V E R O N I K A K O Z L O V A

W R I T T E N C O M P R E H E N S I O N A N D

E X P R E S S I O N

P O R T F O L I O

S P A N I S H A N D E N G L I S H A S

S E C O N D / F O R E I G N L A N G U A G E S

2 0 2 2 - 2 0 2 3
TABLE OF
CONTENTS

01
Purpose

02
SMART goals

03
My expectations

04
My reflections

05
YES/NO checklist
10
Conclusion

12
Resource list

14
Refernces

17
Important links

18
Appendix
THE
PURPOUSE
The purpose of this portfolio
The portfolio represents a collection of information and
reflexion about the learning process for the subject of
written comprehension and expression in English, as well
as relevant informational materials from external sources
(from classmates), intended for subsequent analysis
(comprehensive quantitative and qualitative evaluation)
for the purpose of further correction of the learning
process.

WHAT IS IT WRITTEN FOR?

SMART
GOALS
 SMART

GOALS

SPECIFIC DEVELOP A REPERTOIRE OF EFFECTIVE

S
STRATEGIES TO TEACH WRITTEN
COMPREHENSION SKILLS IN ENGLISH
WHAT DO I WANT TO TO STUDENTS OF DIFFERENT AGES
ACCOMPLISH? AND LEVELS.

MEASURABLE

M
DESIGN AND IMPLEMENT AT LEAST
THREE WRITING ASSIGNMENTS THAT
HOW WILL I KNOW WHEN TARGET SPECIFIC WRITTEN
IT IS ACCOMPLISHED? COMPREHENSION SKILLS IN ENGLISH.

ACHIEVABLE

A
ATTEND ALL CLASSES AND ACTIVELY
PARTICIPATE IN DISCUSSIONS AND
HOW CAN THE GOAL BE
ACTIVITIES.
ACCOMPLISHED?

RELEVANT

R
DEVELOP EFFECTIVE TEACHING
STRATEGIES THAT CAN BE APPLIED IN
DOES THIS SEEM A VARIETY OF EDUCATIONAL SETTINGS.
WORTHWHILE?

TIME BOUND

T
ACHIEVE ALL COURSE GOALS AND
OBJECTIVES BY THE END OF THE
WHEN CAN I ACCOMPLISH
SEMESTER
THIS GOAL?

VERONIKA KOZLOVA PORTFOLIO

 MY
EXPECTATIONS
 MY

EXPECTATIONS
CLEAR COURSE OBJECTIVES

01 AS A STUDENT, I EXPECT THE COURSE

OBJECTIVES TO BE CLEARLY DEFINED AND
COMMUNICATED BY THE PROFESSORS AT THE
BEGINNING OF THE COURSE.

ENGAGING AND VARIED COURSE

MATERIALS
02 I EXPECT THE COURSE MATERIALS TO BE
DIVERSE AND ENGAGING, INCLUDING A
VARIETY OF TEXTS, SUCH AS LITERARY
WORKS, ACADEMIC ARTICLES, AND REAL-
WORLD EXAMPLES.

EFFECTIVE FEEDBACK

03 I EXPECT THE PROFESSORS TO PROVIDE

TIMELY AND CONSTRUCTIVE FEEDBACK ON
MY WRITTEN ASSIGNMENTS, HIGHLIGHTING
AREAS OF STRENGTH AND PROVIDING
GUIDANCE ON AREAS FOR IMPROVEMENT.

COLLABORATION AND
DISCUSSION
04 I EXPECT THE COURSE TO PROVIDE
OPPORTUNITIES FOR COLLABORATION AND
DISCUSSION WITH MY PEERS, SUCH AS
GROUP PROJECTS OR CLASS DISCUSSIONS.

APPROPRIATE WORKLOAD
I EXPECT THE COURSE WORKLOAD TO BE
05 REASONABLE AND MANAGEABLE, ALLOWING
ME TO BALANCE MY ACADEMIC
COMMITMENTS WITH OTHER
RESPONSIBILITIES.

VERONIKA KOZLOVA PORTFOLIO

 MY
REFLECTIONS
 24.01.2023 - 25.01.2023

Let's start here!

I decided to combine the first two classes because they
both had an introductory nature. Amanda and Lorraine
clearly and concisely explained the goals of this
course, what assignments we need to complete and by
what deadline, and gave us sheets with a precise
schedule of topics and presentation days. In terms of
course organisation, I liked everything because all the
information was given in detail, clearly and concisely.

