english 3102c - newfoundland and labrador · to the instructor english 3102c i curriculum guide...

Adult Basic Education

English Language Arts

English 3102CCurriculum Guide

Prerequisites: English 2102A, 2102B, 2102CCredit Value: 1

Required English Courses

[General College Profile]

English 1102A

English 1102B

English 1102C

English 2102A

English 2102B

English 3102A

English 3102B

English 3102C

Table of Contents

To the Instructor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

General Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Unit 1

Non-Fiction, Media and Related Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 1

Unit 2

Research Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Page 7

Unit 3

Written Communications and Writing Conventions . . . . . . . . . . . . . . . . . . . . . . . Page 13

______________________________________________________________________________

Anthologies: Passages 12 Passages 12 CD Set Land, Sea and Time Book Three

Reference Books: Guide to Language, Literature and Media Communicate!

Instructor Resources: Passages 12 Teacher’s Guide Land, Sea and Time Book Three Teacher’s Guide Communicate! Teacher’s Guide

To the Instructor

English 3102C Curriculum Guidei

English 3102CEnglish 3102C is the third in a series of three one-credit courses (English 3102A, 3102B, and3102C) developed to be equivalent to the provincial high school’s General English 3202. Eachcourse in the series has three Units covering distinct elements of literature and language. English3102C covers non-fiction and media in Unit 1 and research writing and oral presentation ofresearch in Unit 2. Unit 3, “Written Communications and Writing Conventions”, examines job-search communications and provides practice in preparing a resume and a letter of application. It also provides for practice in the use of spell and grammar check functions, the use of dashes,parentheses, ellipsis points, and punctuation rules for the citing of sources in research writing .

New Approach for ABE EnglishEnglish 3102C, like all the new ABE English courses, combines language and literature. This isin contrast to the program which these new courses replace, where language and literature havebeen taught as completely separate courses and students have not necessarily had to studyliterature to graduate. Increased exposure to literature and experience with reading should helpstudents become more proficient writers; it should also develop the reading and analysis skillswhich are critical to success in other areas of Adult Basic Education as well as in future post-secondary studies. Speaking, listening and viewing are also emphasized throughout the newABE English program as critical elements of communications and language arts.

The new English program is developmental - each level of the program covers similar material,but with increasing complexity. This enables students to develop skills over a period of time. Itshould be noted that English courses at any given level do not have to be completed in order(A,B,C), although they normally would be - and both curriculum guides and study guidessometimes make notes or references on the assumption that the courses are being completed inorder. However, if there are opportunities for grouping students for the completion of particularcourses, students may benefit more by completing a particular course along with others than byfollowing the A, B, C order of courses.

Study GuidesEach new ABE English course has guides for both the instructor and the students - a CurriculumGuide and a Study Guide. The Study Guides are written in a personal and accessible style andare intended to give students some degree of independence in their work. They contain all theRequired Work as well as Guidelines and Suggestions for the completion of the work. Instructors should note, however, that there is much material in the Curriculum Guides (Notesfor Teaching and Learning) that is not included in the Study Guides, and this will have to beintroduced to students as needed, particularly where they start new topics.

To the Instructor

English 3102C Curriculum Guideii

Curriculum GuidesEach English curriculum guide begins with a list of general learning outcomes for the course. Instructors should familiarize themselves with these outcomes and refer back to them as needed. The general learning outcomes are broken down into specific learning outcomes for each Unitof the course. Both the general and specific learning outcomes are achieved through thecompletion of Required Work. All the English curriculum guides are organized in two sequential sets of columns, as follows:

Learning Outcomes

This column lists the specific learningoutcomes for the Unit in 3 categories:Outcomes for Reading and Viewing,Outcomes for Speaking and Listening, andOutcomes for Writing and Other Ways ofRepresenting

Required Work

This column contains a numbered list of thework required to be completed in order tomeet the specific learning outcomes. Students are also given this list of requiredwork in their Study Guides. Instructorsshould note that, although the RequiredWork is listed in the same order in bothGuides, the numbering system is differentbetween the Curriculum Guide and theStudy Guide.

