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Process Writing Task
Continuous Assessment
February 11 - March 14
Contents
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Introduction
Overview of Process Writing Task
Weekly Breakdown of Tasks
Filing
Administrative FAQs
Contact information
Questions/Comments
References
INTRODUCTION
What is Process Writing?
• An instructional approach to the teaching of
writing
• Implements structured classroom-based
tasks oriented around the natural stages of
writing (Seow, 2002)
–
–
–
–
Prewriting
Drafting
Revising
Editing
Why do Process Writing?
• Creates multiple opportunities for provision of
feedback in a motivating manner (Tsui & Ng, 2000;
Dornyei, 2001; Ferris & Hedgcock, 2005; Ferris, 2011)
– Teacher
– Peers
• Uncoupled from grades (Black & William, 1998)
• Each stage of writing is weighted equally
OVERVIEW OF PROCESS WRITING
TASK
Saturday
Week
2
4/2
Sun
Mon
Tues
5/2
6/2
7/2
Wednesday
8/2
Teacher Training: CA Overview & PW Briefing
11/2
3
Teacher Training: Guidance on Providing Written
Feedback
19/2
20/2
21/2
22/2
26/2
27/2
28/2
29/2
4/3
5/3
6/3
7/3
11/3
12/3
13/3
14/3
Teacher returns Draft 2 & corrected
peer edits
Students write Draft 3 in class based on
corrected peer edits
10/3
7
15/2
Teacher returns Draft 1 with written
feedback on content
Students write Draft 2 in class
Students peer edit Draft 2 in class
3/3
6
14/2
Teacher returns Mind-Map & Outline
Students write Draft 1 in class
25/2
5
13/2
Intro to PW
Students complete a Mind Map &
Outline in class
18/2
4
12/2
Teacher returns Draft 3 with written
feedback on form and passes out
symbols handout
Students complete Final Draft in class
Finish marking & document on scoresheets
(March 18-19: Data inputting)
(March 20: Whole file submission)
WEEKLY BREAKDOWN OF TASKS
Week 3: Mind Map & Outline
Date
Sat
(11/2)
Description of Activities
Marks
Task
Achievement
½ mark
Task
achievement
½ mark
Teacher introduces the Process Writing Task in
provided PowerPoint presentation
Students brainstorm possible ideas completing
a Mind Map in class
Students select ideas from their brainstorming
session & complete an Outline in class
Teacher collects Mind Map & Outline from the
students at the end of class AND allots half a
mark for the Mind Map and half a mark for the
Outline
Wed
(15/2)
Criteria
Mandatory teacher training session: Guidance on
Providing Written Feedback
Graphic Organizer for
Brainstorming/Mind Mapping
Writer: ________________ ID #: ______________
Date: ________________ Section #: __________
Graphic Organizers for Outlines
The Prompts
• Level-based
• Mapped back to course content
• Mirror format of Midterm Exam writing
prompts
– However, minimum word count for the PW task
is higher than what we expect of students on the
Midterm Exam
Level
3 (EL1)
4 (EL2)
5 (EL3)
Prompt
Write about your dream job.
You should say:
a) what it is
b) why it is a good job for you
c) what you need to do to get this job
Write about something that you think will
become a popular trend in the future.
You should say:
a) what it is
b) who it will be popular with
c) why you think it will be popular
Write about a person you think is successful.
You should say:
a) who this person is
b) why this person is successful
c) what sacrifices this person has made to
become successful
Minimum
Word Count
150
150
200
Curricular Grounding
Q Skills for Success: Reading
& Writing 1
Unit 2: Thematic Material –
What is a good job?
Writing Outcome:
Describing a job that is right
for you
Q Skills for Success: Reading
& Writing 2
Unit 1: Thematic Material –
Why does something
become popular?
Q Skills for Success: Reading
& Writing 3
Unit 3: Thematic Material –
What does it take to be
successful?
Level
Prompt
6 (EL4)
Write a true story about a hero (a friend, family member,
famous person, etc.) from your childhood.
You should say:
a) who this person was
b) what this person did that inspired you
c)
how you have been positively affected by this person
7 (EL5)
Option 1
Describe what you believe are your generation’s favorite
leisure activities.
You should say:
a) what these leisure activities are (at least 2)
b) why you think your generation enjoys doing them
c)
whether or not you feel that these leisure activities are a
good way to relax
Option 2
Discuss how a new form of technology (smart phones,
computers, Instant Messaging, Social media such as blogs,
Facebook, Twitter, etc.) has affected our work (or the way we
study) and our leisure time.
