This presentation focuses on decoding desires of various audiences to support and pivot toward higher order concerns (HOCs) in ECU's University Writing Center (UWC).
In order to “keep foreign languages alive and flourishing,” several private institutions of higher education, including Schreiner University, collaborated to form a language consortium for the purpose of expanding opportunities for students to learn languages that help them become global citizens.
This study examined the role of authentic texts with vocabulary tasks on improving L2 English reading comprehension among ESP students in Jordan. It utilized a quasi-experimental pre-test/post-test design with a control and experimental group. The experimental group received treatment involving authentic materials and follow-up vocabulary activities over one semester, while the control group received regular instruction. Results were analyzed using independent samples t-tests to determine if differences existed in reading comprehension scores between the groups. The findings could help inform best practices for developing L2 reading skills through meaningful vocabulary instruction and authentic texts.
This document provides an overview of the Graduate English Skills Program (GESP) at the University of Texas at Arlington. GESP is an intensive English program for international graduate students who require additional English training. It focuses on developing skills in writing, reading, and listening/speaking. For writing, students complete four research papers and a literature review. They also read 20 scholarly articles and build discipline-specific vocabulary. For reading, students analyze articles and use strategies to comprehend academic texts. For listening and speaking, students take notes on lectures, give presentations, and receive pronunciation training. The goal is to equip students with the English skills needed to succeed in graduate level coursework.
This lesson plan is for an English class on report texts. The lesson will take two class periods of 45 minutes each. Students will learn about the generic structure and language features of report texts through explanations from the teacher and exploring news reports online. They will practice reading comprehension and identifying the main ideas of reports using a reading guide. Students will analyze examples independently and participate in class discussions. Their understanding will be evaluated through questions about the content and structure of reports.
This document provides information about the United Nations Young Professionals Programme (YPP) examination taking place on December 5, 2012. The examination is open to candidates from 79 participating UN member states who are 32 years old or younger and have a university degree. Candidates will take a written exam testing general knowledge of international affairs and specialized knowledge in their field. Those who pass the written exam will advance to an oral competency-based interview. Successful candidates will be placed in P-1 or P-2 level positions in the UN Secretariat or peacekeeping operations.
This document is a certificate from the University of Cambridge assessing performance on the Teaching Knowledge Test (TKT) Module 1, which covers language and background to language learning and teaching. The candidate demonstrated comprehensive and accurate knowledge of all areas on the Module 1 syllabus and showed familiarity with concepts, terminology, practices and processes relating to language skills, language learning, and teaching methods. The certificate provides bands of assessment where Band 4, the candidate's band, represents the highest level of knowledge of the syllabus content and ability to apply knowledge to both familiar and unfamiliar classroom situations.
The document summarizes a web conference on the A Level English Language B exam. It discusses what skills candidates find difficult, the characteristics of A grade answers, and how to improve candidate performance. It provides an overview of the exam structure and content, exemplar answers, common mistakes, and suggestions for teaching the course more effectively.
In order to “keep foreign languages alive and flourishing,” several private institutions of higher education, including Schreiner University, collaborated to form a language consortium for the purpose of expanding opportunities for students to learn languages that help them become global citizens.
This study examined the role of authentic texts with vocabulary tasks on improving L2 English reading comprehension among ESP students in Jordan. It utilized a quasi-experimental pre-test/post-test design with a control and experimental group. The experimental group received treatment involving authentic materials and follow-up vocabulary activities over one semester, while the control group received regular instruction. Results were analyzed using independent samples t-tests to determine if differences existed in reading comprehension scores between the groups. The findings could help inform best practices for developing L2 reading skills through meaningful vocabulary instruction and authentic texts.
This document provides an overview of the Graduate English Skills Program (GESP) at the University of Texas at Arlington. GESP is an intensive English program for international graduate students who require additional English training. It focuses on developing skills in writing, reading, and listening/speaking. For writing, students complete four research papers and a literature review. They also read 20 scholarly articles and build discipline-specific vocabulary. For reading, students analyze articles and use strategies to comprehend academic texts. For listening and speaking, students take notes on lectures, give presentations, and receive pronunciation training. The goal is to equip students with the English skills needed to succeed in graduate level coursework.
