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Distance DELTA Centre Number: 10239 Extended Assignment English for Academic Purposes Tobias Best Candidate Number: 27 Word Count: 4376 Tobias Best EA – English for Academic Purposes Centre No: 10239 1

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Distance DELTACentre Number: 10239

Extended Assignment

English for Academic Purposes

Tobias BestCandidate Number: 27

Word Count: 4376

Tobias Best EA – English for Academic Purposes Centre No: 10239 1

ContentsDocument 1 Page1. Topic Area and Introduction 3

2. Commentary and Needs Analysis2.1 Commentary 52.2 Needs Analysis 62.3 Diagnostic Testing 62.4 Results 72.5 Learning Priorities 8

3. Course Proposal3.1 Course Goal and Objectives 93.2 Rationale

i) Course Organisation 10ii) Content and Approach 11iii) Sequencing 12iv) Course Materials 12

4. Assessment and Evaluation4.1 Course Assessment 144.2 Formative Assessment 144.3 Summative Assessment 15

5. Conclusion 17

Bibliography 18

AppendicesAppendix 1 - Learning Styles Results Summary 20Appendix 2 - Methodological Preferences Summary 21Appendix 3 - Perceived Needs Summary 22Appendix 4 - Writing Task – Language Accuracy Errors Frequency 23Appendix 5 - Writing Content and Coherence Summary 24Appendix 6 - Reading Comprehension Results Summary 25Appendix 7a - Course Outline – Tasks & Materials 26Appendix 7b - Course Outline – Running Order 30

Document 2Appendix 8 - VARK Questionnaire 31Appendix 9 - Cambridge General Paper Examination Syllabus 33Appendix 10 – Learner Needs Analysis – Sample (Ji Min) 36Appendix 11 - Diagnostic GP Writing Task 37Appendix 12 – Diagnostic Writing Marking Criteria 39Appendix 13 – Diagnostic GP Reading Comprehension Task 41Appendix 14 - Diagnostic Writing Task – Samples (Joanna, Lin Wei) 45Appendix 15 - Diagnostic Reading Task – Sample (Chong Tat) 48Appendix 16 – Questions for In-Class and Homework Tasks 50Appendix 17 – Analytic Marking Scale for Writing 52Appendix 18 – Check-lists for Peer/Self Assessment (Lessons 2-7) 53Appendix 19 – Table for Recording Student Assessment Scores 55Appendix 20 – Post-Course Questionnaires 56

Tobias Best EA – English for Academic Purposes Centre No: 10239 2

1. Topic Area and Introduction

1.1 Overview

An area of English for Specific Purposes (ESP), English For Academic Purposes (EAP) is often defined as 'teaching English with the aim of assisting learners' study or research in that language' (Flowerdew & Peacock 2001 p.8), covering a wide range of academic communicative practices. Although the focus is often on the skills learners need to fulfil their chosen course of study, it can also include the 'language and cultural knowledge necessary for integration into their chosen academic community' (Alexander et al 2008) with consideration of their different academic cultures and backgrounds. Many of my current learners are hoping to undertake tertiary education in English and I hope to expand my knowledge and skills relevant to teaching EAP.

A typical EAP course has a clearly defined goal and desired outcome, the achievement of which is often vital for learners' further study, and inflexible time constraints. Courses can focus on either general academic (EGAP), or subject-specific areas and skills (ESAP). These factors lead to a syllabus more focused on the learners' target needs and expectations and higher learner motivation than a typical General English (GE) course (ibid 2008) with a clear progression towards a goal. For example, my EAP learners are usually more receptive to a higher degree of homework tasks than my GE learners, particularly extensive writing and research tasks which reflect their needs.

1.2 Skills

Course design should reflect the skills learners need for academic study, and it is therefore essential for course designers to identify learner needs and what they undergo on their academic courses to maximise the transferability of learning (Gillett & Wray 2006). In contrast, GE courses have a more general communicative aim, resulting in a greater emphasis on conversational functions and related situations and less on reading and writing skills (Jordan 1997).This often results in a more limited range of topics chosen for EAP syllabuses.

Gillet (2011) notes EAP lessons are often task-based, focusing on an authentic writing task done outside of class time, with lessons supporting the writing by focusing on organisation and linguistic content. Analysis of genre and discourse alongside the rhetorical function of the language are all practical ways to develop learners' writing and reading skills (Alexander et al 2008), while grammar and vocabulary teaching is often integrated into skills teaching, with 'authentic texts exploited for both the language used and academic structures needed' for effective receptive and productive skills (ibid 2011). Tasks included in a course should also offer opportunities for learners to recycle and practice these skills.

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1.3 Materials selection

The texts selected for use in an EAP course should fulfil several important criteria:

genre relevance to learners needs (general or subject specific) suitable language level linguistic value (rhetorical functional language) discourse value (organisation, structure, purpose and audience)

Although it is recommended that authentic texts be used where possible (Alexander et al 2008), it is important to consider the language level of learners to avoid the development of negative affective factors arising from overly challenging texts. However, EAP courses tend to use longer, more dense texts than would be suitable for a GE course, where maintaining learner involvement and interest is a more important consideration. My EAP learners have demonstrated sustained motivation over several lessons working with a single text and topic, whereas GE learners have complained in the past when faced with the same topic or text in consecutive lessons.