You should:
a) describe one specific type of technology
b) discuss the effect it has had on work or study
c)
discuss the effect it has had on leisure time
Minimum Curricular Grounding
Word
Count
Q Skills for Success: Reading & Writing 4
Unit 1: Thematic Material -- What makes
someone a hero?
Unit 3: Thematic Material – What
250
important lessons do we learn as
children?
Writing Outcome – Writing a Narrative
Q Skills for Success: Reading & Writing 5
Unit 3: Thematic Material – What is the
difference between work and fun?
300
Q Skills for Success: Reading & Writing 5
Unit 1: Thematic Material – Why do
people read and write blogs?
Unit 3: Thematic Material – What is the
difference between work and fun?
Level
Prompt
8 (EL6) Option 1
Discuss what factors you think can help a child to be
academically successful at school.
You should include:
a) what exactly these factors are (mention at least 2)
b) why you think they are important for the child’s
academic achievement
c) describe a time in your school years when you felt
these factors were present
Option 2
Describe and discuss what you think would be the ideal
university.
You should include:
a) a description of this university
b) what characteristics/factors/elements etc. make it
ideal
c) how/why these characteristics/factors/elements etc.
make it possible for students to be academically
successful
Minimum
Word
Count
Curricular Grounding
English for Academic
Study
1) Source Book (pgs.
7-11)
2) Writing book (Unit
1: Writing Task)
300
Week 4: Draft 1 & Teacher Feedback on Content
Date
Description of Activities
Sat
(18/2)
Teacher returns students’ Mind
Maps & Outlines
Students use their Outlines to
write Draft 1 of their paragraph or
essay in class
Teacher collects Mind Maps,
Outlines & Draft 1 AND allots 1 mark
for Draft 1
Teacher provides written feedback
on content (i.e. ideas) on Draft 1
Criteria
At least 50% of
min. word count
Marks
1
Week 5: Draft 2 & Peer Feedback
Date
Description of Activities
Sat
(25/2)
Teacher returns Draft 1 to students with his/her
written content-based feedback
Students write Draft 2 in class incorporating
teacher feedback
Teacher monitors students’ progress and clarifies
(or provides more) feedback as necessary to
individual students
Teacher then provides each student with a PeerFeedback Handout
 Students provide peer-feedback on the writing of
one of their classmates
Teacher collects Draft 2 & Peer-Feedback
Handouts from students at the end of class AND
allots 1 mark for Draft 2
 Teacher reviews Peer-Feedback Handouts
correcting any inaccurate feedback made by
students (Teacher does NOT have to provide any
more feedback on Draft 2)
Criteria
Marks
Evidence that
Draft 1 has
been revised
1
Week 5: Peer Feedback Handouts
• Levels 3 – 5 (EL 1 – 3)
• Levels 6 – 8 (EL 4 – 6)
Week 6: Draft 3 & Teacher Feedback on Form
Date
Description of Activities
Sat
(3/3)
Teacher returns Draft 2 to each student
along with the corresponding Peer-Feedback
Handout which the teacher revised for
inaccurate feedback
Students write Draft 3 incorporating the
teacher-revised peer feedback
Teacher monitors students’ progress and
clarifies (or provides more) feedback as
necessary to individual students
Teacher collects the Peer-Feedback
Handouts, Draft 2 & Draft 3 from students at
the end of class AND allots 1 mark for Draft 3
Teacher then provides written feedback on
form (e.g. mistakes in grammar/mechanics,
etc.) USING the Symbols Handout on Draft 3
Criteria
Evidence that
Draft 2 has
been revised
Marks
1
Symbols Handout
Week 7: Final Draft & Submission
Date
Description of Activities
Sat (10/3)
Teacher passes out Symbols Handout for
students to refer to
Teacher returns Draft 3 with his/her formfocused written feedback
Students write the Final Draft incorporating
teacher feedback on form
Teacher monitors students’ progress and
clarifies (or provides more) feedback as
necessary to individual students
Teacher collects Draft 3 & Final Draft from
students at the end of class AND allots 1 mark
for the Final Draft
Wed (14/3)
Teacher documents students’ final grade on
the scoresheet
Criteria
Marks
Evidence that
Draft 3 has
been revised
1
__ / 5
Week 8: Mark inputting & File submission
Date
Description of Activities
Sun – Mon
(18/3 – 19/3)
Teacher inputs her section’s scores for PW task on specified
computers
Co-teacher accompanies her verifying accuracy of marks
inputted
Tues (20/3)
Teacher submits her PW file containing her scoresheet and all
of her students’ work to CA Sup/CA Lead Teacher
FILING
binder for each section
plastic sleeves (one for every student plus one
for yourself to store pertinent handouts &
scoresheets)
At the end of this task after inputting marks you
will submit everything together and it will be
archived for Quality Assurance purposes
ADMINISTRATIVE FAQS
•
Is Teacher 1 or Teacher 2 responsible for this task?
