English as a Second Language - 5 Writing Learning Plan 1 Audience, Topic, Purpose

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Overview

Title Audience, Topic, Purpose Developer(s) D. Harley Date 11/8/2005

Purpose

Learners develop ability to identify who the audience (readers) are for specific texts, what the author's purpose is for writing the text, and what the topic of the the writing is. Learners also develop their own writing to reflect their needs, interests, and personal development, through deciding what to write about, whom to address, and why they need to or want to develop particular texts as part of their identity (re)construction through writing.

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Target Learning Outcomes

Target Competency A. Identify audience, topic, and purpose for writing Performance Standards You will demonstrate the ability to identify audience, topic, and purpose: A.1. you name the audience, topic, and purpose in reading texts for selected genres in cloze exercises A.2. you choose and develop appropriate audience, topic, and purpose for your written texts in class A.3. you choose and develop appropriate audience, topic, and purpose for your written texts Your performance will be satisfactory when : A.1. by completing in-class cloze exercises with 80-100% accuracy A.2. by completing assigned cloze exercises for homework assignments with 80-100% A.3. by using appropriate audience, topic, and purpose for draft essays in-class tasks A.4. by using appropriate audience, topic, and purpose for draft essays in assigned homework A.5. you successfully peer-edit classmates' texts with a rubric for appropriate audience, topic, and purpose Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Name the audience, topic, and purpose in selected readings. b. Select appropriate audience, topic, and purpose for paragraph. c. Choose appropriate audience, topic, and purpose for a genre. d. Select a subject. e. Narrow a subject to a topic. f. Differentiate subject, topic, and title of an essay.

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Learning Activities

_____1. ANSWER why is this skill important? Properties Learning Cycle: Motivation Focus: Learner Centered Learning Style: Seeking Meaning Right/Left Brain: Right Brain _____2. EXPLORE writing by reading examples that others have written Properties Learning Cycle: Comprehension Group Size: Individual&Small Group Focus: Learner Centered Content: * Multiple Intelligence: Verbal/Linguistic Learning Style: Conceptualizing Right/Left Brain: Left Brain VAK: * _____3. Identify audiences for common genres like newspapers, magazines, personal letters, resumes, and textbooks. _____4. Select and name an audience for writing assignments. _____5. Identify topic from topic sentences, and from supporting details when the topic is implied. _____6. Select and name topics in instructor-selected texts in reading and writing assignments. _____7. Develop topic sentences for paragraphs in which the topics sentences have been removed or are implied. _____8. Select and name topics for your texts, developed in response to your personal needs and interests. _____9. Identify purpose based on evidence in texts, or on general knowledge, e.g., newspapers provide information to readers. _____10. Identify purpose for personal writings.

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Assessment Activities

_____1. Use the appropriate topic in topic sentences developed for class assignments. _____2. In-class quizzes. _____3. Complete cloze exercises. _____4. Apply appropriate vocabulary and register for identified audience in personal writing and assignments. _____5. Select appropriate audience(s) from a list of potential audiences, and provide a reason for your selection. _____6. Select expository patterns that develop and enhance the purpose for writing.

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English as a Second Language - 5 Writing Learning Plan 2 Genre Knowledge

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Overview

Title Genre Knowledge Developer(s) D. Harley Date 11/15/2005

Purpose

To help learners identify the structure and context in the use of common genres. For example, learners need to know the difference between the structure of a personal letter and a resume, and they need to know the appropriate situations in which they would use each genre.

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Target Learning Outcomes

Target Competency B. Explain context and structure for selected genres Performance Standards You will demonstrate that you can recognize context, structure, and purpose for selected genres: B.1. by orally discussing responses to reading texts with peers B.2. by completing worksheets in-class B.3. by posting responses on a a class blog B.4. by developing paragraphs and essays in class B.5. by developing paragraphs and essays for homework Your performance will be successful when: B.1. worksheets are completed with 80-100 % accuracy B.2. blog posts include accurate identification of context, structure, and purpose B.3. use of appropriate context, structure, and purposes in essay and paragraph texts Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Identify appropriate context and structure for a formal letter. b. Identify appropriate context and structure for an informal letter. c. Identify appropriate context and structure for a personal biography. d. Identify appropriate context and structure for a resume. e. Identify appropriate context and structure for a survey report. f. Identify appropriate context and structure for personal journal writing. g. Identify appropriate context and structure for blog comments. h. Identify appropriate context and structure for a newsletter article. i. Identify appropriate context and structure for a brochure.

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Learning Activities

_____1. Learners look at examples of formal and informal letters, and label the typical parts, including, address, date, salutation, body, closing, and signature. _____2. Write a formal letter in a classroom assignment. _____3. Write an informal letter in a classroom assignment. _____4. Differentiate the situate in which you would write a formal and an informal letter; provide an example of each. _____5. Select and read a short biography of someone you are interested in. _____6. Identify whether biographical information is presented in chronological order or order of importance in selected biographies. _____7. Name a context in which you would write a short biographical text about yourself, then develop a one-paragraph biography about yourself. _____8. Define a resume. _____9. Examine sample resumes. Name different ways information is organized. _____10. Find a classified employment ad for a position you are interested in in your local newspaper. Develop a resume for this ad, and explain why you organized information in your resume in the way you did. _____11. Conduct class interviews on a topic you are interested in. Organize your information in a report. Make copies of your report for classmates. Read a few classmates' reports. List different ways in which classmates organized information in their reports. _____12. Name some visual ways of representing information. _____13. Look at an example of a survey report. What are the different parts of the report. List ways information is presented. _____14. Practice journal writing in class. List situations in which you would keep a journal. Name topics that you prefer to write about in your journal. _____15. Post and respond to comments on a class blog. What medium are you working in _____16. What's a blog? Find and read a blog on a topic you are interested in. What medium are you working in? _____17. Post and respond to comments on a class blog?Does it help you to read many comments from your classmates listed in one place? _____18. How is writing on a blog different from writing in a paper journal? _____19. What's a newsletter? _____20. Bring an example of a newsletter to class. Exchange newsletter with a classmate. Name the different parts or sections of the newsletter and list them. _____21. What kind of articles could you write for a newsletter? Write an article for a class newsletter. _____22. Examine brochures provided by your instructor. In small groups, discuss the design of the brochure. Does it have different parts and a specific format? Describe your brochure for other groups without showing it to them. _____23. Create a brochure on a topic of interest to your group.

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Assessment Activities

_____1. Label two letters as "formal" or "informal". _____2. Complete a quiz on typical parts of a letter. _____3. Do daily journal writing in class. _____4. Complete a matching exercise for context, structure, and genre. _____5. Develop a resume that you can use for a job application.