1.4 Approaches to Learning

As mentioned, writing skills are often developed through exploitation of authentic texts, suiting the implementation of a product writing approach - where learners analyse the necessary components for production of a text. However, more recently, this is increasingly combined with a process writing approach - where learners develop the skills needed to produce texts. This is because the skills learned are applicable for a wider genre range (Jordan 1997) and integration of both approaches into the syllabus and course timetable is the best way to address all learners' needs.

Most scholars agree that one essential writing skill for EAP learners is redrafting in response to feedback from peers, oneself and the teacher. It is therefore important to establish an ongoing system of assessment of writing from the teacher (Alexander et al 2008) as well as to give learners plenty of opportunities in the course design for analysis of their own and their peers' writing. Criterion-referenced check-lists can focus learners on specific areas of their writing (Gillet 2011), and help learners identify strengths and weaknesses.

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1.5 Other Considerations

Another important consideration for EAP courses are the non-linguistic skills vital to academic success (Elsegood 2007). These include; cognitive skills, such as critical thinking, study skills essential for developing learner autonomy and also cultural skills relating to the expectations, assumptions and interactions of the academic environment. Attention must be paid to the effects which the origins of the learners have on these skills (Egege & Kutieleh 2004). It is often essential for EAP teachers to address these skills and so facility should be made within the syllabus when they have an impact on learners' ability to complete the requirements of the course.

Critical thinking skills are a necessary element of effective academic reading and writing and their development is often an explicit aim of the EAP syllabus (Alexander et al 2008). . Such skills are best integrated alongside other skills, with plenty of opportunities built into the course for the debate and critique of arguments which arise in both texts and discussions. For example, providing teachers with scaffolding questions related to texts to direct learners' thinking can be a useful tool for helping development (Gillet 2011).

This can all often have an impact on the role of the EAP teacher, who needs to take a more flexible approach than the traditional expert-student role of a GE course. Another factor affecting this role comes from the need to deal with texts from a wide range of academic disciplines (Hyland 2006). This can even result in the traditional learner/teacher roles being reversed, where learners are more familiar with subject-specific terminology and knowledge. This could suggest the need for learner-led mini-presentations, or for including the analysis of subject-specific texts selected by learners in the course timetable.

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2. Commentary and Needs Analysis

2.1 Commentary

The group are a class of Singaporean students preparing for the General Paper (GP) (appendix 9). All of them are aged 17, and currently in their final year of A-level study in different Singaporean Junior Colleges. Their main language for study and general communication is English, and is of an advanced level. Although they all have high fluency levels, their language accuracy is negatively affected by their first language (Singaporean English) to varying degrees. They attend a two-hour lesson, once-a-week on a Friday evening at their parents' behest to improve their score in their upcoming GP examinations.

They have strong instrumental motivation, based on their external goal to pass an exam and secure further study (Gardner 1985). Coming at the end of a long-week of study, fatigue often reduces internal factors of motivation making sustained cognitive arousal difficult.

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2.2 Needs Analysis

It is important to consider both the present (current abilities) and target situations (required abilities) when analysing needs (Dudley-Evans & St John 1998). The target situation analysis was based primarily on the requirements of the GP exam (appendix 9) and this informed the choice to only test reading and writing skills (appendix 11&13).

The following present situational data was collected:

Learning styles and methodological preferences.

A respected questionnaire (appendix 8) was used to determine learning styles and a section of the learner needs analysis (appendix 10) asked learners to rank the usefulness of familiar pedagogic activities in consideration of the importance of engaging learners in decisions about their learning and of how the 'perceived value of activities can affect motivation' (Williams 1999).

Self-assessed needs, strengths and weaknesses.

Seedhouse (1993) suggested that learners of this age are aware of, and able to identify specific needs, so learners had to answer a combination of open and closed questions, allowing for detailed data and easier learner comparison respectively, regarding their needs. Although subjective, this data can be compared to objective data from other tests, and can be used to raise the perceived value of the course for learners. To widen the range of sources for comparison, Question 2, allowed for input from a third source (e.g. college teachers)

2.3 Diagnostic Testing

Academic writing skills. Language accuracy.

A GP writing task (appendix 11), requiring a range of skills relevant to the target needs, was used as a direct needs assessment and analysed for both language accuracy, content and coherence. Language errors were noted for their frequency within the class and a criterion-referenced approach (appendix 12), 'useful for revealing learners' specific skills and proficiencies' (Richards 1990), was chosen to assess the content and coherence.

Academic reading skills.

A GP reading task (appendix 13) was completed under timed conditions within class and related questions were grouped and graded according to the reading skill required (e.g. inferencing) along with a language and completion speed mark. The timed conditions highlighted the learners' abilities to apply the necessary reading skills.