Notes for Teaching and Learning

This column provides explanations andinformation related to the required workand/or the resources. Instructors should findthis column especially helpful in planning forinstruction, assisting students with makingselections, and making the best use of theavailable resources.

Suggest ions for Assessment

This column provides information related tothe use of the resources for the assessment oflearning outcomes. It also provides moregeneral suggestions and guidelines forassessment.

Instructors should note that all the Required Work in reading, writing, speaking, researching,etc. includes assigned “Study” material. This is intended for the use of both the student and theinstructor. It is intended that instructors would use this material (as well as any other materialthey might choose) to introduce a particular topic to one or more students - following whichstudents would read the material on their own. Throughout both the curriculum guides and thestudy guides, group instruction and group discussion are encouraged.

To the Instructor

English 3102C Curriculum Guideiii

ResourcesAnthologies, reference books, and instructor resources for this course are listed on the Table ofContents page. Instructors may supplement these resources, as they deem appropriate. It shouldbe noted that instruction and practice in Writing Conventions (Unit 3) may require the use ofreference books and instructional resources from all levels of the English program. These maynot be included in the list of resources for the course. However, they are listed in the Notes forTeaching and Learning, Unit 3.

Note: Lists of recommended novels, non-fiction books, and longer plays are included in therelevant Units of the curriculum guides.

Recommended Evaluation

Course Work* 20%Assignments** 30%Final Exam (entire course) 50%

100%The overall pass mark for the course is 50%

*Course work includes answers to questions on assigned reading, participation in discussions,notes taken on assigned study material, practice exercises on writing conventions, and any otherRequired Work which would not be classified as an Assignment.

**Assignments include all the print, oral or multimedia texts which students are responsible forplanning and creating. Throughout the English program, this would include essays and researchpapers, reports, book reviews, formal correspondence, oral presentations, résumés, posters, etc.

It would be appropriate for final examinations to include:•demand reading and viewing of material which has not previously been studied;•demand writing based on the longer works (drama, fiction, non-fiction) studied in the course;and •demand writing based on the Written Communications component of the course, whereapplicable.

General Learning Outcomes

English 3102C Curriculum Guidev

Comprehensive Learning

Outcome for Reading and

Viewing

1. Students will be expected to

select, read and view with

understanding, interpret and respond

personally and critically to a range

of literature, information, media and

visual texts

General Learning Outcomes for

Reading and Viewing Non-Fiction

and Media

1.1 Select texts to support learningneeds and range of special interests

1.2 Select and read a variety of textsrepresenting a wide range of topics andperspectives

1.3 Use the cueing systems and a varietyof strategies to construct meaning inreading and viewing complex andsophisticated print and media texts

1.4 Articulate understanding of theways in which information texts areconstructed for particular purposes

1.5Access, select and research insystematic ways specific information tomeet personal and learning needs

1.6 Show the relationships amonglanguage, topic, purpose, context andaudience

1.7 Articulate and justify points of viewabout texts and text elements

1.8 Examine how texts work to revealand produce ideologies, identities andpositions

1.9 Examine how textual features help areader/viewer to create meaning

Comprehensive Learning

Outcome for Speaking and

Listening

3. Students will be expected to

speak and listen to explore, extend,

clarify and reflect; to communicate

information and ideas effectively

and clearly; and to interact with

sensitivity and respect, considering

the situation, audience and purpose.

General Learning Outcomes for

Speaking and Listening

3.1 Listen critically to analyze andevaluate concepts, ideas andinformation

3.2 Ask discriminating questions toacquire, interpret, analyze, and evaluateideas and information

3.3 Articulate, advocate and justifypositions on issues or texts in aconvincing matter, showing anunderstanding of a range of viewpoints

3.4 Adapt language and delivery toaudience and purpose in informal andformal contexts

3.5 Reflect critically on and evaluatetheir own and others’ uses of language,recognizing elements of verbal and non-verbal messages

3.6 Demonstrate how spoken languageinfluences and manipulates, and revealsideas, values and attitudes

3.7 Address the demands of speakingsituations, making critical languagechoices, especially of tone and style

Comprehensive Learning Outcomefor Writing and Other Ways ofRepresenting

2. Students will be expected to usewriting and other ways of representingto explore, clarify, and reflect; to createtexts, using a variety of forms for arange of audiences and purposes; use arange of strategies to develop effectivewriting and other ways of representingand to enhance their clarity, precisionand effectiveness.

