taking the stress out of writing long essays rachel clark madeleine du vivier iatefl 2012 glasgow...
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Taking the Stress Out Of Writing Long Essays
Rachel ClarkMadeleine du Vivier
IATEFL 2012 Glasgow
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The Context
• University College London• Semi intensive course
• 23 candidates• Delta Module 3: 4000-4500 words
• Supervised by 3 tutors
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The Background
• Pre 2009: pre-modular delta case study• 2009: old system transferred from pre-
modular delta • 2010: tutorials and extra support• 2011: new system. 100% success rate
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Delta Module 3
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Part One:Introduction/ topic
area (25%)
(c 1100 words)
Discussion of a specialist area e.g. EAP, YLs
Part Two:Needs analysis and commentary (20%)
(c 800 words)
Theory of Needs Analysis & Diagnostic Test in relation to a group of learners
Part Three:Course proposal
(c 20 hours)(25%)
(c1100 words)
Principles of syllabus and course design
Part Four:Assessment
(20%)(c1100 words)
Principles of assessment
Part Five:Conclusion
(c400 words)How the course proposal and assessment procedures will meet the identified learning objectives
Cambridge Delta Handbook
It is recommended that candidates be advised to address the various stages of
the assignment separately and that a study plan be drawn up so that
candidates clearly carry out the necessary background work for each stage before
moving on to subsequent stages.
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How We Organise the Process
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A.R.T.
Step 1: Awareness Raising TaskPart Two of Module 3 – The Needs Analysis
A: TASK. How much do you know?Look at the following statements and decide if they are true or false.
1. You need to be teaching the group you choose to write the course proposal for.
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Step 1: Awareness Raising Task
B: TASK. Check your answers.•Now read the extracts from the Module 3 handbook and tips from the Principal Examiner to check your answersKEY.1.You need to be teaching the group you choose to write the course proposal for. F. YOU DO NOT NEED TO TEACH THEM, JUST HAVE ACCESS TO THE GROUP
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Step 1: Awareness Raising Task
C: TASK. Check your understanding
•Look at the section headings below from two extended assignments. What are the strengths and weaknesses of each one?
KEY.
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Rationale for A.R.T.
1. Make candidates aware of what is required2. Encourage independence3. Provide a written record4. Make Cambridge ESOL guidelines more
accessible5. Save time in input sessions6. Allow candidates to work at own pace
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Steps 2 and 3: Research, Input and Q&A Sessions
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Q & A SESSION
RESEARCH
INPUT
Steps 4 and 5:Draft. Tutor feedback
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TUTOR WRITTEN FEEDBACK
WRITE & SUBMIT DRAFT
Steps 4 and 5:Tutor feedback
Presentation and organisation
Academic writing, language and referencing
Presentation, coherence and organisation
Clarity of argument and quality of ideas
Needs analysis and commentary
Key principles of needs analysis and diagnostic testing
Analysis of diagnostic test and identification of learner needs
Discussion and justification of priorities supported by the needs analysis
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Module Three Part 2 Feedback
Name_________
Word count ____
Step 6: Group Check List
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WHOLE GROUP CHECK LIST
Step 6: Group Check ListFeedback on Part Two
Have a look at the following and decide if you did these things in your Part Two:1.Link back to features mentioned in Part One.2.Discuss principles of NA/DT using quotes and terminology3.Include empty statements introducing information: e.g. The NA gave me useful information about the students
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Overall Approach
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UPLOAD
WHOLE GROUP CHECK LIST
TUTOR WRITTEN FEEDBACK
WRITE & SUBMIT DRAFT
Q & A SESSION
RESEARCH
INPUT
A.R.T.
Positive Outcomes
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Warnings
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Where Now?
• Continue to use this with our Delta groups on future courses
• Transfer the model to teaching writing of other long essays
e.g. IELTS preparation Academic essay writing
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