ASSIGNMENT

_________________________________________________________________________
HBET2403
TEACHING OF WRITING IN ESL
SEPTEMBER 2023 SEMESTER

SPECIFIC INSTRUCTIONS

1. Answer in English only

2. Number of words: 2500 – 3000 words excluding references

3. Submit your assignment ONCE only in a SINGLE file

4. Submit your assignment ONLINE

5. Submission date: 13 NOVEMBR 2023.

6. This assignment accounts for 60% of the total marks for the course

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 ASSIGNMENT QUESTION

Note: This assignment consists of TWO parts.

PURPOSE
The purpose of this assignment is to expose students to key areas in the teaching of
writing in ESL.

PART I

TASK 1: Essay (20%)

Beginner writers need much guidance to support them in their learning of writing. This
can be done by the teacher through numerous types of scaffolding techniques. Among the
techniques that can be used are:

i. Modeled Writing
ii. Shared Writing
iii. Interactive Writing
iv. Guided Writing

A. Based on the above description, write a 1500-word essay to critically discuss the
following questions:

1. Why do novice writers, especially ESL writers, need so much help in writing?
2. How can Malaysian teachers increase the motivation of novice writers in ESL
classes?

B. Justify your answers with specific examples from the Malaysian context.
C. Your essay should include:

I. Critical and comprehensive discussions of both questions

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 II. Personal opinions/views and examples with reference to the Malaysian context
supported by relevant citations from AT LEAST TWO (2) pieces of evidence from
current (2018 – 2023) and related literature.
III. Use the latest APA format (7th Edition) for in-text citations and the reference list.

(30 marks)
TASK 2: Report (20%)
This task is an extension of Task 1.

A. Interview THREE (3) of your family members about English writing skills (if it is not
possible to interview family members, try your friends). Compile and summarise the
responses in your report [Refer to (ii) for more details]

B. Ask them the following questions in your interview sessions:

i) What do you think of English writing: Do you like it?

ii) How many times a week do you write in English: for private, social, or
school/ work purposes?

iii) Do you feel that you have a good command of English writing?

iv) To what extent do you think the English classes in Malaysia have helped
your English writing skills?

C. The report should be comprised of the following:

a) Compilation of data from the interview responses in a table
b) Summary of the responses
c) Personal discussion of the findings with a brief reference to the discussion essay in
Task 1.
(20 marks)

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 PART II: Online Class Participation (10%)

Discuss the following topics in the forum and submit proof of your participation in the
online discussions:

1. Do you believe that incorporating Malaysian traditional storytelling techniques

into writing instruction can enhance students' creativity and facilitate the
connection to their cultural heritage? Why or why not?

2. From your perspective, should writing assessments for ESL students in Malaysia
prioritize language accuracy, or should they equally value the coherence and
depth of ideas presented in the text? Why?

(10 marks)

[Total: 60 marks]

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 ASSIGNMENT RUBRICS
HBET2403 TEACHING OF WRITING IN ESL / SEPTEMBER 2023

Part I Task 1: Discussion Essay (30%)

Unsatisfactory
Excellent Good Fair Poor Or
*QN/ Max
CLO Criteria No response
*NS Weight Marks
4 3 2 1 0
Introduction The introduction
very clearly states
the thesis
The introduction The introduction There is no clear The introduction
statement and
clearly states the states the thesis introduction to the presents no
previews the
thesis statement and statement but does main topic or purpose.
1.0 structure of the
TASK1 3 previews the not adequately structure of the 4
paper.
structure of the preview the paper.
paper. structure of the
paper.

3 Fully addresses all Adequately Generally, writes Some attempt to A weak attempt at 10
aspects of the addresses the writing about the questions address the writing addressing the
writing questions. questions. but with a few questions, or written question.
Content: 2.5
digressions in parts discussion only
Ideas are very Some ideas may not of the writing. covers one question.
comprehensive, be arranged logically
Discussion on coherent and and coherently. Development of Organisation of
1 Why do novice organised logically. ideas is adequate. ideas lacks clarity
writers, especially The explanations are and may lead to
ESL writers, need The explanations are supported by clear The explanations are confusion.
so much help in supported by and appropriate somewhat
writing? authentic, clear and examples in the supported by a few Lack of examples in
2. What are the appropriate Malaysian context. examples in the the Malaysian
ways Malaysian examples in the Malaysian context. context.
teachers can Malaysian context. A good attempt to
increase the discuss points A moderate attempt
motivation of An excellent attempt throughout the to discuss points.
novice ESL writers? to discuss points all paragraphs.

1
 throughout the
paragraphs.

Conclusion Conclusion skillfully The conclusion is The conclusion is The conclusion The conclusion is
presents a neutral recognizable and recognizable but shows bias either to out of topic /
3 1.0 approach of pros neutral in does not sound pros or cons. unrecognisable. 4
and cons and gives summarizing the neutral at some
closure to the essay. pros and cons. points.