SALLY ROONEY "BEAUTIFUL WORLD WHERE ARE YOU"

Reading activity with Amanda SEE IN THE APPENDIX

I also want to note that Amanda gave us an interesting

assignment related to reading. In advance, she asked us to
bring a printed text (there was no instruction on what style
it should be, which gave us a wide range of choices), which
we worked with in class. She asked us to team up with the
person sitting next to us to exchange texts and think about
the question: how can we use this text to learn English? At
what levels: linguistic, cultural, ethical? On what topics? As
a result, we found out that even a small fragment can be
integrated into learning and engage students in language
study.
VERONIKA KOZLOVA PORTFOLIO
 31.01.2023

In that class, we delved into the topic of reading, with a particular focus on decoding.
To gain an overview, we created a table of the most repeated words in our answers, using
a special application called PADDLE (which I was not familiar with before. Overall, the
application seemed very interesting and modern to me, and I noted it for future use in
class). We also discussed the passive nature of the reader's role and the various text types
that can make a text difficult to understand. In this regard, we examined bottom-up and
top-down processes.
We considered Nutall's (2005) perspective on the importance of reading in the EFL
classroom, particularly to enable students to enjoy or feel comfortable with reading in the
foreign language. We also looked at various procedures that promote learning, including
scaffolding, encouraging, promoting, probing, modelling, and oral classroom interaction.
Moreover, we examined the differences between intensive and extensive reading, and
watched a video on phonics for very young learners of EFL by Tracey Chapelton.
We also discussed several difficulties that arise while teaching reading, such as
establishing the plain sense of texts, teaching text attack skills, the problem of credibility,
and the need to integrate different skills to make sense of different text features. In
addition, we reflected on some small pieces of advice on how to teach reading, how to
deal with the problems, and how to escape some issues while teaching reading.

We found the online Oxford collocation

dictionary to be very useful in automating the
understanding of students. Moreover, we
discussed word attack skills. We also examined
how to free students from the dictionary, as it is
not enough exposure for natural assimilation in
the EFL/ESL classroom. To achieve this, we
suggested implementing an extensive reading
program, as recommended by Nuttall (2005). We

SUPER! also talked about contextual clues and possible

meanings, which can be given by providing
students with sentences or dialogues containing
the new words. I really enjoyed the final part of
the lesson, as I believe that the video was very
informative, and I learned a lot and took many
notes for myself. The only thing I wanted was
more time for discussion.

VERONIKA KOZLOVA PORTFOLIO

 01.02.2023
SEE IN THE APPENDIX

We started with the brief summary of

1. Ruth Breeze's text. It was unpleasant that a
lot of the people ignored Lorraine's
assignment and came unprepared to the
class. Because of this, the first part of the
class seemed like a failure to me.
During the class, we discussed the key
2. elements that make up a good text. We
agreed that communication is more
important than the content itself, and a
good text should contain original and well-
structured thoughts that are easy to
understand. We also touched on the
importance of a good title and ending,
storytelling techniques, interaction with the
reader, originality, and linguistic accuracy.
One interesting activity that we did was
3. an essay writing exercise that involved using
pictures and adjectives. I found this activity
to be quite unique and engaging, and I'm
definitely going to try it out in my future
classes.
Furthermore, we worked on creating our own
rubric for assessing writing activities, which I
found to be a helpful tool for evaluating
students' writing skills. Our homework for the class was
to write an essay, and I was looking forward to applying the
next
writing techniques and rubric that we learned in class.

VERONIKA KOZLOVA PORTFOLIO

 07.02.2023

A close
look at
READING
ACTIVITIES
In this class, we delved into the
topic of how to adapt academic
texts for our students and how to
approach difficult texts by using
text attack skills. One of the skills
we discussed was breaking down
longer sentences into shorter
sense units and simplifying or
rewriting them. We also touched
upon the importance of text
organisation. During the class, we
were introduced to the concept of
webquests. We did have a
discussion about reading activities
that we were familiar with and we
also explored the types of
questions according to Nuttal
(2005). Overall, the class focused
on reading activities and
strategies to help students
understand and engage with
difficult academic texts.

LET'S DO IT!

