|
|
|
Learning Outcome #1: Learners will identify a variety of purposes, audiences, and formats for writing.
Content/Generic Skills |
Instructor Notes |
Identify different purposes and audiences for writing. (C) (CCT)
(VaD) |
Learners will:
-
Identify possible audiences (e.g. personal, friends, family, community, instructors, co-workers, decision-makers who affect your life, the general public) for writing.
-
Identify types of writing for the “personal” purpose (e.g. friendly letters, journals, biographies, family narratives, creative writing, newspaper ads, grocery lists).
-
Identify types of writing for the “friends and family” purpose (e.g. love letters, sympathy letters, thank you letters, informal emails, invitations).
-
Identify types of writing for the “member of a community” purpose (e.g. responses to current events, letters to the editor, opinion pieces, letters of complaint, application forms).
-
Identify types of writing for the “workplace” purpose (e.g. job applications and other forms, messages, memos, logs and reports, emails, proposals that persuade, request, or justify).
-
Identify types of writing for the “further studies requirements” purpose (e.g. responses and analyses after reading, viewing, or listening; note making; study notes; test writing; reports).
|
Refer to Tip 1.1
|
Identify writing formats and standards related to purpose and audience. (C) (CCT) (IT) (VaD) (TL) |
Learners will:
-
Identify types of formats (structure and organization) that different purposes and/or audiences might require for different types of writing.
-
Identify differences in the standards and expectations of written language for different formats (e.g. personal journal, e-mail, Internet chat line, newspaper article, employee incident report, research paper).
-
Identify the Common Conventions of English21 to suit the purpose of writing.
-
Discuss the importance of matching the tone to suit the purpose of writing.
|
Learning Outcome #5 presents specific formats in relation to different purposes.
Refer to Tip 1.2
Refer to Tip 1.3 |
Describe different strategies and approaches to writing for different purposes. (C) (LL) (CCT)
 |
Learners will:
-
Identify the differences between the strategies and the processes used when writing formally (e.g. research reports, newspaper articles, literary analyses, essays, etc.) from those strategies that are used when writing in the workplace (e.g. memos, incident reports, emails, logs, forms, etc.) from those strategies that are used when writing informally (e.g. grocery lists, friendly letters, thank you cards, etc.).
-
Identify strategies and approaches to writing that they presently use and those that they may need to use in the future (e.g. W5, brainstorming, point-form note making, outlining, bulleting, concept mapping, using a formal writing process, etc.).
|
Refer to Tip 1.4 |
Set and monitor learning goals for writing. (LL) (CCT)
|
Learners will:
-
Set learning goals for writing.
-
Reassess strengths and areas for further development throughout the course.
-
Identify special learning needs and advocate for self to have needs addressed.
-
Adjust learning goals as required.
|
Further application for this is in Learning Outcome #3 and Learning Outcome #5.
Refer to Tip 1.5 |
Assessment Reflections:
-
Did I help learners to question themselves in order to find a purpose for writing (Who am I? What is my goal? What do I need to do? How will I achieve my goals?)? (LL)
-
Did I invite learners to bring written materials found in their homes, communities or workplaces? Did I incorporate these materials in the learning activities in the classroom? (VaD)
-
Did I help my learners to face their emotions or anxieties about writing head-on? I need to communicate to them that anxiety and fears are natural emotions but those emotions can inhibit learning. Positive emotions, on the other hand, are a great asset. I need to convince my learners that they are capable, they have valid ideas and they can learn to write effectively for a variety of purposes. (LL)
-
Did I encourage my learners to first identify the purpose, then the audience, then the process and the format and standards for which to write? (CCT)
-
Did I help my learners to understand that expectations and standards for writing will vary, depending on the purpose? (CCT) (LL)
|
1.1) Present various forms of writing from past learners, community members, well known authors, community associations/services, the workplace, etc. and then ask learners to bring in a sample of their own, or a family members’, writing to demonstrate that there are many different types of writing, for many different purposes.
