Gyeonggi-do Institute for Foreign Language Education

Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

1. COURSE INFORMATION

Course Title: Essay Writing

Instructors: Christian Poon gifle.writing.christian@gmail.com
Darren Ng gifle.writing.darren@gmail.com
Course Website: www.giflewriting.pbworks.com
ETS Criterion: http://criterion4.ets.org/cwe/student/

2. COURSE DESCRIPTION
The Writing module introduces students to the four-step writing process of
pre-writing, writing, editing, and sharing in essay writing. Additionally, students will learn
why writing is both a necessary communicative and reflective skill critical to their on-
going development as educators.

As trainees gain more confidence, experience, and skill, it is hoped that students will experience the
unique joy that comes from crafting writing that is sincere, passionate, and meaningful.

3. COURSE OBJECTIVES
1. Trainees will improve their proficiency in English essay writing through various individual and
group writing activities, web-publishing, and conference session with their instructor. By the end
of the course, trainees should be able to independently produce a formal essay (of at least five
paragraphs) comparable to a paper written by a first year university student from a native English
speaking country.

2. As a secondary focus, trainees will also explore ways they can adapt the writing strategies taught in
class to their own classroom environments through group discussions and sharing sample
secondary writing activities.

1
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

4. STUDENT EXPECTATIONS

Students are expected to assume the identity of an emerging writer.

Therefore, we expect our students to…

…come to class on time (at least 5 min before the bell)
…work well in a team environment.
…be diligent in their work.
…be patient with themselves, their classmates, and their instructors.
…be enthusiastic in their attitude towards learning.
…be open-minded when they experience something new.
…be helpful in their relations with others.
…be persistent in difficulty.
…be eager to share what they have learned both at GIFLE at their home schools.

We hope that our students will…

…constantly improve their skills as writers and teachers.
…not compare themselves to fellow trainees, but to how much they have improved since they first
started.

2
Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

3
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

5. COURSE REQUIREMENTS
Students will be required to complete a formal essay on a topic approved by the instructor and a “Show
and Tell” presentation.

In addition, students will be asked to complete various additional assignments that will help them prepare
for their weekly writing focus. Assigned homework is due at the beginning of the class of the date
indicated on the course schedule in print format. Students must also email their writing task assignments
to their instructor and save their work on a USB memory stick device.

Class Assignment Point Assignment to be

due Value returned by
1 N/A N/A N/A
2 Review course syllabus Participation Marks N/A
“Getting To Know You” survey Class 3
3 ETS Criterion Login N/A
Prewriting Exercise Class 4
4 Write your Introduction paragraph Part of final essay Immediately
First draft of essay is due by your consultation date mark following your
consultation
5 N/A N/A N/A
6 Essay Final Draft is due 80 Class 8
Show and Tell presentation 25
7 “About Me” section on PBWorks Immediately
Upload your essay to PBWorks Participation Marks
8 N/A N/A N/A

4
Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

5
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

6. EVALUATION
Each group will submit their section of the magazine, which includes any three essays (expository, opinion,
interview), and at least two mini-assignments (crossword, comic, poetry, etc.)

Section Marks Description

Trainees will compose an essay according to the form taught in class:
-5 paragraphs in length
Major Essay 80 -350-500 words
-essay topic must be approved by the instructor.

In groups of two or three, trainees will research and present one English
“Show and writing activity, appropriate to their own teaching context. Writing
activities must be approved by the instructor.
Tell” 25 Groups will prepare several completed examples of their writing activity
and/or supplementary materials to share with their classmates.
Presentation E.g. Short poem, short articles, empty comics, crosswords, mini-book,
madlibs, etc, or any other writing activity approved by the instructor.

5 For basic attendance and participation

For extra contributions that benefit the classroom community.

Participation
10 E.g. Relevant articles, writing activity ideas, “Word of the Day”
contributions, curriculum posters, etc.
Total in this section: 15 marks

Total: 120 Marks

6
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

7. COURSE SCHEDULE

Session 1: Welcome to Writing Class!

Aims

1. To introduce trainees to the writing module, their instructor, and each other.

2. For trainees to reflect upon “Why is writing important?” in their role as EFL educators.

3. To acknowledge common barriers many Korean EFL teachers face when trying to write.

4. To Identify helpful attitudes that will help their writing become more enjoyable and effective.
Class Schedule Assignments

1. Trainee Introductions 1. Complete the “Getting to Know You”

2. The Pile Game: Why is writing important? survey.

3. Course administration 2. Review Course Syllabus.

4. Introduce the GIFLE Writing website

5. Overview of major assignments

Session 2: The 4-Step Writing Process

Aims

1. Trainees will be introduced to their major writing assignment: composing a formal essay.

2. Trainees will learn how to use the 4-Step Writing Process (Prewriting, Writing, Editing, and Sharing) to develop more

effective essays.

3. Using examples of pre-writing for reference, trainees will create their own Pre-writing webs.
Class Schedule Assignments

1. The 4-Steps of Writing: An Overview 1. ETS Criterion login

2. Prewriting for an essay 2. Pre-writing for your essay

3. Formatting your essay properly 3. Sign-up for your conference

4. ETS Criterion login and Introduction

5. End of week reflection

7
Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

8
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

Session 3: Essay Structure

Aims

1. Trainees will be able to identify the components of effective paragraphs and essays and reproduce these elements in

their own writing.

1. Trainees will learn how to develop effective Topic Sentences, Supporting Details, and Concluding

Sentences for a “Body Paragraph”, by using relevant student samples and referring to their Prewriting work.

