do the drafts? – Require students to handwrite all the drafts. You may have some students who wish to type the Final Draft. If this is so, please have them submit their handwritten Final Draft as per the schedule, mark it, and then let them type it up and re-submit their Final Draft back to you.

• Do I have to turn in all of my students’ work at the end of this task or just the Final Draft? – – • You must submit all stages of students’ work from the planning documents & drafts to the final work (i. e. everything that you collected for each student in his/her plastic sleeve) Documentation is extremely important for Quality Assurance purposes! What is the submission deadline for the PW marks? – – By March 14 th, you should have awarded each student a final score out of 5. However, you only have to input the marks the following week (either March 18 th or March 19 th) & then submit the hardcopy of your scoresheet along with the binder by March 20 th.

CONTACT INFORMATION

Contact Details Name & Role Email Phone Location Vivian Ibrahim (CA Sup. ) vivianhagos@gmail. com 0565534823 B 269 Jennifer Sparks(CA/ LT) jennifer. sparks 123@gmail. com 0540014678 B 252