1.2) Provide examples of different types of formats by simply presenting the outlined form and structure of different types of writing (i.e. the shape of a list, a memo, an organizational chart, a friendly letter, etc.).
1.3) Emphasise the importance of identifying the purpose for writing. Without knowing the purpose, one cannot then determine the process, the format, the writing standards, and the appropriate language to be used.
1.4) Help learners to understand that there is no one “Writing Process,” but depending upon the purpose for writing, there are different writing processes. With learners, work through different strategies and approaches to writing by providing examples of small writing tasks that all have a different purpose. Learners will then have a range of strategies and skills and learn how to adjust them for the task at hand.
1.5) Regularly scheduled meetings between instructor and learner allow the learner to reflect upon learning, assess progress towards learning goals, and adjust her goals as required. These meetings are also opportunities for the instructor to provide feedback on progress.
Learning Outcome #2: Learners will adapt and prepare a writing process that is appropriate for the purpose of a particular writing task.
Content/Generic Skills |
Instructor Notes |
Choose, from a variety of pre-writing and planning activities, that process most appropriate for the writing task.
(C) (CCT) (VaD) (LL) (V) (R) |
Learners will:
-
Identify types of pre-writing activities, such as brainstorming, free-writing, concept-mapping, making lists, jot-notes, or outlining.
-
Select a pre-writing activity appropriate for a particular form of writing, such as story, journal entry, memo, application form, resume, incident report, etc.
-
Consider the purpose and the audience’s knowledge of or interest in the topic.
-
Consider appropriate language and tone.
-
Present, to a peer or instructor, reasons to justify selection of a particular pre-writing activity.
|
Refer to Tip 2.1
Refer to Learning Outcome #5 for information about specific writing tasks.
Refer to Tip 2.2 |
Draft ideas, opinions, feelings, and thoughts. (CCT) (VaD) |
Learners will:
-
Choose the appropriate format for the writing task.
-
Write a rough draft from the information created in the pre-writing activity. Use arrows, markers, cutting and pasting to move text, crossing-out portions, etc. to rearrange words and ideas.
-
Re-evaluate and affirm or adjust the purpose, the audience, and the format for this writing.
-
Allow rough draft to “rest.”
|
Refer to Tip 2.3
Refer to Tip 2.4
Refer to Tip 2.5 |
Revise rough draft to refine ideas.
(C) (CCT) (VaD) (IT) |
Learners will:
-
“See” written compositions again by rereading the rough draft and sharing it with peers (with a partner or in small groups) and instructor.
-
Conference in writing groups by listening, offering compliments, asking questions, offering suggestions, and giving support.
-
Revise the rough draft by developing and fine-tuning ideas and the organization of the writing based on feedback.
|
Revision means “seeing again.”
Refer to Tip 2.6
|
Proofread, edit, and polish by using the tools and rules of standard English22. (C) (CCT) (IT) (V) |
Learners will:
-
Review, as required, the tools and rules of standard English.
-
Review, as required, the elements of writing effective paragraphs (topic sentence, supporting details, closing sentence, coherence, transition words, and so on).
-
Focus on the conventions of writing (mechanics, spelling, grammar, usage, structure and clarity) appropriate for this particular purpose and task.
-
Edit and polish draft for this writing task after receiving feedback from peers and instructor.
|
Refer to Tip 2.7
Refer to Tip 2.8
Refer to Tip 2.9 |
Prepare a final copy of the writing task that meets format
require-
ments. (CCT) |
Learners will:
|
|
Assessment Reflections:
-
Did I allow learners to build on their own experience as a stimulus for writing? (CCT) (VaD)
-
Did I allow time for talk, to clarify and organize ideas and to extend understanding? (C) (CCT)
-
Did I provide opportunities for learners to co-write as well as to write independently? (C) (IT)
-
Did I demonstrate or teach learners how to give and receive constructive comments in writing groups? (C) (IT) (VaD)
|
2.1) Present various forms of pre-writing activities to learners, and instruct on how to select or adapt a particular activity to suit the purpose of the writing (e.g. lists of relevant personal information are useful for an application form or a resume, free-writing is useful for a friendly letter or a journal entry, brainstorming or concept mapping are useful for creative writing such as a story or a character analysis, etc.).
