Writing


1=Recall/Recognition/Description           2=Explanation            3=Application            4=Evaluation            5=Synthesis

National Standards:  Communication
2<    The writing dimension of interpersonal communication  (1.1)
2<    The writing dimension of presentational communication (1.3)

Omaggio Hadley  (Ch.7)


   1<     Composing vs. writing (Bizzell, 1986)
               
   1<     Transcription vs composition (Dvorak, 1986)

   1<     Writing down vs. writing in the language (Rivers, 1975)

   3<     Writing for communication vs. writing for publication

   3<     Give examples of the appropriate writing activities for each of the following levels (French or Spanish):


  2<      Dialogue Journals  (in C&D, too -- p. 58)

  2<      Types of scoring in the evaluation and grading of student writing (holistic, analytical, primary trait)

  2<      Rubric

  After reading and class discussion:
4<    You walk into a discussion between two of your FL colleagues. They are talking about grading students' writing. One feels that students must correct all of their writing errors if they are ever to learn the right forms.  The other feels that the errors will disappear over time if students have enough practice. These teachers ask your opinion. What would you say?
5<    You are teaching a FL III class (high school). Discuss how you would lead your students through the composing process.  Include how you would select the topics for the composition, your methods for providing feedback, and your grading procedures.

Curtain & Dahlberg (p. Ch. 3: 83-94; Ch. 5: 142-147)

2<    The process approach to writing  (Chapter 5)

3<    Give 1 example of an appropriate writing activity for the elementary level for each of the categories below: