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UE: Written Language for Business
Page history last edited by David Woo 2 wks ago
Course Intended Learning Outcomes (CILOs)
On successful completion of the course, you should be able to:
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Teaching and Learning Activities (TLAs)
The following are designed to help you achieve the CILOs:
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CILO
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In this course you will work individually, in pairs and in groups to:
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1
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use a variety of techniques such as brainstorming, mapping, and listing to generate essay ideas and write outlines to organize ideas
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2,3
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practise writing introductions, body paragraphs and conclusions for problem-solution and argumentative essays
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4
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write grammatically correct sentences which are linked to form coherent paragraphs
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4
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revise and edit paragraphs with feedback from peers and tutor
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5
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apply different reading skills such as skimming/scanning, predicting, surveying a text, making inferences and critical examination of the writer’s position and bias, to process information in a written text and to gain understanding of text complexities
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5
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examine textual features such as ellipsis, vocabulary choice, collocation, and sentence structure to discover how these contribute to fulfilling the aims of the writer
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6
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design a study plan based on identified areas of weakness in reading and writing; then, select materials from various sources such as books, worksheets, and internet sites that address learning plan needs; carry out the study plan and evaluate your experience in each learning experience and present completed exercises and evaluations in a portfolio
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6
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discuss with your tutor and/or peers the types of activities in and the progress of your independent learning
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Independent Learning
| 1 |
Feedback provided for an IELTS writing task |
3% |
| 2 |
Independent learning with reflective report |
7% |
| 3 |
The final IELTS writing task |
5% |
1) A mark will be given to the marker and not the student who wrote the IELTS paper.
2) The reflective report shall be written after the second IELTS test is taken, and shall consist of about 450 words.
3) The second IELTS paper shall be attempted during the first lesson of week ten.
ePortfolio
Duration: Week 1 to Week 13
Time: 12:30 to 2:30 p.m. (Monday to Friday)
Venue: SAC (ePortfolio Service Counter)
Lesson Plans
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Date
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Topic
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2.9.09 (W1L1)
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Introduction to Course
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Interview warmer; model topics and questions
- Form a circle for reporting of another classmate; each person will introduce a classmate
- Get to know your teacher
- Presentation - http://prezi.com/annl0vibe1br/
- Distribute course information reading race
- Distribute eportfolio guidelines
- Review information
- Two-minute feedback while recapping, summarizing the lesson
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Assignment
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| 2 folders for course materials |
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Date
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Topic
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4.9.09 (W1L2)
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Diagnostic Tests
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- PLA Roadshow
- Warmup - 2 truths, 1 lie
- Demonstrate Google Docs
- Conduct IELTS writing task one first attempt
- On Google Docs, shared with teacher, and partner
- Distribute notes on good IELTS feedback for students
- Encourage them to use SAC and Internet resources for discovery
- Conduct reading diagnostic test
- Break - get student manuals
- Begin report writing
- Present SWOT Analysis
- Quickly think of a company, in groups of four, for which to perform a SWOT analysis
- Use Google Docs or Prezi to present
- Garner feedback, and additions to the analysis
- Two-minute feedback
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Assignment
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| Comments on IELTS writing task one due in the first lesson of week two |
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Date
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Topic
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9.9.09 (W2L1)
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Report Writing |
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Have you ever?
- Administrative matters
- Announce the placement of IELTS writing handbook on Blackboard; ask if anyone needs an extension
- Distribute WLB books
- Distribute computers
- Begin report writing
- Present my SWOT Analysis
- Run through tasks 1-4
- For Task 4, use Google Docs or Prezi to present
- Garner feedback, and additions to the analysis
- Two-minute feedback
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Assignment
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| Finish report writing for week three |
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Date
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Topic
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11.9.09 (W2L2)
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ePortfolios |
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Big TV
- Address lingering questions on blog
- SWOT Analysis on GM
- Circle the wagons; read for comprehension first; and then for SWOT
- Demonstrate eportfolios in CSC
- Distribute eportfolio guidelines, and Bb Personal Portfolio Basic Skills handouts
- Complete self-introduction
- Collect IELTS writing task one assignments
- Finish report writing assignment
- Review student feedback for IELTS writing task one first attempt
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Assignment
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Date
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Topic
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16.9.09 (W3L1)
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Learning Plans
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Return IELTS writing task first attempt feedback to students
- Follow schedule
- Distribute IELTS marking scheme and feedback documents
- Present general feedback
- Answer specific questions
- Independent Learning debriefing
- Plans go into eportfolios
- Contrive a ten-hour learningplan, which includes at least one reading activity, for week four
- Elicit possible resources and activities for independent learning
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Assignment
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| Put both the IELTS first writing task and its feedback into the eportfolio; and develop a learning plan for week four |
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Date
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Topic
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18.9.09 (W3L2)
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Learning Plans and Report Writing
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Independent Learning
- Return comment scores
- Provide feedback on blog
- Return Elaine's marked comments
- Collect Niles' comments
- Return IELTS read task first attempt feedback to students
- Answer specific questions
- Niles needs to take the test
- Debrief on the formulation of an independent learning plan
- Plans go into eportfolios
- Contrive a ten-hour learningplan, which includes at least one reading activity, for week four
- Report Writing
- Review tasks 5 and 6
- Peer review of introductions; as a class
- Begin writing the entire report with consultations
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Assignment
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| Put both the IELTS first writing task and its feedback into the eportfolio; and develop a learning plan for week four |
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Date
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Topic
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23.9.09 (W4L1)
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Learning Plans
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Review IELTS learning plans
- Check eportfolio for self-introduction, supporting IELTS documents and learning plans
- Peer editing; two people, one computer; promiscuous pairings of several rounds
- Remind students of evidence of work requirements on the back of the learning plans
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Assignment
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| Put IELTS learning plans in eportfolio; in addition, commence independent learning. |
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Date
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Topic
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25.9.09 (W4L2)
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Learning Plans
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
|
use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Order yourselves according to birthdate
- Model the questioning and the answering
- Peer editing; two people, one computer; promiscuous pairings of several rounds
- Explain value for money in person
- Review IELTS learning plans
- Check eportfolio for self-introduction, supporting IELTS documents and learning plans
- Remind students of evidence of work requirements on the back of the learning plans
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Assignment
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| Put IELTS learning plans in eportfolio; in addition, commence independent learning. |
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Date
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Topic
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30.9.09 (W5L1)
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Referencing and collocations
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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Assignment
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| Put IELTS learning plans in eportfolio; in addition, commence independent learning. |
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Date
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Topic
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2.10.09 (W5L2)
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Referencing and collocations
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Quickly review with partner what referencing is
- Analyzing article for collocations
- Underline
- Label
- Fill in worksheet
- Share and discuss
- Editing essays for referencing and collocations
- Permiscuous pairing of article report writing
- Both complete
- One person edits everything
- Two-minute feedback
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Assignment
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| Put IELTS learning plans in eportfolio; in addition, commence independent learning. |
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Date
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Topic
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7.10.09 (W6L1)
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Report Writing
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Collocation game
- Brief discussion of independent learning
- Review Prezi questions
- Remind students about the five hour quota; be prepared to present
- Finish report writing
- Determine whether to conduct ICA on Friday or the following Wednesday
- Also edit according to common errors
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Assignment
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| Put IELTS learning plans in eportfolio; in addition, commence independent learning. |
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Date
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Topic
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9.10.09 (W6L2)
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Report Writing
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Check for:
- Share model essays
- Brief discussion of independent learning
- Describe objective and activity
- Explain why the objective and activity were chosen
- Reflect on what you would change if you were to do the activity again
- Record progress on Google Docs
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Assignment
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Date
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Topic
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16.10.09 (W7L2)
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Problem Solution and Argumentative Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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- Identify and use a wide range of cohesive devices in a problem-solution essay
- Identify and use a wide range of content area vocabulary in a problem-solution essay
- Construct the compositional and conceptual elements of a problem-solution essay
- Critique an independent learning plan
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Lesson Flow
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Assignment
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Date
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Topic
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21.10.09 (W8L1)
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Problem Solution Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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- Identify and use a wide range of cohesive devices in a problem-solution essay
- Identify and use a wide range of content area vocabulary in a problem-solution essay
- Construct the compositional and conceptual elements of a problem-solution essay
- Critique an independent learning plan
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Lesson Flow
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Assignment
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Finish problem-solution essay
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Date
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Topic
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28.10.09 (W9L1)
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Reading and Problem Solution Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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4
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use language appropriately in my writing
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5
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use a range of strategies to improve reading
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6
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carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Read a jigsaw of American sports; then in groups answer challenging inferential questions related to the passages
- After defining the characteristics of the types of reading:
skimming
scanning
general
intensive
- Define why skimming is so useful for university students by providing authentic, quotidian examples. Then have students determine from a selection of passages, which ones to keep.
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Problem Solution Review
- Review background information in textbook
- Identify background information on Google Docs
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Assignment
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| Finish problem-solution essay |
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Date
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Topic
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30.10.09 (W9L2)
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Reading and Problem Solution Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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|
4
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use language appropriately in my writing
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|
5
|
use a range of strategies to improve reading
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|
6
|
carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Define why skimming is so useful for university students by providing authentic, quotidian examples.
- Each group put on the board one real life example, indicating what, when, where and why
- To train students to skim, scroll through a text on the projector. Ask them to answer questions in groups.
- Later, provide students with texts in which the supporting details have been blotted out. Ask them where to find the information.
- What sport did Patrick Ewing play?
- What did the fans think of him?
- What does the author think of him?
- What has happened since he retired (stopped playing)?
- What, specifically, happened to his team when he couldn't play?