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2.4 Results

Learning styles (appendix 1)• Generally multi-modal • Minor kinaesthetic preference• Minor dislike for read/write learning styles

Methodological Preferences (appendix 2)• Group writing and self-study tasks perceived as least useful• Analysis of own writing and writing homework perceived as most useful

Perceived Needs (appendix 3)• Academic vocabulary and essay structure/planning identified as areas of

greatest need (tallies with writing tasks (e.g. essay, AQ) being identified as the section of the exam most needing improvement)

• Grammar & language accuracy identified as area of high and low need by different learners (matches, in most cases, diagnostic test results)

Language Abilities (appendix 4)• Subject/verb agreement, use of articles, prepositions and commas to

separate subordinate clauses were most common accuracy errors (tallies with perceived needs, appendix 3)

• Use of would/will and relative pronouns were second most frequent • Wordiness through repetition and redundancy was a common feature (also

frequently highlighted in Cambridge examiner reports) (Anonymous 2011) • Good range of sentence structures used accurately• Accurate use of tense and aspect • Wide range of vocabulary appropriate to the task (contrasts with perceived

needs, appendix 3)• Occasional issues with inappropriate formality

Writing skills (appendix 5)• Clear understanding of essay structure• Paragraphing and topic sentences used to aid coherence • Difficulties remaining relevant to the essay question, effectively supporting

arguments and defining and concluding (points to a weakness with rubric awareness and planning).

• Some difficulty using coherent devices to create a logical flow to arguments

Reading skills (appendix 6)• Effective use of reading skills• Generally able to interpret, evaluate and infer from text• Some difficulties defining meaning using context

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2.5 Learning Priorities

Considering the target need of learners to improve their scores in the GP exam (appendix 9), and the results of diagnostic testing (Section 2.4), the two key areas of developmental focus I've identified are:

• Language Accuracy and Range – grammatical and lexical

• Academic Writing Skills - e.g. planning, editing etc.

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3. Course Proposal

3.1 Course Goal and Objectives

'The prioritisation of needs – with consideration of the course constraints - often means the abandonment of some areas' (Alexander et al 2008). The main constraints of this course being:

Time – 10 2-hour lessons, attended once-a-week. Learner preferences – outlined in section 2.3 Requirements & Format of GP exam (appendix 9)

Considering these, and the key learning priorities identified in section 2.5, the main goal of the course is:

By the end of the course each learner should have:

developed the ability to write coherently and cohesively in a range of rhetorical modes (e.g. cause and effect, discursive) in response to questions from the GP examination.

The objectives for the course reflect what Breen (2001) calls a 'competency-based approach to planning' and outline the skills, abilities and knowledge, established in section 2, learners require to achieve the course goal. They facilitate measurable results and focus students' performance in target situations, which I feel is appropriate for the restricted language use demanded by the GP exam.

By the end of the course learners will:

Ob1. be able to analyse academic writing in terms of structure and cohesion. (appendix 5)

Ob2. have developed their ability to organize ideas before, and during, the writing process. (appendix 5)

Ob3. have increased the range of appropriate vocabulary and grammatical structures they are able to understand and use appropriately and accurately (including article and dependent preposition use, subordinate clauses and subject/verb agreement). (appendix 4)

Ob4. be able to link ideas and evidence coherently to support a stand and assist the reader through a text. (appendix 5)

Ob5. be able to write concisely, avoiding repetition and redundancy. (appendix 4)

Ob6. be able to assess academic writing (their own and that of others) according to the expectations and requirements of the GP examination. (appendix 4&5)

These objectives are also referenced in the Course Outline (appendix 7).

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3.2 Rationale

i) Course Organisation

A number of key decisions were made with reference to syllabus design with a broad view taken, including the methodology, selection and grading of content as outlined by Nunan (1988). Also, the following three overarching principles, based on the conclusions of section 1 and important when designing an EAP syllabus, informed the design:

Progression towards goals Recycling of skills and knowledge Transferability of learning

(Alexander et al 2008 p.88)

Hyland (2006) states analytic, process-oriented syllabuses are often central to EAP philosophies and I feel they allow for a focus on tasks which facilitate achievement of the course objectives. Selection of such tasks must 'take learner needs into consideration' (Long 1985) and, as recommended by Alexander et al (2008), the course tasks are mainly text and genre focused to allow for clear course progression and transferability to target needs. For example, in lesson 2 the writing topic sentence task follows the analysis of model paragraphs.

However, Charles(1996) expresses a need for 'complete coverage of all concerns' when considering EAP course content, and as the development of language, function and rhetorical structure fulfils the learner needs identified in section 2.4, an 'overt focus on form and function needs to follow tasks' (Long & Crookes 1992). This can be seen in the Course Outline (appendix 7) where a language focus follows, and exploits, the preceding texts and tasks (e.g. Cause & Effect transitions in lesson 9).

These considerations result in a multidimensional syllabus, defined by Hedge (2000) as combining several organizing principles (e.g. the integration of both process and genre approaches in the course), which is both cyclical (e.g. the Language focus of lessons 1-7 is recycled during later lessons) and has high surrender value – the extent to which learning reflects learners' needs - of content through the use of GP essay questions for homework tasks.