2.2) Allow time for writers to meet with partners, in groups, or with instructor, to discuss their rationale for choosing a particular pre-writing strategy that fits the purpose of the writing.
2.3) Model how to organize material to fit the format after a pre-writing activity.
2.4) Instructors do not emphasise correct spelling, neatness, usage, mechanical, or grammatical errors at this stage. Reinforce that drafting a piece of writing can be a “messy” process, and is perfectly normal for this stage of the writing.
2.5) If appropriate for the purpose of writing, facilitate and guide learners to write leads, opening sentences, hook sentences, attention grabbers, or interesting phrases.
2.6) Model conferencing techniques with a past learner’s writing or your own writing (to model requesting feedback and suggestions). Build a collection of writing to use as models of all stages of various writing processes.
2.7) Conduct mini-lessons on revision skills and editing requirements for spelling, grammar, usage, structure and clarity (e.g. small, daily exercises; have learners keep an editing checklist; revision exercises as a group, individual practise exercises, etc.). Model editing on the overhead, share proofreading symbols, and demonstrate reading a draft out-loud.
2.8) Conduct mini-lessons on writing effective paragraphs (e.g. topic sentence, supporting details, closing sentence, coherence, transition words, etc.).
2.9) Allow time for writers to meet with peers and instructor, to encourage and help with editing.
Learning Outcome #3: Learners will use a variety of writing strategies.
Content/Generic Skills |
Instructor Notes |
Connect prior knowledge to new information. (C) (CCT) (LL) (R) |
Learners will:
-
Recall prior knowledge on a topic or idea presented by: brainstorming, drawing pictures, participating in talking/sharing circles, rereading passages, talking with classmates, or demonstrating “think-alouds.”
-
Identify the interconnected network of information already known about the topic/idea with new information.
|
Refer to Tip 3.1
Refer to Tip 3.2 |
Select graphic organizers appropriate for the purpose of writing. (C) (CCT) (IT)
(V) (R) |
Learners will:
-
Identify a variety of ways to chart, outline, graph, cluster, or map words and thoughts about a presented sample of a multi-paragraph exam question.
-
Identify formats or visual aids for structuring multi-paragraph compositions.
-
Individually or within a small group, organize thoughts and ideas about the exam question in a way appropriate for the purpose of writing (e.g. to show relationships between ideas, categorize information, summarize information, compare and contrast ideas).
|
Refer to Tip 3.3
Refer to Tip 3.4
Refer to Tip 3.5 |
Clarify and improve readability appropriate for the purpose of writing. (C) (CCT) (IT) |
Learners will:
-
“Walk through” and visualise the steps involved to write an incident report or a set of sequential instructions.
-
Peer conference to receive and provide feedback and clarity on the incident report or set of sequential instructions.
-
Incorporate sensory language into a creative writing draft.
|
Refer to Tip 3.6
Refer to Tip 3.7
Refer to Tip 3.8 |
Summarize to understand and retain information.
(C) (CCT) (LL) (V) |
Learners will:
-
Use note making (may involve using a word processor, the spell check, and the thesaurus).
-
Identify main ideas and supporting details of information presented by making outlines, creating questions and answers, etc.
-
Read a selected piece of information, write a summary of the information, and share it with peers.
|
Refer to Tip 3.9
Refer to Tip 3.10 |
Utilize a variety of writing strategies to write on demand. (C)
(CCT) (IT) (LL) |
Learners will:
-
Given a specific writing task and a short time frame to complete the task, write on demand by:
-
brainstorming thoughts and ideas about topic;
-
creating jot notes to organize information;
-
creating outline of written material;
-
completing task with a written piece of work, focusing on the conventions of writing appropriate for this particular purpose and task.
|
Refer to Tip 3.11
|
Continue to monitor progress in applying strategies and approaches that fit the purpose of writing. (C)
(CCT) (IT) (LL) |
Learners will:
-
Re-assess and communicate as they monitor own writing by: asking questions, self-talking, peer editing, spell-checking, experimenting with language, rereading, writing out-loud, self-assessing, and critically reflecting writing abilities.
