Attitudes to Knowledge, Approaches to Learning, and Different Levels of Study

1. Attitudes to Knowledge, Approaches to Learning, and Different Levels of Study(adapted from Ballard & Clanchy, 1997, p. 12, cited in Paltridge et al., 2009, p. 5)The University of Michigan Press.2. Reading and writing (Tierney, 1992, p. 248-249; in Hirvela, 2004, p.29/30)3. A Simple Representation of Writing Process (built on Hayes & Flower, 1980, Paltridge et al., 2009, p.18)Conceptualizing involves generating ideas that could be used in the text, selecting the ideas to be used, and organizing them into a structured text.Formulating is the process in which ideas are transformed into sentences.Writers can and usually do make revisions to their texts. These revisions can be made to the conceptual content (e.g., a writer can add, leave out, or change an idea), to the way in which an idea is formulated (e.g., a writer may correct a spelling or grammar error), or to the written form (e.g., a writer may correct a typing error).Reading is a frequently recurring sub-process in the overall writing process and has multiple functions in this process. Writers need to read the instructions for the writing task; they frequently need to read resources such as books, articles, and digital resources; and they need to (re)read their own texts.Self-regulation is a form of meta-cognition. Meta-cognition is a person’s ability to think about thinking; it’s the awareness of and ability to reflect on thoughts and behaviors, as well as the ability to control or regulate these thoughts and behaviors. With regard to writing, it means that writers are aware of how they go about writing in general or how they are writing a particular text; it involves making decisions about the best way to write a particular text. If necessary, it means writers are adapting what they are doing in response to the particular demands of the task.4. Questionnaire (Paltridge et al., 2009, p. 26)How do you writing a text?12.I prefer to plan my texts in detail before I start writing.generally □sometimes □generally not □13.Once I make a plan, I don’t change it.generally □sometimes □generally not □14.I make sure that each sentence is correct before I write the next sentence.generally □sometimes □generally not □15.I write words and /or sentences in my first language first and then translate them into English.generally □sometimes □generally not □16.I think carefully about how each idea fits into the text as a whole.generally □sometimes □generally not □17.I make a lot of changes to my texts while I am writing them.generally □sometimes □generally not □18.When I am writing, I move back and forth in the text changing things.generally □sometimes □generally not □19.When I finish a text, I reread the whole text at least once to check that it’s okay.generally □sometimes □generally not □20.I print my texts out before I read through them to check them.generally □sometimes □generally not □21.When I check texts, I focus more on language problems (e.g., grammar, vocabulary, spelling)than on content problems (e.g., clarity, organization).generally □sometimes □generally not □5. A sample task based on a model paragraph (from Ferris & Hedgcock, 2005, p. 144)Guided composition exercisePurpose:to give students guided practice with basic descriptive writing techniques and conventionsTarget proficiency levels: beginning to intermediateMaterials:- model text drawn from published materials or an appropriate student-generated sample- corresponding photo, drawing, or sketch (optional)Directions to students: Please read the following paragraph, which was written by an ESL student about a teacher who was nominated for a community service award. In the paragraph, the writer describes her teacher and explains why she respects and admires her; she sums up by noting how her teacher has influenced her life. In this assignment, you will compose and revise a similar paragraph about a person you know, respect and admire.A teacher who earned my respect and admirationOne of the people I most respect and admire is Eliana Todorov. I met Eliana soon after I arrived in the United States and began my junior year of high school. Eliana was my English teacher. Because of her background as an immigrant and her teaching style, she impressed me very much. First, even though I could understand very little English and speak only a few words at first, Eliana was always patient and encouraging. For example, she promised me and the other students that she would help us speak, read and write English well as long as we worked hard in class and at home. She fulfilled her promise by speaking slowly and clearly, by repeating thing s when we couldn’t understand her, by giving us plenty of practice, and by inspiring us to learn. Second, in our English classes, she led lively and interesting discussions about the stories we read. Often, the students did talking, while she smiled and li stened carefully. Usually, we didn’t even realize we were learning so much because we were so interested in the stories and what they meant. Third, Eliana never corrected our mistakes in class; instead, she held private conferences with us to let us know about our progress and how we could improve our speaking and writing skills. Her words were always positive, and she told us often that she was proud of our improvement and hard work. Finally, I admire Eliana because she showed us every day how important it was to believe in our abilities, even when we were discouraged. She told us of her experience as an immigrant from Russia who struggled with English through high school and then the university in the United States. She found English very difficult at firs t and couldn’t speak it at all, but she learned the language so well that she was able to become an English teacher. In fact, she is the best English teacher I have ever had. Even though I am now in college, I remember her