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ii) Approach and Content

To fulfil the objectives, the course interweaves several different approaches to learning:

Lessons 1-7 are based on the process approach to writing outlined in section 1.4, with each lesson focusing on a consecutive stage of the process or related sub-skill. The sub-skills and strategies for each stage feature a description of the process, analysis of an example and finally practice. For example, in lesson 1, learners are introduced to three methods of brainstorming through example, before practising each and then comparing their opinions about the relative values. Over these lessons, learners recycle the sub-skills and strategies covered to produce two complete essays

Within each lesson, the inclusion of an example text – either complete or extract – which is analysed and used as a model for the writing sub-skills and strategies, allows for familiarisation before practice and is a common element of product and genre approaches (Badger & White 2000).

Lessons 1-6 also feature the study and practice of defined grammatical and lexical structures, selected using the target language needs identified in section 2.3. Although in most cases, these activities use discrete sentences for input (e.g. Lesson 2), in some lessons input comes from example text analysis (e.g. Lesson 3).

Lessons 8-11 are based on the process-genre approach proposed by Badger and White (2000). Each lesson begins with the definition of situation and purpose for a particular genre (e.g. Cause & Effect Essay in lesson 9), followed by analysis of an example text, rhetorical and functional language work, then pre-writing and writing tasks.

The course design is learner-centred with learner needs and perceptions informing content (Hutchinson & Waters 1987). For example, in recognition of the learners' methodological preferences identified in section 2.3, learners complete homework-writing tasks each week based on the lesson content. These are then used as additional input, and analysed, for writing skills, language practice and homework of the following lesson.

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iii) Sequencing

Sequencing provides progression and recycling throughout the Course Outline (appendix 7):

Progression of task complexity over lessons 1-7; (e.g. from a focus on writing body paragraphs in lesson 3 to essay writing for homework in lessons 7-10).

Progression within each lesson; with collaborative learning to help weaker learners (e.g. Brainstorming in Groups in lesson 1) feeding solo homework tasks.

Progression of the language focuses; moving from simple structures (e.g. use of articles in lesson 1) to complex and compound sentences (e.g. subordinate clauses in lesson 5).

Recycling of language focuses during the editing and correction stages of the writing process (e.g. redrafting homework task in lesson 6).

All of the language focuses, writing strategies and sub-skills from lessons 1-7 are recycled for use in the homework tasks of lessons 8-11, giving learners practice and evidence of learning transferability.

iv) Course Materials

As no single textbook fulfils the requirements of the course content, and in consideration of my lack of materials-writing experience, the course materials are selected from the following range of published and teaching-centre materials which focus either on academic writing or the GP examination:

AWS1 Academic Writing Skills 1 (Chin et al 2012)AWS2 Academic Writing Skills 2 (Chin et al 2012)WAE Writing Academic English (Oshima & Hogue 2006)EAW Effective Academic Writing 3 (Davis & Liss 2006)

GP1 British Council Singapore's in-house GP1 course notes.GP2 British Council Singapore's in-house GP2 course notes.GPM GP Matters Vol. 2 (Wilks 1993)

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4. Assessment and Evaluation

4.1 Course assessment

Testing and assessment occupy a central role in course design and are used for both needs assessment – to define course objectives - and evaluation – to determine 'whether the goals and objectives of a language program are being attained' (Richards 1990). Evaluation is furthered categorised into formative – occurring during a course – and summative – occurring upon its conclusion. Allison (1999) notes that formative assessment implies that learners could benefit from its insights, but such evaluation can also serve a summative function to assess the effectiveness of a course to help inform its improvement as it is in progress.

Hyland (2003) identifies performance assessment as a 'crucial aspect' of teaching writing, and clearly to best measure writing performance, candidates need to write. Therefore, direct testing – which requires candidates to perform the skill being tested – is the most suitable method for such assessment. Furthermore, criterion-referenced tests – which measure performance according to a defined criteria – are more suitable for measuring skills identified in course objectives, than norm-referenced – which measure candidates' performance relative to the group's (Richards 1990).

4.2 Formative Assessment

There are three categories of formative assessment during the course:

Assessment of homework tasks Task performance observation Informal discussion

Homework Assessment

In consideration of learner preferences (section 2.4) and the course time constraints (section 3.1), the direct writing tests will be give as homework in lessons 3-9 (appendix 7). Such direct tests are inherently integrative – requiring a candidate to combine various sub-skills – which, although allowing for representative performance assessment, generally require more subjective scoring. To minimise the negative impact of subjectivity on scorer reliability, Hughes (2003) recommends using appropriate scoring scales.

I have chosen an analytical scoring method – which separates the score for a number of aspects of a test – to further increase scorer reliability while also allowing for the varying individual needs of the learners (section 2.4).

The components of the analytic scale (appendix 17) relate to the course objectives (Ob2,3,4&5) and are equally weighted to reflect the varying needs and abilities of the learners. The scores will be recorded to measure progress and also given to learners to promote learner improvement.

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Alongside the teacher scoring these tests, in lessons 2-7 (appendix 7), learners peer and self-assess them, using check-lists focusing on the relevant writing sub-skills and course objectives (appendix 18). This type of classroom assessment can create positive washback – the influence of assessment on classroom performance – through raising awareness of assessment criteria (Alexander et al 2008).