This lesson plan is for an English class on report texts. The lesson will take two class periods of 45 minutes each. Students will learn about the generic structure and language features of report texts through explanations from the teacher and exploring news reports online. They will practice reading comprehension and identifying the main ideas of reports using a reading guide. Students will analyze examples independently and participate in class discussions. Their understanding will be evaluated through questions about the content and structure of reports.
This document provides information about the United Nations Young Professionals Programme (YPP) examination taking place on December 5, 2012. The examination is open to candidates from 79 participating UN member states who are 32 years old or younger and have a university degree. Candidates will take a written exam testing general knowledge of international affairs and specialized knowledge in their field. Those who pass the written exam will advance to an oral competency-based interview. Successful candidates will be placed in P-1 or P-2 level positions in the UN Secretariat or peacekeeping operations.
This document is a certificate from the University of Cambridge assessing performance on the Teaching Knowledge Test (TKT) Module 1, which covers language and background to language learning and teaching. The candidate demonstrated comprehensive and accurate knowledge of all areas on the Module 1 syllabus and showed familiarity with concepts, terminology, practices and processes relating to language skills, language learning, and teaching methods. The certificate provides bands of assessment where Band 4, the candidate's band, represents the highest level of knowledge of the syllabus content and ability to apply knowledge to both familiar and unfamiliar classroom situations.
The document summarizes a web conference on the A Level English Language B exam. It discusses what skills candidates find difficult, the characteristics of A grade answers, and how to improve candidate performance. It provides an overview of the exam structure and content, exemplar answers, common mistakes, and suggestions for teaching the course more effectively.
The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
The document summarizes a training workshop on implementing the Common Core State Standards. It discusses the organization of the ELA standards, including strands, anchor standards, and grade-specific standards. It also covers differences from the previous standards, text complexity, and challenges in changing instructional practices to align with the new standards.
This document summarizes the Chinese Curriculum Project, which developed conceptual curriculum documents for teaching Chinese in K-5 classrooms. The project was a collaboration between the National K-12 Foreign Language Resource Center and the Center for Applied Linguistics, and involved two school districts. Using a backward design framework, the project drafted proficiency-focused curriculum and materials for K-3 Chinese, provided teacher training, and collaborated with districts on implementation. Key aspects included defining learner profiles, establishing goals and essential questions, and designing thematic units with detailed performance assessments.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document outlines the structure and components of the ELD Standards. It describes the purposes of the Proficiency Level Descriptors which provide descriptions of student abilities across three proficiency levels. It also explains the purpose of the appendices which provide additional detail on foundational literacy skills, learning how English works, the theoretical foundations and research behind the standards. Finally, it provides an overview of the ELD Framework which is designed to support teachers in implementing instruction for ELD students and is divided into chapters covering specific grade spans.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Barriers faced by international students on understanding the spoken content ...decolonisingdmu
Anna LLewellyn-Smith, Harper Adams University
There is evidence to show that transnational students face barriers to understanding the spoken content of their lectures. A limited number of studies suggest changes that lecturers can make to mitigate the hurdles, but almost none capture suggestions from students themselves. Since transnational students bring many benefits to universities, there is a need to address low levels of comprehension. Through a mixed method approach the study aimed to determine the nature of perceived barriers, the role lecturers’ delivery style played in hindering comprehension, the role students’ own proficiency played and what changes in spoken delivery students themselves were seeking. The study concluded that lecturers can make a number of stand-alone modifications to delivery but that continual inter-department collaboration would also be beneficial. The study adds to our understanding of what modifications can be made from the students’ perspective.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
This document discusses the evolving identity of English for Academic Purposes (EAP) programs from a "crisis of identity" to establishing legitimacy and collaboration with academic departments. It describes how the EAP program at Durham University shifted from being seen primarily as language instruction to being viewed as academic work, through professional development activities that increased engagement with academic scholarship. This transition benefited students by providing a more integrated preparation for academic study and a better understanding of academic practices.