VERONIKA KOZLOVA PORTFOLIO

 08.02.2023

writing as a skill
In this class, we delved into the topic of writing as a skill and began
with a discussion on the differences between spoken discourse and
written discourse. We talked about the various features that
distinguish the two, including permanence, explicitness, density,
detachment, organisation, slowness of production, speed of
reception, standard language, and being a learnt skill. We then
explored the question of why we teach writing, and whether it is to
pass an exam or to produce a text.

writing as ...
SEE IN THE APPENDIX
We also considered the idea of
writing as a means or an end,
and discussed the differences
between the two. Writing as a
means is focused on assessing
how well something has been
learned, whereas writing as an
end emphasises the content
and organisation of the written
work. Finally, we looked at the
concept of writing as both a
means and an end, which
involves purposeful and original
writing while also learning or
practising other skills.
headway
We also discussed the option
of checking students' written
assignments using an exercise
from the Headway English
textbook as an example. I
believe that this method of
assessment and checking work
is very convenient and
detailed, as it visually shows
the student all types of errors
that they have made, and
specifically where they made
them.

We worked on essays in class that we were supposed to

write at home.

VERONIKA KOZLOVA PORTFOLIO

 08.02.2023

I think it would be more effective to discuss the

essays together orally.
The teacher would read each one, the class would discuss the
structure, organisation, relevance to the topic, title, problem solving,
style, and so on. The teacher would also give their constructive
feedback on it.

ESSAY NOTES
The author of the essay would take
note of the comments and suggestions,
their strengths, and reflect on them and
write, "Yes, I agree here because..." or "I
disagree here because it's my author's
style." They would only submit their work
with these notes, without making any
corrections. The teacher would then be
able to check it more thoroughly for
other errors. It would be a kind of
workshop.

It's easier to express your opinion in a group than one-on-one. I

wouldn't say I received very constructive criticism on my essay. The
classmate just liked it. Yes, he pointed out some places and so on, but
overall I saw that he didn't want to offend me or anything like that. It's
an assignment, so I think you should be able to freely express your
opinion.

VERONIKA KOZLOVA PORTFOLIO

 14.02.2023

In the class, we focused

on discussing the role of
tools in teaching and
learning written skills.
We explored the topic of
artificial intelligence and Iana and i delved deeper into the features of the
got to know various AI-
REPLIKA app, which resembles a game like Sims, and
powered applications like
how it helps improve chatting skills and vocabulary,
Chat GPT, Kuki, Andy,
especially for slang words. The app is interactive,
Bearly, and REPLIKA.
interesting, and up-to-date, and allows users to talk on any
topic they like, even some complicated ones like with the
help of a psychologist. However, one drawback is that the
cool features of the app are not free and require payment,
such as video calls. Additionally, we noted that the app
seems artificial and does not provide corrective feedback
on grammar mistakes. Nevertheless, we learned about
other useful tools like Grammarly and Wordtune (this app I
introduced to everyone because nobody knew about it),
which we can use to improve our writing skills. Finally, we
discussed the potential of these tools for enhancing
language learning and the age groups and levels for which
they may be appropriate.

Generally, I found this lesson to be enlightening

and modern because I had no idea there were such
sites with artificial intelligence and could not even
imagine that they could be used as educational tools.

VERONIKA KOZLOVA PORTFOLIO

 15.02.2023

maste r t h e s i s w o r k s h o p
During the class, we also learned about
what makes a good research question, which
should be specific and focused on the research
topic. We discussed the key points of a master
thesis, including the proposal (introduction,
literature review, methodology, expected
results), research questions, and significance of
the study. This workshop helped me a lot,
because it served as an impetus to start writing
my diploma. In this lesson, I identified the topic
of my research, as well as write sample research
objects. I think the class was very productive.

SEE IN THE APPENDIX

The Role and the Functions of the

Textbook in the EFL Classroom
In the classroom, we explored the role and functions of textbooks
and discussed the advantages and setbacks they can offer. When
selecting a textbook, we considered various elements such as goals,
syllabus, theoretical framework, methodology, language content,
organisation, teacher and learner appeal, ancillaries, and price. We
were then tasked with evaluating a textbook or digital resource using
our own criteria and presenting it to our classmates.

VERONIKA KOZLOVA PORTFOLIO

 21.02.2023

What is the genre?

