English as a Second Language - 7 Writing Learning Plan LEARNING PLAN 1 Learning Plan 1 Overview To assist students in applying grammar principles to their own writing through the editing process. Information Title Learning Plan 1 Developer(s) Kathleen Hoag Date 3/5/2003 Prerequisites 1. Appropriate level on Wisconsin English as a Second Language Placement Test 2. Completion of English as a Second Language 6 Writing with a grade of "P" 3. Consent of the instructor Competency A. Apply rules of grammar Performance Standards Criteria---Performance will be satisfactory when: a. learner creates complex sentences using noun clauses, adjective clauses and adverb clauses b. learner uses the definite and indefinite article c. learner uses prepositions d. learner uses the passive voice e. learner uses verbs followed by gerunds and infinitives f. learner uses modals g. learner avoids run-ons and fragments Conditions---Competence will be demonstrated: a. in the production of written work using a word processor b. in classroom setting c. in peer and small group review d. under instructor observation Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Explain the difference between dependent and independent clauses, including a definition of the term "embedded". b. Use specific transitional words or phrases to introduce noun, adjectival, and adverbial clauses. c. Distinguish between nouns that are countable and require an article and those that are "mass" and do not require an article. d. Use definite articles for specific reference, e.g., the moon, the sun (unique to all) e. Use topic-specific generic uses of articles: names of diseases, body parts, abstract nouns, mechanical inventions, and locations associated with activities. f. Use prepositions that co-occur with verbs and adjectives. g. Explain the functions of the following prepositions: at, by, for, from, in, of, on, to, and with. h. Use a select group of prepositions according to how they relate to the concepts of space, time and degree. i. Describe common errors in preposition use. j. Differentiate and use simple and complex passive. k. Differentiate and use verbs that follow gerunds and/or infinitives. l. Use the following modals in all tenses and aspects: could, should, would, would rather. m. Place punctuation markers in correct location in order to avoid run-on and fragmented sentences.

Learning Activities

_____1. Identify and correct individual grammar errors through instructor-generated checklist and editing chart. _____2. Read essay aloud (self or classmate) to listen for grammar errors. _____3. Read grammar explanations in editing handbooks. _____4. Identify grammar items in a text. _____5. Generate sentences including grammar items by looking at pictures. _____6. Analyze others' grammatical errors from workbooks or classmates' essays. _____7. Analyze grammar errors for language transference. _____8. Analyze your writing by comparing your draft with a corrected version done by the instructor. _____9. Discuss grammatical errors with whole class. _____10. Correct grammar in error-ridden text in a worksheet. _____11. Conduct a grammar survey on a specific grammar item; identify grammar structures in newspapers, books, everyday conversation and television programs. Consider form, function, and meaning of the grammar item. _____12. Make cards with grammar items, rules, examples and pit falls. _____13. Group prepositions on cards or charts according to use _____14. Group articles on cards or charts according to use. _____15. Maintain a grammar log to track errors and improvement.

Assessment Activities

_____1. Use evaluation form to assess grammar for each essay. _____2. Turn in written assignments. _____3. Take quizzes on various grammar items. _____4. Present grammar lessons to classmates. _____5. Demonstrate understanding of grammar item by using it correctly in an essay.

English as a Second Language - 7 Writing Learning Plan LEARNING PLAN 2 Learning Plan 2

Overview

To assist students to produce effective academic essays in a variety of rhetorical styles using the writing process.

Information

Title Learning Plan 2 Developer(s) Kathleen Hoag Date 3/5/2003

Prerequisites

1. Appropriate level on Wisconsin English as a Second Language Placement Test 2. Completion of English as a Second Language 6 Writing with a grade of "P" 3. Consent of the instructor

Competency B. Employ standards for process-based academic essay writing Performance Standards Criteria---Performance will be satisfactory when: a. learner selects and narrows a topic through the use of prewriting techniques b. learner identifies audience, purpose and style c. learner discovers ideas to write about through prewriting techniques d. learner produces first draft by creating a 3-5 paragraph essay on a word processor e. learner writes thesis statements f. learner writes paragraphs with topic sentences and supporting details g. learner chooses appropriate words 80% of the time h. learner employs transitional phrases and parallel construction i. learner revises the first draft for content and organization using a flowchart j. learner edits second draft for grammatical and mechanical errors using a checklist and rubric k. learner "publishes" essays that are 80% grammatically and mechanically correct l. learner uses a variety of resources to gather information Conditions---Competence will be demonstrated: a. in production of written work using a word processor b. with a checklist or rubric c. in a classroom setting d. in self - evaluation e. in peer review and writing conferences f. within a time limit g. in small group and partner activities h. under instructor observation Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: a. Apply the steps in the writing process: pre-writing, drafting, revising and editing. b. Write 3-5 paragraph essays that include an introduction, body and conclusion in the following rhetorical styles: narration, description, comparison & contrast, cause & effect, and summary. c. Use the following pre-writing techniques to narrow topics and generate essay ideas: branching, mapping, interviewing, freewriting, questioning, writing assertions, visualizing and sketching. d. Write an outline or graphic organizer to organize thesis statement, topic sentences and supporting details. e. Write thesis statements that effectively focus the topic relative to the rhetorical style of the essay. f. Write paragraphs with well-focused topic sentences that both identify paragraph content as well as connect to previous paragraph. g. Include supporting details that explain and support the topic sentence through appropriate evidence: example, fact, statistics, personal experience, and definitions. h. Select words that contain the appropriate connotation for the linguistic context, using native speaker resources whenever possible. i. Apply transitional words and phrases for each rhetorical styles.to show logical connections between paragraphs and provide overall coherence to the essay. j. Revise essay alone, with a peer or instructor for content, evaluating for critical thinking, audience interest and logical progression of ideas. k. Edit essay alone, with a peer or instructor for grammatical errors, with particular focus on prepositions, articles, clauses, passive voice, run-ons and fragments. l. "Publish" essay through peer reading or other means. m. Use different resources throughout the writing process: dictionary, thesaurus, spell checker, library, Internet and community members.

Learning Activities

_____1. Through small group process, read sample essay topics and narrow each one for a 3-5 paragraph essay. _____2. Narrow self-selected or assigned topic by using branching, listing or mapping. _____3. Generate ideas for essay using pre-writing techniques from text or worksheets. _____4. Whole class or peer conference on essay topics and generated ideas. _____5. Write an outline for essay referring to teacher-generated model. _____6. Compose a 3-5 paragraph essay for each rhetorical style, using the text as a guide for creating appropriate support for thesis. _____7. Revise essay using text flow chart, peer and instructor conferencing and whole class reading. _____8. Edit essay using teacher-generated error correction symbols, grammar track sheet, and grammar sections from text. _____9. Read essays aloud in class; publish writing in college or other community publications. _____10. Use dictionary and thesaurus during revising and editing to evaluate and make changes to word choices. _____11. Maintain a word, ideas, response journal. _____12. Read and analyze sample essays for each rhetorical style.

Assessment Activities

_____1. Use evaluation form to assess organization, content, and grammar for each essay. _____2. Complete assignments and essays on time and according to directions. _____3. Critique work of self and peers. _____4. Actively use resources to enhance learning. _____5. Participate fully in small and whole group activities. _____6. Submit written assignments and essays. _____7. Complete quizzes on various writing topics.

English as a Second Language - 7 Writing