INTERNATIONAL Senate endorsement ref.

:
ISLAMIC Senate endorsement date:
UNIVERSITY Version no:
MALAYSIA Version effective date:

COURSE OUTLINE

1. Course Title: Teaching Writing in Secondary Schools

2. Course Code: EDC 4203

3. Credit Value: 3

4. MQF Level: 6

5. Affected Batch: Semester 1, 2017/2018 onwards

6. Centre of Studies: Kulliyyah of Education

7. Department/Unit: Language and Literacy

8. Course Synopsis:
This course discusses the nature of written communication, the relationship between
reading and writing, the concepts of writing as text and discourse, writing as a thinking
process, the principles for teaching writing, and the evaluation of writing for secondary
school students. Students will also discuss the problems that Malaysian secondary school
students have in writing in English, and how to help them to overcome these problems.

9. Course Classification within the Curriculum: Specialized

10. Prerequisite(s) (if any): None

11. Course Learning Outcomes

Bloom’s Programme
No Taxonomy Soft skills
Outcomes Outcomes
. (KI)
C A P (PO)
1 discuss the principles of teaching 2 CS2, CT2 1,7
writing
2 prepare a lesson plan for a writing 3 3 2 CT3, 1, 2, 6
class EM2
3 apply the appropriate teaching 3 3 3 CS6, CS7, 2, 4, 5, 8, 9
and assessment techniques in a CS8
lesson
4 produce instructional materials 5 5 CT4, LL1 2, 3
 that can be used in a writing class

12. LO - Instruction Method - Assessment Alignment:

Outcome Teaching-Learning Methods Assessment Methods

s
LO1 Lecture and discussion Short essay
Final Exam
LO2 Demonstration and small group discussion Lesson Plan report
Final Exam
LO3 Demonstration and small group discussion Mini-teaching
- Lesson Plan
- Actual teaching
LO4 Demonstration and Hands-on production of Production of
teaching materials Instructional materials

13. Assessment Methods Weightage:

Methods Percentage
Short essay 20
Individual Lesson Plan Report 10
Mini-teaching
- Lesson Plan 5
- Actual teaching 20
Production of Instructional materials 5
Final Exam 40
TOTAL 100

14. Student Learning Time:

1. Instruction Component Total Allocated Hours

1.1. Teacher-oriented methods
Lecture, discussion and demonstration 20

1.2. Student-oriented methods

Preparation of Lesson Plan, Mini- and Micro- 22
teaching exercises and preparation of Instructional
materials
Total Instructor Contact Hours: 42
2. Independent Learning Component Total Estimated Hours
2.1. Reading and revision
Learning hours to understand the prescribed topics 30
2.2. Estimated hours for preparation toward assessments
Short essay 5
Lesson Plan report 10
Mini-teaching 25
Production of Instructional materials 8
3. Assessment Outside Instruction Hours Total Allocated Hours
No final examination 0

TOTAL SLT 120

15. Course Contents and Related SLT:

Face to Face Self-Learning

Week Topics
Hours Hours
Main concepts in L2 Teaching of Writing
 Focus on language structures
 Focus on text function
1 3 3
 Focus on writing process
 Focus on content
 Focus on genre
Oral and written language relationships
 Physical, processing and situational
factors
2  Oral and written language distinctions 3 3
 Differences between L1 and L2 writers
 Cultural schemata and writing
 Cultural differences in written text
Approaches in Teaching Writing
 process approach and genre approach
 writing as process and writing as product
3 3 6
 controlled-, guided- and free-writing
activities
 integrated approach
The Process of Writing
 Developing paragraphs and essays
 Revising, editing and proofreading
4  Writing and analyzing arguments 3 10
 5-steps process of writing
 Strategies for getting writing ideas

The Process of Writing

 Parts of the writing process
 Gathering and organizing ideas
5 3 10
 Putting ideas to text
 Understanding topic types
 Strategies and techniques in Teaching
Writing
 Using pictures
 Using reading materials
 Using all language skills
6 3 10
 Teaching practical writing
 Chronological order
 Spatial and topical organization
 Comparing and contrasting
 Traditional narrative
Common problems in writing
7  Sentence structures 3 3
 Punctuations, mechanics and spelling
Planning a Writing Lesson
 identifying writing activities
 matching classroom environment,
8 3 10
approaches to writing and writing
activities
 time management in a lesson
Teaching Materials for Writing Class
 Roles of materials in the writing class
9 3 4
 Materials and authenticity
 Designing and modifying materials
Textbook and Materials Development,
Adaptation, Exploitation and Evaluation
 Criteria for evaluating materials
 Materials adaptation
10 3 7
 Materials production
 Issues in materials development
 Pictures
 Reading texts
Feedback to students
 Oral, audio, written feedback and
11 conferencing 3 3
 Instruments for feedback
 Correction procedures
Assessment for Writing Activities from pre-
writing to free writing
 Sentence combining, expansion,
12 reduction, copying and oral cloze 3 3
 Guided writing
 Free writing
 Evaluating student writing
 Testing Writing skills
 Testing composition writing
13 3 3
 Setting and grading of composition
 Treatment of errors
Assessment for Writing Activities
 Holistic marking scheme
14 3 3
 Analytic scoring rubric

