Teaching L2 writing skills entails much more than simply setting a topic, collecting and correcting students’ writing and giving it back hoping that learners will write better texts next time. Therefore, we must help our students reflect upon all the elements involved in the making of a text. In other words, we must empower them to critically assess writing tasks and to critically read their own productions in order to improve them.
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Features of Reading as a Process of Communication, Reading as a Goal and Mean...YogeshIJTSRD
The article says that literally, any periodical or textural reference to reading either asserts or implies that the main function of reading is to convey to the listeners by voice the thoughts and feelings of the writer. The author usually goes on to explain how reading should be taught in order to fulfill this mission. N. K. Ravshanova "Features of Reading as a Process of Communication, Reading as a Goal and Means of Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40071.pdf Paper URL : https://www.ijtsrd.com/other-scientific-research-area/other/40071/features-of-reading-as-a-process-of-communication -reading-as-a-goal-and-means-of-learning/n-k-ravshanova
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I offer some educational services like:
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Features of Reading as a Process of Communication, Reading as a Goal and Mean...YogeshIJTSRD
The article says that literally, any periodical or textural reference to reading either asserts or implies that the main function of reading is to convey to the listeners by voice the thoughts and feelings of the writer. The author usually goes on to explain how reading should be taught in order to fulfill this mission. N. K. Ravshanova "Features of Reading as a Process of Communication, Reading as a Goal and Means of Learning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Innovative Development of Modern Research , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd40071.pdf Paper URL : https://www.ijtsrd.com/other-scientific-research-area/other/40071/features-of-reading-as-a-process-of-communication -reading-as-a-goal-and-means-of-learning/n-k-ravshanova
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
ABSTRACT
We report in this presentation on a current project of which the aim is to develop teaching approaches that engage doctoral students in working together as a research community to develop their critical writing and peer reviewing skills. We seek to foster in students a sense of collective endeavour in developing writing and research, and to encourage the sharing of ideas, drafts, and semi-formed thoughts in an atmosphere of mutual support. The project was launched via a residential critical writing weekend for students, featuring a range of taught sessions focussing on aspects of critical writing and reviewing and
featuring opportunities for students to engage in peer assessment activities. The students then formed an
editorial board for an online journal for doctoral students, through which they are involved in critical
writing, reviewing, providing feedback, editing and publishing a journal.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
The purpose of this essay is to explore and highlight the didactical tasks to be used in teaching reading and writing skills to ESL students in the lower or upper secondary schools students. It proposes a suitable technique for development and implementation of writing skills that will make it easy for students to understand and master the use of English as the second language. The task also involves active interaction with the students during the teaching sessions as they are guided through the course. One such approach is the use of argumentative essays to increase active participation in the class activity. This will also enable the students to think widely and as they aim to express their ideas and be understood by other people. The paper has been categorically divided into five key stages that highlight and explain the process of teaching writing to students in ESL.
Informal WritingInformal or low stakes” writing covers all the .docxdirkrplav
Informal Writing
Informal or “low stakes” writing covers all the writing that falls under the minor commitments on the grading contract. These texts are informal because we won’t be revising them as major projects, and, while we may use them as examples of successful writing techniques, they will not be assessed for the effectiveness of the writing. Instead, I want the focus of these pieces to be reflection, inquiry, and free thought. In other words, when you are writing these, don’t worry about how well you are crafting your sentences; worry about whether you are engaging thoughtfully with the tasks. I want to know what you are thinking, and I want you to focus on what you’re thinking and why. Don’t worry if you jump from one thought to another without transition or if you get sidetracked by an unexpected thought. In short, write freely.
Informal writing might include but is not limited to
· Responses to readings
· In-class writing
· Group work reports
· Quizzes
Not all informal writing will be turned in; often, we write to learn, to discover what we think and know, and it isn’t always necessary for me to read everything. I will read all reading responses and quizzes, but I may not always comment unless I want to ask some thought provoking questions, make some suggestions for how to exceed my expectations, or I want to let you know that you have exceeded my expectations.
Reading Responses
We will have some activity required in response to course readings. Most often, this will be a 1 to 2 page written response that should follow the pattern below. Sometimes, the response will be to use the ideas from the reading to complete some part of a major project.
