G ood neighbor

Plan of the essay

Essay Good Fences Make Good Neighors

To reflect on your writing use the check-list (After Hopkins, A. 1989. P 20)

Self-evaluation questions	Yes-No
Is my writing laid out well? Have I included all the relevant information? Have I excluded all the irrelevant information? Is my language clear for the readers? Is my text logical? Is my text cohesive enough? Is my text coherent (does it "hang together"?) Have I used adequate mass media register (choice of words)? Have I checked the spelling? Have I checked grammar? Have I checked punctuation?

Assessing written work

A piece of writing can be assess with the help of criteria. In order to use the criteria one needs to have sufficient practice and experience to avoid a biased marking.

Exploratory task 2.11

Apply the following scoring criteria for assessing pieces of writing.

1-Poor  2-Weak  3-Average  4-Good  5- Excellent
Learner’s name ___________	Teacher__________
Adequate headline Clarity of the message Development of ideas Logic of the text Organization of paragraphs Sufficiency of information Use of topical vocabulary Rounding off Lexical choice Grammar Punctuation Spelling Neat look of the paper	1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Total score_____

SAQ 2.1

Re-order correctly learner's and teacher's responsibilities in the three-phase framework of teaching to write.

Stage:	Learner's responsibility:	Teacher's responsibility:
Pre-writing	Sharing texts.	Encouraging,
Drafting	Developing ideas	Focus
Revising	Clarifying the text.	Evaluate
Presenting	Exploring ideas.	Suggesting.

Micro-teaching task

Study the following and choose a “propaganda device” to teach to write an advertisement. Use the three-phase-framework. Run the activity and reflect on how it went on. Propaganda devices in advertising (advertisement) employ the influence of language on people's minds:

• glittering generality (E.g. “American breakfast”)

• testimonial (by a popular personality)

• transfer (transferring the prestige of a film-star to a product)

• name-calling (pinning a good name on something the advertisers want people to like)

• card stacking (favoring only one side of an issue)

• bandwagon (everybody's using the product and you should too)

• snob appeal (to those who want to be part of an exclusive group)

• rewards (rewards for buying products) (From Tompkins E. Language Art: Content and Teaching Strategies. Prentice Hall. 1998)

Phase	Procedure
	Teacher	Learners
Pre-writing While-writing Post-writing

Integrated task

• Describe your teaching situation

• Clarify your goal in teaching students to write.

• Give the theoretical rationale relevant to your teaching situation and goal.

• Produce an activity in the three-phase framework.

• Run the activity

• Reflect on the results giving examples from your own observations

• Draw conclusions on what can be improved

Answer keys

SAQ 0

1T 2T 3D 4D 5F 6T 7T

SAQ 2.1

1DI 2BIV 3CII 4AIII

Exploratory task 1.2

1a 2b 3d 4c

Exploratory task 1.5

A

Exploratory task 2.2

sale, use, months, software, only, negotiable, call

Glossary

Audience design is writing with the reader/s in mind

Balanced essay contains an equal share of arguments both “for” and “against”

Brainstorming is a procedure of eliciting creative ideas in the course of spontaneous exchange of opinions, their uncritical registration and subsequent selection of the most useful suggestions

Cause-and-effect writing is a type of reasoning to explore the relationship between actions and their consequences

Cohesive devices are lexical and grammatical means of making the text stick together

Description is putting on paper details of an object or process

Essay is a genre of writing that focuses on a thesis and develops it

Exposition is putting on paper the description of situational circumstances

Expressive writing is putting on paper one’s own thoughts and feelings (as in a diary)

Informative writing is putting on paper ideas and data intended to create knowledge in the reader

Narration is putting on paper a succession of events

Paragraph is a meaningful chunk of the text expressing a single idea or aspect of the subject that is chosen for writing

Persuasive writing is putting on paper one’s wishes, commands and/or instructions in order to manipulate the behavior of the reader

Poetic writing is putting on paper a communicative message with the help of rhymes, symbolic allusions and imaginative details thus producing a poetic image

Reasoning errors are deviations from logic in writing

Reasoning is following a logical line in order to reach a conclusion

Role writing is a teaching technique to create a written and to follow the conventions of the social role (e.g. writing a letter to parents)

Shape poetry is poetic writing within a shape that symbolizes the subject of writing (e.g. a poem about colored balloons can be written in the pictures of several colored balloons)

Text format is a lay-out of a written text with specific characteristic features (e.g. the format of a business letter)

Writing is a communicative skill to send, store and retrieve information with the help of written symbols