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 Website: www.giflewriting.pbworks.com

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.

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 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.

1
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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.
…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.

2
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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.

Class Assignment Point Assignment to be

Value returned by
due
1 N/A N/A N/A
2 Review course syllabus Participation Marks N/A
“Getting To Know You” survey
3 “About Me” section on PBWorks Participation Marks Class 4
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 date 30
6 Reading Pack 2 10 Class 7
7 Essay Final Draft is due 15 Class 8
8 Upload your essay to PBWorks Participation Marks N/A
Vote for your favourite essay

3
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

5. EVALUATION

Section Marks Criteria

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

Introductory Students submit an introductory paragraph that includes a Hook, Supporting details,
20
Paragraph and a THESIS.
First Draft of “My
Students submit a four-five paragraph formal academic essay for a scheduled
Hero Essay”
30 consultation with their instructor. At the consultation session, students will receive
+ Instructor
feedback on their essay, emphasizing areas they can improve upon.
Consultation

Students submit a final draft of their essay that includes significant revisions based on
Final Draft 15
their own editing, peer and instructor feedback.

10 Session 1-3 Readings and Mini-book

Reading Packs 10 Session 4-6 Readings and Two Reading Responses

Total in this section: 20

16 For basic attendance and participation
For extra contributions that benefit the classroom community. E.g.. Lesson ideas and
Participation 4
demo’s,Word or Phrase of the Day, Curriculum Posters, etc.
Total in this section: 20

Total: 120 Marks

4
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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 You”
2. Why is writing important? 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
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.

Class Schedule Assignments

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 worksheet.
3. Prewriting for an essay 3. Complete Reading Pack 3 for next class.
4. Formatting your essay using MLA guidelines
5. Introduction to the GIFLE Writing website
6. End of week reflection

5
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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.

Class Schedule Assignments

1. Components of an effective paragraph and essay 1. Compose an “Introduction” paragraph
2. “Mixed Up” Essay Re-Ordering Exercise (with Hook and Thesis)
3. How to write a good Hook 2. Due: Reading Pack 1
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

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.

Class Schedule Assignments

1. In-class sharing: Your Hooks and Thesis sentences 1. Compose “Body” paragraphs and a
2. How to develop strong “Body” Paragraphs “Conclusion” paragraph.
3. How to finish your essay well with an effective “Conclusion” 2. First draft of your Essay (Introduction,
4. Creating Flow using Linking Words Body, and Conclusion) is due by your
consultation date.

6
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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.”
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.

Class Schedule Assignments

1. English Writing 101: Dos & Don’ts in English Academic Writing 1. Edit your paper using the strategies we
2. Why is Editing Important? learned in class.
3. “How Do I Edit My Paper?”-Class editing a trainee’s paper 2. Ensure you have scheduled a Consultation
4. Self Editing Time/ In-Class Consultations date with your instructor to receive
5. Mid-course Reflection essential feedback on your essay.

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.

Class Schedule Assignments

th
1. Guided Peer Editing Activity 1. Final Draft of your essay is due on the 7
2. In-class editing time Session.
3. If applicable, in-class Consultation with instructor. 2. If you haven’t already, meet your
4. Applying what we have learned in our schools: instructor for Consultation.
“How can we help our students to become better editors of their 3. Due: Reading Pack 2
own writing?”

7
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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.

Class Schedule Assignments

1. In-class reading of essays 1. Complete your PB Works page
2. How to create and design your PB Works page for your essay 2. Complete the “My Favourite Essay”
3. How to comment on your peer’s Wiki pages worksheet.
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 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.
Class Schedule Assignments
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
5. End of course Reflection

8
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, January 4-29, 2010

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.
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.