General Learning Outcomes forWriting and Other Ways ofRepresenting

2.1 Use writing and other ways ofrepresenting to explore, extend, andreflect on their experiences with, andinsights into, challenging texts andissues

2.2 Use writing and other ways ofrepresenting to explore, extend, andreflect on their values and attitudes

2.3 Integrate information from manysources to construct and communicatemeaning

2.4. Use the conventions of writtenlanguage accurately and consistently infinal products

2.5 Use technology effectively to servetheir communication purposes

2.6 Make effective choices of languageand techniques to enhance the impact oftheir writing

Unit 1 Non-Fiction, Media and Related Writing

English 3102C Curriculum GuidePage 1

Outcomes for Reading and Viewing

Non-Fiction

•State the main idea of an essay or other shortnon-fiction text

•Distinguish different types of non-fiction —Recognize the purpose of different types ofnon-fiction

•Identify supporting ideas or details

•Explore the author’s choice of title

•Identify the author’s purpose – Describe how content supports purpose – Assess author’s viewpoint – Express personal response to views presented ina text

•Explore different perspectives on a topic or issue

Outcomes for Speaking and Listening

•Engage in discussion of complex texts

•Articulate verbally interpretation of non-fiction texts

•Listen critically to analyze and evaluatetechnique, meaning and effect of non-fictiontexts

•Consistently demonstrate active listening andan ability to engage respectfully with others inconversation and discussion

Required Work

Essay and Media-Study1. Read Guide to Language, Literature andMedia, pages 114-127, “Essays” and pages269-279, “Media”.

Introductory Non-fiction2. Listen to the recorded short newspaperarticle, “Suitcase Lady” by Christie McLarenon the Passages 12 CD set (Disc 1, Track 2).

3. Read “Suitcase Lady” (page 64, Passages12).–Discuss the article–Answer questions 1 and 2 (ExploringMeaning and Technique and Style) on page66.

Select and Read Non-fiction4. Read a minimum of 2 additional essays orother short non-fiction texts selected fromPassages 12.

4.1 Read a minimum of 1 short non-fictiontext from Land, Sea and Time Book Three.

–Interpret short non-fiction through answeringassigned questions (See Suggestions forAssessment)Selected non-fiction should represent a range of topics and perspectives, as specifiedin General Learning Outcome 1.11 (Non-Fiction)



Outcomes for Writing and Other Ways

of Representing

•Write personal and critical responses to non-fiction texts and visuals –Compose responses which arecomprehensive and coherent –Support interpretation of a text withappropriate references to the text

Required Work (continued)

5. Visual Media-Study Re-read pages 277-279 of Guide to Language,Literature and Media, “Visual Media” and“Photographs”

Read pages 27-44 of Communicate!, “ViewingStrategies”

View and Read-Photo Essay6. View and read the photo essay, “How WeLived: Canada’s Century of Change” (page100, Passages 12).–Discuss the photo essay in terms of question2, page 106, Visual Communication–Write answers to question 1, page 106,Exploring Meaning .

Select and Interpret-Editorial Cartoon7. Select an editorial cartoon from a textbookor from the local newspaper. Interpret thecartoon, based on the following questions:–Who or what is the subject of the cartoon?–How are you able to recognize the subject?–How do the drawing, words and captionsrelate to the topic?–What point is being made?–Has the cartoon made you react? Explain.

Select and Read-Newspaper Articles8. Select and read at least 3 current articlesfrom regional, provincial or nationalnewspapers.–Answer questions provided by the instructor




Introduction to Non-fiction1. Instructors should provide students with anintroduction to the reading in this Unit andguidance as they go through each reading. Some General College students may find thereading level of Guide to Language, Literatureand Media somewhat challenging and willneed extra help to understand all of theinformation and concepts.

