The document discusses the writing process and describes it as a complex cognitive activity that involves various interconnected strategies and knowledge. It states that for writing to be productive, planning, preparation, drafting, review, and editing must occur simultaneously and recursively. It also discusses the skills and strategies needed for writing, such as discriminating relevant from irrelevant information, structuring information chronologically and coherently, using appropriate words and sentences, and applying linguistic markers and text properties like adequacy, coherence, and cohesion.

2.  The writing process is now described as a
complex cognitive activity because the
writer, for this task sets into motion a series of
strategies and knowledge, that is, a set of
operations that interact with each other to
reach the Text construction.
 To that writing can cope productively
thread requires that closely related, occur
simultaneously, so recursive in writing:
planning and preparation, the
textualization or drafting, the review and
final editing.

3.  when we write and when we construct texts and to
do so, based on the intention of the letter, of the
objectives of the text, we have to master a set of skills
and strategies: discriminate relevant information from
the irrelevant, structure them in a chronological order
and understandable choice of words appropriate
sentences connect to each other, using linguistic
markers to give cohesion to the
sentences, paragraphs build. Phonetic and
orthographic rules are only part of the knowledge
needed by the user of the language. Another part
which is formed by
called text properties: the rules of
adequacy, coherence and cohesion and style.

4.  Your application is your personal advertisement
and an opportunity for you to promote
yourself.
 Give examples of things you actually did and
how you did them. Make sure you include your
personal involvement.
 You can Use the STAR model:
 Situation: explain the context
 Task: explain what you had to do
 Actions: explain what you did, what steps you
took etc.
 Result: explain the outcome of your actions

5.  The student will become competent in
composition, analysis, language, research, and
presentation.
 Composition Competencies
The student will Use a process of writing that
includes independent and collaborative
prewriting, drafting, revising, and editing to
produce unified, coherent, and well-
developed paragraphs and essays that support
the expressed or implied controlling idea.
 Write under time constraints imposed by school
and workplace situations.

6.  Adquisition Strategies
 The student will
› Respond appropriately to a variety of
specific writing tasks, some out-of-class
assignments, and some timed, in-class
assignments.
› Engage in a variety of prewriting activities

7.  Analysis Competencies
The student will Explore attitudes and
beliefs in writing, reading, and speaking,
valuing cultural diversity.
 Demonstrate critical thinking/problem
solving skills.
 Apply techniques of analysis,
interpretation, and evaluation to works of
literature and to workplace documents
and situations.

8.  Language Competencies
The student will practice standard usage
in oral and written
communications, including conventions
of
grammar, punctuation, mechanics, spelli
ng, diction, and sentence structure.
 Use appropriate diction, tone, voice

9.  Research Competencies
The student will Use a research process that
includes selecting a topic and gathering
information from a variety of primary and
secondary sources: oral, text, and
electronic.
 Summarize, paraphrase, interpret, and
synthesize information from a variety of
primary and secondary sources.
 Incorporate relevant research findings into
essays or reports, documenting them
appropriately to avoid plagiarism.

10.  Presentation Competencies
The student will Select or design appropriate
academic and workplace communication
formats and styles and use them in oral or
written presentations, both individually and
collaboratively, to achieve a specific purpose.
 Use computer applications to write and format
documents and to create and integrate visual
materials where appropriate to support text.


11.  Bloom’s taxonomy provides a structured
way to develop educational objectives.
It also can be extended to the new
demands for competencies that are
being introduced in schools.

12.  Competencies can be written by building
their structure upon Bloom’s taxonomy;
from the lowest to highest level in the
cognitive, psychomotor and affective
domains. Each one should introduce the
skills, knowledge and behaviors necessary
for successful completion and being ready
for the next level of courses or success in a
chosen career.

13. 
each individual competency should be specific to
the attribute being described. It should start with an
action verb followed by an object, such as, “Analyze
local, regional, national, or global problems or
challenges.” Competencies should be performance
based and measurable, for example, “in which
scientific inquiry can be or has been used to
determine a solution.” In this example the words used
are not relative but specifically relate to the desire
that students can take an example and determine
how science can or has been used to solve the
problem. The grammar structure is very important in
this case for to achieve a good writing.

14. Thank you for
pay attention!!