- Students try to skim other students' texts using the same technique
- Redistribute texts
- Two minutes and then a brief summary.
- Owner confirms answer
- Review background information and conclusion
- Check for background types
- Read page 103 intensively
- Check conclusions that look forward or backward
- Read my problem-solution essay feedback
- ELC-C (15:30-16:30)
- Writing problem solution essays in groups
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Assignment
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| Finish problem-solution essay |
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Date
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Topic
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4.11.09 (W10L1)
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IELTS and Argumentative Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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|
4
|
use language appropriately in my writing
|
|
5
|
use a range of strategies to improve reading
|
|
6
|
carry out independent learning so as to improve identified areas of weakness in reading and writing
|
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Lesson Flow
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- (Introduce lesson)
- Discuss the purpose of the Cantonese in the classroom survey
- IELTS second exam
- Brainstorm strategies and things to focus on
- Adminster Exam
- Review problem-solution essay comments on Google Documents
- Go through Argumentative Jigsaw
- Piece together essay
- Look for argumentative essay vocabulary - each group; one paragraph; on board
- Begin mapping essay
- Two-minute reflection
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Assignment
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| Finish argumentative essay |
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Date
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Topic
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6.11.09 (W10L2)
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IELTS and Argumentative Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
|
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2
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write a problem-solution essay
|
|
3
|
write an argumentative essay
|
|
4
|
use language appropriately in my writing
|
|
5
|
use a range of strategies to improve reading
|
|
6
|
carry out independent learning so as to improve identified areas of weakness in reading and writing
|
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Lesson Flow
|
- (Introduce lesson)
- Argumentative Essay Writing
- Persuasive and Extreme Language Review
- In pairs, complete the worksheet whose answers should be put on the board to check for both grammar and pronunciation
- Discourse Markers
- In pairs, students should complete the worksheet
- The locations of the sentences should be identified; and then suggestions proffered
- Students should explain what discourse markers were lacking which led them to determine a sentence's location
- At last, the original sentences should be revealed
- PMI
- Distribute slips of paper and have students seat themselves according to whether they have an argument for or whether they have an argument against
- Have students read alout their arguments to confirm guesses; and then determine what the argument could possibly be
- Introduce PMI strategy on page 129
- Divide students into groups, each of which shall generate either important/interesting facts, or either short-term consequences or long-term consequences for select arguments -- put these on the board
- Finally, allow students to enumerate the arguments in order of importance; and if possible, students should explain their rationale.
- IELTS ICA
- Brainstorm writing foci for the planning, execution and proofreading sections of the exam; to be put on board
- Administer test
- Break
- Argumentative Essay Writing Part 2
- Assign groups an essay topic for which they must complete a PMI analysis
- Groups should present their work, while each audience member prepares one question to ask
- Groups should begin mapping the essay, beginning with thesis statement, scope, and topic sentences, etc.
- Two-minute feedback
Assignment: finish argumentative essay
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Aims
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- to apply persuasive language and structural elements to an argumentative essay
- to analyze an argumenative essay for discourse markers
- to create: arguments for and against an issue; and to hypothesize both short- and long-term consequences for those arguments
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Date
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Topic
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11.11.09 (W11L1)
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IELTS Consultations
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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|
4
|
use language appropriately in my writing
|
|
5
|
use a range of strategies to improve reading
|
|
6
|
carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- Return essays to students; answer questions
- Distribute reflective report instructions; answer questions
- Check contents of paper (check evidence) and eportfolios (go through checklist)
- Get four computers; and have students interview each other about their independent learning
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Aims
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Date
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Topic
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13.11.09 (W11L2)
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Independent Learning and Argumentative Essays
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CILO
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1
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use a range of strategies to develop ideas for an essay
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2
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write a problem-solution essay
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3
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write an argumentative essay
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|
4
|
use language appropriately in my writing
|
|
5
|
use a range of strategies to improve reading
|
|
6
|
carry out independent learning so as to improve identified areas of weakness in reading and writing
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Lesson Flow
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- (Introduce lesson)
- Morphemic Analysis
- Hand out cards; have students in groups figure out what the directions are
- Students should find partners and then sit next to each other; generate similar words on the board and thentry to figure out what the word parts mean
- Distribute prefixes, suffixes and roots worksheet
- Independent Learning
- Distribute marking scheme
- Independent learning pair interviews (get computers)
- Check eportfolio items during interviews
- Argumentative Essay Writing
- Model how essays should should be checked using spell check; and then ESL Assistant
- Complete writing essays focusing on semi-fixed expressions (137) and verbs (139), both of which should be highlighted
- Focus, finally, on the conclusion
- Two-minute feedback
Assignment: finish argumentative essay
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Aims
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- to apply semi-fixed expressions and persuasive language to an argumentative essay
- to analyze an argumenative essay for proper collocations and correct spelling
- to create: a structurally sound argumentative essay
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UE: Written Language for Business
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Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
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