-
Identify and integrate time-management strategies such as setting time frames for completion of tasks, setting priorities, and budgeting time.
|
Refer to Tip 3.12
Refer to Tip 3.13 |
Assessment Reflections:
-
Have I modelled and taught writing strategies and shown how learners can improve their writing quality? (C)
-
Have I allowed learners to select the strategies that work best for them? (LL)
-
Have I communicated to learners that thinking, reading, and writing are interrelated and fundamental to learning? (CCT)
|
3.1) Learners’ knowledge is stored in “schemata” (complex network or interrelationships) and activating it serves as a bridge for making connections to new knowledge. The interconnected network of information that they already hold brings awareness of what they already know about the topic/idea being presented.
3.2) Model the interconnectedness of what you already know about the topic with new information that is added.
3.3) Present a sample exam question on a topic (e.g. compare/contrast two readings, analyse the main character in a film or video, etc.) and then provide a variety of graphic organizers for ideas and thoughts.
3.4) Present a format and a visual aid for structuring multi-paragraph compositions.
3.5) Learners, individually or within small groups, choose a topic of their own.
3.6) Model visualisation and how to walk through the steps involved in writing an incident report and a set of sequential instructions. Provide multiple examples of incident reports and sets of sequential instructions.
3.7) Allow time for writers to conference with a peer and receive feedback and clarity on their incident report or set of instructions.
3.8) Introduce sensory language and encourage writers to incorporate it into creative writing drafts. Provide examples of creative writing and have learners choose a creative writing task. Deliver mini-lessons on figurative language and encourage writers to strengthen their compositions using simile, metaphor, personification, and imagery.
3.9) Demonstrate use of a note-making strategy (e.g., Cornell Method, mind mapping, outline, or others) when studying, listening to a lecture, viewing a film or video, or reading texts.
3.10) This outcome may also be developed and demonstrated in other subjects, and it can also be integrated with Learning Outcome #3 – “Apply Study Skills and Strategies,” in Learning Outcomes for Reading.
3.11) Choose a specific writing task that would normally done under time constraints, within the learning environment or the work environment (i.e. an exam question, a thank you letter to a guest speaker, a response after a viewing, a workplace memo or email, etc.).
3.12) Continue to stress to writers that it is important to constantly adjust approaches and strategies to meet the requirements and purpose of the writing. Writers question each part of the process with questions such as, “Does this strategy fit the purpose of the writing?”
3.13) Assisting learners with time management strategies is an on-going process.
Learning Outcome #4: Learners will integrate information from a variety of sources to write for inquiry or research.
(Note: This Learning Outcome may be integrated with Learning Outcome # 4 in the Reading section.)
Content/Generic Skills |
Instructor Notes |
Combine resource information with own ideas, thoughts, and/or feelings. (CCT) (LL) (VaD) |
Learner’s will:
-
Choose a line of inquiry or a research topic and use pre-writing strategies suited to the purpose.
-
Define and narrow the topic.
-
Consider how various sources will be used and then gather background information and materials, choosing a limited number of resources to focus on the research skills.
-
Research from a variety of sources that suit the purpose of the writing (e.g. library research, use of the Internet, interviews with experts, participants or eyewitnesses, direct observations, experiments).
-
Select appropriate sources or references and store raw data during the writing process (e.g. index cards, notes, Post-its, separate files).
-
Compare and contrast own ideas with information from other sources.
|
Research means different things to different writers.
Refer to Tip 4.1 |
Incorporate paraphrased researched material into own writing.
(C) (TL) (CCT) (VaD)
(LL) (V) |
Learners will:
-
Analyse information for accuracy, bias, and usefulness.
-
Identify and practise methods of paraphrasing to avoid plagiarism (e.g. read material, close book, write what was read, check original source for plagiarism).
|
Adapt questions from Tip 3.2 in the Reading section.