In class, we discussed the concept of genre and its various forms, as

explained by John Swales in his lecture on "Genre and English for
Academic Purposes." We learned that genres are not just forms, but
they also structure our lives and thoughts by influencing how things get
done. We looked at different types of academic genres, such as
literature, film, food, and pop music, and how they vary in complexity
and frequency.
We also analysed various Cambridge exams, ranging from B1 to
English for Specific Purposes, and identified patterns and recurring
tasks, as well as time management issues in reading and writing tasks.
We found that the exercises were designed to both help and confuse
students. Overall, our discussion on genre and our analysis of various
academic genres and exams gave us a deeper understanding of how
genres function and the importance of being able to identify and use
them effectively.
VERONIKA KOZLOVA PORTFOLIO
 22.02.2023

ACADEMIC
writing
We were given many
synonyms for writing a final
paper. We had a master thesis
workshop that was very helpful.
We worked on the abstract, and
the presentation and theory
with practice that Lorraine
provided were especially
essential. I didn't have anything
ready for my diploma, so this
workshop helped me focus on
the topic and keywords, as well
as start working on the diploma
(abstract). We also discussed lesson
plans and how to work on them.
We were inspired by other works.
We looked at presentations from
different textbooks that could be
used in the classroom. I
especially liked Keynote because
it's based on TED TALKS, and I'll
use it in the future in class
because I used to have to find
video assignments on my own.

VERONIKA KOZLOVA PORTFOLIO

 28.02.2023

Continue the topic of academic writing...

We learned about the different types of theses and their focuses. One of
the most effective exercises we did was on the SUNY Empire (State
College) website, where we evaluated research questions' breadth or
narrowness. This exercise was a great tool to help us think critically about
the research questions we would be asking.

One of the most valuable lessons we

learned in the class was how to compare our
results with the works in the literature review.
This skill is essential to ensure that our
research is contributing new knowledge to
the field. We also discussed providing
suggestions for future research on the topic,
which was helpful in thinking beyond the
current thesis project.

We also spent time discussing the introduction section of the thesis and
its components, including what should be reflected in it. The class
provided illustrative examples of typical mistakes students make when
writing the introduction. We then moved on to other sections of the thesis,
such as materials and methods, results, conclusions, and discussion. The
class provided guidance on how to write each section effectively,
including what mistakes to avoid and how to present the information.
Finally, we focused on academic vocabulary, which was particularly
useful for me, as I had previously written my diploma in Russian. The class
helped me become more familiar with the vocabulary required for writing
a thesis in English. Overall, the class provided me with valuable insights
and skills that will help me write an effective master's thesis.

VERONIKA KOZLOVA PORTFOLIO

 01.03.2023

Objectives: Develop multimodal-interactional

competence, enhance classroom engagement, and
plan episodes of engagement.
During the workshop
led by Teresa Morell, we
explored the concepts
of multimodality and
interaction in the
classroom. Through
group discussions and
debates, we learned
how to effectively
communicate both
"what" and "how" in our
teaching. Teresa
provided us with a
handout that helped us
practice and review the
theoretical material,
which I found helpful.

One aspect of the workshop that stood out to me was Teresa's

ability to engage every student in the educational process. She guided
us from the general to the specific, ultimately showing us how to
achieve multimodality and interaction in the classroom. For example,
she used various techniques such as group work and pair work to
ensure that everyone was involved in the learning process. Overall, the
workshop was instructive and provided me with valuable insights into
effective teaching practices.

VERONIKA KOZLOVA PORTFOLIO

 07.03.2023

Plagiarism

In our class, we analysed the tasks to

1. prevent plagiarism and how to complete a

final paper without it. We also explored
Turnitin, which is an excellent tool to help
detect and prevent plagiarism. We learned
about the APA style and discussed which
websites to use when citing sources.

One of the most interesting tasks we did

2. was learning how to recognize plagiarism
using a website. It was eye-opening to
discover that some text could be considered
plagiarism in specific situations. We also
discussed what plagiarism means at Indiana
University.

We were introduced to RefWorks, which

3. is a database relevant to our studies. We
also learned about ProQuest, which is an
Ebook central that offers an extensive
collection of academic materials.

SEE IN THE APPENDIX

HTTPS://CONTENT.BRIDGEPOINTEDUCATION.COM/CU
RRICULUM/FILE/BB73E42A-4D22-4C58-8799-
BE0662251098/1/IS%20IT%20PLAGIARISM%20PRACTIC
E%20ACTIVITY.ZIP/STORY_HTML5.HTML

The link was particularly helpful in our exploration of

plagiarism and how to avoid it.