inspiring words and actions because they give me confidence that I will continue to improve my skills and enjoy my learning.Now, think of a person who has influenced you in a similarly positive way. Imagine that this person has been nominated for a special award and that you have been asked by a committee to write a statement of support for him or her. The committee has sent a list of items to mention andquestions to answer. Draft a paragraph in which you respond to these items in the order in which they appear. In preparing for the second draft, you may wish to rearrange the information. one of the people you most respect and admire.2.When and where did you meet this person?3.What was this person’s profession or job at the time you met him or her? What was yourrelationship to him or her?4.Describe at least two reasons for which you respect and admire this person. Try to give specificdetails or examples.5.State one of this person’s qualities that you try to imitate in your life. Describe why this personis still influential in your life.6.Sample worksheet for generating ideas (from Shrum & Glisan, 2000, p. 224)Topic: Describe your personalityUnderline the adjectives that describe you best:Intellectual realistic athletic quietnaïve pessimistic boring loudlazy enthusiastic anxious activeserious intelligent calm adventuresomecrazy dull depressed lovingoptimistic hopeful diligent perfectionisticUse the dictionary to find five more adjectives that describe you.Use some of the following expressions as you describe yourself:Intellectual realistic athletic quietalways rarely often when I’m tiredoccasionally never regularly when it’s rainyin the morning during the day at night when it’s sunnywith my friends with my parents on a date at a partyon a trip when I meet someone7. A Picture Prompt (from Swain & Lapkin, 1998) (Jigsaw activity)8. The model text written by a native-English-speaking teacher （Yang & Zhang, 2010）The sun was rising brightly on a new day. A girl was sleeping peacefully at 6 AM when her alarm clock rang loudly. She stirred in bed which showed that the girl had an odd habit; she slept with her head at the foot of the bed. This allowed her to shut off the alarm clock with her toe, so she was able to go back to sleep immediately after shutting off the alarm. However, her clock was unique because it had a special hand grasping a feather. Rising out of the clock, the hand used the feather to tickle the bottom of the girl’s foot at 6:02 am. How unique, clever, and amazing this clock was; it could wake anyone because nobody can ignore being tickled on the foot! After getting out of bed, the girl hurried to the bathroom. She was in such a hurry that she had to brush her teeth and comb her hair at the same time. Finally, she finished getting ready and left home. She didn’t seem to be in a hur ry anymore as she walked calmly outside. Her special alarm clock had prevented her from being late.A sample writing by a pair of students (Lin &Li) in class (pre-test)A Busy MorningAs the sun rising up, a new day is coming. At 6 o’clock Mary was sti ll in bed, at this moment, the alarm clock rang. She was so deeply slept that she didn’t want to get up. At last, she turned down the alarm clock with her foot fingers, and continued to sleep. Two minutes later, the alarm clock stretched its hand to tickle her foot. Finally she got up. Because too much time had been wasted in the bed, she had to finish all the things in a very short period of time. She quickly went into the bathroom, combed her hair, brushed her teeth while leaving the water flowing. After a busy morning, she packed her bag and went to school. (126 words)A reformulated version by a native-English-speaking teacherA Busy MorningAs the sun was rising, a new day was coming. At 6 o’clock Mary was still in bed. At this moment, the alarm clock rang. She was sleeping so deeply that she didn’t want to get up. At last, she turned off the alarm clock with her toe and continued to sleep. Two minutes later, the alarm clock stretched out its hand to tickle her foot. Finally, she got up. Because too much time had been wasted in the bed, she had to finish all the things in a very short period of time. She quickly went into the bathroom, combed her hair, and brushed her teeth while leaving the water running. After a busy morning, she packed her bag and went to school.9.Dicto-comp /dicto-gloss activityThe learners read or listen to a story and then retell it without looking at the original. This type of composition is easier if the learners are allowed to read or listen to the story several times before they write it.1)The teacher reads a short passage several times.2)The teacher reads a long passage once or twice. The learners can take notes while thepassage is being read.3)The learners listen to the passage once. When they write they must try to copy the style ofthe original. (Mitchell, 1953; cited in Nation, 2009, p. 99)10.PoemsI HaveRhys BurtonI have seen the sun in the morning on the hills,turning the hills and the sky to fire,I have heard a bird in its cagecrying for the sky it has lost.I have touched the grass beside the river,wet with spring rain.I have smelled roses, dead rosesin an empty house that no one has visited.And I have tasted the salt from the sea,alone, at night, on a beach, in a storm.I have done these things, and these things have made me old.I have remembered these things, and these memorieshave made me young.