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Trinity Portfolio ToolkitMaking Writing Matter
Robin WalkerTrinity Trainer, Spain
Assessing English language since 1938
The problem with writing
Assessing English language since 1938
• will need it for my studies• gives me time to think
• helps me to learn• easier than speaking
• lets me be creative
• nothing to say• no vocabulary
• get my grammar wrong• not much fun at home
• makes me stressed• writing's hard• writing's hard
• writing's hard
Assessing English language since 1938
The problem with writing
Against• not ‘natural’
For• need it for school / exams
Assessing English language since 1938
Session contents1. The problem with writing
2. The Trinity Portfolio Toolkit
3. Stages in process writing with the Portfolio Toolkit
4. Paragraphs, content and structure
5. Marking – beyond Trinity
6. Self-directed work
Trinity Portfolio Toolkit: Making Writing Matter
Assessing English language since 1938
Session contents1. The problem with writing
2. The Trinity Portfolio Toolkit3. Stages in process writing with the Portfolio Toolkit
4. Paragraphs, content and structure
5. Marking – beyond Trinity
6. Self-directed work
Trinity Portfolio Toolkit: Making Writing Matter
2. The Trinity Portfolio Toolkit
Assessing English language since 1938
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2. The Trinity Portfolio Toolkit
Assessing English language since 1938
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2. The Trinity Portfolio Toolkit
Assessing English language since 1938
Why keep a portfolio?• Motivates• Helps track progress
• Provides reference exam prep
• Supports skills development• Encourages student control
• Enables students to work alone
• Raises awareness strengths/weaknesses
2. The Trinity Portfolio Toolkit
Assessing English language since 1938
What do students have to do?• Prepare a written answer to task• Hand the text to T for correction
• Study returned text and feedback
• Correct text following feedback• Re-write text (publication)
• Store finished text + feedback form + first attempt
• Keep portfolio organised and up to date
2. The Trinity Portfolio Toolkit
Assessing English language since 1938
What do teachers have to do?• Set a suitable writing task (topic & level)• Support the writing of the first attempt
• Correct + return first attempt following Trinity feedback form
• Plan remedial / future teaching
• Check portfolios organised and up to date
Assessing English language since 1938
Session contents1. The problem with writing
2. The Trinity Portfolio Toolkit
3. Stages in process writing with the Portfolio Toolkit
4. Paragraphs, content and structure
5. Marking – beyond Trinity
6. Self-directed work
Trinity Portfolio Toolkit: Making Writing Matter
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Assessing English language since 1938
Studytask
Generate ideas
ÞÞ Select contents
ÞÞ Organise contents
ÞÞ
Writea first draft
ßß
Get feedbackon draft
ÜÜImprove
draft Correct mistakes
ÜÜÞ
ßß
Publish
3. The stages in process writing with the Trinity Portfolio Toolkit
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
English File Advanced 3e, Latham-Koenig & Oxenden, OUP 2015
Analysing model text
contents &planning
language practice
writing process –drafting, editing, etc
2. Getting ideas
3. Organise & plan
4. Language
5. Write
6. Check
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
1. Task
Assessing English language since 1938
Studytask
Generate ideas
ÞÞ Select contents
ÞÞ Organise contents
ÞÞ
Writea first draft
ßß
Get feedbackon draft
ÜÜImprove
draft Correct mistakes
ÜÜßß
Publish
3. The stages in process writing with the Trinity Portfolio Toolkit
Focus on language
Assessing English language since 1938
Studytask
3. The stages in process writing with the Trinity Portfolio Toolkit
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Assessing English language since 1938