The document provides an overview of the AP French Language and Culture summer institute presented by Ed Weiss. It discusses the course framework and exam, focusing on developing students' mastery of skills through careful planning and multiple practice opportunities. It also outlines the goals of emphasizing the three communication modes of interpretive, interpersonal, and presentational. The course uses a thematic approach organized around six themes to integrate language, content, and culture.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
An Analysis Of Discourse Markers In Academic Report Writing Pedagogical Impl...Brooke Heidt
This document discusses discourse markers and their importance in academic report writing. It begins by defining academic report writing and its purpose of investigating and presenting facts for a professional audience. The document then discusses discourse/discourse analysis, which examines how components of language cohere to effectively communicate. Finally, the document emphasizes the need for teaching and proper use of discourse markers to enhance coherence and effectiveness in academic report writing.
The committee revised the curriculum for a developmental writing course to better prepare students for college-level composition. They examined assignments, readings, and student learning outcomes to create a more conceptual approach. New materials prompted students to engage with texts rather than just report plot details. Scaffolded writing assignments gently pushed students to consider messages and inferences rather than just summarize. The resulting curriculum emphasized revision, invention, and engagement with texts and ideas through dialogue. Assignments were designed to aid transition between levels through clear links between course objectives.
The proposed model reconfigures the ESL and developmental English programs at KCC to better meet student needs. It includes [1] redesigning ESL courses into a year-long learning community with integrated support, [2] restructuring English 92 into accelerated 6-week modules focusing on reading and writing, and [3] creating an accelerated "ALP" option combining English 93 and 12 for select students. The goal is to highlight reading, writing, and literacy acquisition while building toward formal academic writing expectations. Curriculum and assessment development will take place over 2012 through faculty workshops and pilot programs.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Literature examination paper international context (2)kerrylynnj
The document discusses different approaches to assessment in an international context. It compares psychometric testing, which focuses on accuracy and student ranking, to performance assessment, which allows students to demonstrate a variety of skills through exercises like essays, projects, and problem solving. The document also discusses reliability versus validity in assessment, washback effects, and higher-order thinking skills. It provides details about the assessment components for Language A Literature in the International Baccalaureate Diploma Programme, including external exams consisting of literary analysis papers and essays.
1. The document discusses trends in English for Specific Purposes (ESP), including needs analysis and different models of needs analysis.
2. It describes the evolution of ESP through phases that focused on register analysis, discourse analysis, target situation analysis, and skills and strategies.
3. Needs analysis aims to identify performance requirements and gaps between required and existing performance. It involves questions about who, what, when, where, why, and how the analysis is conducted.
The document summarizes a training on implementing the Common Core State Standards. It discusses the goals of building collaboration among teachers and focusing on 21st century skills. Key points covered include an overview of the Common Core, its goals of establishing consistent standards across states, and how it represents a shift toward preparing students for college and careers through higher-order thinking.
The document summarizes a training workshop on implementing the Common Core State Standards. It discusses the organization of the ELA standards, including strands, anchor standards, and grade-specific standards. It also covers differences from the previous standards, text complexity, and challenges in changing instructional practices to align with the new standards.
This document summarizes the Chinese Curriculum Project, which developed conceptual curriculum documents for teaching Chinese in K-5 classrooms. The project was a collaboration between the National K-12 Foreign Language Resource Center and the Center for Applied Linguistics, and involved two school districts. Using a backward design framework, the project drafted proficiency-focused curriculum and materials for K-3 Chinese, provided teacher training, and collaborated with districts on implementation. Key aspects included defining learner profiles, establishing goals and essential questions, and designing thematic units with detailed performance assessments.
This presentation draws on a course in English for Science at a university in Hong Kong, and describes the process of curriculum and syllabus design for that course, including a needs analysis and action research into new literacies and English for Specific Purposes.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document outlines the structure and components of the ELD Standards. It describes the purposes of the Proficiency Level Descriptors which provide descriptions of student abilities across three proficiency levels. It also explains the purpose of the appendices which provide additional detail on foundational literacy skills, learning how English works, the theoretical foundations and research behind the standards. Finally, it provides an overview of the ELD Framework which is designed to support teachers in implementing instruction for ELD students and is divided into chapters covering specific grade spans.