As some of these tasks (e.g. lesson 1-8) (appendix 7) act as input for following lessons and homework, they will be collected and scored only when no longer needed by learners.

Task Performance Observation

The ability of integrative/direct tests to measure discrete language items is reduced by the opportunity offered to learners to be selective, avoiding the use of particular language systems. In order to better assess the learning of the language & lexical systems focus of lessons (Ob3), learner performance of practice tasks which conclude each segment (e.g. 'use of articles' gap-fill in lesson 2) (appendix 7) will be monitored. Such discrete item tests – which test a single language element - also provide objective measurement of learner knowledge, increasing scorer reliability.

To measure learner ability to assess and analyse texts (Ob1&6) the teacher will monitor learner performance of assessment and analysis tasks in lessons 4-10 (appendix 7) and give individual feedback during tasks.

Informal Discussion

The time constraints of the course (section 3.1) mean that individual tutorials are not practical, but 5-10 minute sessions before and after each lesson should allow learners an opportunity to give feedback and ask questions regarding particular aspects of the course. Although the information gained from such informal discussions is highly subjective they can often provide the most useful formative information (Richards 1999).

4.3 Summative Assessment

The success of the course will measured in three ways. Firstly, by comparing the recorded scores of lessons 6-9 (appendix 7) in a table (appendix 19) for each student to demonstrate progress related to the course objectives. Taking multiple samples of learners writing from different topic and genre also helps to improve performance reliability (Hyland 2003). Additionally, the homework task of lesson 10 (appendix 7) will be used as a direct writing test. Finally, post-course questionnaires (appendix 20) will be completed by both learners and teachers.

To maximise the face validity – the extent to which a test appears valid to takers - of the final writing test, it will reflect the GP exam format for which the learners are studying. This should increase the perceived relevance and therefore learner motivation to complete the

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task to the best of their ability. Learners will be offered a choice of 7 questions (appendix 16) taken from past GP examinations, covering different topic areas. Allowing learners to choose a topic area for which they have the most knowledge reduces the influence of learners' content knowledge on the scoring, increasing the construct validity – the extent to which a test measures particular abilities. However, as Hughes (1999) highlights, such choices have a detrimental effect on the reliability of the test in the inevitable balance between validity and reliability.

To reduce the effects of learner anxiety – another factor which affects construct validity (Hyland 2003) – and due to the time constraints of the course, the final writing test is not done under exam conditions. However, learners are encouraged to do it under timed conditions, to better simulate the situation of the GP exam. Learners will be made aware of the final assessment at the beginning of the course to facilitate positive washback, motivating learners to improve their writing sub-skills and helping them to focus on the course objectives.

Scores will be marked using the same criterion-referenced, analytical scale as with the formative assessment (appendix 17) allowing for clear measurement of individual learner progress when compared with earlier test scores. In addition, the tests will be assessed a second time using the same criteria as for diagnostic testing (appendix 12), allowing for further comparison with learners' pre-course performance.

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5. ConclusionThe course design applies the key principles identified in section 1, offering high transferability and featuring recycling of skills and knowledge throughout. The variety of approaches included to develop skills is influenced by those recommended in section 1.4 and the methodological preferences of learners shown in section 2.4, giving a course which should sustain learner motivation and interest.

Although EAP courses feature a mixture of skills as shown in section 1, basing the course design on writing skills focuses on the sub-skills and knowledge most likely to help learners achieve the aims outlined in section 3.1. Learners should benefit from this focus with raised awareness of their strengths and weaknesses and increased confidence, supplemented by the self-assessment of frequent direct writing tests outlined in section 4.2. Ideally, this will result in development of their writing skills and improved GP examination scores.

The focus on writing skills combined with the constraints outlined in section 3.1 results in the course not directly developing the full range of reading and thinking skills directly needed for completing the GP examination. However, the course proposal includes indirect development of reading and thinking skills respectively through frequent text analysis tasks and the use of direct, integrative testing outlined in section 4.

A variety of publications were carefully chosen to fulfil each of the objectives of section 3.1 as no single book was able to fill the unique needs of the group. However, the high number of different publications, could put a preparation strain on the teacher and this may be reflected in post-course questionnaires.

As the course proposal is heavily influenced by the needs of a specific group of learners, it may not be suitable for other groups. However, I feel many of the elements of the course design could be effectively utilised for other GP and academic writing courses.