Selecting and Reading Non-fiction2. Selected non-fiction texts may includeessays, newspaper and magazine articles,memoirs, interviews, excerpts fromautobiographies/biographies, and speeches. Passages 12 provides an Alternate Table ofContents (pages 6-7) which lists texts bytheme and genre.

3. Students should be encouraged to selectnon-fiction texts based on personal interest. Asthe selections in Passages 12 vary widely inreadability and subject matter, instructors mayneed to guide students in their selections. ThePassages 12 Teacher’s Guide has a readabilityscale for every selection - from Easy throughAverage to Challenging. This information willhelp the instructor guide students to selectmaterial they are able to read independently.

Two non-fiction texts which may berecommended for readability and interest are:

“What Stays in the Family” a memoir by LornaCrozier (page 78)“Virtual Therapy, Real Results”, a newspaperarticle by Clive Thompson (page 220).


The questions and exercises in Passages 12,the support texts, and the Land, Sea and Timeseries provide resources for the assessment ofOutcomes for Non-Fiction. They provide fordirect assessment of learning through readingand viewing, writing and representing, andspeaking and listening. The textbooks alsoprovide valuable materials for extensionactivities (author information, related visuals,etc.).

Students should complete Section 1,Exploring Meaning, of all the stories theyread from Passages 12. For other stories,instructors will need to select and assignquestions in addition to Exploring Meaning,depending on the appropriateness of thequestions and the student’s needs. However,where there are questions on Technique andStyle and Language Conventions, theseshould be assigned, as they will serve toaddress a number of key learning outcomes forthis course. The Passages 12 Teacher’s Guideprovides an analysis of learning outcomesachieved through the questions in each of thesections. Where stories have questions orexercises relating to Language Conventions,the Teacher’s Guide often provides specific“Language Masters” which are referenced inthe story section of the Guide.

It is suggested that instructors supplement theexercises in Passages 12, where they feel thatmore in-depth questioning is required to assessstudents’ understanding of the text and offiction devices.

It should be noted, however, that Passages 12



Notes for Teaching and Learning(continued)

There are non-fiction texts of local (Newfoundland and Labrador) relevance in theLand, Sea and Time series. The Teacher’sGuide for Book Three provides a listing bygenre in the Table of Contents. There is noinformation on readability, so instructors willneed to guide students based on theirknowledge of students’ reading abilities. Theinstructor will also need to provide studentswith questions from the Teacher’s Guide;alternatively instructors may decide to maketheir own questions.

Instructors should ensure that there is always acurrent newspaper or newspapers available forstudents to complete the required work onreading newspapers. Where possible, studentsshould be grouped for discussion of news andother items of interest. This would ensure thata wide range of learning outcomes for this Unitwere met.

4. Students should be encouraged to re-readtexts for different levels of understanding

5. Students should be encouraged to read morethan the minimum required texts to extendtheir exposure to non-fiction and commitmentto a lifelong reading experience.

6. It is important that students are able to:•include specific references to support theirinterpretations•reflect on their responses and interpretations,taking their own and others’ cultural contextsinto consideration

Suggest ions for Assessment(continued)

puts a greater emphasis on group work anddiscussion than may be possible in some AdultBasic Education classes. Where necessary,instructors may adapt group activities so thatthey can be completed by a minimum of twostudents or by an instructor and student. Theintent of the group activities is to have studentssee others’ perspectives and articulate theirown perspectives verbally. This intent shouldbe pursued as far as possible in the ABEclassroom.

If texts are selected from the Land, Sea andTime series, instructors will need to providestudents with questions as they are notprovided in the books. Questions on allselections are provided in each of the Land,Sea and Time Teacher’s Guides under“Responding and Interpreting/Exploring theText”. Instructors will need to assignquestions to ensure that meaning, style andtechnique, and context are covered.

For the assessment of current newspaperreading, instructors should ensure that theselected articles represent a range of types andscope of articles (i.e. news, editorial, humaninterest; regional/provincial, national,international).

