1. Form groups of 5 to 6 people. Each group member will have 1 minute to describe a problem he / she had with writing in one of the courses he / she is teaching / has taught. After listening to each description, another group member will volunteer to – in 1 minute – offer a solution to that problem. Choose a time keeper, a recording secretary, a moderator, and a spokesperson.

2. As a group, choose one of the problems with its corresponding solution to share with the audience.

Adapting to a new text

Adapting to a new format

Trying as many activities as possible

Budgeting time devoted to grammar

Independent user at B2 level › can produce clear, detailed text on a wide

range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options

Proficient user at C1 level › can produce clear, well-structured, detailed

text on complex subjects, showing controlled use of organizational patterns, connectors, and cohesive devices

B2 C1 Can write clear, detailed text on a wide range of subjects related to his/her interests. Can write an essay or report passing on information or giving reasons in support of or against a particular point of view. Can write letters highlighting the personal significance of events and experiences.

Can express him/herself in clear, well-structured text, expressing points of view at some length. Can write about complex matters in a letter, an essay or a report, underlining what s/he considers to be the salient issues. Can select style appropriate to the reader in mind.

C1

Has a good command of a broad lexical repertoire allowing gaps to be readily overcome with circumlocutions; little obvious searching for expressions or avoidance strategies. Good command of idiomatic expressions and colloquialisms.

B2

Has a good range of vocabulary for matters connected to his/her field and most general topics. Can vary formulation to avoid frequent repetition, but lexical gaps can still cause hesitation and circumlocution.

However, most people believe I am shy, and I think that this is true too! Let me explain, when I am in a formal situation, I do not like opening my mouth to say whatever! I prefer to shut my mouth up.

C1Occasional minor slips, but no significant vocabulary errors.

B2

Lexical accuracy is generally high, though some confusion and incorrect word choice does occur without hindering communication.

I hate the rudeness and stubborn people.

C1Consistently maintains a high degree of grammatical accuracy; errors are rare and difficult to spot.

B2

Good grammatical control; occasional ‘slips’ or non-systematic errors and minor flaws in sentence structure may still occur, but they are rare and can often be corrected in retrospect.Shows a relatively high degree of grammatical control. Does not make mistakes which lead to misunderstanding.

Today I can say that I am continuing working on improve my communication skills.

C1

Layout, paragraphing and punctuation are consistent and helpful.Spelling is accurate, apart from occasional slips of the pen.

B2

Can produce clearly intelligible continuous writing which follows standard layout and paragraphing conventions. Spelling and punctuation are reasonably accurate but may show signs of mother tongue influence.

I think that I have a lot of friends and I have nice partners in my job, in the club and the Alianza, I supose that I’m a lucky girl and I would like think that I did something right with them.

C1

Can give elaborate descriptions and narratives, integrating sub-themes, developing particular points and rounding off with an appropriate conclusion.

B2Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples.

Summarizing they say I am a good person and are proud of being my friends. Not all people is always ready to help another one but they believe that if you do so you are a caring and good person.

C1

Can produce clear, smoothly flowing, well-structured speech, showing controlled use of organizational patterns, connectors and cohesive devices.Can use a variety of linking words efficiently to mark clearly the relationships between ideas.

B2Can use a limited number of cohesive devices to link his/her utterances into clear, coherent discourse, though there may be some ‘jumpiness’ in a long contribution.

My closest friends know that I am a perfectionist, and that sometimes I can be too hard on my self, but they also know that as hard as I am with myself I would never be judgemental with them.

1. Get together in your groups again. Each group will receive 5 student samples to grade. Read samples silently and assign each sample a score. You have 1 minute to read each sample.

Topic: How would your friends characterize you? Look at yourself from the outside.

2. Share grades in groups. Support your decisions. You will have 5 minutes to reach consensus.

Common European Framework of Reference for Languages: › http://www.coe.int/T/DG4/Linguistic/

CADRE_EN.asp

The Purdue Online Writing Lab (OWL):› http://owl.english.purdue.edu/

Basic Guide to Essay Writing: › http://lklivingston.tripod.com/essay/