VERONIKA KOZLOVA PORTFOLIO

 08.03.2023

Lesson plan
The day was primarily
dedicated to watching
presentations focused on reading
and writing tasks. One
presentation that stood out to me
was about teaching special
children with ADHD. It was
informative and gave me new
insights into teaching strategies
for this population. We also
participated in a fun and
interactive Tinder event.

During the lesson, we

discussed Tobolsk's constructivist
approach to blended learning for
teaching English for specific
purposes. We had a productive
discussion about essays we had
already corrected and read aloud
additional essays, with a focus on
how well the titles correlated with
the texts. Through these activities,
I learned new ways of analysing
writing and gained valuable
insights from my peers. Overall,
the lesson was helpful and
informative.
VERONIKA KOZLOVA PORTFOLIO
 14.03.2023

In our class, we had an interesting

brainstorming session about the skills we
use in everyday life and where we use them.
It was a great opportunity to share our
experiences and learn from each other.

We also played an engaging game SEE IN THE APPENDIX

with a dice that involved all four skills,

which could be used in a classroom
setting. We even had some fun playing it
ourselves, and there are photos to show.
Afterwards, we watched an example of
an activity that involved a written task,
which was very helpful in understanding
how to approach such activities.
Finally, we looked at some articles on
how reading and writing affect other
skills. We learned about how we can use
any text for learning reading and writing,
as well as the importance of developing
these skills. We also learned about
different types of questions that can be
asked to help develop these skills further.
Overall, it was an insightful class that
helped us learn more about the skills we
use every day.

VERONIKA KOZLOVA PORTFOLIO

 YES
CHECKLIST
NO
 YES / NO

CHECKLIST
THE GOALS I HAVE ACHIEVED BY THE END OF THIS COURSE

YES NO
01 CLEAR COURSE OBJECTIVES

YES NO
02 ENGAGING AND VARIED COURSE MATERIALS

YES NO
03 EFFECTIVE FEEDBACK

YES NO
04 COLLABORATION AND DISCUSSION

YES NO
05 APPROPRIATE WORKLOAD

A CHALLENGING YET REWARDING LEARNING YES NO

06 EXPERIENCE THAT HELPPED ME DEVELOP MY
WRITTEN COMPREHENSION SKILLS IN ENGLISH

ENGAGE IN CRITICAL SELF-REFLECTION TO

YES NO
07 IDENTIFY STRENGTHS AND AREAS
IMPROVEMENT IN WRITTEN COMPREHENSION
FOR

SKILLS

LEARN EFFECTIVE RESEARCH STRATEGIES AND YES NO

08 TECHNIQUES FOR LOCATING, EVALUATING, AND
CITING SOURCES

VERONIKA KOZLOVA PORTFOLIO

 MY
CONCLUSION
 In conclusion, I would like to assess the course honestly and
support it with worthy arguments. Overall, as I have repeatedly
mentioned in my "daily notes" (here I mean the notes/reflections I
made as we progressed through our lessons), the course went well, even
interesting and informative.
However, there were also moments to reconsider. Firstly, some
topics were repeated by both Amanda and Lorraine. There wouldn't
have been a problem if they harmoniously complimented each other,
which, unfortunately, I did not see. Secondly, the task described the
textbook was boring for one simple reason: we had done this type of
analysis in 4 out of 5 subjects previously, so it was not interesting to do
the coursebook analysis again due to a lack of motivation, creativity,
and interest. Moreover, this task is not even considered when grading.
Thirdly, raising the topic of grades again, I would like to remind you
that the portfolio is counted as 40%, which I consider extremely high
compared, for example, to the same lesson plan, which required
immense creativity, time, and knowledge of exercise and teacher
recommendation methodology. In this case, the percentage ratio and
tasks for the final grade seemed a little unfair to me. From my point of
view (as a student and a layman), this task could have been made more
interesting, and this is the fourth problem I noticed. Creative tasks were
missing, such as writing the same essay, where one could think and
fantasize. As a final work, I would also make something like an essay,
for example: What lesson would you improve and how? What topic for
consideration needs to be added to the program and why? The most
boring class: why did it happen? In this case, students could give free
rein to their imagination and at the same time apply their acquired
knowledge in practice, as well as provide excellent feedback.
In conclusion, I would like to express my immense gratitude to
Amanda and Lorraine for the work they have done. I am grateful for
making the material easy, accessible, and interesting for us. Many
classes were memorable to me: on websites with artificial intelligence,
on master thesis workshops (it was very productive and useful!), on
writing personal essays, etc. Special thanks to the invited lecturer,
Teresa: it was an insanely interesting class filled with practical tasks.
After it, I came out very inspired and full of energy.
Thank you for everything!

