Chapter 8 - What is writing - Akram Jabar Najim
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This document is a 3-page paper submitted for an M.A. program in Methods of Teaching English at the University of Baghdad's College of Education. The paper was written by Akram J. N. Nasser and supervised by Assistant Professor Dr. Shaymaa Abdulbaqi for the 2020-2021 academic year.
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1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
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This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.
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The document discusses the history and approaches to teaching writing. It covers:
1) The evolution of writing pedagogy from an emphasis on accuracy and form in the 1950s-60s to a focus on meaning, fluency, and authentic contexts in the 1970s-80s.
2) Common approaches to student writing including process-based writing, focusing on the writing habit, and product-based writing.
3) Tips for teachers to help students overcome challenges like lack of ideas or confidence, including engaging tasks and cooperative activities.
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1) The CEFR is a framework published by the Council of Europe in 2001 that describes language proficiency across reading, writing, listening and speaking at six levels.
2) The main purpose of CEFR is to provide common standards for teaching, learning and assessing languages in Europe.
3) CEFR levels and "can do" statements are used to develop curricula, exams, evaluate language needs and teaching materials.
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Reading 2 guideline for item writing writing test
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
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2) Morphology and syntax are closely interrelated, and both are important for acquiring rules of word and sentence formation. Knowing morphological rules aids vocabulary acquisition, while syntax supports reading comprehension and producing grammatically correct sentences.
3) When teaching grammar, teachers should contextualize concepts and make it engaging for learners, rather than just presenting rules. The goal is for students to use grammar as a tool for meaningful communication.
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- Definitions that describe it as concerned with investigating and solving real-world problems involving language.
- Its problem-based and interdisciplinary nature in drawing on linguistics and other fields like psychology to address issues in areas like language teaching, literacy, and language policy.
- Key topics it addresses including language learning, teaching, assessment, use, and pathology.
- Its focus on applying linguistic knowledge to resolve language problems people face in various contexts.
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This document provides guidelines for implementing self- and peer-assessment in the classroom. It outlines four key guidelines: 1) explain the purpose of assessment to students; 2) clearly define the assessment tasks; 3) encourage students to conduct impartial evaluations; and 4) ensure follow-up activities provide benefits from the assessments. The document also discusses how self- and peer-assessment can develop intrinsic motivation in students by engaging them in deep learning experiences as opposed to solely extrinsic motivations like grades or rewards.
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