General Assessment NoteIn general, assessment should include: •Asking students to read sections of textsaloud to demonstrate their understanding ofmeaning and the conventions of prose writing




•distinguish fiction and non-fiction


•Asking students to answer questions andcomplete written exercises provided in thetexts and teacher’s resources

Unit 2 Research Project



of Representing

• Use appropriate strategies for the completionof a research project– Identify and evaluate potential researchsources–Conduct necessary research using appropriatesources (i.e. textbooks, library reference texts,Internet sites)–Use note-taking strategies to summarize andintegrate information from different sources– Interpret graphic aids and other visuals, asneeded in research

•Cite sources accurately in the written text andin a reference list–Avoid plagiarism

• Use the conventions of written languageaccurately and consistently in the final product

•Utilize visuals and/or graphics for thepresentation of information, as appropriate

• Refine and edit writing to ensure accuracyand consistency

• Design texts that are aesthetically pleasingand appropriate to the purpose

• Use technology effectively forcommunication purposes

Outcomes for Reading and Viewing

• Use research and compilation strategiesappropriate to the task

Required Work - Research Project

Researching-Study1. Read pages 161-182 of Communicate!,“Researching”

2. Re-read pages 30-32 of Communicate!,“Visual Aids: Charts and Graphs”

3. Read pages 54-64 of Communicate!, “TheWriting Process”

4. Read pages 327-330 of Guide to Language,Literature and Media, “Evaluating Sources”

Gather Information5. Select and read materials for thecompilation of research paper and oralpresentation –Utilize at least 3 principal sources for thegathering of information, to include:

bookslibrary reference materialsperiodicalsInternet sites

–Evaluate sources for relevance, currency,accuracy, reliability and objectivity

The Research Paper6. Compile and organize information

7. Generate at least 2 drafts of composition andrevise drafts for meaning and clarity

8. Complete a final draft of at least 750 words(approximately 3 typewritten pages, double-spaced), using word processing software –Cite sources accurately within the text and




of Representing (continued)

–Identify and evaluate potential researchsources –Conduct necessary research usingappropriate sources (i.e. texts, libraryreference, Internet sites) –Use note-taking strategies to summarize andintegrate information from different sources

Outcomes for Speaking and Listening

• Engage in discussion of complex texts indifferent curriculum areas

• Consistently demonstrate active listening andan ability to engage respectfully with others inconversation and discussion

• Use appropriate organizational skills for thedelivery of a presentation –Demonstrate ability to tailor presentation tothe needs and interests of the target audience –Utilize variety of media to enhanceeffectiveness of presentation

Required Work - Research Project(continued)

in a reference list, using the ModernLanguages Association (MLA) Style format –Use footnotes and endnotes, as appropriate

Public Speaking-Study9. Read pages 253-260 of Communicate!,“Effective Public Speaking”

Oral Presentation10. Present research paper to a small groupusing at least one visual aid or otherpresentation aid. –Presentation should be of at least 10 minuteduration.




Learning About Research Writing 1.Through the reading of the sections ofCommunicate!, as specified in RequiredWork, students will be introduced to stages ofthe writing process, methods of expositorydevelopment, use of visual aids, and all aspectsof the research process. Instructors shouldintroduce this material to students and, wherepossible, provide instruction on these topics.

Choosing a Topic2.Students should be guided, as far as possible,to select topics for the research paper fromanother curriculum area. In this way, they willbe able to work towards the attainment oflearning outcomes for both subject areassimultaneously.

Developing the Research PaperInstructors should actively engage with thestudent at all stages of the research,compilation and writing process. Students mayneed guidance to assess particular sources forobjectivity and accuracy and to select asufficient variety of sources.

There are several Blackline Masters in theCommunicate! Teacher’s Guide (7-1 to 7-14)which guide the student through planningresearch, selecting and evaluating sources,evaluating information, taking notes andorganizing information.

The Crossroads 10 Teacher’s Guide alsoprovides a chart, “How to Evaluate a WebSite”, which should be useful to students forthe evaluation of Internet sources. (BlacklineMaster 11, page 137)


Revising of drafts of compositions should beassessed for the extent to which students: - reconsider word choice and apply a varietyof techniques for creating effective diction - experiment with sentence length andconstruction - apply a variety of techniques for makingsentences forceful- employ a variety of stylistic features- edit and proofread, using print and electronicaids

The research paper should be assessed forcontent and format, as follows:

Content•organization of ideas•clarity and originality of thought•accuracy of information

FormatThe paper should be presented in a formatwhich includes:•a cover page•a table of contents (if appropriate to thecontent)•appropriate in-text citations•a list of references at the end•accuracy (grammar, mechanics, spelling)




The compiled research should be assessed bythe instructor and the student for relevance andcomprehensiveness.