Generate ideas
Þ
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
• Brainstorm
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
exciting funny frightening
romanticstressful
• Brainstorm
• Choosing from a list
• Adding to a list
• Guiding Plan / Qs
Assessing English language since 1938
Your memorable experience
1. When was it?
2. Who was with you?
3. Where was it?
4. Was it really good or bad?
5. What was the weather like?
6. What happened first / last?
7. What was the best/worst thing?
3. The stages in process writing with the Trinity Portfolio Toolkit
• Brainstorm
• Choosing from a list
• Adding to a list
• Guiding Plan / Qs
• Mind map
Assessing English language since 1938
4) Getting ideas to choose from
• Brainstorm
• Choosing from a list
• Adding to a list
• Guiding Plan / Qs
• Mind map
• Notes from speaking task
• suitcases arrived late but NO luggage tags on • substitute hotel not in the centre, but not far from
the centre• delays at airports happen anywhere in the tourist
high season.• food was reported as excellent and 100% authentic
• tour leader not conscious of having been not rude and apologises sincerely
• not given hotel in dangerous part of city - police constantly patrol tourist areas
Assessing English language since 1938
4) Getting ideas to choose from
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Select contents
ÞÞ Organise contents
ÞÞ
Þ
3. The stages in process writing with the Trinity Portfolio Toolkit
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Assessing English language since 1938
ßß
Writea first draft
ÜÜGet
feedbackon draftÞ
3. The stages in process writing with the Trinity Portfolio Toolkit
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Assessing English language since 1938
Improve draft
Correct mistakes
ÜÜÞ
ßß
Publish
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Select contents
ÞÞ Organise contents
ÞÞ
Þ
3. The stages in process writing with the Trinity Portfolio Toolkit
Assessing English language since 1938
Session contents
1. The problem with writing
2. The Trinity Portfolio Toolkit
3. Stages in process writing with the Portfolio Toolkit
4. Paragraphs, content and structure
5. Marking – beyond Trinity
6. Self-directed work
Trinity Portfolio Toolkit: Making Writing Matter
1. What is a paragraph?
Assessing English language since 1938
4. Paragraphs, content and structure
Asturias is in the north of Spain. Compact discs give really good sound quality. Paris is one the most important tourist destinations in the world. They played football all afternoon. Tourists want to enjoy themselves on holiday.
Asturias is a relatively unspoilt part of the north of Spain. It is one of the regions which make up Spain’s famous ‘Green Coast’. Obviously, the weather in a region like this is less reliable than in the Mediterranean. However, in the hot summer months many tourists come to Asturias to escape from the intense heat of the rest of the country. What is more, a lot of outdoor tourist activities benefit from the climate Asturias offers.
Asturias is a relatively unspoilt part of the north of Spain. A lot of outdoor tourist activities benefit from the climate Asturias offers. Asturias is one of the regions which make up Spain’s famous ‘Green Coast’. In the hot summer months many tourists come to Asturias to escape from the intense heat of the rest of the country. The weather in a region like Asturias is less reliable than in the Mediterranean.
1. What is a paragraph?
Assessing English language since 1938
4. Paragraphs, content and structure
1. What is a paragraph?
Assessing English language since 1938
4. Paragraphs, content and structure
Main statement ––
Supporting statements ––
Qualification of the ––main statement
Support/examples of ––the qualification
Travel for reasons of tourism is easier today than it has ever been before.
Transport is cheaper and faster than it has ever been. There is far more accommodation available today than in the past.
The more people travel, the more de-humanisedthe process becomes.
Masses of tourists mean less time for real contact with local people. Large numbers cause the hosts to see visitors simply as a source of easy money.
1. What is a paragraph?
Assessing English language since 1938
4. Paragraphs, content and structure
Main statement ––Supporting statements ––
Qualification of the ––main statementSupport/examples of ––the qualification
Travel for reasons of tourism is easier today than it has ever been before. Transport is cheaper and faster than it has ever been, and there is far more accommodation available today than in the past. However, the more people travel, the more de-humanised the process becomes. Masses of tourists mean less time for real contact with local people. In addition, large numbers cause the hosts to see visitors simply as a source of easy money.
2. Selecting contents
i) You have to write an email to somebody who is coming to visit your part of Andalucía. Work with a partner(s) and brainstorm all of the possible contents for your email. Use the space below to make notes.
Assessing English language since 1938
4. Paragraphs, content and structure
2. Selecting contents
Reader 1 – a middle-aged tourist with a particular interest in history, and who is planning a short visit to the region.