2. Trainees will also learn how to write an effective Conclusion paragraph that reflects the “Introduction” paragraph by

using relevant student samples and referring to their Prewriting work.

2. Trainees will use the above skills to re-order the components of a “mixed-up” sample essay.

3. By showing various examples, trainees will learn how to compose their own Hooks for their ”Introduction.”
Class Schedule Assignments

1. Components of an effective paragraph and essay 1. Compose an “Introduction” paragraph

2. “Mixed Up” Essay Re-Ordering Exercise (with Hook and Thesis)

3. How to write a good Hook 2. Sign-up for your conference

4. How to write a good Thesis

5. ETS Criterion: website overview

Session 4: Thesis Formula, English 101, Editing & Sharing

Aims

1. By introducing students to the Thesis Formula and relevant samples, trainees will learn how to

construct their own Thesis statements for their “Introduction” paragraph.

2. Trainees will identify and correct common grammatical, stylistic, and formatting errors that beginning Korean EFL

writers often encounter through a group activity called, “English 101: Dos and Don’ts in English Academic

Writing.”

3. Trainees will gain a better understanding of the importance of editing their own writing and learn Editing

strategies through in-class discussion and editing time.

9
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

Class Schedule Assignments

1. In-class sharing: your Hooks and Thesis sentences 1. Compose “Body” paragraphs and a

2. Using the “Thesis Formula” “Conclusion” paragraph.

3. English Writing 101: Dos & Don’ts in English Academic 2. First draft of your Essay (Introduction,

Writing Body, and Conclusion) is due by your

4. Why is editing important?

consultation date.
5. In-class editing time
3. Sign-up for your conference

Session 5: Referencing, Flow, Editing and Sharing

Aims

1. Trainees will learn the importance of referencing outside sources to strengthen their writing by using the MLA

referencing format.

2. Trainees will learn how to use linking words and various bridging techniques to create more coherent and cohesive

writing (flow) by completing an in-class worksheet in groups.

3. To increase trainee proficiency in creating flow, trainees will be introduced to the Linking Words Resource Pack.
Class Schedule Assignments

1. Introduction to referencing 1. Edit your paper using the strategies we

2. Creating Flow using Linking Words learned in class.

3. In-Class editing and sharing time 2. Ensure you have scheduled a Consultation

4. Group time to work on your Show and Tell date with your instructor

5. Mid-course Reflection 3. After your conference, complete the final

draft of your essay.

Session 6: Web Publishing

Aims

1. Trainees will learn how to web-publish their writing pieces using PB Works.

10
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

2. Trainees will publish their completed essays and their “Show and Tell” writing activity examples on their newly created

PB Works page.

3. Trainees will compose a brief biographical introduction, entitled, “About Me” for their PB Works page.
Class Schedule Assignments

1. Introduction to PB Works 1. Final Draft of your essay is due

2. In-class web-publishing time 2. Complete your “About Me” page

3. Group time to finalize “Show and Tell” presentations 3. Publish all your writing assignments

(Major Essay and “Show and Tell”) to your

PB Works Page

11
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

Session 7: Writing Activity “Show and Tell”

Aims

1. In groups of two or three, trainees will research several relevant writing activities that they can use in their own

teaching contexts.

2. Groups will prepare several completed samples of their writing activities to share with their peers in class and on their

PB Works page.

3. Groups will present a brief 10-15 minute “Show and Tell” presentation explaining how to implement these writing

activities in their own high school English classes.

4. Trainees will have an opportunity to expand their knowledge of different writing activities and evaluate their relevancy

to their own teaching context.

Class Schedule Assignments

1. Group Preparation Time Bring snacks for our last class!

2. Group Writing Activity “Show and Tell” presentations

3. Trainee discussion/critiques of presented activities

Session 8: Read Aloud!

Aims

1. To encourage trainees both professionally and personally by doing a group read-aloud of a short inspirational

writing piece.

2. To provide trainees with further online and offline writing resources to supplement their ongoing development as

emerging writers and English educators.

Class Schedule Assignments

1. Welcome and Congratulations! None!

2. Student Reading

3. What’s next in our writing Journey?

4. Suggested Offline and Online Resources

12
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

5. End of course Reflection

13
 Gyeonggi-do Institute for Foreign Language Education
Elementary Teacher’s Intensive Program, April 21 – May 20, 2010

8. RECOMMENDED READING
(For a complete list, please go to the RESOURCES section on our GIFLE Writing website;
www.giflewriting.pbworks.com)

GRAMMAR TEXTS
1. Basic English Grammar 3rd Edition by Betty Schrampfer Azar, Pearson Education, 2002.
2. Fundamentals of English Grammar 3rd Edition by Betty Schrampfer Azar, Pearson Education, 2002.
3. Understanding and Using English Grammar 3rd Edition by Betty Schrampfer Azar, Pearson Education,
2002.

*The instructor also strongly endorses students to supplement the above texts with a
comprehensive Korean English grammar text.

KOREAN ENGLISH WRITING TEXTS

1. Hackers Writing Start by David Cho, Soul Shi Publishing, 2006

ENGLISH WRITING TEXTS

1. Effective Academic Writing: The Paragraph by Alice Savage and Masoud Shafie, Oxford University Press, 2007.
2. Effective Academic Writing: The Short Essay by Alice Savage and Masoud Shafie, Oxford University Press, 2007.
3. Effective Academic Writing: The Essay by Alice Savage and Masoud Shafie, Oxford University Press, 2007.

14