Refer to Tip 4.2 |
Use transitions and synonyms for coherence, clarity, and to improve readability. (C) (CCT) (IT) (LL) |
Learners will:
-
Identify and utilize a variety of transitions that suit the purpose of the writing.
-
Use a thesaurus to enrich language with synonyms.
-
Conduct peer revisions and revise first draft.
|
Refer to Tip 4.3 |
Write a two-page (minimum), multi-paragraph essay that demonstrates research skills. (C) (CCT) |
Learners will:
-
Write:
-
an opening paragraph that (1) points the way of the paper, (2) sparks the readers’ interest, (3) commits the writer to a certain language, and (4) establishes a frame, form, core idea, or thesis for the paper;
-
at least three supporting paragraphs that develop the thesis and provide relevant evidence to support the thesis; and
-
a closing paragraph that ties up loose ends and leaves the reader with a final thought that helps them to see the importance of the message.
|
|
Assessment Reflections:
-
Did I provide a variety of resource materials, or support learners to find a variety of materials and sources (e.g. community, employment, and further studies resources)? (LL) (CCT) (VaD)
-
Did I provide time for writers to thoroughly use resources, learn to paraphrase, use transition words and phrases, and peer edit? (CCT)
|
4.1) Instruct and provide practise for research skills such as summarizing, locating information, skimming and scanning, storing raw data during the research process, etc.
4.2) Conduct a mini-lesson on plagiarism. Demonstrate how to paraphrase to avoid plagiarism, and allow time for writers to practise.
4.3) Conduct mini-lessons on transitions and use of a thesaurus for synonyms. Inform writers that transitions can vary in length (a paragraph, a sentence, or just a phrase or single word). Have learners identify the transitions in model paragraphs and then replace them with synonymous transitions. Help writers to choose a variety of transitions that suit the purpose of their writing by providing a starter list of transition words and phrases.
Learning Outcome #5: Learners will write for a variety of purposes and audiences.
Content/Generic Skills |
Instructor Notes |
Write a multi-paragraph descriptive passage. (C) (CCT) (IT) (V)
|
Learners will:
-
Utilize pre-writing strategies (e.g. brainstorming, clustering, mapping, webbing, etc.) to organize ideas.
-
Write sentences and paragraphs with clarity and cohesion to present a single, clear picture of a person, place, thing, idea, or eyewitness account.
-
Incorporate sensory words and experiment with figurative language such as similes, metaphors, and personification.
-
Conduct peer revisions and revise first draft.
|
Refer to Tip 5.1
|
Write a multi-paragraph expository passage. (CCT) (C)
(IT) (VAD) |
Learners will:
-
Select a topic of interest, on which they are knowledgeable, that suits the purpose of the writing.
-
Write sentences with clarity and cohesion to explain how to do something.
-
Examine the exposition for evidence of structure and language that suits the purpose.
-
Conduct peer revisions and revise first draft.
|
Refer to Tip 5.2 |
Complete three different types of multi-step forms. (C) (CCT) (N) (IT) (LL) |
Learners will:
-
Complete three of the following types of multi-step forms: catalogue order, job application form, daily log, tax form, application for accommodation form, leave of absence request form, and accident report form, and employee concern form.
-
Recognize the purpose of the writing by asking questions such as: What is the purpose of this form? How do I know this? Who will read this form? What will they do with the information?
-
Recognize the organization of the form by asking questions such as: How many sections are on this form? What is the purpose of each section? Which sections are optional? Are there any sections I should NOT complete?
-
Interpret the use of language that suits the purpose of writing (e.g. directions, abbreviations, noun phrases, formal language, legal language).
-
Conduct peer revisions and revise answers on the forms as needed.
|
Refer to Tip 5.3 |
Write three different types of letters. (C)
(CCT) (IT) (LL) |
Learners will:
-
Write three of the following types of letters: letter of complaint, letter to the editor, application-for-employment letter, letter of resignation, notice to vacate letter, and request for information letter.
-
Identify and utilize the correct format to suit eachpurpose of writing.