Reader 2 – a businessman with a two-year contract with a local firm, and who is arriving with a young family
Reader 3 – an ERASMUS exchange student who will be in the region until the end of the current university semester
Assessing English language since 1938
4. Paragraphs, content and structure
brochure tourist guide business email
purpose
contents
Assessing English language since 1938
2. Selecting contents
4. Paragraphs, content and structure
brochure tourist guide business email
purposepublicity for a hotel
objective information about a hotel
inform & advise a business client
contentslimited to hotel s best features
mentions all features; good + bad
describes relevant features + recommends
Assessing English language since 1938
2. Selecting contents
4. Paragraphs, content and structure
For & against discussion
Expressing an opinion
Comparing products
Making a complaint
Assessing English language since 1938
3. Organising contents
4. Paragraphs, content and structure
Article Descriptive essay Discursive essay Argument essay
Introductionß
Idea 1ß
Idea 2ß
Idea 3ß
Conclusion
Introductionß
Feature 1ß
Feature 2ß
Feature 3ß
Conclusion
Introductionß
Arguments forß
Arguments againstß
Conclusion (must include
candidate’s opinion)
Introductionß
Point 1ß
Point 2ß
Point 3ß
Conclusion
Assessing English language since 1938
3. Organising contents4. Paragraphs, content and structure
Assessing English language since 1938
Session contents
1. The problem with writing
2. The Trinity Portfolio Toolkit
3. Stages in process writing with the Portfolio Toolkit
4. Paragraphs, content and structure
5. Marking – beyond Trinity6. Self-directed work
5. Marking – going beyond Trinity
Is the form acceptable?
Yes No
Assessing English language since 1938
5. Marking – going beyond Trinity
Is the form acceptable?
Yes No Marginal
Assessing English language since 1938
5. Marking – going beyond Trinity
Is the form acceptable?
Yes No Marginal
Does the form block communication?
No Partly Totally
Are you fed up of seeing this error? Use an emoji or
make a note of it for dealing with it in class
Do you know what was intended? Indicate the
mistake with a code. Let the learner correct it.
If you don’t understand, put a Q-
mark in the margin and talk to the author
Assessing English language since 1938
5. Marking – going beyond Trinity
Further reading
• Tribble, C. 1996. Writing – Handbooks for Language Teachers,OUP
• Writing guidance with genre. Available online at: http://www.trinitycollege.com/site/?id=3194
• Into Europe: The Writing Handbook. Available online at: http://www.lancaster.ac.uk/fass/projects/examreform/into_europe/writing.pdf
Assessing English language since 1938
Assessing English language since 1938
Session contents
1. The problem with writing
2. The Trinity Portfolio Toolkit
3. Stages in process writing with the Portfolio Toolkit
4. Paragraphs, content and structure
5. Marking – beyond Trinity
6. Self-directed task
Trinity Portfolio Toolkit: Making Writing Matter
Assessing English language since 1938
Trinity Portfolio Toolkit: Making Writing Matter
Self–directed task (2hrs)In order to complete 5 hours of training, you are required to complete another two hours of self–directed work, which you will have to send to the Asesor(a) of your local Centro de Profesores.
Task Write a 180–220 word blog entry about being an English language teacher. The blog is going to be read by university students who are about to graduate in English, or by students doing their Masters in order to qualify as language teachers. Talk about your own experience (good and/or bad) and give them advice about how to get the best out of the future career as language teachers.
Assessing English language since 1938
Trinity Portfolio Toolkit: Making Writing Matter
Task requirementsUse the process approach to writing that we have seen today in the workshop:
• Find a colleague to work with. Exchange email addresses/contact details now.
• Brainstorm ideas/contents by yourself or with your colleague.
• Select and organize your ideas thinking about the readers of your blog.
• Write a first draft and send it to your colleague.
• Correct your colleague´s first draft using the Trinity Portfolio Teacher’s Feedback
Form, and then send the draft and form back to your colleague. (NB: You can make
your comments digitally using Comment boxes in Word).
• Improve your first draft based on the comments your colleague made.
• Send your first draft, the Teacher’s Feedback Form and your final blog as a single
document to your Asesor(a) for the correct accreditation of your 5 hours’ training.
• The deadline for getting your draft, feedback form and final text to the Asesor(a) is:
___________________________ .
Trinity Portfolio ToolkitMaking Writing Matter
Robin WalkerTrinity Trainer, Spain
Assessing English language since 1938