– Teacher 1
•
Doesn’t this overburden Teacher 1 who is
responsible for SL in this class in addition to
completing the syllabus?
Well…
– All teachers will do CA for their first class
– This task is curriculum-based meaning that it should
address learning outcomes and/or content addressed
within the first three units of the Reading & Writing
textbooks (i.e. should not detract from the syllabus)
– Also, after this task is completed only TWO more class
sessions will ever be required for CA (2 in-class quizzes) i.e.
CA is not a weekly task after Process Writing is completed
– Also, the decision to have Teacher 1 do both SL and CA
was for administrative efficiency (one teacher responsible
for the marks and attendance of one section)
•
•
Do all the drafts have to be done in class?
Yes
Why?
– To avoid plagiarism, cheating, etc.
– To provide class time for students to receive not just
written feedback but valuable verbal feedback from
teachers and their peers
•
What do I do with a student who comes very
late to class or is entirely absent during one of
the PW in-class sessions?
– Ask the student to see you during your office hours.
At this time brief him/him on the task he/she missed
and give him/her the opportunity to do it at home
and submit it to you promptly thereafter.
•
What if Teacher 1 is absent on a Saturday during the PW task
schedule?
–
He/She simply conducts the PW task the following day. In the case
of a teacher absent for a prolonged period, a special arrangement
will need to be made in order to keep that section more or less on
target with the schedule.
• Can I award half marks for each of the assessed PW tasks?
– No. Except for Week 4 in which the Mind Map and Outline are each
worth ½ a mark, all of the other tasks must be given either a 0 or a
1.
•
What is the policy on the use of laptops to do the drafts?
–
Require students to handwrite all the drafts. You may have some
students who wish to type the Final Draft. If this is so, please have
them submit their handwritten Final Draft as per the schedule,
mark it, and then let them type it up and re-submit their Final Draft
back to you.
•
Do I have to turn in all of my students’ work at the end
of this task or just the Final Draft?
–
–
•
You must submit all stages of students’ work from the
planning documents & drafts to the final work (i.e.
everything that you collected for each student in his/her
plastic sleeve)
Documentation is extremely important for Quality
Assurance purposes!
What is the submission deadline for the PW marks?
–
–
By March 14th, you should have awarded each student a
final score out of 5.
However, you only have to input the marks the following
week (either March 18th or March 19th) & then submit the
hardcopy of your scoresheet along with the binder by
March 20th.
CONTACT INFORMATION
Contact Details
Name & Role
Email
Phone
Location
Vivian Ibrahim (CA Sup.)
[email protected]
0565534823
B269
Jennifer Sparks(CA/ LT)
jennifer.sparks123@gmail.
com
0540014678
B252
OTHER QUESTIONS OR COMMENTS?
References
• Black, P., & William, D. (1998). Inside the Black Box: Raising standards
through classroom assessment. Retrieved from
http://weaeducation.typepad.co.uk/files/blackbox-1.pdf
• Dornyei, Z. (2001). Motivational strategies in the classroom. Cambridge:
Cambridge University Press.
• Ferris, D. (2011). Treatment of error: In second language student writing.
(2nd edition ed.). Ann Arbor: The University of Michigan Press.
• Ferris, D., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose,
process, and practice. (2nd edition ed.). New York: Routledge.
• Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2009). Great Writing 2,
Great Paragraphs. (2 ed.). Boston: Heinle & Heinle Pub.
• Seow, A. (2002). The writing process and process writing. Cambridge:
Cambridge University Press. Retrieved from
http://3wadshehri.webs.com/Methodology in Language Teaching.pdf
• Tsui, A., & Ng, M. (2000). Do secondary L2 writers benefit from peer
comments?. Journal of Second Language Writing, 9(2), 140-170.
Retrieved from
http://www0.hku.hk/curric/amytsui/bk_reviews/docs/Do_Secondary
L2_Writers_Benefit_from_Peer_Comments.pdf