GRADE 10 – TERM 1

WRITING SYLLABUS FOR MAINSTREAM PROGRAM

TESTING AND ASSESSMENT PLAN
1. OVERALL PLAN:

TERM 1 ASSESSMENT TASKS GRADE ALLOTMENT DUE

Writing Presentation x1 Week 2,4,6,10,12
Grammar- Vocab Test
x2 Week 8
(40%)
WRITING
Writing Test (30%) x2 Week 9
Project: Writing Portfolio
x2 Week 15
(30%)

2. DETAILED PLAN:
2.1. WRITING PRESENTATION:

 INTRODUCTION:
 Duration: 5 weeks (Week 2,4,6,10,12)
 Format: Writing Presentation
 Grade Allotment: x1

 PROCEDURE:
Step 1: Grouping: Students will work in 5 groups of 5-6 and be assigned a topic of
presentation at the beginning of the semester.
Step 2: Presentation:
 There are 5 topics (Unit 1, Unit 2, Unit 3, Unit 4, Unit 5) to present.
In week 2, 4, 6, 10, 12 students will deliver the presentation in group. In each
presentation, students should analyze the essay samples in the textbook, present the
essay organization, introduce the language bank and demonstrate other important notes
when writing that specific type of essay. Furthermore, the presentation group is
supposed to help the class solve all the exercises in the textbook. After the presentation,
teacher recapitulates the target knowledge.
 DETAILED TIMELINE:

Time Presentation topic

Week 2 U1: Writing a Comparative Essay

Week 4 U2. Writing a Summary

Week 6 U3. Writing a Problem- Solution Essay

Week U4. Writing a Process Essay

10

1
 Week U5. Writing a Cause – Effect Essay
12

 MARKING SCHEME:

Maximum
Criteria Description
Point

The presentation is well-structured with good summary of

knowledge presented in the book, a comprehensive
Content 5
analysis of essay samples, and brief but useful guidelines
in writing academic essays.

The students can demonstrate their confidence in the

Language,
3 presentation with appropriate use of language and
gestures
gestures

Creativity, Effective teamwork is exhibited between group members

2
Teamwork and creative forms of presentation are encouraged.

Total 10

2.2. GRAMMAR-VOCABULARY TEST (40% OF WRITING HS2):

 INTRODUCTION:
 Duration: 1 week
 Due date: Week 8
 Format: a 45-minute Vocabulary- Grammar
 Grade Allotment: 40% of Writing Final

 PROCEDURE:
In week 8, T gives Ss a 45-minute Vocabulary- Grammar test (50 questions). The
test is mainly built on Practice Test 1,2,3 (MCQ + fill in blanks + sentence
rewriting)

Class (Offline) Test - writer

ENG 2.1- 4.2 Ms. Trang Le

ENG 5.1-7.2 Ms. Mai Bui

2.3. WRITING TEST (30% OF WRITING HS2):

 INTRODUCTION:
 Duration: 1 week
 Due date: Week 9
 Format: an in-class writing test
 Grade Allotment: 30% of Writing Final

 PROCEDURE:

2
 In week 9, students asked to perform an individual writing task in class. In period 1,
teacher announces the topic and give students time to make an outline and think of
potential word items in groups/ pairs. In period 2, students are given 45 minutes to
conduct the writing task individually. Their papers are collected and marked by teacher.
2.4. WRITING PORTFOLIO (30% OF WRITING HS2):
 INTRODUCTION: Writing Portfolio is a collection of a student’s writing products,
demonstrating their progress in writing competency as well as language over the
whole semester. Students will be assessed individually. There are 05 entries
(Comparative Essay; Summary; Problem-Solution Essay; Process Essay; Cause-
Effect Essay) in each student's Portfolio.
 Duration: 15 weeks
 Due date: Week 15
 Format: Portfolio
 Grade Allotment: 30% of Writing Final

 PROCEDURE:
Step 1: Group outline and vocabulary collection: After receiving guidance from the
teacher and the presentation group on how to write a specific kind of essay, students
are assigned a topic corresponding to the essay’s type. At home, students work in
groups to shape an outline and collect word items for the given topic and hand in their
work in week 3,5,7,11,13
Step 2: Receiving feedbacks from teacher: After group outline and vocabulary collection,
teacher gives feedback instantly in week 3,5,7,11,13. The groups need to adapt their
outlines and vocabulary collection accordance to teacher’s suggestions.
Step 3: Writing challenge: In week 13 (after finishing all writing presentations), teacher
announces a writing challenge in which she chooses a topic from step 1 and requires
students to complete entry drafts individually. In week 14, teacher asks students to
peer-check their drafts and write Revised Version.
Step 4 : Portfolio submission: In week 15, students will submit their Writing portfolio. A
decent Portfolio should include:
- Group presentation content
- A collection of adapted outlines and vocabulary collection for all writing entry topics
- Writing challenge draft
- Writing challenge revised version
- A short self-reflection (200-300 words) on what the student has learnt from the
course, what opportunities he/she has embrace to make progress in Writing skill,
what suggestions he/she may make to enhance the quality of the course.