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Bibliography

Assignment Reading

Alexander, O., Argent, S. & Spencer, J. (2008) EAP Essentials Garnet

Allison, D. (1999) Language Testing and Evaluation Singapore University Press

Anonymous (2011) GCE A-Level Cambridge Examiner Reports Retrieved from http://h1-gp-words-words.blogspot.sg/search/label/GCEALevelCambridgeExaminerReports (20.07.12)

Badger, R. & White, G. (2000) A Process Genre Approach to Teaching Writing EFL Journal 54/2

Breen, M. P. (2001) Syllabus Design in Carter, R. & Nunan, D. (eds) The Cambridge Guide to Teaching English to Speakers of Other Languages Cambridge University Press'

Charles, M. (1996) Practice or Performance? Taking Account of Learning Situation in the Design of Academic Writing Courses in Hewings, M. & Dudley-Evans, T. (eds) Evaluation and Course Design in EAP Prentice Hall International

Dudley-Evans, T. & St. John, M. (1998) Developments in ESP: A multi-disciplinary approach Cambridge University Press

Egege, S and Kutieleh, S. (2004) Critical Thinking and International Students: A Marriage of Necessity Dealing With Diversity FYHE July 2004 Retrieved from www.fyhe.qut.edu.au/past_papers/papers04.htm (6.4.12)

Elsegood, S. (2007) Teaching Critical Thinking in an English for Academic Purposes Program using a ‘Claims and Supports’ approach IALF Retrieved from http://www.fyhe.com.au/past_papers/papers07/final_papers/pdfs/4e.pdf (6.4.12)

Flowerdew, J. & Peacock, M. (2001) Research Perspectives on English for Academic Purposes Cambridge

Gardner, R.C. (1985) Social Psychology and Language Learning Edward Arnold

Gillett, A & Wray, L (2006) EAP and Success' in Assessing the Effectiveness of EAP Programmes BALEAP

Gillett, A. J. (2011). What is EAP? Retrieved from http://www.uefap.com/bgnd/ (3.4.12)

Hedge, T. (2000) Teaching and Learning in the Language Classroom Oxford University Press

Hughes, A. (2003) Testing for Language Teachers Cambridge University Press

Hutchinson, T. & Waters, A. (1987) English for Specific Purposes: A learner-centred Approach Cambridge University Press

Hyland, K. (2003) Second Language Writing Cambridge University Press

Hyland, K. (2006) English for Academic Purposes Routledge

Jordan, R. (1997) English for Academic Purposes Cambridge University Press

Long, M.H. (1985) A Role for Instruction in Second Language Acquisition in Hyltenstam, K.

Tobias Best EA – English for Academic Purposes Centre No: 10239 18

& Pienemann, M. (eds) Modelling and Assessing Second Language Acquisition Clevedon

Long, M. H. & Crookes, G. (1992) Three approaches to Task-Based Syllabus Design TESOL Quarterly 26/1

Nunan, D (1988) Syllabus Design Oxford University Press

Richards, J.C. (1990) The Language Teaching Matrix Cambridge University Press

Seedhouse, P. (1993) Needs Analysis and the General English Classroom ELTJ 49/1

Williams, M. (1999) Motivation in Language Learning ETP Issue 13

Course Proposal – Published Materials

Chin, P., Reid, S., Wray, S. & Yamazaki, Y. (2012) Academic Writing Skills 1 Cambridge

Chin, P., Reid, S., Wray, S. & Yamazaki, Y. (2012) Academic Writing Skills 2 Cambridge

Davis, J. & Liss, R. (2006) Effective Academic Writing Oxford University Press

Oshima, A. & Hogue, A. (2006) Writing Academic English Pearson Longman

Wilks, R. (1993) GP Matters Cannon International

Tobias Best EA – English for Academic Purposes Centre No: 10239 19

appendix 1 Learning Styles Results Summary

Table 7.1

Table 7.2

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S1 S2 S3 S4 S5 S6 S7 S8 S9 S100.0%5.0%

10.0%15.0%20.0%

25.0%30.0%35.0%40.0%45.0%

Learning Styles - Individual

visual%aural%read/write%kinesthetic%

Students

Per

cent

age

26%

25%19%

30%

Learning Styles - Class Average

visual%aural%read/write%kinesthetic%

appendix 2 Methodological Preferences - Summary

Table 8.1

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Teacher Presentations / LecturesSelf-Study Tasks

Exam-Practice TasksGroup Writing Work

Text / Model Answer AnalysisIn-class Writing

Writing HomeworkClass / Group Discussions

Timed Practice ExamsAnalysis of Own-WritingGrammar Practice Tests

0 1 2 3 4 5 6 7 8 9 10

Task Types Perceived Use

A Waste of my TimeNot Very UsefulQuite UsefulVery Useful

appendix 3 Perceived needs - Summary

Table 9.1

Table 9.2

Table 9.3

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AQ

Essay / Paper 1

Paraphrasing

Reading Comprehension

Summary

0 1 2 3 4 5 6 7

1. Which section of the exam do you most need to improve?

Essay structure

Sentence Structure

Grammar and Vocabulary

Other

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5

2. What has been the main criticism of your GP work so far?

Grammar & Language AccuracySentence Structure

Essay Structure /PlanningEssay Question SelectionExam Timing / StrategiesReading Comprehension