(From ) Assignment:Write a poem like “I have’, using these expressions:I have seenI have heardI have touchedI have smelledI have tastedI have doneI have remembered(From ) 11. Similes and metaphorsSimiles make your writing and talking voice a lot more fun to listen to, especially when your comparisons come zinging out of your imagination:My baby sister’s fingers are like ten worms waiting in line for lunch.My brother’s hair is as spiky as a cactus when he wakes up.My cousin’s voice is as annoying as a mosquito buzzing in the dark.My teeth are like a white fence that holds in the pink dog.Metaphors say this is that. A metaphor lets you move (or transfer) the qualities of one thing to another.My sister’s tongue is a long country road, wet and bumpy.My brother’s eyes are big blue fish; his nose, a mountain with dark caves holding tiny rocks.My cousin’s ears are funnels that catch the wind of every whispered word.My soul was once a grizzly bear and now can take me anywhere.Can you make up 5 similes (or metaphors) about what different parts of your body might look like or wish for? You might write about your imagination and heartbeat, voice and veins, birthmark and breath, lungs and legs, heart and soul…(from Karen Benke, 2010, Rip the page! Adventures in creative writing, pp. 41-43)12.Connecting writing tasks with readings.a)Write a short story with an O. Henry ending of at least 400 words. Try to use theexpressions and techniques that we have learnt from this text (O. Henry’s After TwentyYears).b)Retell the story from the boy’s point of view in about 300 words (after readingHemingway’s A Day’s Wait). Try to detect the boy’s mental activities. Here is thebeginning.I got a headache in an early morning. I heard the doctor tell my father that I had atemperature of 102 degrees. I began to worry because….13. Self-evaluation checklist (from Nation, 2009, p. 144)□Is your main argument clearly stated?□Is it presented very early in the writing?□ Are the supports for this argument clearly signaled?□ Are there enough sub-headings?□If you look only at the sub-headings, do they cover the main ideas in the assignment?□ Have you checked carefully for spelling and grammar errors?□ Are all the references in your text also in the list of references?□ Are your references complete and do they follow a consistent format?□ Have you kept within the word limits of the assignments?ing questions to assess the writing process(from Nation, 2009, p. 126)15.Sample essay feedback checklistI.Response to prompt/assignment---- The paper responds clearly and completely to the specific instructions in the prompt or assignment.---- The essay stays clearly focused on the topic throughout.II.Content (Ideas)---- The essay has a clear main ideas or thesis.---- The thesis is well supported with several major points or arguments.---- The supporting points are developed with ideas from the readings, facts, or other examples from the writer’s own experiences or observations.---- The arguments or examples are clear and logical.---- Opposing viewpoints have been considered and responded to clearly and effectively.e of readings---- The writer has incorporated other texts into his/her essay.---- The ideas in the readings have been reported accurately.---- The writer has used summary, paraphrase, and quotations from the readings to strengthen his/her paper.---- The writer has mastered the mechanics of incorporating ideas from other texts, including accurate use of quotation marks and other punctuation, accurate verb tenses, appropriate identification of the author and title, and effective integration of quotations into the writer’s own text.anization---- There is a clear beginning (introduction), middle (body), and end (conclusion) to the essay.---- The beginning introduces the topic and clearly expresses the main idea.---- The body paragraphs include topic sentences that are directly tied to the main idea (thesis).---- Each body paragraph is well organized and includes a topic sentence, supporting details, and a summary of the ideas.---- Coherence devices (transitions, repetition, synonyms, pronoun reference, etc.) are used effectively within and between paragraphs.---- The conclusion ties the ideas in the body back to the thesis and summarizes why the issue is interesting or important.nguage & mechanics---- The paper is spell-checked (typed essays only).---- The paper is proof-read and does not have serious and frequent errors in grammar, spelling, typing, or punctuation.---- The paper is double-spaced and has appropriate margins all around.---- The paper is legible (handwritten papers)Additional comments:ReferencesBereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum.Cummins, J. (1996). Negotiating identities: Education for empowerment in a diverse society.California association for bilingual education.Ferris, D. (2011). Treatment of error in second language writing(2nd ed.). Ann Arbor: The University of Michigan Press.Ferris, D., & Hedgcock, J. S. (2005). Teaching ESL composition: Purpose, process, & Practice (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.Goldstein, L. M. (2005). Teacher written commentary in second language writing classrooms. Ann Arbor: The University of Michigan Press.Grabe, W. & Kaplan, R. B. (1996). Theory and practice of writing. London: Longman. Harmer, J. (2008). How to teach writing. Pearson Longman.Hirvela, A. (2004). Connecting reading & writing in second language instruction. The University of Michigan Press.Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York & London: Routledge. Paltridge, B., Harbon, L., Hirsch, D., Shen, H., Stevenson, M., Phakiti, A., & Woodrow, L. (2009).Teaching academic writing: An introduction for teachers of second language writers. Ann Arbor: The University of Michigan Press.Tompkins, G. E. (2004). Teaching writing: Balancing process and product. New Jersey: Pearson. Williams, J. (2005). Teaching writing in second and foreign language classrooms. McGraw-Hill. Online writing support1. University of Toronto's web site on writing: http://www.utoronto.ca/writing/2. Purdue Online Writing lab: /3. Norton publishing house’s writing guide:/college/english/litweb/write.htm4. The University of North Carolina's page on writing about literature :/depts/wcweb/handouts/literature.html5. The University of Illinois: /cws/wworkshop/writer_resources.htm6. The writer’s workshop: /workshop。