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Ecce Writing Handbook

Ecce Writing Handbook

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Published by: marbaleo on May 24, 2012
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ECCE Writing Handbookfor Teachers
 
We would like to thank the following faculty for contributing materials and their expertise. Anastasia Diamantopoulou, Nigel Downey, Cathy Georgopoulou, Spiros Hadjipetros, Voula Kanistra,Marianna Katsaounou, Charalambos Kollias, Yanna Makris, Michael Robbs, Alexandra Tsakogiannis,Lyn Waldie
 
Hellenic American Union© 2007
3
WHY USE THE ECCE WRITING HANDBOOK FOR TEACHERS?
 Teaching writing can be challenging or all teachers. It is a complex decision-making process involving careul selection o theappropriate prompt, devising ways to help students think about a topic, and providing a relevant language ocus. Assessingstudents’ writing and supplying useul eedback also requires inormed decisions about the level o competence necessary ormeaningul communication in writing and nally the nature o the eedback provided or the students.What do teachers need to know to help students develop eective writing skills or a specic writing task?a thorough understanding o the task itsel:

purpose and audience

ideas to help students plan a task 

understanding the components o well-organized writing

introduction and conclusion

thesis statement

topic sentences

insights on appropriate rhetorical organization

knowledge o the topic and topic-related vocabulary

cohesion in texts:

understanding the use o linking words

understanding o dierent types o sentence structure

linking o sentences

paragraph development

how to respond to students’ writing

awareness o LI intererence

inormed judgments about

what
to correct and
how
to correctFinally, teachers should be amiliar with the
scoring rubrics
o standardized tests and use modied versions o the rubrics orassessing their students’ writing to provide them with eective eedback.Acquiring all this knowledge to teach writing requires a great deal o practice on the part o the teacher to understand eatureso eective communication, and to use the appropriate classroom procedures that will help students develop the skills theyneed or any examination writing task. We thereore hope that the materials that we have developed in collaboration withexperienced teachers at the Hellenic American Union will contribute to other teachers’ awareness o the ollowing componentso the ECCE tasks: role o the ECCE writing prompts as a stimulus or writing; organization o the content or the two tasks;eedback on errors and assessment o the students’ perormance.
HOW TO USE THE TEACHER’S HANDBOOK FOR ECCE WRITING
 The handbook is intended solely or teachers although some o the ideas in the activities may be used or students. Each sectionocuses on dierent elements o the writing task. Teachers may work on specic sections rom anywhere in the book or beginwith the rst section and gradually work their way through all the sections. It is intended primarily or sel study, but can also beused by teacher trainers or methodology sessions on the teaching o writing. A key is provided or all the activities at the endo the book.At the beginning o each section there is an explanation o why teachers need to ocus on specic elements o the writing task,ollowed by a demonstration activity which raises teachers’ awareness o specic eatures o each o the elements. The teacheris then given the opportunity to practice analyzing prompts, preparing outlines or letters and essays, identiying errors romsamples o students’ writing and nally assessing the level o writing competence using teacher versions o the ECCE scoringrubrics.As we know, students need practice to improve their writing, but teachers also need practice in the skills that we expectour students to develop. These materials thereore not only help teachers with ideas or classroom practice, but also assistthem in becoming good writers themselves. Teachers with good writing skills are more likely to be eective writing teachers.Equally important however is that these teachers will be able to participate in other proessional and academic communitieswhere eective communication in writing is highly valued. This will benet teachers who wish to develop materials, present atconerences, engage in urther studies or take on administrative responsibilities.We hope you will nd this book useul and that it will be a valuable aid in planning, teaching and giving eedback on writing. Wealso hope that it will provide a ocus or you to reect on your own writing skills, helping you to become successul participantso the proessional and academic communities related to the eld o language teaching.Christine Irvine NiakarisDirector o the Center or Applied Linguistics and Language StudiesHellenic American Union

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