Academic VocabularyParaphrasing

Summary Writing

0 1 2 3 4 5 6 7 8 9

3. How much do you need to improve the following (1-5)

Highlighted as high need (>=4)Highlighted as low need (<=2)

number of students

appendix 4 Writing Task - Language Accuracy Errors Frequency

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Ji Min Philip Ruth Joanna Calvin Lin Wei Larissa Chong Tat TotalsGrammarSubject Verb Agreement 1 1 1 1 1 1 6Pronomial concordence 1 1Comparatives/ Superlatives 1 1Use of articles 1 1 1 1 1 1 6tense confusion 1 1 2Would / Will 1 1 2Relative pronoun which/who 1 1 2missing referent 1 1gerund / to+ infinitive 1 1 2countable / uncountable nouns 1 1 2Syntaxnoun phrase confusion 1 1sentence fragmentsquotation format ' …' 1 1structure for giving examples () 1 1VocabularyDependent prepositions 1 1 1 1 1 1 6incorrect word /meaning 1 1 2Verb / Noun collocation 1 1 2Spelling 1 1 2extra preposition 1 1PunctuationCommas to separate subordinate clauses 1 1 1 1 1 5Commas instead of full-stops 1 1 2Capitalisation 1 1StyleRepetition 1 1 1 1 1 1 1 7Redundancy 1 1 1 1 1 1 1 1 8Overly Formal word/phrase use 1 1 2Overly Informal word/phrase use 1 1 1 1 4cliché 1 1

Total types of error 8 6 2 10 9 9 11 4 6 6

Jonathan Lee

Jonathan Lim

appendix 5 Writing Content and Coherence – Summary

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Is the focus of the essay clear?

Does the essay address the question?

Is the writer's stand clearly made in the introduction

Is the writer's stand suitably supported?

Are suitable examples & evidence used?

Is each point suitably evaluated?

Do all paragraphs remain relevant to the question?

Is there a logical flow across paragraphs?

Is there effective use of topic and concluding sentences to link paragraphs?

Is there effective use of connectors (words/phrases) to link propositions?

Is propositional ordering effectively used to guide the reader through each paragraph?

Does the introduction define the terms and limit the scope of the answer?

Does the conclusion summarise the preceding arguments?

Does each paragraph have a clear topic sentence (either explicit or inferred)?

Does each paragraph focus on one point or idea?

0 1 2 3 4 5 6 7 8 9 10

Content & Coherence

Met Partially Met Not Met

appendix 6 Reading Comprehension Results – Summary

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Q3-7 read for detail

Q8-10 inference

Q11 interpretation & application of own knowledge

Task completion Speed

Language Accuracy

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Reading Comprehension Results

Maximum Class Average

appendix 7a Course Outline – Approaches and Materials Overview

Process Writing ApproachLesson Focus

and Objectives Reading / Text Analysis Writing Skills and Strategies Language Systems

FocusHomework

1 Introduction to Process Writing

Ob2 Ob3Ob6

Process Writing Flow-Chart AWS2 p4Example '5-Paragraph Essay' AWS2 p5-6

Essay Structure Overview AWS2 p4-6Question Analysis GP2 p53Brainstorming in groups (Questions 1&2)(appendix 16) AWS1 p5-7

Subject-Verb Agreement GP2 p59-60

Tasks collected for Formative Assessment

Complete mind maps for essay Question 1 & 2(appendix 16)

2 The Paragraph – Organisation of Ideas

Ob2 Ob3Ob4 Ob6

Lesson 1 Homework(For peer/self-analysis)(appendix 18)

Example Paragraphs AWS2 p15-16

Writing Topic Sentences AWS2 p13-17Choosing Supporting Ideas WAE p11-13

Use of Articles GP2 p4-5

Tasks collected for Formative Assessment

Write topic sentences and supporting ideas for Question 1 & 2.(appendix 16)

3 The Paragraph – Unity and Cohesion

Ob1 Ob2Ob3 Ob4Ob6

Lesson 2 Homework (For peer/self-analysis)(appendix 18)

Example Paragraphs WAE p34-36

Logical Ordering WAE p34-36

Use of Pronouns WAE p24-25

Transitional Expressions WAE p25-27 WAE p31-32Tasks collected for Formative Assessment

Write 3 body paragraphs for Question 1 & 2(appendix 16)FormativeAssessment

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4 Writing Introductions

Ob1 Ob3Ob4 Ob6

Lesson 3 Homework (For peer/self-analysis)(appendix 18)

Example Introductions AWS2 p5,9,10

Writing Thesis Statements AWS2 p7-8Writing Building Sentences AWS2 p10-12

Coordinate Clauses WAE p28 AWS1 p22-25

Tasks collected for Formative Assessment

Write thesis statement and introduction for Question 1 & 2.(appendix 16)FormativeAssessment

5 Writing Conclusions

Ob1 Ob3Ob6

Lesson 4 Homework (For peer/self-analysis)(appendix 18)

Example Essay AWS2 p5-6Example Conclusions AWS2 p19

Concluding AWS2 p18-21 Subordinate Clauses

AWS1 p25-31

Tasks collected for Formative Assessment

Write conclusion for Question 1 & 2.Write complete draft answer Question 1.(appendix 16)FormativeAssessment

6 Style and Structure

Ob1 Ob2Ob3 Ob4Ob5 Ob6

Lesson 5 Homework (For peer/self-analysis)(appendix 18)

