January 2010 Elementary Session Syllabus FINAL

Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010
1. COURSE INFORMATION
Course Title: Academic Essay Writing
Instructors: Christian Poon gifle.writing.christian@gmail.com
Darren Ng gifle.writing.darren@gmail.com
Course www.giflewriting.pbworks.com
Website:
2. COURSE DESCRIPTION
The Writing module introduces students to the four-step writing process of
pre-writing, writing, editing, and sharing in academic essay writing. As
students are guided through this process, they will be encouraged to
develop skills and attitudes helpful to their growth as emerging writers.
1
Trainees will also be encouraged to read a variety of texts to inspire both their writing
and professional development. Additionally, students will learn why writing is both a
necessary communicative and reflective skill critical to their on-going development as
educators.
As trainees gain more confidence, experience, and skill, it is hoped that students will
experience the unique joy that comes from crafting writing that is sincere, passionate,
and meaningful.
3a. COURSE OBJECTIVES
1. Trainees will improve their proficiency in English essay writing through various
individual and group writing activities, class readings, web-publishing, and one
consultation session with their instructor. By the end of the course, trainees should
be able to independently produce a formal essay (of at least four paragraphs)
comparable to a paper written by a native English senior high school student.
2. Trainees will be exposed to several genres of reading through the course Reading
Packs. These are intended to improve trainees’ overall writing ability, reinforce
2
writing concepts introduced in class, further develop vocabulary and language
fluency, and encourage their professional development as EFL educators.
3. As a secondary focus, trainees will also explore ways they can adapt the writing
strategies taught in class to their own classroom environments through group
discussions and sharing sample elementary writing activities.
3b. STUDENT EXPECTATIONS
Students are expected to assume the identity of an emerging writer.
Therefore, we expect our students to…
…come to class on time (at least 5 min before the bell)
…be diligent in their work.
…be patient with themselves, their classmates, and their instructors.
…be enthusiastic in their attitude towards learning.
3
…be open-minded when they experience something new.
…be helpful in their relations with others.
…be persistent in difficulty.
…to be eager to share what they have learned both at GIFLE at their home schools.
We hope that our students will…
…constantly improve their skills as writers and teachers.
…not compare themselves to fellow trainees, but to how much they have improved
since they first started.
4
5
4. COURSE REQUIREMENTS
Students will be required to complete one academic essay on a topic approved by the
instructor and two course Reading Packs.
In addition, students will be asked to complete various additional assignments that will
help them prepare for their weekly writing focus. Assigned homework is due at the
beginning of the class of the date indicated on the course schedule in print
format. Students must also email their writing task assignments to their instructor and
save their work on a USB memory stick device.
6
Clas Assignment Point Assignment to

Value be returned by
s
due
1 N/A N/A N/A
2 Review course syllabus Participation N/A
“Getting To Know You” survey Marks
3 “About Me” section on PBWorks Participation Class 4
Marks
Prewriting Exercise 15
Reading Pack 1 10
4 Write your Introduction paragraph 20 Class 5
5 Write your Body & Conclusion paragraphs Class 6
First draft of essay is due by your consultation 30
date
6 Reading Pack 2 10 Class 7
7 Essay Final Draft is due 15 Class 8
8 Upload your essay to PBWorks Participation N/A
Vote for your favourite essay Marks
5. EVALUATION
Section Marks Criteria
Pre-Writing 15 Students submit prewriting exercise in preparation for their essay.
Introductory 20 Students submit an introductory paragraph that includes a Hook,
Paragraph Supporting details, and a THESIS.
7
First Draft of 30 Students submit a four-five paragraph formal academic essay for a
“My Hero scheduled consultation with their instructor. At the consultation session,
Essay” students will receive feedback on their essay, emphasizing areas they can
+ Instructor improve upon.
Consultation
Final Draft 15 Students submit a final draft of their essay that includes significant
revisions based on their own editing, peer and instructor feedback.
Reading 10 Session 1-3 Readings and Mini-book
Packs
10 Session 4-6 Readings and Two Reading Responses
Total in this section: 20
Participation 16 For basic attendance and participation
4 For extra contributions that benefit the classroom community. E.g.. Lesson
8
ideas and demo’s,Word or Phrase of the Day, Curriculum Posters, etc.
Total in this section: 20
Total: 120 Marks
9
6. COURSE SCHEDULE
Session 1: Welcome to Writing Class!
Aims
1. To introduce trainees to the writing module, their instructor, and each other.
2. For trainees to reflect upon “Why is writing important?” in their role as EFL educators.
3. To acknowledge common barriers many Korean EFL teachers face when trying to write.
4. To Identify helpful attitudes that will help their writing become more enjoyable and effective.
Class Schedule Assignments
1. Trainee Introductions 1. Complete the “Getting to Know
10
2. Why is writing important? You” survey.
3. Your new identity as an “Emerging Writer.” 2. Review Course Syllabus.
4. The Pile Game
5. Course administration
6. Applying what we have learned in our schools:
“Inspiring our students to write.”
Session 2: The 4 Step Writing Process
Aims
11
1. Trainees will be introduced to their major writing assignment, “Describe Your Hero.”
2. Trainees will learn how to use the 4 Step Writing Process (Prewriting, Writing, Editing, and Sharing)
to develop more effective essays.
3. Using examples of pre-writing for reference, trainees will create their own Pre-writing webs.
1. Intro. to the major writing task: “Describe Your Hero” 1. Complete your “About Me” wiki
webpage.
2. The 4 Steps of Writing: An Overview
2. Complete the Prewriting
3. Prewriting for an essay