Instructors should evaluate each draft and givestudents constructive feedback beforesubsequent drafts are started.

Communicate! provides valuable resources forsupporting students as they complete theirresearch projects. In particular, Chapter 4,“Improving a Draft” has very useful materialon revising and editing, including editing forstyle, grammar and usage. Instructors shouldassign portions of this chapter based onstudents’ needs following an assessment of thefirst draft.

The Communicate! Teacher’s Guide providesBlackline Masters for formatting the final draftof a paper, including the title page and table ofcontents, as follows:Formatting Your Final Draft (BlacklineMaster 5-18)Choose a Format (Blackline Master 5-19)Title Page and Table of Contents (BlacklineMaster 5-20)

Oral Presentation 3.Passages 12 Blackline Master 14, “How toPlan and Prepare Presentations” providesguidelines and a checklist for making oralpresentations. This should prove to be usefulfor both group instruction and individualstudent use.


Oral PresentationThe oral presentation should be assessed foreffectiveness in terms of:•clarity of organization•selection and use of appropriate media•engagement with audience •conventions of oral presentation (i.e. eyecontact, posture and movement, articulation,timing)




Blackline Master 7, “How to Deliver aSpeech” also provides useful guidelines for thestudent.

Unit 3 Written Communications and Writing Conventions


Outcomes for Written Communications

and Writing Conventions

• Use an appropriate format forcommunication needs

• Tailor written presentation to purpose andintended audience

• Refine and edit writing, through severaldrafts, to ensure accuracy and consistency

• Use appropriate format(s), language and tonefor the production of formal correspondence

• Design texts that are aesthetically pleasingand appropriate to the purpose

•Use the conventions of written languageaccurately and consistently in final product

•Use technology effectively to servecommunication purposes

•Demonstrate understanding of complexgrammatical structures; precise and variedword choice; and complex and varied sentencestructures for the communication of ideas

Required Work

Job-Search Correspondence-Study

1. Study pages 200-204 of Communicate!,“Communicating to Get a Job”.

Resume2. Prepare and write a personal resume.

2.1 Use word processing software for the finalpresentation of the resume.

Letter of Application3. Write a minimum of one letter ofapplication following the full-block format asset out in page 201 of Communicate!.–Edit and proofread to eliminate errors insyntax, usage, spelling and punctuation.

3.1 Use word processing software for the finalpresentation of the letter of application.

4. Practice the use of word processing spellcheck and grammar check functions.–Identify the shortcomings of these functions.

Writing Conventions5.Review the following areas of punctuation:

–Use of the dash–Use of parentheses and square brackets–Use of ellipsis points

5.1 Practice the use of dashes, parentheses,square brackets and ellipsis points, as needed.(See Notes for Teaching and Learning)



Required Work (continued)

6. Review format, punctuation and rules forcitation of sources, including the following:

–italics/underlining and quotation marks incitation–in-text citations–bibliography and reference lists–avoiding plagiarism

(See Notes for Teaching and Learning.)

6.1 Complete practice exercises, as needed, inthe citation of sources. (See Notes forTeaching and Learning)




Writing Resume and Letter of Application 1.The Communicate! Teachers’s Guideprovides Blackline Masters for both theresume and the letter of application, asfollows:–Resume Note-taking Template (BM 8-9)–Write a Resume (BM 8-10)–Write a Letter of Application (BM 8-8)

Proofreading 2.Students should learn to use (or review) avariety of proofreading aids appropriately:

•Handbooks•Dictionaries•Electronic Spell Checkers

Students should also learn to use (or reviewthe usage of) word processing software for theproduction and revision of their written work.