For most responses, I will ask you to
· Summarize what you believe to be the main point of the reading (it will be helpful for you to think about why I’ve assigned the reading as you try to focus on the author’s primary purpose).
· Explain key terms/concepts about writing emphasized or employed in the reading; I will post these terms in a separate document the week before we discuss the assigned reading.
· Reflect on and respond to the main ideas of the reading. This should be the most substantial part of your response, in which I want you to reflect thoughtfully on what the reading is saying about writing, how that relates to your own experiences, and what you think or feel about those ideas. With the key terms, I will include guiding questions to help you respond, but you should feel free to follow the train of your own thoughts
To get credit for these responses, you need to convince me that you engaged with them thoughtfully. All informal writing is graded on a credit/no credit basis. If I do not feel you have completed the assignment, or that you have engaged sufficiently with the task, I will leave a comment telling you that I cannot give you credit. THAT IS NOT FINAL. You should be a self-advocate in communicating with me if you did in fact do the best you could. Writing is difficul.
O minicurso tem como objetivo apresentar fundamentos teóri-cos e discutir questões práticas ligadas a uma tarefa docente que, na maioria das vezes, é difícil: ajudar os alunos a escreverem melhor. Durante o minicurso, os participantes terão a oportunidade de se en-gajar em atividades de reflexão sobre os seguintes assuntos: a) as di-versas abordagens para o ensino da escrita, b) a importância do feed-back e as suas várias formas, e c) os papéis do professor, dos alunos e da interação em sala de aula para o bom andamento do estágio de pós-escrita. Haverá, também, uma parte prática na qual será apresentada uma sequência didática que encoraja a exploração de formas alterna-tivas para a correção tradicional com a caneta vermelha. O minicurso será ministrado pela autora do livro Produção e revisão textual: um guia para professores de português e de línguas estrangeiras, publi-cado pela Editora Vozes em 2009.
O uso de foruns de discussão em um curso de capacitação para professores de i...Doris Soares
Adotando uma visão Sistêmico-Funcional da linguagem (HALLIDAY, 1994) e partindo das variáveis Campo, a qual se refere à natureza das ações sociais realizada por intermédio da linguagem, e Relação, a qual se refere aos participantes em uma interação (HALLIDAY e HASAN, 1989), esta comunicação enfoca o uso de fóruns de discussão em um curso de capacitação para professores de idiomas. Visando à identificação das ações sociais realizadas nos fóruns do curso, foram analisadas 238 postagens de treze participantes. Dentre os achados, destacamos que em apenas 35% das postagens há algum tipo de reflexão e/ ou discussão sobre os assuntos trabalhados no curso por meio de leituras teóricas e atividades-modelos. Estas realizam a ação social que definimos como Campo 3. As demais realizam outras ações tais como a preservação de face e manutenção do tecido social (Campo 5), ajuda aos colegas (Campo 4) ou compartilhamento de impressões sobre o curso (Campo 2). Outro fato é que 63% das reflexões (Campo 3) ocorrem em textos que realizam mais de uma ação social ao mesmo tempo, o que pode dividir a atenção do participante na hora de dar continuidade a discussão. Além disso, as funções discursivas perguntar (requerer uma informação) e questionar (levantar questões para discussão), que convidam o interlocutor a se engajar nas conversas nos fóruns, estão presentes em apenas 10% das postagens no Campo 3. No viés da variável Relação, observa-se uma preferência por postar as reflexões em mensagens isoladas, ou seja, que não seguem o esquema Iniciação > Resposta | > Feedback, típico de uma conversa. Essas evidências apontam para uma possível necessidade de revisão da prática docente no que tange a condução de tarefas de reflexão nos fóruns de discussão, muito comuns em cursos on-line. Considerações sobre esse assunto também serão apresentadas na presente comunicação.
Provendo feedback escrito nos textos dos alunosDoris Soares
Artigo publicado no Caderno de Letras: Revista do Departamento de Letras Anglo-Germânicas, n.22, p.113-130. 2006.