-
Conduct peer revisions and revise first drafts.
|
Refer to Tip 5.4 |
Write a three- paragraph (minimum), persuasive or opinion-based review on a book or a film. (CCT) (C) (IT)
(VAD) (V)
|
Learners will:
-
Be informative and clear about the book or film, without giving the entire story away.
-
Examine and summarize the key characteristics, points, or messages in the book/film, then add personal opinions about the value or worth of the message.
-
Provide relevant and specific evidence to support developing logical arguments.
-
Present the information in creative and interesting ways by using language to suit the purpose of a review.
-
Conduct peer revisions and revise first draft.
|
This skill may be integrated with a reading skill, or can be utilized as a viewing skill.
Refer to Tip 5.5 |
Write a one-page, multi-paragraph workplace incident report. (CCT) (C) (IT) (VaD)
(V)
|
Learners will:
-
Write a workplace incident report with clarity and cohesion to recall an event.
-
Write the incident report with the following structure:
-
an opening paragraph that identifies the incident or problem as it occurred including date, time, and all persons involved in the incident;
-
at least one supporting paragraph to describe the action that was taken and the parties involved;
-
at least one supporting paragraph to describe other possible solutions; and
-
a closing paragraph that recommends a course of action.
-
Select appropriate narrative voice and tone to suit the purpose of writing.
-
Conduct peer revisions and revise first draft.
|
Refer to Tip 5.6 |
Share, present, or publish preferred pieces with a planned audience. (C) (IT) (LL)
(V) (R) |
Learners will:
-
Share, present, or publish preferred pieces of writing with an appropriate audience (may involve making a book, adding to classroom collections, adding to a portfolio collection, displaying on bulletin boards, submitting to a part of the community, or reading to family members or a small group of peers).
|
Refer to Tip 5.7 |
Review learning goals for writing. (C) (CCT) (LL)
|
Learners will:
-
Self-assess achievement of learning goals.
-
Demonstrate critical reflection of writing assignments (e.g. through talking/sharing circles, journal writing, learner/instructor conferencing, small group or peer conferencing).
-
Accept and provide feedback in a constructive manner.
|
Refer to Tip 5.8 |
Assessment Reflections:
-
Did I encourage and support my learners in considering a variety of writing domains: personal writing, subject-investigation writing, creative writing, reflective writing, academic writing, workplace writing, literary-analysis writing, e-mail writing, or response writing as appropriate to meet their needs? (C) (TL) (LL)
-
Did I encourage my learners to first identify the purpose, then the audience, then the process and the format and standards for which to write? (C) (CCT)
-
Did I help my learners to understand that expectations and standards for writing will vary, depending on the purpose? (LL) (C)
|
5.1) Have learners walk outdoors, look at photos, listen to guided imagery scripts, etc. that will provide them with material with which to write. Learners can then brainstorm to describe all of the sensory information received (sight, sound, smell, taste, and touch).
5.2) Provide examples of expository writing, giving language tips (transitions), formatting tips (sequential), etc. Have learners re-assemble a “how to” exposition that has been taken apart to visualise the format and the language. Have learners place transition words and phrases into an exposition where they have been removed.
5.3) Provide examples of readily available forms that are relevant to learner’s needs. In addition to completing forms, learners can also be given time to re-design old forms and design new forms.
5.4) Provide examples of all types of letters and review format and language used to suit the purpose of the writing.
5.5) Provide examples of book reviews and film reviews (past learner examples, as well as published examples from newspapers and magazines). Review format and language to suit the purpose.
5.6) Examples of workplace incident reports can be found in a variety of resources for writing in the workplace. Review format and language to suit the purpose (needs to demonstrate a clear progression from the beginning, to the middle, to the end).
5.7) Writers choose which selections to take to this stage. This can be an ongoing process, or it can be used in conjunction with a portfolio (when portfolios are complete, writers choose which pieces to present, and in which manner).
5.8) Learners identify strengths and areas for improvement in their writing. Self-assessment tools (rubrics, rating scales, checklists, etc.) can be used to assess criteria such as effort, progress, and achievement. Learners should help to create these tools for effectiveness and relevance.
|