worksheet.
4. Formatting your essay using MLA guidelines 3. Complete Reading Pack 3 for next
class.
5. Introduction to the GIFLE Writing website
12
6. End of week reflection
Session 3: Essay Structure I
Aims
1. Trainees will be able to identify the components of effective paragraphs and essays.
2. Trainees will use the above skills to re-order the components of a “mixed-up” sample essay.
3. By showing various examples, trainees will learn how to compose their own Hooks for their
”Introduction.”
4. By introducing students to theThesis Formula and relevant samples, trainees will learn how to
construct their own Thesis statements for their “Introduction” paragraph.
13
1. Components of an effective paragraph and essay 1. Compose an “Introduction”
paragraph (with Hook and Thesis)

2. “Mixed Up” Essay Re-Ordering Exercise
2. Due: Reading Pack 1
3. How to write a good Hook
4. How to write a good Thesis
5. Applying what we have learned in our schools:
“Teaching students how to organize their writing”
“Teaching students how to identify parts of speech”
Session 4: Essay Structure II
14
Aims
1. Trainees will learn how to develop effective Topic Sentences, Supporting Details, and Concluding
Sentences for a “Body Paragraph”, by using relevant student samples and referring to their
Prewriting work.
2. Trainees will also learn how to write an effective Conclusion paragraph that reflects the
“Introduction” paragraph by using relevant student samples and refering to their Prewriting work.
3. Trainees will learn how to use linking words and various bridging techniques to create more
coherent/cohesive writing (flow) by working in groups to complete an in-class worksheet.
4. To increase trainee proficiency in creating flow, trainees will be introduced to the Linking Words
Resource Pack.
15
1. In-class sharing: Your Hooks and Thesis sentences 1. Compose “Body” paragraphs and a
“Conclusion” paragraph.
2. How to develop strong “Body” Paragraphs
2. First draft of your Essay
3. How to finish your essay well with an effective

(Introduction, Body, and
“Conclusion”
Conclusion) is due by your
4. Creating Flow using Linking Words

consultation date.
Session 5: Editing 1-Self Editing
Aims
1. Trainees will identify and correct common grammatical, stylistic, and formatting errors that
beginning Korean EFL writers often encounter through a group activity called, “English 101: Dos
and Don’ts in English Academic Writing.”
16
2. Trainees will gain a better understanding of the importance of Editing in their own writing and
learn Editing strategies through in-class discussion, a class edit of a trainee’s paper, in-class self-
editing time, and instructor consultation for scheduled trainees.
1. English Writing 101: Dos & Don’ts in English 1. Edit your paper using the
Academic Writing strategies we learned in class.
2. Why is Editing Important? 2. Ensure you have scheduled a
Consultation date with your

3. “How Do I Edit My Paper?”-Class editing a trainee’s
instructor to receive essential

paper
feedback on your essay.

4. Self Editing Time/ In-Class Consultations
5. Mid-course Reflection
17
Session 6: Editing 2 –Peer Editing
Aims
1. Trainees will learn the value of peer-editing by participating in a small group peer-editing activity.
2. Trainees will review and apply writing concepts they have learned in sessions 1-5 to peer edit
another trainee’s paper.
1. Guided Peer Editing Activity 1. Final Draft of your essay is due on
the 7th Session.