VERONIKA KOZLOVA PORTFOLIO

RESOURCE
LIST
 MY

RESOURCE LIST

WWW.TED.COM/TALKS
TED TALKS ARE INFLUENTIAL VIDEOS FROM EXPERT
SPEAKERS ON EDUCATION, BUSINESS, SCIENCE, TECH
AND CREATIVITY, WITH SUBTITLES IN 100+ LANGUAGES.

WWW.OXFORDLEARNERSDICTIONARIES.
COM/DEFINITION/COLLOCATIONS
THE DICTIONARY SHOWS WORDS COMMONLY USED IN
COMBINATION WITH EACH HEADWORD: NOUNS, VERBS,
ADJECTIVES, ADVERBS, AND PREPOSITIONS, COMMON
PHRASES.

WWW.GRAMMARLY.COM
GRAMMARLY HELPS YOU WRITE MISTAKE-FREE IN GMAIL,
FACEBOOK, TWITTER, LINKEDIN, AND ANY OTHER APP
YOU USE. EVEN IN TEXT MESSAGES!

WWW.REPLIKA.COM
REPLIKA IS A CHATBOT PROGRAM THAT DOESN'T JUST
TALK TO PEOPLE, IT LEARNS THEIR TEXTING STYLES TO
MIMIC THEM.

VERONIKA KOZLOVA PORTFOLIO

 MY

RESOURCE LIST

WWW.OPENAI.COM/BLOG/CHATGPT
CHATGPT IS A SIBLING MODEL TO INSTRUCTGPT, WHICH
IS TRAINED TO FOLLOW AN INSTRUCTION IN A PROMPT
AND PROVIDE A DETAILED RESPONSE.

WWW.TURNITIN.COM

TURNITIN SOLUTIONS PROMOTE ACADEMIC INTEGRITY,

STREAMLINE GRADING AND FEEDBACK, DETER
PLAGIARISM, AND IMPROVE STUDENT OUTCOMES.

WWW.PROQUEST.COM
PROQUEST POWERS RESEARCH IN ACADEMIC,
CORPORATE, GOVERNMENT, PUBLIC AND SCHOOL
LIBRARIES AROUND THE WORLD WITH UNIQUE
CONTENT.

WWW.REFWORKS.COM
REFWORKS IS A WEB-BASED BIBLIOGRAPHY AND
DATABASE MANAGER THAT ALLOWS YOU TO CREATE
YOUR OWN PERSONAL DATABASE BY IMPORTING
REFERENCES FROM TEXT FILES OR ONLINE DATABASES
AND OTHER VARIOUS SOURCES.

VERONIKA KOZLOVA PORTFOLIO

 MY

RESOURCE LIST

WWW.KUKI.AI
KUKI IS AN EMBODIED AI BOT DESIGNED TO BEFRIEND
HUMANS IN THE METAVERSE. FORMERLY KNOWN AS
MITSUKU, KUKI IS A CHATBOT CREATED FROM
PANDORABOTS AIML.

WWW.ANDYROID.NET

ANDY IS THE BEST ANDROID EMULATOR AVAILABLE.

ANDY PROVIDES AN EASY WAY TO DOWNLOAD AND
INSTALL ANDROID APPS AND GAMES FOR YOUR
WINDOWS PC OR MAC.

WWW.BEARLY.AI
BEARLY MAKES YOU 10X FASTER BY ADDING THE STATE
OF THE ART AI TO YOUR WORKFLOW. READING,
WRITING, AND CONTENT CREATION ALL ONE SHORTCUT
AWAY.

WWW.E-COMMENTS.COM
THE E-COMMENTS CHROME EXTENSION ALLOWS YOU TO
INSERT HUNDREDS OF COMMON CORE-ALIGNED
WRITING FEEDBACK COMMENTS WITH JUST ONE CLICK
INTO YOUR GOOGLE DOCS, SLIDES, OR ANY WEBPAGE
THAT ACCEPTS TEXT.

