English as a Second Language - 6 Writing
Learning Plan 1
Audience, Topic, Purpose

_______________

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.

_______________

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 completeing 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 a 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 an essay.
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.

_______________

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.

_______________

Assessment Activities
_____1.
Use the appropriate the 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.

_______________

English as a Second Language - 6 Writing
Learning Plan 2
Genre Knowledge

_______________

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.

_______________

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. your worksheets are completed with 80-100 % accuracy
B.2. your blogs posts include accurate identificatioin of context, structure, and purpose
B.3. you use approriate context, structure, and purpose 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 an academic essay.
b. Identify appropriate context and structure for a research report.
c. Identify appropriate context and structure for a personal narrative.

_______________

Learning Activities
_____1.
Learners look at and read examples of academic essays, and identify introductory paragraph(s), and thesis statement, body paragraphs and topic sentences, and concluding paragraph(s)

_____2.
Learners discuss appropriate contexts for developing an academic essay.

_____3.
Learners look at and read examples of research reports, and identify the characteristic parts/structures.

_____4.
Learners discuss appropriate contexts for developing research reports.

_____5.
Learners look at and read examples of personal narratives and identify charcacteristic parts/structures.

_____6.
Learners discuss appropriate contexts for developing personal narratives.

_______________

Assessment Activities
_____1.
Label the parts of an academic essay.

_____2.
Complete a definition exercise for the typical parts of a lab report.

_____3.
Name the identifying characteristics of a personal narrative.

_____4.
Complete a matching exercise for context, structure, and genre for an academic essay, lab report, and personal narrative,

_____5.
Develop an academic essay (instructor provides the topic)

_____6.
Develop a personal narrative (you select the topic)

_____7.
Write a research report (instructor provides the data/information).

_____8.
Differentiate between the contexts in which you would use an academic essay, lab report, personal narrative.

_______________

English as a Second Language - 6 Writing
Learning Plan 3
Expository/Rhetorical Patterns.

_______________

Overview
Title Expository/Rhetorical Patterns.
Developer(s) D. Harley
Date 11/16/2005

Purpose
To help learners learn to develop common expository patterns used in academic writing.

_______________

Target Learning Outcomes

Target Competency
C. Develop selected expository/rhetorical patterns for multiparagraph essays

Performance Standards
You will demonstrate that you can develop paragraphs/multipragraph essays for selected expository patterns:
C.1. by developing a process essay
C.2. by developing a comparison/contrast essay with point-to-point comparison
C.3. by developing a comparison contrast essay with whole-to-whole comparison
C.4. by developing a cause and effect essay
C.5. by developing a summary essay


Your performance will be successful when:
C.1. process paragraph is completed with 90-100 % appropriate expository form
C.2. comparison/contrast essay with point-to-point comparison is completed with 90-100 % appropriate expository form
C.3. comparison contrast essay with whole-to-whole comparison is completed with 90-100 % appropriate expository form
C.4. cause and effect essay is completed with 90-100 % appropriate expository form
C.5. summary essay is completed with 90-100 % appropriate expository form

Learning Objectives
This learning plan addresses the following learning objectives to help you master the competency:
a. Develop texts using a process expository pattern.
b. Develop texts using a comparison/contrast expository pattern with point-to-point comparison.
c. Develop texts using a comparison/contrast with whole-to-whole comparison.
d. Develop texts using a cause and effect expository pattern
e. Develop texts using a summary expository pattern
f. Develop texts using a selected combination of expository patterns to fit genre and purpose.

_______________

Learning Activities
_____1.
Read selected texts for each of the following expository patterns:

_____2.
Circle common sentence-level structures that typically occur in texts written with the following expository patterns: process, comparison/contrast, cause and effect, and summary.