Doris de Almeida Soares é Doutora em Letras (PUC-Rio) e autora do livro Produção Textual: Um Guia para Professores de Português e de Línguas estrangeiras. Petrópolis: Ed. Vozes, 2009.
Mais artigos sobre como lidar com a produção textual dos alunos podem ser encontrados em:
www.producaotextual.wordpress.com
A presença social em um ambiente virtual de aprendizagem: uma proposta de aná...Doris Soares
Soares, Doris de Almeida; Hemais, Barbara Jane Wilcox (Advisor); Shepherd, Tânia Maria Granja. Social presence in a virtual learning environment: an analysis proposal in light of Systemic Functional Linguistics, 2011. 247p. Doctoral thesis. Departamento de Letras, Pontifícia Universidade Católica do Rio de Janeiro.
Social presence in a virtual learning environment: an analysis proposal in light of Systemic Functional Linguistics is an interpretive case study of the elements which contribute to co-presence (Goffman, 1963) and to the presentation of the self (Goffman, 1959/2009) in an online pedagogical context. Adopting a Systemic Functional view of language (Halliday, 1994) and drawing on the study of the variables Field, Tenor and Mode (Halliday and Hasan, 1989) and Appraisal Theory (Martin, 2000), this thesis examines 510 texts written by thirteen language teachers in a ten-week-course held in TelEduc, whose aim was to enable participants to produce digital teaching materials. The corpus contains samples that are representative of the linguistic exchanges in the students’ profiles, forum messages and portfolio messages. The theoretical and methodological framework of the study encompasses the discursive functions which make writing more interactive, specifically, the resources that simulate speech in the written mode and the students’ lexicogramatical choices as regards Participants and Processes as well as expressions of Affect, Judgment and Appreciation. The study also categorizes the types of messages posted and analyzes how they relate to one another to form conversations (chains) between participants. The study shows that the profile is the only tool in which there is a single social action. In the eleven forums and in the 13 portfolios, where six other actions take place, requests and offers for help or moral support are the most frequent, followed by feedback on the activities designed by colleagues. This suggests that the practical nature of the course makes the reflections on the readings and model activities less frequent, despite being compulsory. There are also messages whose objective is just socialization (apologies for example), self-assessment, and description of the activities posted on the portfolios. Depending on the Field and the tool, these actions are most commonly performed independently, generating single communicative purpose texts (Simple Field samples) or they may be combined, for example, an apology, a reflection and evaluation in one text (a Combined Field sample). Authors use this kind of combination mainly so that they can save face. The discourse function identifying with peers and the resources used for simulating speech, which make writing more personal and interactive, greatly contribute to build a sense of community. The participants’ perceptions, collected in two online questionnaires and in an email interview, provide further information that complements the linguistic study of the partic
This article discusses the findings of an action research project carried out to minimize negative class participation among 10 EFL pre-intermediate students, aged-11-14, in a language school in Rio de Janeiro, Brazil. First, some theoretical issues concerning discipline in the language class will be discussed. Second, the original project I developed in 1995 to minimize negative class participation among 14 EFL beginner students, aged 12-15, will be reviewed. Next, the experiment with the 2003 group will be described. The results seem to confirm that, although some adaptations to the original project were necessary, when students reflect upon their importance in the lessons they tend to behave better in class and to show a more positive attitude towards learning.
Key words:
O perfil online como gênero em um curso a distânciaDoris Soares
Este trabalho apresenta os resultados de uma pesquisa em andamento sobre o perfil como gênero emergente. Para tanto, partindo das noções de gênero apresentadas em Swales (1990; 2004) e da concepção de Marcuschi (2005:13) de que os gêneros textuais que estão emergindo no contexto digital, em sua maioria, têm similares em outros ambientes, constatamos ser possível traçar um paralelo entre o perfil e o gênero carta. Nesta fase inicial da análise, discutiremos a existência, ou não, de marcas típicas do gênero carta pessoal de apresentação (cabeçalho, saudação, fecho, despedida, assinatura) e o seu efeito para o propósito comunicativo do perfil – fornecer um mecanismo para que os participantes possam se "conhecer a distância" visando ações de comprometimento entre o grupo.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Digital Tools and AI for Teaching Learning and Research
SOARES, DORIS DE A. Developing critical writing skills in L2. BRAZ-TSOL Newsletter, 03.2014, p.16-18. ISSN 1516-182x
1. 16
ARTICLE
Shaping thought, feelings and ideas into coherent
and cohesive formal written communication is
always a challenge; it requires creativity, reflection,
organization and evaluation as “good substance
poorly arranged loses most of its value” (Paul et al.,
2010:107). Writing also demands an understanding
of both the textual genres one can choose from
to communicate their ideas and the relationship
between themselves and their intended audience(s).