Example Essay WAE p70-71Example paragraphs AWS2 p84

Concise Writing AWS2 p83-85Linking Paragraphs WAE p70-71

Parallel Structures WAE p180-182

Punctuation AWS2 p27-30

Tasks collected for Formative Assessment

Edit and redraft essay from Lesson 5 Homework.FormativeAssessment

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7 Assessment & Editing

Ob1 Ob3Ob6

Lesson 6 Homework(For peer/self-analysis)(appendix 18) Past Paper Answers GPM p269-272

Assessing Writing GPM p267-273Editing and Correction AWS2 p23-27

Academic Language GP2 p13-14Dependent Prepositions GP1 p132-133

Tasks collected for Formative Assessment

Write complete draft answer of Question 2. (appendix 16)FormativeAssessment

Process Genre ApproachLesson Focus

and Objectives Reading / Text Analysis Writing Skills and Strategies Functional / Lexical

FocusHomework

8 The Discursive Essay

Ob1 Ob2Ob3 Ob6

Example Discursive Essays AWS2 p56,65,68

Developing Effective Arguments AWS2 p56-63Discursive Structure Analysis AWS2 p64-69Group Question Analysis & Brainstorming Question 3 (appendix 16)

Impersonal it/there to introduce claims AWS2 p74-75

Tasks collected for Formative Assessment

Write an essay answer for Question 3.(appendix 16)FormativeAssessment

9 The Cause & Effect Essay

Ob1 Ob2Ob3 Ob6

Example Cause & Effect Essays WAE p96,97,99

Cause & Effect Structure Analysis WAE p94-100Group Question Analysis & Brainstorming Question 4 (appendix 16)

Cause and Effect Transitions EAW p81 WAE p101-104

Tasks collected for Formative Assessment

Write an essay answer for Question 4.(appendix 16)FormativeAssessment

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10 The Compare & Contrast Essay

Ob1 Ob2Ob3 Ob6

Example Compare & Contrast Essays AWS2 p98-101

Compare & Contrast Structure Analysis AWS2 p94-97Describing Similarities and Differences AWS2 p104-107Group Question Analysis & Brainstorming Question 5 (appendix 16)

Compare & Contrast Structures WAE p116-121

Tasks collected for Formative Assessment

Write an essay answer from a choice of questions.(appendix 16)SummativeAssessment

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appendix 7b Course Outline – Running Order

Lesson 1 Introduction to Process Writing

• Analysis of 5-paragraph essay structure• Question analysis• Language systems focus – subject-verb agreement• Group brainstorming of Questions 1 & 2 (appendix 16)

Homework Complete mind maps for Questions 1 & 2 (appendix 16)

Lesson 2 The Paragraph – Organisation of Ideas

• Homework task analysis/assessment• Writing topic sentences• Choosing supporting ideas• Language systems focus – use of articles

Homework Write topic sentences / supporting ideas for Questions 1 & 2 (appendix 16)

Lesson 3 The Paragraph – Unity and Cohesion

• Homework task analysis/assessment• Logical ordering• Language systems focus – use of pronouns, transitional expressions

Homework Write 3 body paragraphs for Questions 1 & 2 (appendix 16)

Lesson 4 Writing Introductions

• Homework task analysis/assessment• Writing thesis statements• Writing building sentences• Language systems focus – coordinate clauses

Homework Write thesis statement and introduction for Questions 1 & 2 (appendix 16)

Lesson 5 Writing Conclusions

• Homework task analysis/assessment• Concluding• Language systems focus – subordinate clauses

Homework Write conclusion for Questions 1 & 2 and complete answer for Question 1(appendix 16)

(arrows indicate recycling of output or learning from specific stages)

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Lesson 6 Style and Structure

• Homework task analysis/assessment• Concise writing• Linking paragraphs• Language systems focus – parallel structures, punctuation

Homework Edit and redraft answer to Question 1 (appendix 16) – paying attention to all covered language systems focuses

Lesson 7 Assessment and Editing

• Homework task analysis/assessment• Assessing Writing• Editing and Correction• Language systems focus – academic language, dependent prepositions

Homework Write complete essay answer for Question 2 (appendix 16) - using all writing skills covered in lessons 1-7, homework from lessons 1-5 and language systems focuses

Lesson 8 The Discursive Essay

• Developing effective arguments• Discursive essay structure• Group question analysis and brainstorming – Question 3 (appendix 16)• Functional / lexical focus – impersonal it/there to introduce claims

Homework Write a discursive essay answer for Question 3 (appendix 16)

Lesson 9 The Cause & Effect Essay

• Cause & effect structure analysis• Group question analysis and brainstorming – Question 4 (appendix 16)• Functional / lexical focus – cause & effect transitions

Homework Write a cause & effect essay answer for Question 4 (appendix 16)

Lesson 10 The Compare & Contrast Essay

• Compare & contrast structure analysis• Describing similarities and differences• Group question analysis and brainstorming – Question 5 (appendix 16)• Functional / lexical focus – compare & contrast structures

Homework Write an essay answer from a choice of questions (appendix 16)(arrows indicate recycling of output or learning from specific stages)

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