ESP refers to teaching English for specific purposes like business or academic fields. It focuses on the needs of learners by selecting appropriate content and teaching approaches. ESP covers a wide range of topics but is defined by its aims being more focused than general English courses. There are two main branches - English for Occupational Purposes and English for Academic Purposes. Needs analysis plays an important role in ESP to determine what language skills and content are needed. Authentic materials from relevant fields can be adapted for ESP learners. Evaluation from both learners and teachers is important for improving ESP materials.
Barriers faced by international students on understanding the spoken content ...decolonisingdmu
Anna LLewellyn-Smith, Harper Adams University
There is evidence to show that transnational students face barriers to understanding the spoken content of their lectures. A limited number of studies suggest changes that lecturers can make to mitigate the hurdles, but almost none capture suggestions from students themselves. Since transnational students bring many benefits to universities, there is a need to address low levels of comprehension. Through a mixed method approach the study aimed to determine the nature of perceived barriers, the role lecturers’ delivery style played in hindering comprehension, the role students’ own proficiency played and what changes in spoken delivery students themselves were seeking. The study concluded that lecturers can make a number of stand-alone modifications to delivery but that continual inter-department collaboration would also be beneficial. The study adds to our understanding of what modifications can be made from the students’ perspective.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
This document discusses the evolving identity of English for Academic Purposes (EAP) programs from a "crisis of identity" to establishing legitimacy and collaboration with academic departments. It describes how the EAP program at Durham University shifted from being seen primarily as language instruction to being viewed as academic work, through professional development activities that increased engagement with academic scholarship. This transition benefited students by providing a more integrated preparation for academic study and a better understanding of academic practices.
The document provides an overview of the AP French Language and Culture summer institute presented by Ed Weiss. It discusses the course framework and exam, focusing on developing students' mastery of skills through careful planning and multiple practice opportunities. It also outlines the goals of emphasizing the three communication modes of interpretive, interpersonal, and presentational. The course uses a thematic approach organized around six themes to integrate language, content, and culture.
The document outlines the objectives and structure of a Seminar in Applied Linguistics course at the Universidad Tecnológica de Pereira. The course aims to help students reflect on language teaching and learning, become aware of their professional development, and develop critical thinking skills. It will cover topics like approaches to language teaching, bilingualism, language policy, and content-based instruction. Students will complete assignments like analyzing language lessons and programs, proposing content-based instruction plans, and debating language policy cases. Their work, participation, and final presentation will determine their overall grade.
An Analysis Of Discourse Markers In Academic Report Writing Pedagogical Impl...Brooke Heidt
This document discusses discourse markers and their importance in academic report writing. It begins by defining academic report writing and its purpose of investigating and presenting facts for a professional audience. The document then discusses discourse/discourse analysis, which examines how components of language cohere to effectively communicate. Finally, the document emphasizes the need for teaching and proper use of discourse markers to enhance coherence and effectiveness in academic report writing.
The committee revised the curriculum for a developmental writing course to better prepare students for college-level composition. They examined assignments, readings, and student learning outcomes to create a more conceptual approach. New materials prompted students to engage with texts rather than just report plot details. Scaffolded writing assignments gently pushed students to consider messages and inferences rather than just summarize. The resulting curriculum emphasized revision, invention, and engagement with texts and ideas through dialogue. Assignments were designed to aid transition between levels through clear links between course objectives.
The proposed model reconfigures the ESL and developmental English programs at KCC to better meet student needs. It includes [1] redesigning ESL courses into a year-long learning community with integrated support, [2] restructuring English 92 into accelerated 6-week modules focusing on reading and writing, and [3] creating an accelerated "ALP" option combining English 93 and 12 for select students. The goal is to highlight reading, writing, and literacy acquisition while building toward formal academic writing expectations. Curriculum and assessment development will take place over 2012 through faculty workshops and pilot programs.