 DETAILED TIMELINE:

Time Entry #

Week 3 Entry 1: Compare- contrast Essay: Group outline and vocabulary collection

Week 5 Entry 2: Writing a Summary: Group outline and vocabulary collection

Week 7 Entry 3: Problem- solution Essay: Group outline and vocabulary collection

3
 Week Entry 4: Process Essay: Group outline and vocabulary collection
11

Week Entry 5: Cause – Effect Essay: Group outline and vocabulary collection
13

Week Writing challenge Draft

13

Week Writing challenge Revised Version

14

Week Writing Portfolio Submission

15

 MARKING SCHEME:
The whole portfolio is assessed based on the following criteria:

Component Criterion Point

Presentation Group Include the presentation outline and 1 point

Content slides
Revise the content if teacher gives
feedback

Group outlines and Include all groups’ outlines and 3 points

vocabulary collection vocabulary collection (Original version
and Revised Version)

Writing Challenge Include your First Draft and Revised 5 points

Version

Refection Include your self-reflection 0 point

Design Eye-catching design and 1 point

comprehensible layout

Total 10 points

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 IV. APPENDIX
This Writing rubric is applied to mark students’ Writing test (Week 9) and Writing
Challenge (Week 15)
BAND TASK FULFILLMENT
10 - covers all the requirements
of the task sufficiently and
effectively
- presents a fully-developed
response with relevant,
extended and well-
supported ideas
9 - covers all the requirements
of the task sufficiently
- presents a clear position
throughout the response
- presents a well-developed
response with relevant,
extended and well-
supported ideas
8 - covers all the requirements
of the task t ideas coherently
- presents a generally clear h -
position throughout e words and cohesive
response
- develop main ideas with
most of the details relevant
7 - covers all the requirements
of the task
- presents a generally clear
position but in some parts
the conclusions may be
repeated or unclear
- presents relevant main
ideas but one or two ideas
may be not fully
developed or unclear
6 - covers almost all the
requirements of the task
- presents a generally clear
position but in some parts
the conclusions may be
repeated or unclear
- presents relevant main
ideas but some may be
not fully developed or
unclear
5 - partially covers the
requirements of the task
- presents a position but it is
not always clear
throughout the response;
there may be no
conclusions
- presents some main ideas
but they are not fully
developed and there may
be some irrelevant details
ORGANIZATION VOCABULARY GRAMMAR
- organizes information and - uses a wide range of - uses a wide range of
ideas logically vocabulary including structures precisely
- uses a variety as well as a less common lexis and flexibly
range of cohesive precisely and flexibly - errors are very rare with
devices and - shows full control of just one or two minor
organizational patterns style and collocation but slips
flexibly there may be occasional
- uses paragraphing inappropriacies
- errors are very rare with
sufficiently and just one or two minor
appropriately slips
- organizes information and - uses a wide range of - uses a wide range of
ideas coherently vocabulary including simple and complex
- uses a variety as well as a less common lexis
precisely structures precisely
range of cohesive - the vast majority of the
- shows good control of
devices and style and collocation sentences are error free
organizational patterns but there may be some - errors, if present, are
effectively inaccuracies
non-systematic and
- uses paragraphing - errors, if present, are non- impeding
sufficiently and non- systematic and
appropriately non-impeding
- organizes information and - uses a good range of - uses a variety of simple
vocabulary including and complex structures
uses a range of linking some less common
lexis appropriately with good control
- the majority of the
devices appropriately - shows some control of sentences are error free
though there may be style and collocation - errors, if present, are
- errors, if present, are
some under/over use non- systematic and non-systematic and
- uses paragraphing quite non-impeding non- impeding
well
- organizes information and - uses a sufficient range of - uses both simple and
ideas coherently vocabulary complex structures in a
- uses a variety of linking - attempts less common relatively effective way
words and a number of lexis with occasional - errors occur but they
cohesive devices inappropriacies rarely lead to
accurately within and - errors do not impede misunderstanding
across sentences but communication
there may be occasional
appropriacies
- manages paragraphing
well
- organizes information and - uses a sufficient range of - uses both simple and
ideas generally vocabulary complex structures
t
coherently - attempts less common - errors occur but they
o
- uses linking words and a lexis but most are faulty rarely lead
limited number of - errors do not impede misunderstanding
cohesive devices within communication
and across sentences
accurately but there are
some inappropriacies
- manages paragraphing
relatively well
- organizes information and - uses an adequate range - shows good control of
ideas fairly coherently of vocabulary but tends simple structures
- uses linking words and to overuse certain lexical - attempts complex
some familiar cohesive items structures but most are
devices within and across - errors occur and may faulty
sentences accurately impede - errors occur but normally
though there may be comprehension at times they do not impede
inaccuracies comprehension
- may not write in
paragraphs or
paragraphing
is not adequate
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