3 The sentence style Sentences are Sentence structures Contains several Contains many 6
fits the paper’s generally clear, well- are generally awkward or awkward
purpose. Sentences structured, and correct, but ungrammatical sentences. Displays
Language/ 1.5
are varied, yet focused, though sentences may be sentences. a general inability
Sentence Skills
clearly structured some may be wordy or repetitive. Sentence structure to write
and carefully awkward or is simple or grammatical/mean
focused. ineffective. Frequent errors in monotonous. ingful sentences.
grammar, lexical
Language is Language is choice and Very frequent Errors in grammar,
excellent with satisfactory with punctuation, may errors in grammar, lexical choice and
hardly any errors in some errors in impede lexical choice and punctuation are
grammar, lexical grammar, lexical understanding and punctuation that too frequent and
choice and choice and clarity. seriously impair severe, making it
punctuation. punctuation, which understanding and highly difficult to
do not seriously clarity. understand the
impede message.
understanding and
clarity.

2
 A reference of more A reference of 2 A reference to 2 A reference of No articles are
than 2 relevant relevant articles. articles, but not fewer than 2 used as references.
articles. necessarily relevant. articles, but not
References
Most of the necessarily References are not
All the references references are References are relevant. incorporated or
are effectively used, effectively used, sometimes not incorporated
correctly cited and correctly cited and effectively used, References are inappropriately.
3 1.5 6
correctly listed in correctly listed in and/or correctly inappropriately/unc
the reference list the reference list cited and/or learly incorporated.
according to APA according to APA correctly listed in
style. style. the reference list
according to APA
style.

Part I Task 2: Report (20%)

Compilation of the
data from the
interview
Excellent use of the Good use of the Good use of the Unorganised No graphical form.
responses in any
right graphical form right graphical form graphical form to presentation of
graphical form(s)
to present data. to present data. present data but data. Wrong
may not be the right understanding of
All 4 interview All 4 interview one. task requirement
TASK 2 2 1.25 responses are responses are 5
represented very represented clearly. All 4 interview Missing any of the 4
clearly. responses are interview responses
moderately data.
represented

2 Summary of the 1.5 Summary is very Some ideas in the Development of Some attempt to No summary was 6
3
 responses comprehensive, summary may not be ideas is adequate to present a summary provided.
coherent and arranged logically summarise the but unorganized for
organised logically. and coherently. responses the most part.

Personal The explanations are The explanations are The explanations are Organisation of A weak attempt at
discussion of the supported by supported by clear somewhat ideas lacks clarity addressing the
findings with a authentic, clear and and appropriate supported by few and may lead to written
brief reference to appropriate examples in the examples in the confusion. assignment.
the discussion in examples in the Malaysian context. Malaysian context.
Task 1 Malaysian context. A weak attempt to
2 1.5 6
A good attempt to A moderate attempt show reference to
An excellent discuss points in to discuss points in the discussion in
attempt to discuss reference to the reference to the Task 1.
points in reference discussion in Task 1 discussion in Task 1.
to the discussion in
Task 1
2 Language/ 0.75 Sentence style fits Sentences are Sentence structures Contains several Contains many 3
Sentence Skills the paper’s generally clear, well- are generally awkward or awkward
purpose. Sentences structured, and correct, but ungrammatical sentences. Displays
are varied, yet focused, though sentences may be sentences. general inability to
clearly structured some may be wordy or repetitive. Sentence structure write
and carefully awkward or is simple or grammatical/mean
focused. ineffective. Frequent errors in monotonous. ingful sentences.
grammar, lexical
Language is Language is choice and Very frequent Errors in grammar,
excellent with satisfactory with punctuation, which errors in grammar, lexical choice and
hardly any errors in some errors in may impede lexical choice and punctuation are
grammar, lexical grammar, lexical understanding and punctuation that too frequent and
choice and choice and clarity. seriously impair severe, making it
punctuation. punctuation, which understanding and highly difficult to
do not seriously clarity. understand the
impede message.
understanding and
clarity.

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 Total 5 20

PART II: ONLINE CLASS PARTICIPATION (10%)

Max
Excellent Good Fair Poor Unsatisfactory
QN CLO Criteria Weightage marks
4 3 2 1 0
All five comments Four of the Two or three of the One post is Postings are done
are good, comments are comments are submitted. OR All past the
appropriate, good, appropriate, somewhat good, posts are done in assignment
relevant, relevant, appropriate, one day. timeline.
meaningful, and meaningful, and meaningful and OR None of the OR No postings
respectful. respectful. respectful. comments is good given as proof of
Quality of
Postings reflect Postings reflect Postings show and relevant. participation in
1, 2 2 Postings 2.5 10
active participation participation within relatively short OR Comments are discussion
within the the assignment participation time. short responses that
assignment timeline. are not substantial
timeline. or meaningful.
Minimum effort
(e.g. “I agree with
Tina”)

Total Marks 2.5 10