The Communicate! Teacher’s Guide providesBlackline Masters for proofreading strategiesand practice as follows:Proofreading Strategies (Blackline Master 5-1)Proofread for Spelling (Blackline Master 5-3)

Although some of the supporting material forproofreading in this course emphasizes the useof standard proofreading marks, this may notbe necessary. Students should be encouragedto develop their own systems of proofreadingand correcting their work.

Writing Conventions3. Students at this level should have masteredthe fundamentals of writing conventions and


ResumeThe resume should be assessed for:–comprehensiveness and appropriateness ofinformation–organization of information–adherence to selected format–accuracy (spelling, punctuation, word choice)–presentation (including typeface; spacing;margins; headings; use of bolding, underlining,italics)

Letter of ApplicationAt this level, students should be expected toadhere to the conventions of the prescribedformat for formal correspondence. The mainfocus of the assessment of theircorrespondence should be the extent to whichit achieves its purpose. In particular, thefollowing should be assessed:–adherence to the format–accuracy –conciseness–tone–language

ProofreadingProofreading is a very critical element in thedevelopment of writing skills. Instructors mayassess students’ use of proofreading strategieswhich have been learned in this course; however, the principal focus of assessmentshould be on the students’ actual use ofproofreading for the editing, correcting andrevising of their own work. Each draft shouldbe assessed by the instructor for the extent to




terminology (including parts of speech,sentences, verb tenses, end punctuation, andsubject-verb agreement). However, studentswho demonstrate weakness in thesefundamentals should be required to dostructured review and practice.

Instruction in writing conventions should beapproached as direct teacher-to-studentinstruction as far as possible. Grouping ofstudents should also be used as far as possiblein order to facilitate meaningful discussion ofthe conventions being taught. Students doingEnglish 3102C may be grouped with studentsdoing English 3101C for instruction in writingconventions.

Students should not be expected to completepractice exercises on any element of writingconventions without having first had therelevance of the component to their writingexplained and demonstrated by the instructor. While efforts have been made to select themost appropriate reference texts, no text canprovide sufficient explanation for the studentsto make the necessary connection to their ownwriting.

4. Required Work 5 has students review theuse of dashes, parentheses, square brackets andellipsis points. Explanations for thesepunctuation marks can be found in ResourceLines 9/10 (pages 336-337). It isrecommended this material be used as thebasis of direct instruction with a group ofstudents.


which students demonstrate knowledge anduse of proofreading, editing and revisingstrategies for the refinement of their writing.

Writing ConventionsInstructors should always use some kind ofdiagnostic measure to determine whetherstudents need instruction and practice in anyaspect of Writing Conventions. This willnormally be done through examining students’writing but, in some cases, it may be donethorough the use of a pre-test.

Student performance on practice exercises andsummative tests in Writing Conventionsshould be considered for only a minor portionof the grade in this section of English 3102C. The primary focus of assessment for gradingpurposes should be on the application ofwriting conventions in the finished work.




For Required Work 5.1, students will need topractice using each of the punctuation marks.While any good language reference text mayprovide practice exercises in this, thefollowing may be recommended from the ABEEnglish resource materials:

“Parentheses” Passages Language Master 20“Parenthetical Information” CrossroadsLanguage Master 37“Dashes” Crossroads Language Master 26“Dashes” Passages Language Master 9

4. Required Work 6 has students review theformat, punctuation and rules for the citationof sources. Communicate! (pages 131, 132,and 177-182) and Reference Points providematerial on this. It is recommended thismaterial be used as the basis of directinstruction with a group of students.

For Required Work 6.1, students will need toput what they have learned about citingsources into practice. While any good languagereference text may provide practice exercisesin this, the following may be recommendedfrom the ABE English resource materials:

“Italics/Underlining and Quotation Marks”,Communicate! Blackline Masters 5-16“Italics and Underlining”, Communicate!Blackline Masters 5-17“In-Text Citations”, Communicate! BlacklineMasters 7-15“Bibliography and Works Cited”,Communicate! Blackline Masters 7-16



“Avoiding Plagiarism” Communicate!Blackline Masters 7-17“Plagiarism” Communicate! BlacklineMasters 7-18

english 3102c - newfoundland and labrador · to the instructor english 3102c i curriculum guide...

Documents