TOTAL 42 78

16. References:

16.1. Required
Badger, R. & White, G. (2000). A Process Genre Approach to Teaching Writing, ELT
Journal, 54, 2, 153-160.
Birnie, B. F. (2015). A teacher’s guide to organizational strategies for thinking and
writing. London: Rowman & Littlefield.
Bitchener, J. & Ferris, D. (2012). Written corrective feedback in second language
acquisition and writing. New York: Taylor and Francis
Dorn, L., J. & Soffos, C. (2001). Scaffolfing young writers. Maine: Stenhouse Publishers
Heaton, J. B. (1988). Written English language tests. London: Longman
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press
Johnson, A. P. (2008). Teaching reading and writing. Maryland: Rowman & Littlefield
Kucer, S. B. (2014). Dimensions of literacy. New York: Routledge
Madsen, H. S. (1983). Techniques in testing. London: Oxford University Press
Miekley, J. (2005). ESL Textbook Evaluation Checklist. The Reading Matrix, 5,2.
Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge,
Taylor & Francis
Raimes, A. (1983). Techniques in teaching writing. London: Oxford University Press
Raimes, A. & Jerskey, M. (2011). Keys for writers. Boston: Wadsworth
Tamo, D. (2009). The use of authentic materials in classrooms. LCPJ, 2, 1, 74-78.
Tangpermpooni, T. (2008). Integrated Approaches to Improve Students Writing Skills
for English Major Students, ABAC Journal, 28, 2, 1-9.
Tomlinson (2012). Materials development for language learning and teaching.
Language. Teaching. 45.2, 143–179

16.2. Recommended
Kroll, B. (1997). Second language writing: Research insights for the
classroom. Cambridge: Cambridge University Press.
Raimes, A. (2000). Techniques in teaching writing. London: Oxford University Press

Prepared by: Checked by: Approved by:

Signature:
Name: Assoc. Prof. Dr. Signature:
Zainurin Abdul Rahman Name: Dr Mohaida Mohin
Head, Department of Signature:
Department/Unit: Department Language and Literacy Name: Prof. Dr. Hairuddin
of Language and Literacy, KoED KoED Mohd Ali

Date: 15th March 2017 Date: 15th. March 2017 Dean/Director, Dean, KoED

Date: 15th March 2017

 ANNEX

I. Course Instructor Details

Semester: 1 Academic Year: 2017/2018

No. Name Email Department

1 Zainurin Abdul Rahman zainurin@iium.edu.my Department of Language and
Literacy

II. Programme Learning Outcomes

By the end of the programme, students are expected to be able to:

No Outcomes Outcome Domain

.
1 Demonstrate familiarity with established knowledge in
the field of Teaching English as a Second Language and Knowledge
awareness of current development therein.
2 Use relevant skills learnt in Teaching English as a Second
Practical Skills
Language for professional and personal development.
3 Cooperate with others and apply knowledge in a socially
Social skills and
responsible manner for the progress of the nation and the
Responsibilities
ummah.
4 Demonstrate commitment to ethics, autonomy and Value, Attitudes
professionalism in the workplace and everyday life. and Professionalism
5 Communication,
Communicate with people from a diverse range of
Leadership and
backgrounds with empathy, showing leadership qualities.
Team Skills
6 Analyse issues and demonstrate skilfulness in planning, Problem Solving
executing and evaluating strategies and action plans. and Scientific Skills
7 Information
Use the necessary learning skills in information
Management and
management and apply effective strategies for lifelong
Lifelong Learning
self-improvement.
Skills
8 Managerial and
Apply basic managerial and entrepreneurial skills in
Entrepreneurial
relevant fields.
Skills
Use and integrate Islamic principles to analyse and Islamization
9 evaluate ideas and theories in the field of Teaching
English as a Second Language.