From a foreign language perspective, text production
is even more complex when learners struggle with
a language system over which they do not have full
command.
Upon giving these issues some thought, we come
to realize that the development of L2 writing entails
much more than simply providing our students with
the opportunity to write texts and have them checked
so that learners know which mistakes they have
made. Instead, we should empower them to critically
consider the writing tasks they are faced with and to
critically assess their own productions. One possibility
to lay the foundations for such work is to blend two
complementary approaches to writing: the process
approach and the genre approach.
The process approach understands composition as a
form of problem solving. Typical classroom activities
encourage learners to use a repertoire of strategies
to engage in cognitive processes such as generating
ideas, planning, goal-setting, monitoring and
evaluating what is going to be written (White and
Arndt, 1999, p.3). The genre approach highlights
the fact that we write to achieve some purpose. To
do so, we resort to fairly fixed and recurrent patterns
of discourse (genres). Typical teaching activities
encourage learners to analyse textual organization
and to reflect upon discourse and contextual aspects
of language use vis-à-vis an intended communicative
purpose (Hyland, 2003).
Common to both approaches, we find activities that
foster the use of critical thinking skills to promote
better understanding of what it takes to write for
communication. These are especially useful at
intermediate and higher levels, when learners are
asked to write more complex texts. In this article, I
suggest a teaching sequence that critically involves
the students in the writing of a book review, but
which can be adapted to any writing task.
Teaching suggestions
In a critical writing lesson, we may start, for example,
DEVELOPING
CRITICAL WRITING
SKILLS IN L2
Doris de Almeida Soares
Doris de Almeida Soares is a teacher, trainer, researcher, writer and co-author of textbooks.
She holds an MA in Applied Linguistics (UFRJ) and a PhD in Languages (PUC-Rio). She teaches
English at the Brazilian Naval Academy (RJ), where she also works as a coordinator and as an
online tutor. dorissoares@terra.com.br
2. 17
proposing that students work collaboratively to assess
their knowledge about the target audience and the
contents they wish to explore in their writing. The
following sample task analysis may guide such discussion.
ACTIVITY 1:
Reflecting about the writing task
(Adapted from Soares, 2009)
Read the instructions to this CAE writing task:
“An International business magazine has asked readers to name a book which has helped them in their job. Write a review for the
magazine including the name of the book, a brief summary of the contents, what you personally learned from the book and how it
may help other people in their work.”
Think about the following questions. Share your thoughts with your partner.
1. What do I know about my target readers? Are they laymen or specialists in the field? How different are
our contexts? Which tone should I use with them?
2. What do I want to communicate? What is my intention (to inform, to persuade, to compare, to discuss)?
3. What do my readers probably know about the topic I am writing about?
4. What do they not know? What types of new information should I put forward?
5. What questions would my readers have about this topic?
6. Are there any central concepts I need to clarify and exemplify? Which ones? How can I do that?
7. Where can I get the information I need to produce my text?
8. What genre am I supposed to write? What are its essential characteristics?
A sample task analysis
As a follow-up activity, we may invite students to
share the content of their discussions with the whole
class to assess similarities and differences in terms of
task understanding and to produce a list of points to
bear in mind when producing their texts.
Once the purpose of the text, its readership and
its tone is established, learners can engage in the
generation of ideas for their texts. Popular activities
in L2 writing classes are brainstorming (jotting down
words, phrases and ideas that come to our minds
without concern for relevance or organization)
and free writing (topic exploration through writing
continuously for a set period of time, usually 5-10
minutes, without worrying about linguistic accuracy).