2. In-class editing time
2. If you haven’t already, meet your
3. If applicable, in-class Consultation with instructor.

instructor for Consultation.
18
4. Applying what we have learned in our schools: 3. Due: Reading Pack 2
“How can we help our students to become better
editors of their own writing?”
19
Session 7: Web Publishing
Aims
1. Trainees will experience the joy and satisfaction that comes from sharing a finished essay with
their peers by reading
their essays to each other in small groups.
2. Trainees will learn how to use the PB-Works on-line collaboration tool to share their writing with a
larger audience by
creating their own Wiki-page of their essays for the GIFLE Writing Website.
3. Trainees will be encouraged to review their peers’ essays by selecting their favorite paper and
providing online
comments.
20
1. In-class reading of essays 1. Complete your PB Works page
2. How to create and design your PB Works page for 2. Complete the “My Favourite Essay”
your essay worksheet.
3. How to comment on your peer’s Wiki pages
4. Introduction to “My Favorite Essay” activity
Session 8: Oh the Places You’ll Go!
Aims
1. To encourage the trainees both professionally and personally by doing a group read-aloud of “Oh
21
the Places You
Will Go!” by Dr. Seuss.
2. To provide trainees with further online and offline writing resources to supplement their ongoing
development as
emerging writers.
1. Welcome and Congratulations! None!
2. Student Reading: Oh the Places You Will Go!
3. What’s next in our writing Journey?
4. Suggested Offline and Online Resources
22
5. End of course Reflection
23
7. RECOMMENDED READING
GRAMMAR TEXTS
1. Basic English Grammar 3rd Edition by Betty Schrampfer Azar, Pearson
Education, 2002.
2. Fundamentals of English Grammar 3rd Edition by Betty Schrampfer Azar,
Pearson Education, 2002.
3. Understanding and Using English Grammar 3rd Edition by Betty Schrampfer
Azar, Pearson Education, 2002.
*The instructor also strongly endorses students to supplement the above
texts with a comprehensive Korean English grammar text.
KOREAN ENGLISH WRITING TEXTS

1. Hackers Writing Start by David Cho, Soul Shi Publishing, 2006
ENGLISH WRITING TEXTS

1. Effective Academic Writing: The Paragraph by Alice Savage and Masoud
Shafie, Oxford University Press, 2007.
24
2. Effective Academic Writing: The Short Essay by Alice Savage and Masoud
Shafie, Oxford University Press, 2007.
3. Effective Academic Writing: The Essay by Alice Savage and Masoud Shafie,
Oxford University Press, 2007.
25

January 2010 Elementary Session Syllabus FINAL

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January 2010 Elementary Session Syllabus FINAL

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Gyeonggi-do Institute for Foreign Language Education

Elementary Teacher’s Intensive Program, January 4-29, 2010

Course Title: Academic Essay Writing

Instructors: Christian Poon gifle.writing.christian@gmail.com

pre-writing, writing, editing, and sharing in academic essay writing. As

students are guided through this process, they will be encouraged to

develop skills and attitudes helpful to their growth as emerging writers.

necessary communicative and reflective skill critical to their on-going development as

3a. COURSE OBJECTIVES

be able to independently produce a formal essay (of at least four paragraphs)

comparable to a paper written by a native English senior high school student.

writing concepts introduced in class, further develop vocabulary and language

fluency, and encourage their professional development as EFL educators.

strategies taught in class to their own classroom environments through group

discussions and sharing sample elementary writing activities.

3b. STUDENT EXPECTATIONS

Students are expected to assume the identity of an emerging writer.

Therefore, we expect our students to…

…come to class on time (at least 5 min before the bell)

…be diligent in their work.

…be patient with themselves, their classmates, and their instructors.

…be enthusiastic in their attitude towards learning.

…be open-minded when they experience something new.

…be helpful in their relations with others.

…be persistent in difficulty.

We hope that our students will…

…constantly improve their skills as writers and teachers.

since they first started.

instructor and two course Reading Packs.

save their work on a USB memory stick device.

Clas Assignment Point Assignment to

Section Marks Criteria

Pre-Writing 15 Students submit prewriting exercise in preparation for their essay.

Introductory 20 Students submit an introductory paragraph that includes a Hook,

Paragraph Supporting details, and a THESIS.

+ Instructor improve upon.

revisions based on their own editing, peer and instructor feedback.

Reading 10 Session 1-3 Readings and Mini-book

10 Session 4-6 Readings and Two Reading Responses

Total in this section: 20

Participation 16 For basic attendance and participation

ideas and demo’s,Word or Phrase of the Day, Curriculum Posters, etc.

Total in this section: 20

Total: 120 Marks

Session 1: Welcome to Writing Class!

Class Schedule Assignments

1. Trainee Introductions 1. Complete the “Getting to Know

2. Why is writing important? You” survey.

3. Your new identity as an “Emerging Writer.” 2. Review Course Syllabus.

4. The Pile Game

6. Applying what we have learned in our schools:

“Inspiring our students to write.”

Session 2: The 4 Step Writing Process

to develop more effective essays.

Class Schedule Assignments

2. Complete the Prewriting

3. Prewriting for an essay

6. End of week reflection

Session 3: Essay Structure I

construct their own Thesis statements for their “Introduction” paragraph.

Class Schedule Assignments

1. Components of an effective paragraph and essay 1. Compose an “Introduction”