Whole School EAL Training: Graphic Organizers and Collaborative Learning (Oct...Kamil Trzebiatowski
A training to all mainstream teaching staff at my school (I delivered this in October 2014): on how to use graphic organizers, substitution tables, collaborative learning and DARTs in mainstream classrooms. Very well received.
CERLIS 2011 Emerging genres in the academy? Designing an EAP pedagogy for the...cahafner
Presentation given at CERLIS 2011, Genre variation in English academic communication: Emerging trends and disciplinary insights, 23-25 June, 2011, Bergamo, Italy.
Literature examination paper international context (2)kerrylynnj
The document discusses different approaches to assessment in an international context. It compares psychometric testing, which focuses on accuracy and student ranking, to performance assessment, which allows students to demonstrate a variety of skills through exercises like essays, projects, and problem solving. The document also discusses reliability versus validity in assessment, washback effects, and higher-order thinking skills. It provides details about the assessment components for Language A Literature in the International Baccalaureate Diploma Programme, including external exams consisting of literary analysis papers and essays.
1. The document discusses trends in English for Specific Purposes (ESP), including needs analysis and different models of needs analysis.
2. It describes the evolution of ESP through phases that focused on register analysis, discourse analysis, target situation analysis, and skills and strategies.
3. Needs analysis aims to identify performance requirements and gaps between required and existing performance. It involves questions about who, what, when, where, why, and how the analysis is conducted.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
2. Recap: Module 1
Acquiring Language
Understanding based on context,
knowledge of world, and additional
linguistics
Competence to next level i + l
(Krashen 17)
Learning Language
Teaching of grammar and syntax rules
3. Last Year…
A department expressed concern that students were not getting the support they needed. When
we asked about specific supports their students needed, they simply said, "grammar."
UWC: What concerns do you have with grammar?
Department: Our students' papers lack theses, transitions between paragraphs and sections, and
an ability to effectively integrate evidence.
4. Various Supports
ECU Department
Support for “grammar”*
Thesis
Transition of ideas
Integration of evidence
UWC
Consultation focus
Thesis
Transition of Ideas
Integration of evidence
Writing Center Practice
Best practices
Thesis
Transition of ideas
Integration of evidence
*For those of us who study writing and language, these concerns are considered higher order concerns (HOCs), not grammar.
6. Decoding the Client Report Form
Guides HOC questions for “setting the agenda”
Audience
Purpose
Message
Outlines reports for writers, instructors, and the UWC staff post-session
Provides communication between various audiences to decode and articulate
meaning and session outcomes
7. Sources
“Elements of Style Image.”
https://beckysblogs.files.wordpress.com/2013/02/the-elements-of-style-by-william-strunk-jr-and-e-b-
white.jpg
Krashen, Stephen. Principles and Practice in Second Language Acquisition.
University of Southern California, 1982.
“The Blue Book of Grammar and Punctuation Image.”
http://prodimage.images-bn.com/pimages/9781118785560_p0_v3_s1200x630.jpg
“The Writer’s Handbook Image.”
http://www.directtextbook.com/large/1337279633.jpg
Editor's Notes
A major part of supporting writers is decoding what they desire from us when they visit the UWC. Decoding what they want sometimes requires us to decode what their instructors desire for them in their assignments. Let’s talk a little bit about “Decoding Desires: Articulation Versus Meaning.”
Let’s recap. In Module 1, you learned the difference between acquiring language and learning language. According to Krashen, acquiring language is based on an understanding of context, knowledge of world, and additional linguistics. Before learners move to the next level, they need to show competence, represented by “I +l.”
Learning language, on the other hand, means becoming familiar with the rules regarding language, like grammar and syntax.
In decoding, we must 1) distinguish the difference between language acquisition and learning language; 2) engage in a conversation of open-ended questions with writers, and 3) use the client report for determining writer’s needs.
More specifically, the client report form is a guide for helping consultants set the agenda through HOC questions on areas like audience, purpose, and message. Additionally, it helps consultants outline reports for writers, instructors, and UWC staff post-session.