After that, students may work in small groups to
compare notes or read their texts to one another.
The classmates assess which items should be kept,
expanded, reshaped or not used at all. This activity
should result in the selection of potential ideas and
their organization into outlines to guide their writing.
The outlines should be seen just as a starting point
once they will probably be modified as new ideas
come up during the writing phase.
It is also important to remind students that generally,
in real life, what we put down on paper is just a first
draft that will go under a lot of revision and rewriting,
and that it is beneficial to invite others to comment
on, especially on the clarity, relevance, coherence and
sequencing of ideas in the texts.
Notwithstanding, not many students know how to
go about giving useful feedback. We may help by
providing a checklist (a yes/no set of questions) that
explicitly tells them what to focus on. This sample
could be used with the task in Activity 1:
3. 18
BOOK REVIEW
CHECKLIST
Yes No Comments
Does the review state these
elements: book title, author’s
name, date of publication and
publishing company?
Does it provide a clear summary
of the book content and
purpose?
Does it provide a clear and
positive evaluation of the book
reviewed?
Are the reasons why the book
may help the target readers
explained and justified?
Does it mention what the writer
has learned from the book?
Does it contain the essential
elements of a review? Are those
well-organized?
A sample book review checklist
Students should read each other’s papers and use
the checklist to guide their feedback session, which
can be oral or written. We may also elicit students’
opinion about the activity, how relevant it was
for them and if they intend to use their partners’
comments in their revision.
Once students are familiar with the concept of
checklists, they can also collaboratively produce their
own to fit each writing assignment. In so doing, we
are not only stimulating critical thinking on the part of
our students, but also making them more responsible
for their own learning process as well as integrating
language skills.
After the students have improved their first drafts,
we may collect them to read as “interested readers”.
At this stage, providing feedback on content and
structure through genuine questions such as “Can
you make the connection between x and y clear,
please?” or “Good point! Why not exploit it a bit
further?” is more productive than scrutinizing the
text for errors. The reason is simple: there is no use
in dealing with grammar, spelling and punctuation
in sentences whose ideas still need to be developed.
Ideally, we should encourage students to revise their
texts based on our comments and submit them again
for marking, when local language work can be carried
out more effectively.
Final words
Writing has a particular logic that does not occur in
a social void. Therefore, it is of utmost importance
to help learners develop the necessary strategies to
productively engage in text production. These include
the ability to analyse, logically process, apply, and
evaluate information gathered from, or generated by
observation, experience, reflection and reasoning, as
well as to solve specific problems, hence to effectively
communicate (Scriven and Paul, 2003).
Having tried similar activities with my own groups
(Soares, 2006), I can confidently say that learners
find them useful. They tend to incorporate their
partners’ comments both directly, making the
suggested changes, and indirectly, by adapting the
suggestions received. Above all, learners perceive the
outcomes of critical writing practice as positive for
the process of learning.
References
HYLAND, Ken. (2003) Second language writing. USA:
CUP.
PAUL, Richard et al (2010). Critical Thinking Handbook
6Th-9Th Grades: A Guide for Remodelling Lesson
Plans in Language Arts, Social Studies, and Science.
CA: Foundation for Critical Thinking Press. Retrieved
June 23, 2014, from <http://www.criticalthinking.
org/pages/6-9th-grade-strategies/1145>.
SCRIVEN, Michael; PAUL, Richard. (2003) Defining
critical thinking. A draft statement for the national
council for excellence in critical thinking. Retrieved
June 23, 2014, from <http://www.criticalthinking.
org/pages/defining-critical-thinking/410 >.
SOARES, Doris de A. O papel dos comentários dos
colegas para a reescrita de textos em inglês como LE.
Dissertação de Mestrado em Linguística Aplicada. Rio
de Janeiro: UFRJ / Faculdade de Letras, 2006. 269f.
SOARES, Doris de A. (2009) Produção e revisão
textual: Um guia para professores de português e de
línguas estrangeiras. Petrópolis: Vozes.
WHITE, Ron; ARNDT, Valerie. (1991) Process writing.
UK: Longman.