VERONIKA KOZLOVA PORTFOLIO

THE
REFERNCES
 MY

REFERENCES
1. BREEZE, R. (1987). OVERVIEW OF THE MAIN
ELEMENTS OF THE PROCESS WRITING
MOVEMENT. ELT JOURNAL, 41(4), 247-256.
HTTPS://DOI.ORG/10.1093/ELT/41.4.247
2. CHAPELTON, T. (2014, JULY 7). PHONICS FOR
VERY YOUNG LEARNERS OF EFL: A CREATIVE
APPROACH [VIDEO]. YOUTUBE.
HTTPS://WWW.YOUTUBE.COM/WATCH?
V=7EDBTWFDIU0
3. DUMMETT, P., STEPHENSON, H., & LANSFORD,
L. (2016). KEYNOTE [COURSE BOOK]. NATIONAL
GEOGRAPHIC LEARNING.
4. FALLA, T., & DAVIES, P. (2012). SOLUTIONS:
INTERMEDIATE [COURSE BOOK]. OXFORD
UNIVERSITY PRESS.
5. MORELL, T. (2013). MULTIMODALITY AND
INTERACTION IN THE CLASSROOM. LANGUAGE
AND LINGUISTICS COMPASS, 7(6), 350-362.
HTTPS://DOI.ORG/10.1111/LNC3.12033
6. NUTTALL, C. (2005). TEACHING READING SKILLS
IN A FOREIGN LANGUAGE (2ND ED.).
MACMILLAN EDUCATION.
7. ROONEY, S. (2021). BEAUTIFUL WORLD, WHERE
ARE YOU. FARRAR, STRAUS AND GIROUX.
8. SOARS, J., & SOARS, L. (2019). NEW HEADWAY
(5TH ED.) [COURSE BOOK]. OXFORD
UNIVERSITY PRESS.
9. STATE COLLEGE SUNY EMPIRE. (N.D.). HOME
PAGE. RETRIEVED APRIL 5, 2023, FROM
HTTPS://WWW.ESC.EDU/

VERONIKA KOZLOVA PORTFOLIO

IMPORTANT
LINKS
 IMPORTANT LINKS

ANALYSIS OF THE RA

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HANDOUT
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ANALYSIS OF THE COURSE BOOK

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LESSON PLAN: FOCUS ON READING/WRITING

ACTIVITIES
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VERONIKA KOZLOVA PORTFOLIO

THE
APPENDIX
 OVERVIEW OF THE MAIN ELEMENTS
OF THE PROCESS WRITING
MOVEMENT
Summary of Ruth Brezee study

1. HISTORICAL
ISSUES:
Jerome Bruner: The Process of
Education (1960) and On Knowing
(1962) played an essential role in
changes in educational theory and communicating the importance of
practice in the 1960s process to those involved in the
teaching of writing at all levels.

From behaviourism towards

cognitive psychology in the 1960s:
that complex skills can be broken

down into interacting constituent
parts, and that learners are
agentive thinkers who generate
hypotheses which drive the
learning process forward
2.
All these changes in
emphasis worked together
to bring the processes of
education into view,
establishing language skills GENERAL INFO:
such as writing as
legitimate domains for
research and innovatory
practice

The central issue in the

process approach is: how can The strength of the process writing movement is
students be helped to acquire that it recognises writing as a craft, and the teacher
the knowledge and skills they as a more experienced craftsperson who actively
need to write appropriately? introduces apprentices to the practice of that craft.

five stages: pre-writing,

3.
drafting, revision, editing and
WRITING AS A publishing (Czerniewska,
1992, p. 84).
SERIES OF five slightly different stages:
STAGES: collect, focus, order, draft,
clarify (Murray, 1984).

the essential focus is the same:

4.
what matters is the complex set
of operations which the writer CONCLUSION:
must accomplish in order to
produce a text.

these variants felt to

to have certain common ground which

is thought to distinguish them from their
"current-traditional" predecessors.

Grabe and Kaplan, 1996, p. 87

Process approaches encourage self-discovery and the "authorial
voice"; they recommend writing on topics that are meaningful to
the writer, or socially relevant; and they are concerned that the
student should gain awareness of the writing process, of writers
and readers, voice, genre and the social relevance of written
INFOGRAFICA
discourse . BREEZE, R. (1987)
 MINDMAP OF
NUTTALL, C. (2005)
PERSONAL ESSAY
COMPLETED TASKS
WORKSHOP WITH
TERESA MORELL
WORKSHOP WITH
TERESA MORELL
WORKSHOP WITH
TERESA MORELL
WORKSHOP WITH
TERESA MORELL
HANDOUT FOR THE PRESENATION OF THE RA
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.
COURSE BOOK BY VERONIKA K.& IANA K.